Good evening every June 4th. started. Oh, I'd likeation of Harrison's. Yes. Williams >> here. >> Will
Robinson >> here. Emily here. They will be. So we're moving on. Item 15.2. It is the pledge of alle statement. is to graduate college and
career ready students with the knowledge, skills, attitudes and behaviors to personally succeed and contribute to the on to item.1 a motion to
>> Madam President I move to approve agenda as stated. >> Motion to approve the agenda stated by Mr. Williams, second by Frasier. All those in favor? >> I >> also order forward to item three. It is
communicating with the board. Item 3.1 it is the James presentation. So at this time we would like >> there it is. >> It's got to be green. >> Yeah. >> All right. Very good.
Hansel board. Thank you very much for the time. It's good to see you. I don't think we did this last year. So I think we missed one. I was trying to figure out what we missed. >> Are you? Then I'll talk really really slow. Okay.
>> Could you introduce us? >> Oh yes. So uh I I am Rob Dhy. I am the CEO of James Irwin Charter Schools. I have been with James Irwin since 2006 seven school year. started as a math teacher and uh was uh honored to take
over as CEO the day that we uh entered COVID and uh learned a lot. And I'm joined today by Mr. Gregory Schwarz, our board president. And um we uh um we were going to have our uh chief academic
officer join us, Carrie Reid, but um her daughter had some um important events happening tonight and so she didn't join us, but I wanted to introduce her. I don't think I've had her here um before. So, thank you.
All right. So, I'll begin with um just AC the academic excellence. Um really this whole reports just about about bragging. So, at the end, if you have questions, I certainly entertain anything that we haven't included. Um this this past year, we had 18 students that earned College Board recognition
program awards. Um we once again received um an outstanding AP results which exceeded national averages. 16 of our um students earned AP Scholar, AP Scholar with honor or AP scholar with
distinction recognition which was um absolutely phenomenal and uh we're very very proud of the high school level. Additionally, um this last year, uh this current year, we had um one, um Daniel's
scholar, Michael Augustus. He'll be attending Georgetown University in the fall of 2026, which is um which is really impressive. And since we didn't meet last year, last year we had three Daniel Scholars all in one year, which, you know, when for a graduating class of
like 85 students is is a lot. It's a pretty high percentage. And so, um, really just I'm very proud of what, uh, what what we're seeing with with the with the leadership at the high school. Um, the the the it really built a a
culture and a team that is focused on character and on academic excellence in ways that um that kind of fell apart during co and they've they found a way to to bring that all back together. Something else that that we've done and
let me try to push the button. Something that we added this this year which is unique is something that we call community and conversation events. So what we do is we um we invite the community come to come to the school. Typically on a Saturday morning we
provide breakfast. Um it's usually a shot in the dark as to whether we bring enough for 10 or for 50. So, I always cook for 200 just in case and uh it gets me in trouble with my wife quite a bit. Um but but these events are designed to
get our not just our families in but any community uh members to come in just find out what are we doing. We talk about things like mental health, what's going on in the world of mental health. Um we have experts that come in talk about school safety, talk about internet safety and things like this that that
maybe parents aren't um getting. It's timing. I I see that means I got to hurry, doesn't it? That's what that means. Yeah, it's it's just I must be on a timer. I must be on a timer there. So, um
and so um these events uh initially were very uh poorly attended, but uh it it's improving as as we're doing this next year. Um we'll we'll be focusing again on what we're seeing in in the community and in in the world and how do we bring context to to the students that um are
and the families that are um not just attending James Irwin necessarily but are living in our communities. Um this year we did receive uh best of the springs uh gold for the middle school uh silver for the high school um
and bronze for the elementary school at um at the Astrozone location, the D2 location. Um Aspen, yeah, we have three authorizers. Yes. So it's doing it again. I'm not touching the button. I promise. Um, Aspen Wear uh was the
bronze best elementary educator and her husband Derek Wear is actually our um office manager. So that that's pretty impressive. Then Ezekiel Leuan um he received and he's a he's a yeah you know yeah he's a he's a student. He's a and
we had nothing to do with this but he got the gold best for DJ and best wedding DJ which is phenomenal. Um he does this on his own. So he does all of our dances and events and so he has quite a a future ahead of him. So um
absolutely from I mean it's a it's just what did Linda say? He's just so cute is what Linda said. But uh so um we were um again recognized nationally by US News Report as one of the best schools in 2026.
And so very very pleased with that. Um athletics that button just keeps going. It's just going to keep going. um girls basketball and girls soccer qualified for state and um multiple uh track, golf, and wrestling athletes uh qualified for state champion um as well.
We have a new athletic director this year, Chad Baker, which I understand that your uh assistant superintendent um knew Chad, and he walked in and he goes, "There's uh what do you say?" He called him Chad Baker the touchdown maker because they went to high school
together. And Chad's like, "I wish you wouldn't have said that. His jacket's in my office. He left it when he visited. I meant to bring it today. So, and I forgot to bring it, but uh so that that's pretty neat. Um we had um uh Matchwitz advanced to state and this is
the way they spell it, but this is it's our ac capella used to be honors choir. Um they earn a superior rating. They renamed themselves blue renaissance a capella. I don't know what that means, but that I made sure that's what the spelling was actually correct. And then our robotics
team um competed in the VEX Worlds Championship um this year, which uh for just being the second year of having a team was was pretty phenomenal. Um that was that they were able to go do that. Uh one of the neat things, um a couple
of grants that we had, uh we got a $12,522 grant dollar grant for making life better. It's a biology grant to improve our biology labs. And then we got a grant from the Daniels Fund to start football. So, James Irwin will have football beginning this fall. Um, it's
ironic. I I sit on the League of Charter Schools board and we were at our retreat and uh someone from Daniel's fund was there and he said, "I see you have football field, but you don't have a team. Why?" I go, "Well, it's just it's we don't have the budget for it right now." He goes, "Well, write write it up and I'll pay for it." And quite
literally, that's how that worked. And so, um, of course, the board had to vote on it, but so we'll be starting a football team. And then what's it we're next year we'll be starting in middle school and then we'll go through um um a C team in the high school and then um JV
we're going to build it up. Yeah, we just don't have the capacity that first year. And then I found out uh just yesterday that uh Chad Baker, the touchdown maker, and his team um they secured a grant uh to put in a uh girls
tennis program. So, they're going to pay for um all of the components um including the the the tennis courts and all the rackets and all of that. And uh so um he's really made a big difference in the sports program at James Irwin. So, extremely proud of that. Um we had
some student recognition. Um we had uh Boys and Girls Club Junior Student of the Year. Um this was a uh um recipient uh took second place uh from James Irwin from high school. Um, I didn't have permission to give out names, so I didn't I'm not going to provide names,
but you can probably Google it and look it up. Um, and we also had one from PEK, but that's a D49 school. And so, uh, that's it was just neat to see the work that these kids are doing. Uh, this year we did finally open the
new Jags daycare. Uh, we we built a a new uh daycare facility. If you recall a couple years ago, we put a modular in that was able to serve about uh 20 or so um um kids. Um now we're serving 55 staff children during during this last
school year. Um and additionally, we added a bathrooms and a new concession stand because it faces the football field. So it was a it was just good timing and we were not compliant with ADA. So I was able to make some of those changes that were required as well.
And then um something new this year that um that we've added and created is something called leadership academy. And uh this was an idea of we're always looking for new leaders when whether we're we're expanding or they're moving on. And so we started teaching on Saturday mornings um a a classes on on
how to be a good leader. And uh the first class focuses on culture and um and just what what is the difference between leadership and management. And the next course is going to is going to be focused on um finance, governance, instruction, school law, sped, all the
things that aren't nearly as fun to talk about and learn, but are essential for school leaders. And there'll be a third one that'll happen um next the the fall of uh of of 27. And that has had extreme um amount of interest. Um we had to
actually limit it to about 20 just to keep the sizes down. this Saturday. Um the first group will do their final presentations uh for us. Um and in the presentations they had to um either uh come up with a plan to start a new school and they had to they had to do
all the work on finance and uh and on a high level of course, right? Or they had to go into a school that needed to uh to be reborn or rebuilt. And um so just a great experience for them to to learn those th those things. And um I think I
lost one of my slides. I had a thank you slide at the end, but I think I must have deleted it somehow. That's all right. And uh that's what I have for you folks. What questions do you have? >> I have a couple questions. Um while the board thinks of theirs, but um I know
you have an you started in D2 and you guys have expanded. The elementary in a neighboring district is not performing as well. >> Correct. What are you guys I know we're not your authorizer for that school, but when James Irwin is not performing, people think it's our James Irwin. What are you all doing to help that
neighboring district's James Irwin Elementary perform at the Astros James Irwin Elementary level? >> Yeah, that's a great question. And so, um I didn't put this in the report, but um I'll just I'll um it's public at this point. That school will be closed for
one year. We're closing that school next year. >> There's that. Um and well that we're not that the student the students will not be displaced. Yeah. >> Um we've we've had we've had um >> difficult leadership um issues at that school
>> um uh for for two years. I went in and did uh extensive coaching. And then last year I had um I had uh uh Harry Reid the chief acum officer and uh my MTSS coordinator there
almost full-time. and it it just isn't getting where we need to get it. And so what we're doing is we're going to bust those students to the Canada Drive location, the new elementary that's in District 49 because it has capacity because it's still ramping up. And um
over the next year um we'll be rebuilding that program completely and we're doing a comprehensive remodel on the space. We've seen declining enrollment for a number of years. um the SPA it was built in the 50s and it it just doesn't look attractive anymore.
So, a lot of interior changes and and I I I want to back up. I I'm not I'm not putting the onus on the leadership of the school um completely. Um there's the way the classrooms were set up was just not um wasn't designed well for the way
that we teach. So, we're actually reversing all the classrooms and making the classrooms so they're a better learning environment. So, elder construction will be starting in there shortly and um a complete uh remodel of playgrounds and things on the outside as well.
>> My other academic related question is um and Vanguard's presenting next. So, my same question for them so they have more time to think of their answer. But >> great, >> we know that charters did not want to go to taking online testing because that's not the environment many of you teach in. >> We saw CASS scores drop
>> in both of our charters. Um, we are assuming part of it is because of the online piece. What are you doing to navigate that going forward to adjust kids so they're ready to do that so that the way they take the test doesn't affect the results? >> Yeah, that now that Thank you. That's a
great question. Um, as you know, we are a non we're a no device school. Um, kind we start uh we start with cursive in kindergarten. And so when students are writing that this that their brains are doing this this requires a different set
of mental skills to write. So we do know that our scores in ELA are going to drop. Um immediately when we knew this was going to uh come about um first of all we didn't have devices so we had to fork out a lot of money for devices. um
we started uh um u putting together uh keyboarding and and computer classes um in the elementary schools and we'll continue to do so. The other thing that's impacted um James Irwin scores the elementary school level is that we ended up switching uh curriculum in math
and um if you know us and and you know we don't we don't make changes very easily or very quickly. Um what we noticed the year before last was that we our pacing was just off. And so we brought the experts in to do training
and Carrie Reid and her team have u been working um very closely with lead teachers and the principles to make sure that pacing is is back on on track. Um but um uh we also have um um we're
bringing in a full-time data person to start uh looking at at data and presenting data and putting it together in a way that makes sense. So we're not reacting to things. We're being proactive. >> Um I want to get back to the um leadership academy.
>> Um so what do you anticipate this developing into? What do you what is your forecast for the future? I I saw that it says develop principles, but obviously everybody is not going to go down that route.
>> Right. Right. It actually it's it's it's it probably does say developing for develop for principles, but it really is designed for um anyone who wants to be in a leadership role, lead teachers, deans, assistant principles, principles. Um we're going down this path because uh
one, we have turnover just like you would at any other school. and we want to protect our culture. Um, I personally have a mission that when my time expires and I have to um follow my wife around the beach and look at turtles someday that and and that's what she says I'm
going to do. Um, that I want to make sure that that the way that we teach, the things that we think that they are long lasting. And so, um, that's one of the goals of leadership academy. The second um uh of of course and and to
fill the upcoming slots within the current schools and then third um um as you know we're part of the charter school uh growth fund um a couple of other organizations um there's a lot of pressure on us to continue expansion
further south and um I I think that once we solve the the issues that you brought up and because those are those are number one paramount take care of those first that um we'll continue um the expansion of James Irwin and we want to have the leadership uh folks in place.
Um we've we also have um as part of this we have um intern teachers. So we bring teach we bring people in who want to be teachers and we pay them but they uh work alongside a master teacher in the schools so that they're ready to go into a classroom the next year. So we're
trying to build capacity rather than trying to react to capacity. Hi. Hi. >> Um, your daycare, is that available to your families of students that attend? >> No, ma'am. It's only available to the
staff. Yes. And even with that, um, even with the new expansion this year, we're going to have a waiting list again because it is, uh, at no cost to the staff. >> I have two questions. Um, thank you. Thank you so much for this presentation. Um my first question is kind of
following up with like leadership academy. So it focuses on culture, finance, governance, instruction, school law and executive leadership. School law is that talking about education law. Can you just give some more context on that? And then I have a second question too regarding the community and conversation
events. Uh just just I'm just more curious to like learn more about them um because they sound like a really interesting idea. Thank you. >> Yeah. So, so it's it's it's based the school law is based on 2233, right? Um we we bring in um uh experts from the
field, Eric Hall, Brad Miller, um other folks like that to uh to teach at a very high level the things that you need to know um if you're going to be a school leader, what what to expect, what changes um maybe that we think are coming. Um, but so if you can imagine
just what what does a school leader need to know about school law in order to operate and that's that's what we're teaching and again it's very high level because that that class is eight hours total and you can't read that document in eight hours right um the community
and conversation um it it it varies depending on what um what the public wants to talk about and um we've had conversations ations about um um one one was almost completely on
mental health and so we brought in some mental health folks to talk about that. Um one was um completely on um on safety and not just I'm not talking school safety, not the physical structure. We do discuss that but u talking to parents
about internet safety. What what what predators are out there? What what what threats are there to your children? Um, we've talked about, um, these are some things we're seeing in the world right now with drugs and what like fentanyl and and things like that. What what are
the warning signs for your own children? Um, and and and what resources are available. Um, we had some conversations um about um ICE with um a lot of the parents too who were highly concerned and and rightfully so about things that
um we're doing and what kind of policies we would have and what our response would look like. and I'm trying to think what other ones um have come up. Um I'd be happy to um include you on um the future emails of those events and you're certainly welcome to attend.
>> Yes, absolutely. Thank you so much. >> Yes, ma'am. >> What is your policy on ICE? >> I I don't have it memorized, but I I think it matches probably yours um or other schools. Um it it's we're not going to let them in the building
without a a subpoena from a judge and we haven't had an issue with it obviously. Um but I'm I'd be happy to provide uh that document too if you'd like to see it. >> Thank you so very much. >> Thank you. Thank you for the time.
Thank you. >> So, we are moving on to item 3.2. It is the Vanguard School Report. If you could uh >> I know. Thank you. Think it was a test. Good evening. I'm Jim Smith, executive
director for the Vanguard School, and it's a real pleasure to be here tonight to talk about our school. We will talk some about our assessment data. We'll talk some about um our program overall and some other things that are just happening at our school. But first, as
you all do, before we start every presentation or every meeting, we read our mission statement, which states, "The mission of the Vanguard School is to help guide students in the development of their character and academic potential through academically rigorous contentrich educational
programs." Um we do take this very seriously and like I said, we um talk about it at every meeting. We start every meeting that way. And whether it's in the school or in the community, we want to make sure that everyone knows what we stand for and what we're about. All right. This year was our 30-year
celebration. So, we've been around for 30 years now, and we had the opportunity to do some really cool things. Uh, one is we uh marched in two parades in the city. So, that was fun to do. Um, haven't done that one before, so we did that. Um, we had a full student body and
staff picture taken. That's what you see in the bottom there. Uh, so that was a fun day. We had a drone that a parent uh owned and used for that. Our students helped with the neighborhood toy and food drive. And uh, students also took part in in honor of our 30th anniversary
reading rally uh, producing an impressive 32,120 minutes of reading by,50 students. So the question might be what do we believe? We believe that all students can learn if they are taught effectively
and we'll talk some about that a little bit later. The formation of good character goes handinand with ex excellent academics that we really do want good human beings who are also challenged academically and it's not just about the academics but it's about
the whole child. Serious scholarship requires self-discipline, determination, patience and humility. and we teach those virtues as well. And parents play an active role in all aspects of the child's education. We really do uh challenge our parents to
share their talents, to share their time, to be a part of our school uh because we know that their child is their uh greatest asset, right? And we want to make sure that we're doing the absolute best thing we can for each child. When you look at some accolades that we
have, the US News and World Report ranked us number one in Colorado Springs, number three as the uh high school in in the state, number 175 nationally among all high schools, number 42 among charter high schools,
and one in MD2. Our student body looks like uh depending on the day, but 1,428 students enrolled kindergarten through 12th grade. uh 220 students and and most of our students come from district 2, district 11, and
district three. And I'll give you a better breakdown later on in the presentation. Approximately 30% of our students qualify for free or reduced lunch. Um and 55% of our students identify as minority.
Vanguard programs, our lower elementary is grades K through through three, kindergarten through third grade. Upper elementary is grades four through six, junior high is 7 through eight, and high schools grades 9 through 12, which is pretty traditional, pretty typical. Uh, I would encourage you if you'd like to
come take a tour of the campus. I'd love to give individual tours or full tours of the campus to see what we're doing, but please come when the students are there. Without the students, it's not very exciting. The students are the magic for sure.
So, exciting changes that we've experienced in uh the last year. Uh we started a K3 lunch program and we're serving about 250 lunches a day, which tells me that we're filling a need that existed for many years before. Um I
would like for us to pursue with Don Cadarian who's our elementary principal, Maria Mcome, who's our business manager, and Jeff Finton, who's our director for curriculum instruction. and they're here with us as well, but looking at a breakfast program. The Beyond the Classroom program was a grant-f funded
opportunity for 90 families that got clothing, toiletries, and gift cards for new shoes. Uh it was a really great program and we hope to engage in that again this this year in partnership with UCCCs. Very similarly, we are supporting a citywide effort for aspiring charter
school leaders to get licensed to get and to get their masters. Uh I plan to teach some of those classes, so it should be fun. Um, but they they will get their certification and their master's degree through UCCCs. At the end of that program, we have a new sidewalk and founders pavilion that I'll
show you when we go on a tour. Uh, the best grant is something that we will be pursuing uh next cycle. So, coming up in the in the next year and that um best grant is focused on building a building um on the Corona campus. I'll show you where that would be. And primarily it's
about getting our kindergarten students out of Southern Cross. You know, we have classrooms in the strip mall at Southern Cross and I'd like to get them Yeah. I'd like to get them out of there. Um and to to build that building. We have the Vanguard Teacher Apprenticeship Program, which is a program through UCCCs, a
partnership that we formed with them so that teachers can get certified and work towards a degree if they don't have one. This is primarily for pair professionals or those who aren't currently teaching. Then we have we started the Vanguard staff reimbursement program. This pays up to 25% of the tuition only for those
who are engaged in coursework that will lead to either being a teacher or administrator. So this I know you can't really read it, but this is our AP grid. Um we had 37 see
the number off the top of my Can you see it? 436. Of the 436 assessments that were taken through AP, our average is almost 4.0 out of five, which is pretty strong.
Here is the list of assessments that we have. very typical I think for what most schools would be um engaging in with their students. The new one is NWA uh and that helps us with our formative assessment work to make sure that we're tracking which students are growing,
which students need additional support and also it's been really I think it's been very interesting um for to see staff engaging in data in a slightly different way. You know, it's not just all about CAMASS data. end as a summit of assessment.
So on the horizon, we are looking at that building project that I was describing if we get the best grant. We don't have the funds otherwise. Um although it sounds like you know how to get money, so I might come talk to you about that. Um with that, we have uh an alumni association that we started this
year. This is about inviting our alumni to come back and be a part of our school to share their talent, to share their time, and potentially their treasure as well. Um, we're continuing to build a new budget u model that's more
transparent. Um, prior to me coming to the school, it was kind of a big pot of money. Now, we're looking at breaking it out so that we have a real legitimate budget that is broken down by department, by activity, by athletic, all those different things. and Maria can speak to that more if you would
like. Parentmies are I hoped to have them started this year, but we didn't get them off the ground. These are classes probably similar to what you're describing in your community engagement. These are classes for parents to attend um in an evening to learn about the
impact of technology on student brain development. It's about mental health. So, we we surveyed our community to see what topics they would be most interested in. And so I have those uh topics that we will be uh hopefully kicking off uh next year for parents to
engage in. So at this point I'm going to ask Mr. Fenton to join everybody. Um my name is Jeff Fen, director of curriculum instruction at the Vanguard School. I just completed my 22nd year at Vanguard. Um, so part of
the reason that I up here today is just to give a any necessary historical knowledge about the school, right? So our focus here, as you saw in our mission statement, is character and academic potential together as a school. And we do that um all the way from kindergarten up through 12th grade. We
make sure that character is a main focus of what we're doing. Um to do these two things, we have a content blend that we go through K12 and then an instructional blend. And I'll talk just briefly about both of those. So in K6, we use a program called core knowledge for much
of our content, especially in science and history and poetry, language arts, those sorts of things. But then it blends into a classical liberal arts education in the grades 7th through 12th. Um we do a lot of work to transition between those because sixth to 7th for us and probably for many
schools is the biggest years of transition. When kids kind of change the way school looks, they change the way that everything operates. We do a lot of work to make that transition smooth for our students. Um, when we talk about the way we instruct, we're a direct instruction school in kindergarten
through sixth grade. A lot of coral responses. You might walk into our buildings and feel a little bit like this is a grammar school from the 1800s or something like that. Um, and then blending that into a classical instruction methodology in grades 7 through 12 with more Socratic
questioning, group work, those sorts of things that you might expect at a classical school. And then of course the blender for those things is our junior high. Um which is a great metaphor for being in junior high as it is. Um we try to meet students where they are. So we do a lot of achievement based grouping
that is primarily in reading and math but not exclusively in reading and math and then of course continues up through the high school as you would expect. Um we do have extensive professional development, mentoring and coaching. So I am my other tasks one of nine
instructional coaches at our school. We have two of us that specialize as leaders in that and then we have seven teachers who are also instructional coaches. We do a complete week of pre-ervice training with all new staff before the returning staff come back for another week. We lead professional development sessions throughout the
year. Um I lead most but not all of those. I was really excited this year to bring back a tradition at our school that had been dormant since COVID because co did a lot of things called choose your own professional development which was a um sort of symposium style where we had our own staff members
presenting to each other um throughout the day and it was it was really wellreceived on a variety of topics. And of course, when we talk about developing the whole person, um that really leans into our liberal arts education philosophy where we have things that
other schools might find quirky. For instance, um art, music, history as graduation requirements. Um it's not something you see everywhere, right? And that has to do with that whole approach. We do talk is it okay if I roll the character growth? Okay. We talk about character growth. Yeah, just I'll just
keep talking. Um we have a lot of different things that we do to um try to instill this and this is probably more than any academic portion of our program what we spend the most time tweaking is the way that we approach our character development. U this past year it looked like Sanford Harmony as a program in the
elementary school. Pure grit awards are something that we give to kids for showing particular characteristics related to grit. We have things that we follow called the 5D keys to success and the cardinal virtues. In the junior high, we do active character lessons in the academic classroom. So, each subject
is actually responsible for a character trait to teach the kids at certain points in the year. In the high school, we have virtue discussions where we bring in an entire class. We'll bring in all the freshmen and sit down with them and talk about a particular virtue um every week. And then finally, we have
something called the senior capstone project where kids are blending their academic experience with their personal experiences to say things about how to live a good life. Um, next year we're investigating a program called, it reminded me of the name again, sources
of strength. I was just learning about this literally today, so I'm having trouble with it, but as a potential addition to our character program as well, and it sounds very exciting. We talk about our academic progress monitoring really quickly. Mr. uh Dr. Smith mentioned the different tests that
we take. We do of course use these as external measures like dibbles and then WA and CAMASS. We also have some internal measures where we do our own um oversight of our mastery uh along the way. We have pacing where we have people in charge of checking how the teachers are doing and how how far they've gone,
how well the students are mastering different materials. Um and then unlike many schools, our assessments are really standardized. So say fifth grade is taking a history test. There's five different history teachers. They all take the same test. That sort of thing is true across the board.
I have a few real quick slides here to just show some score history. My apologies on some of these. I when we transferred from one presentation to another, the coloring got a little messy. So, if you ever have any questions about what a line is, just ask. But this is just compar comparing over the last 10 years our um scores on
CAMASS and PSAT and SAT to sort of local schools. So we we often throw district 12 up there and that's just because our school board likes to see that comparison since it's our history in addition to putting state and and district two on there. But that is our you know history with ELA um in the
elementary. Then you can see our history with math in the elementary. Um that moves on to and we can pause for any questions if anybody has any. U junior high ELA
and then junior high math. And what the scores you're looking at, I should have said up front, these are the mean scores for our students. We always, one thing that we've tried to get to the bottom of for many years is
we do well on CAMASS, but we always do consistently much better on SAT. And exactly why is that? If if I had the magic answer for that, I would love to give it today, but we always investigate it. We have our suspicions. Um these are SAT mean scores over the last 10 years.
That number you see at the end, which was 2025. Um 1255 was the second highest average in the state. Um we do have the numbers coming out for next year. There may be folks in the room who've seen them and I haven't yet, but we'll see them I think tomorrow. The SAT is when
they're released to us. Um those are just some more numbers related to our SAT scores and PSAT scores over the last few years. Um we do, you know, do track those as we see our students coming up to see how well they'll perform. Um because it involves,
you know, state graduation requirements, but also we just want our kids to be well prepared for their college applications and so on. Um when we look at our AP data, this simplifies it a bit. I don't think I need to repeat too much of this, but this is a simpler form of what Dr. Smith
showed you. I think the highlight for me is not just the mean score, but the percentage of score of students who scored a three or higher, which last year was 94% of our students who took the tests. >> I believe that is it for me and we're
back to student enrollment. Thank you. >> Thank you, Mr. Finton. Yeah. So, with student enrollment, if we just look at where our students are coming from, uh, district 2 has 30%, you can see their percentages, um, and district 12 at 9%. Just think it's good to see where
students are coming from. But they come from all over the city. In fact, we've had students come from PBLO, Woodland Park, Monument. It's kind of neat to see. Again, just looking at some demographic data and how we're broken down in terms
of uh who our students are. You'll note IEPs are at 7.2%. That does fluctuate from elementary to high school. What would you say elementary? It's more in the lower grades and then fewer at the at the high school.
Here's a discipline data kind of broken down by subgroups. I won't read all this to you, but you can see um the different groups and the percentage. Any questions here?
I can talk about it, I guess. So, as Mr. Fenton shared, "We have a lot of ongoing training for our staff to make sure that they're prepared to give the absolute best that they can for each of our students no matter how they come to us, no matter what level they're at. I wish
we had that one slide of joint progress over time, how they come to us and what by the third grade." Mhm. >> So, also at our school, we have an exceptional arts program. And when you come take a tour, I'll show you around in the different art pieces that we
have. Many uh award winners at the national level, at the local level. The um middle sketch there is one of my all-time favorite student works, the self-portrait. And uh it's fantastic. Took her like a whole semester, but it's fantastic. The
other one, which is Icarus, I believe, is a sculpture that a student uh made on the left and the right is a second grader who did some print making. The one on the right, the cathedral, you can't really tell it, but it's a stained
glass piece. So the student clipped out little pieces of glass and formed this cathedral uh using stained glass. At that we've already talked about the building kind of plans for the future. Um but as you know we have two separate campuses
one on Wasatch one on Corona and Southern Cross. That's it. What questions do you have for us? >> I have two questions. One, the same thing I asked James Irwin about online testing. And two, Maria, didn't you
graduate from D2 or you went to D2 at one point? Yeah. Okay. Yeah, I thought so. So, there's a connection there. Um, and then online testing. Um, we know that scores are lower for our charters than what we typically see. We know that many
charters did not want to do online testing because that's not their instructional model. What have you guys seen with that and what are you doing to >> prepare kids to do the online? And then the answer to the SAT is to me it's a clear answer. It's how you two teach. It's your instruction is aligned with
SAT and how they test versus CMS. So it's not surprising to me that your two schools excel on SAT because that's instructional model of the classical education. So online testing, you're right. Um I think many charter schools have been resistant to doing going online. Um we
didn't have a choice. So we did move to online testing. In preparation for that, we did do some prep work. We also have a keyboarding class the elementary level uh to kind of get kids used to that. But but like James Irwin, our students start out in cursive, right? And writing all
the time, a lot a lot of paper pencil uh work. And so what's that? >> Oh, yes. Yeah. >> Yeah. >> The student that was here last
>> Cameron. >> Pretty smart kid. >> Pretty smart kid. Um, so we have those kind of things in place, but I would say our staff appreciated going virtual this year.
you know that we we spent less time bubbling, labeling, packing, uh unpacking, packing again, uh all of those things that you know you do with the the paper booklets. Um so I think we'll just have to see how it goes over time, how students kind of acclimate to
it. But um it is the new reality. So we'll uh be we'll keep an eye on that. But the scores are lower rate for this year. Um >> I would anticipate.
>> Thank you for this information. Um are your high school students um taking advantage of the D2 Promise program that we have here in >> We do have some that have graduated and
have joined the D2 Promise program. Yes. Um, can you tell me a little bit more about the aspiring charter school leaders? >> Yes. So, it started out as a um kind of a partnership with, you know, Dr. Domain. She used to be a superintendent
in Manage Springs. She works for UCCCS now. and we had a conversation about, you know, it would be great if we could build a pipeline of future principles and assistant principles very similar to what James's doing. Um, but I wanted
them to end up with certification and potentially a master's degree if they wanted to pursue that so that they had more flexibility in their life if they decided they wanted to go somewhere else. Um, so it started out as charter school only. So we pitched the idea across the the region to see how many
people we would get to jump on board for that particular program and we didn't have quite enough people sign up. So now it's a kind of a blend of charter school leaders and others who want to be a part of a cohort during that time but there will be kind of a focus on charter schools and and how that might
be different which I think will be good for everybody. >> So this is how you're growing your own. >> Yes. >> Okay. That's that rings familiar here. Um and then on the parentmies um it's strictly per their interest of
topics of the day or >> so besides what kind >> Yeah. So I sent out a survey to the community this year saying this is what it is. This is what we'd like to accomplish. What topics would you like for us to focus on? And um and actually I gave like 10 different topics and
asked them to rank them. And so they rank them and so we'll use that as the how we'll you how we'll select the topics for the parentmmies. What I'm trying to decide is should we do it virtually or in person. I always
prefer in person but um sometimes there are obstacles that prevent people from coming in person. So maybe it's blended. >> Any other questions from the board? >> Yeah. Um, my fellow schoolboard director asked a great question. What is your
policy on ICE? Do you have a >> It would be the same. We wouldn't allow anyone in the building without a subpoena and we'd follow exactly what's happen. Yeah. >> Great. Thank you. >> Thank you so very much for the presentation. It's very informative.
>> Thank you. All right, we're moving on to item number four, 4.1. It is the Vanguard school contract. Just to um reiterate what I had shared with you all is um we met with Vanguard multiple times to go over the contract.
This is their renewal from when we first brought them into the D2 house. Um and our legal Miss Thompson has worked a lot to update the contract. when we brought them in with their original contract, it was really taking the contract as
district 12 had done it and just changed everything from district 12 to district 2. And so this is really now there's a lot of redlinining because we're just changing it to be more current and to be within district 2's contract language. So, um, we would propose from our end
that you approve as proposed. Um, but if you have questions, both Vanguard and our legal are here if you wanted to ask. I think it's 2.5 in the contract to Oh, thank you. I appreciate the
opportunity to answer any questions. There was a question posed around 2.5 which addresses diversity and equity training at Vanguard. This is hold over language from the con the original contract. And so as much as could be
left in um was left in the modernization as the updated language to bring it to current statute. But I also understand the concern around um having that in the contract. So I will defer to Dr. Smith as to
whether or not that's language that should stay in around diversity and equity training um in light of executive order. And just just to provide you with a little bit more context, there is outstanding executive order that says
this type of language in government contracts is no longer permissible. um it's subject to debate as to whether or not an executive order carries the same force of law. And so I think in terms of
contract language, um can it be omitted? Probably. So does it have to be omitted? I will I will work at the direction of the board. I don't think it has to be omitted, but I'll let Dr. Smith weigh in. >> Yeah. Yeah, I mean one one thing that I
appreciate is that uh district 2 has offered the opportunity for staff to come here or for staff to go to the school to provide training as as we need or as we schedule that. And as you just heard from Mr. Finton, we have a lot of
professional development that goes on throughout the course of the year, including the choose your own professional development. So, um I'm not wholly opposed to keeping the language. Um, but if it needs to be taken out due
to, you know, the executive order, then I would support that as well. So, I'm not I'm not feeling it. >> And I will just share the history of the board on this was um there was a concern when we brought Vanguard on um around what does equity and diversity look like for them. They're coming out of D12. it
wasn't clear in there of what that kind of looked like and what the support was and coming into a very diverse district where we value that greatly and that's one of our kind of premises. So that's why that was put in to begin with is to make sure that as they joined us that
they had the same philosophy around diversity and equity for all. >> Now that um the requirements have changed at the federal level. You have a governing board. Would they support
having it in the contract or removing it? >> Fair question. I don't want to speak for the board. Um, yeah, I don't know how I would answer that. I would imagine some would say keep it and some would say remove it. You know, it still is diversity, equity,
and inclusion are still kind of lightning rod words. Um, and so I would imagine that might be an approach that they might take to say, you know, why leave it in if we know that it's going to be kind of controversial.
>> And and I think leaving it in isn't to um invite controversy. However, should it become an issue, typically we would be put on notice. we could come back to to together and decide collectively as a
team between the charter and our our district, you know, what we wanted to do in efforts to comply based on the notice we're so put on notice. Not to say that it couldn't happen or it wouldn't
happen, but um I I will take the language, leave the language, whatever this board feels most comfortable with as you guys consider approval of the contract. >> And do I understand it correctly that my board will have a chance to look at
this? Do they have a chance to weigh in on it? >> So, typically it would be ratified by our board. Our board is taking it up for review tonight. They'll vote on whether or not they adopt it as is. If it's adopted as is, then yes, it can be
signed by our board president and then it goes to your board for review and signature if it's acceptable. >> So, if they have concerns, they could bring it up at that point. It could come back to our board, but our board would
have to approve in another open meeting any uh revisions to the language of the contract. >> Okay. Thank you. >> I will say since Vanguard has come on and we've had this um it was really Dr. Claudio at the time, but they've worked
hand inand with us around diversity and equity and we've provided initially we provided the training and now they've taken it on and it's just become from my perspective and what I've seen and what I've witnessed is they're doing what we would hope that they would do and taking
it on themselves. Well, from my perspective, if we've already been doing it, does it why does it have to be mandated in the contract? >> Cuz once we sign it, it's a mandate.
It's a requirement. Um, >> yeah. And and there's options. There's a variation of options as to how the implementation goes, but it it really goes back to them being invited to participate in our district training and I I think we open that option
regardless. So I I don't think taking the language out changes that relationship substantially. So it can be language stricken at the direction of this board very simply. >> I'd like for others to weigh in. When I think about the um the percentage
of sped, the percentage of Hispanic, um the percentage of African-American and other and you when we think of sped, that's all inclusive of all. Um, I just I would
prefer it stays in and if we have that partnership, it's gone well. We've done well, we are just making sure that we're taking care of everyone very well. Um, from my perspective, I would also leave it in. However, I do have question
regarding option three. Um, so from what you said, um, Dr. Hanzel, it seems like Vanguard already has has established kind of an equity training program based on the model that we have had have had here in uh Harrison School District 2.
Um my concern is like moving forward having this be a mandate, what are the qualifications even for ourselves and also specifically for Vanguard because we're talking about the Vanguard um contract?
Like what metrics are we putting in for an equity training program um that is consistent with our values? And will that change in the future if it just has the name or the title of equity training? That is my concern. like the longevity and sustainability of what of
what it means in congruency with ours. >> I think that's where we need to remember we're the authorizer of a charter school. We are not running the charter school and so we want them to do diversity and equity training and we will talk with them about what that looks like. We will offer that but we
are not saying it has to be ABC and it has to meet this criteria. It's what is the need and that could look very different at our three different charter systems. Um, just my opinion, I would prefer it comes out because I don't want to have
anything that's going to be Kora or something that's going to alert anyone to look at what we're doing when we're not doing anything wrong but right by kids. I think they're doing a good job. I think if they're not, then we come back and we put it back in and we say, "You guys haven't met the mark on this
and you know, you're not holding your end of the bargain," which I don't think they will, but we can always come back and update the contract or do an amendment. But I just think right now with where lawsuits are going in education, they're going after certain words, and those are them right there.
And if I could just say u to credit Vanguard um they gave a really comprehensive um report to the board as part of their reauthorization application with a lot of really disagregated data showing
performance across those different subcategories. So I I really have absolutely no concerns that those efforts are going to be sustained over time. um given the amount of work that Vanguard has done, the performance that
they have demonstrated, and just their leadership in general, um they they've done an excellent job uh showcasing their efforts. So, I I can support either way the decision lands this evening.
Mr. Williams, having experienced some legal things in the past, I would strike it. And just to be clear, it's not I didn't raise the question because I question if you were doing an adequate program. Um,
my point of reference is working for our municipal government and we were clearly instructed that we could not have any reference because it was going to impact federal funding for us and that is not a funding source that we can afford to
even here in the district. Um, we have to really be cognizant of what the implications are of this. So, um, I don't know. I I think we may have some general consensus to strike.
>> Definitely don't want I don't want anyone sued. I just want to ensure that this is >> we're on the same, >> you know what I'm saying? And if things were, as we said, it's you've been doing what you were, you know, were told to
do. So technically, we're just striking it because of government issues right now. And so and you're doing well, you know, but as long as it's sustained as we and I don't I mean I'm not seeing it
change, but what I do like as a charter don't want to dictate, but that we can place that back in if we're sensing or hearing or it's being reported that this is but I I don't have a fear. I would say another sign that would make me feel
differently if you saw their discipline, it's not disproportionate at all. And so I think that's also telling of the work they're doing. No concerns definitely with >> Okay. So, um I think that we are of a
general consensus. We want that stricken comment. >> I will get a revised um draft to you um madam president um striking section 2.5 al together. >> Yes.
>> Okay. So with that um we have the adopted budget resolution appropriations fiscal year 27. Okay. So, I just need a recommended motion. Oops.
Okay. I need a recommend motion for to approve the uh Vanguard contract as amended. Please. Yes. Hi. Um, I would ask that the board not approve the contract tonight because
there's edits that I sent over to Dr. Smith that I don't think have been included yet. I sent them last week. So, >> no, >> our problem is >> if we don't approve tonight
and we can always come back and amend, but if we don't approve tonight, you will be operating without our authorization July 1. >> Got it. Okay. And the board doesn't meet till August. So you would not get authorization until August
>> and we can bring those up in August, but at least that way you can go forward July one knowing you have a contract. >> Thank you. >> Appreciate that. >> Yeah, if I may. Um, yeah. So if the board approves minus section 2.5 this
evening, it will go and be forwarded to Vanguard as the board has accepted. If Vanguard later has those adjustments or amendments that they're asking for, that would have to come back to the board in a subsequent meeting, our next meeting
being August, for the board to review those requests and make a determination as to whether or not any action will be taken on those requests for amendment. Thank you. >> Thank you. Right. As I stated before, I just need a recommended motion to
approve with amendments the um Vanguard school um contract. >> Madame President, I move to approve after revisions the Vanguard charter contract for 2026 2027.
Second a motion to approve the Vanguard 2026 20227 contract by Mr. Williams, second by Miss Frasier. All those in favor? >> Contract is approved. Thank you. Um we
have the adopted budget resolution appropriations fiscal year 27. Is there any comments or questions? All right. Thank you. I just need a recommended motion to uh approve the uh
resolution for fiscal year 27. >> Madame President, I move to approve the resolutions for fiscal year 2026 2027 approved budget. Second. Motion to approve the adopted budgeted resolution for appropriations fiscal
year 27 by Mr. Williams, second by Miss Frasier. All those in favor? I. I. It is approved. Um I just need a motion to approve the adopted budget resolution
beginning fund balance fiscal year 2027. Please. >> Madam President, I move to approve the adopted budget resolution for appropriations fiscal year 2027. >> I second. >> Motion to approve the adopted bud resolutions beginning fund balance
fiscal year 27 by Mr. Williams. Second by Miss Tamayo. All those in favor? >> I. >> It is approved. All right. We're moving on to uh OE reports 5.1. It is the um
learning environment treatment of students. Um this is going to be by um Miss Nicole Sherban standing in for Dr. Angela Valdez. Actually, Miss Sherban's doing the report. So, we got the real deal. And
before she starts, Miss Aris was on the phone listening for the finance approval and just says, "Gracias, thank you for approving the budget." Good evening, um, Board of Education. Dr. Burr Henzel, thank you so much for having me. I am honored to present our
OEE5 learning environment treatment of students operational expectations monitoring report. Um so looking at the monitoring report um you will see Miss Wills Hill and I have kind of been in conversation about this report today. Um
so the report that you we have projected has been altered slightly and we'll get to that um when we look at the superintendent expectations but I just wanted to make sure that you see that. So what we're looking at uh for our OE5
operational expectations um are three bullets in which we find that um this overall operating expectation does become non-compliant. Looking at bullet 5.1, bullet 2 is 2% short of our goal of 85%.
bullet five uh OE 5.1 bullet 3 was 13% of our goal of 85% and bullet 5.14 was short 9% of our goal. So looking at OE 5.1
uh which is our um area of growth that we want to make sure that we focus on for this monitoring report. It does state that um we will maintain a climate that is characterized by support and encouragement for student achievement. So um we have four indicators identified
um as our compliance indicators. Um bullet one states that 85% of our staff on the school quality survey uh agree that the school's academic standards and expectations are clearly defined. You can see um that we are in compliance for
this bullet number one indicator with 93% of our staff positively responding that our school's academic expectations and standards are clearly defined. The next three um indicators of compliance are where we're looking to fall short.
So 85% of our elementary students grades three through five on our school quality survey agree that my teacher makes learning interesting. This unfortunately fell short by 1%. Um and only 84% of our
elementary students who were surveyed said that they will um that our teachers make learning interesting. You'll see for our next two bullet points where we were looking at our 85% of our middle school students, grades six through eight on the school quality survey would
uh agree that their teachers make learning relevant through our career connected learning, real world application, personalized learning or cultural relevancy. um only 72% and this is where there is that concern in what you're seeing here on our
evidence of compliance because um unfortunately currently how the survey asks the question it does not break it down from 6 to 8 um it actually surveys 6th through 12th graders um and so on
the draft that you have in front of you bullet uh evidence of compliance for bullet points three and four were combined mind because um they're asking similar questions but not disagregated by our middle grades and by our high school grades. Um so I have separated
those out for you um Miss uh Wills Hill so that we can take a look at those. Um unfortunately for uh that question 72% of our students say that teachers make learning relevant and then 76% of our
students um do say that teachers correct learning to careers. So that's that 9%. on those survey questions. Um I did note in the addendum that we need to look at how the quality survey is asking that question so that it is disagregated but
also to emphasize the idea that career and professional skills is questioned in the survey. It doesn't ask about uh professional and career skills. it only talks and asks if they are um connecting
learning to careers. And so while we are asking about careers, there are a lot of um what is unfortunately being named as our soft skills that are constantly being taught that students might not have uh positively discussed in the survey or identified in the survey
because they were only looking for how this relates to a job. on um OE5.2, we are looking at that the superintendent uh regularly reviews and address as needed district boundaries to asssure reasonable balance in enrollment
based on building capacity, student opportunity to pursue desired academic programs, equity based or um on ethnicity, soio economic balance and other factors. We are happy to report that for those um indicators we
absolutely met all three. So dur uh first indicator that we're looking at is that school boundaries are reviewed annually to asssure reasonable balance in student enrollment. Um during the 2526 school year, student support created enrollment maps for each
elementary school's boundaries and where each student for that school actually lives within our district um and even outside of our district. So, um once the superintendent and the executive team received all of those um disagregated maps, the student the superintendent and
the executive team um determined that there is a reasonable balance in student enrollment um and um they did not make any changes for this school year. Indicator number two is that school attendance boundaries are reviewed
annually to uh assure reasonable access to academic programs based on geography. Superintendent and executive leadership team did review the attendance boundaries and academic programs and determine that no boundary changes need to be made at this time other than
refining transportation routes to ensure that students have access uh geographically to their schools. The last bullet that we're looking for this indicator is that school attendance boundaries are reviewed annually to asssure reasonable cultural diversity,
social economic balance, and other factors. And cultural diversity and other factors were not a factor that need to be addressed for attendance boundaries. Our schools are very diverse. Um, and we don't see an over or under representation at any of our
schools. OE5.3 looks at um making sure that the superintendent will assure that all confidential student information is properly used and protected. So the indicator that we have there is that
there are no FURPA violations committed by the district or reported by any legal or monitoring institution. Um and that is done through monthly monitoring checks with each building. Um, we routinely get monthly emails checking
this is the April FURPA. Um, that goes to HR, student support, um, and other departments. During the 2526 school year, there were no incidents that would result in the violation of FURPA or, um, any sort of um, concerns about sharing
of student uh, privacy information. OE 5.4 Four looks at uh the stu superintendent may not tolerate any behavior, actions or attitudes by adults who have contact with students that hinder the academic performance or the
well-being of students. So we have two indicators for compliance um for this OE. Uh first indicator is that there are no incidents of an adult adversely affecting the well-being of a student as reported by parents or administration to
principles, human resources or the superintendent in which the district did not take any immediate and appropriate action to protect the student and reports um such incidents appropriately. We are happy to report that any incidents that were reported by parents
or administration in which staff member may have adversely affected the well-being um all of those were uh had district take action and immediate appropriate support. Uh I just want to interrupt. Um I think that one can be
tricky because it doesn't mean we didn't have inappropriate or concerning behaviors, right? I think it's important to note that HR and student support daily are taking feedback and we immediately act. We don't wait to get the statements. We make sure the kids
are safe first while we get our information and we take immediate action as needed. And so, um, that's something that we do very well in this district is when we do hear something, we always fall on the air of safety while we explore to make sure everything's what
it should be. >> Correct. Yes. Thank you. Um and then our last indicator for uh 5.4 is that 80% of students respond positively in the survey that their teachers help them if
they are doing poorly on an assignment. Um, we love and are happy to report that 89% of our students in grades 3 through five and 85% of our students in grades 6 through 12 responded positively that teachers are there to help them do
better on their schoolwork for an average of 87%. And then we have I promise we're almost there. We have two more OES um to look at. OE 5.5 is the uh superintendent may not permit unnecessary or irrelevant
collection of student information. Um we have one indicator for this operational expectation and so that is um that we review any data requests and the curriculum um and instruction and
data department do not um there's no unnecessary or irrelevant student data that is shared or collected about students. Um, this year we received a total of 79 requests for student data. That includes 54 releases of
information, 18 research requests, and seven subpoenas. Um, so myself and u the director of curriculum and the director of data review all of the data requests before that information goes out and all
requests for data um were compiled with district policies and procedures. Our last OE for um operational expectation five is 5.6 that states the
superintendent may not permit the social promotion of students. We have two indicators for this OEE. Uh first indicator being that students advancing to the next grade level have met the criteria for promotion. Um, we are in
compliance for this indicator. When an administrator has any concerns about a student advancing to the next grade level or they did not meet the criteria for promotion, they do follow um our protocols that we have um through teaching and learning. Um, and so our
assistant superintendent of teaching and learning connects with uh myself as well as our CLLDE to ensure that students are being promoted to the next grade level did meet the criteria to do so. And the assistant superintendent of teaching and
learning reviews any administrator retention requests and their body of evidence as required um in the district retention guidance document. last or this past school year, eight students who did not meet that criteria um for
promotion were retained. Bullet number two, make sure that students advancing to the next grade level who have not met the criteria for promotion um and who are not retained have an academic intervention plan in place. So um the director of data and I
reviewed the data for 727 students who did not meet the criteria for promotion. Um and those students are identified as students with significant reading uh deficiencies through um through their testing and their um their
culmination of their records. So, of those students, 719 have a plan in place, such as an IEP, an MTSS, or a read plan to support their promotion to the next grade level. So, they were not retained
of those eight >> and they're not involved in either one of these programs. So what um in your best estimate, what is it that um they did not do or what
what was the reason for them not meeting the requirement? Was it absenteeism? Was it >> a lot of it is absenteeism? Um some of this we're also going to see when we looked at these eight students. Um looking beyond just their read plan that
identifies them as um these significant reading dis deficiency students. We're looking at their cumulative record. So grades as well um that really are looking at whether or not they're ready to promote. All eight of these students
that were retained were also counseledled with administration and with their parents and were in support of retention. >> I was like my assistant superintendent who reviews these retention just happens to be here.
>> There any additional questions, comments? Um I just was curious is this um available in like a trend analysis format visual where we can see
>> it is currently not but I do have um all I have previous OES for the past three years since I have developed them for the past three years that I can create a trend data for you. >> I think that would be helpful for us visual people. Yes, me.
>> And also when Sherban took over both the OE she's presenting that are in compliance with exceptions were I believe out of compliance. So she's come a long way in those areas. >> They most definitely were. Yes. Unfortunately.
>> Wow. Then we can appropriately display your successes. >> Yes, ma'am. >> How about that? >> Happy to do that. >> All right. Uh if there's no more questions or comments, um Miss April, if you can move this to consent agenda, please.
Thank you so very much. >> Thank you. >> But wait, there's more. Item 5.2, OE12, discipline. Uh again, this is going to be Miss Nicole Shervin, director of student support.
>> Hello, board of education and Dr. Burenzel. Again, thank you so much. I am happy to present to you OE12 uh student discipline operational expectations monitoring report. I am very happy um as Dr. Bur Hansel stated
to let you know that this monitoring report is absolutely compliant um with one noted conception is uh looking at OE 12.1 bullet 3 did fall 10.5% short of
our goal you will see um the thoughts and then um redlinined uh options for uh proposing proposing how to make sure that we meet this goal in the future.
So overall, OE12 is 87.5% in compliance. Seven out of eight of our indicators um are in compliance. The area of growth uh for OE12 is noted in the addendum. Um and we'll discuss that
when we get there as well. So, OE12.1 um is focused on the idea that the superintendent may not permit unruly behaviors on school property and at school sponsored events by students that disrupt the learning or that are
disrespectful or dangerous, including any form of bullying. We do have four bullets um for indicators of compliance. Bullet number one is that 80% of students respond positively that they feel safe in classrooms in a survey
conducted prior to the end of the year. Happy to report 91% of students in grades 3 through 5 and 85% of students grades 6 through 12 responded positively on the student quality survey that they feel safe in classrooms this past school
year for a total average of 88%. Um so uh succeeding the 80% goal by 8%. Bullet uh indicator number two is that 80% of students respond positively that staff members are present during passing
periods and before and after school in a survey conducted prior to the end of the year. Uh you can see for that indicator we are also in compliance. 90% of students in grades 3 through 5 and 93% of students in grades 6 through 12. That
is this is one of our indicators where our high schoolers are seeing more of their students or of their uh staff in the hallways. Uh positively respond that staff are present um in the hallways for a total of a 91% average.
Uh for indicator three, 80% of our students who report bullying participate in a restorative practice in response to their report according to a survey conducted prior to the end of the school year. Um, unfortunately, this is that
indicator that is tricky because only 79% of our students in grades 3 through five and 60% of our students in grade 6 through 12 um participate in a restorative practice when they report
bullying. So, we're only at 69.5%. So this is where it's important to note that while 69.5% of students um who were surveyed did note that they participated in a restorative practice that um 50% of
our referrals um really do look at a restorative practice or a restorative response. So it might be that students are not aware that they are participating in a restorative response when they're having those reconnection circles. Additionally,
um 79 only 79% of our students um are uh responding that they feel sorry 79% of our students are reporting that they feel safe to report bullying even though only 52% actually report the bullying.
So, we also see that as a concern in this question um because while they state that they feel safe, they're not reporting the bullying for them to participate in restorative practice conversations.
So um while they are reporting um and participating in restorative practices, bullying behaviors are being addressed. Um we believe at the goal rate of 90% as students do positively respond in a different question of the survey that
their school has clear rules and consequences for behaviors. My recommendation um and I know we're not there, but my recommendation for this is that since it is hard to account for students who are not reporting bullying and since this OE is focused on
not permitting unruly behaviors suggest us changing this question to actually question 23 um which does respond to whether or not when um actions are happening that schools have clear rules and consequences for those behaviors. to
make sure that um we understand if kids are um being safe and whether or not we are actually meeting the um OE overall that the superintendent is not permitting unruly behaviors on school property.
For bullet number four, 80% of students respond positively that staff members respond appropriately when there is unruly behavior in the classroom. Um, in a survey conducted prior to the end of the year, as I had stated before, 92% of students in grades three through five
and 84% of students in grades 6 through 12 positively respond on the student quality survey that their teacher responds appropriately when there is unruly behavior in the classroom. OE 12.2 two asks that the superintendent
ensure that all policies and procedures regarding discipline are culturally responsive, collaboratively developed, appropriately communicated to student and parents, and enforced consistently using reasonable judgment. We have three
indicators for OE 12.2. Bullet one um asks that culturally responsive language is embedded in the student code of conduct during the we are in compliance for this indicator during the 2526 school year. The code of conduct student restorative
behavior response resource was centered around restorative practices regarding behavior. It was developed to help school administrators be more restorative, affirmative, and culturally responsive um when reacting to behaviors outlined in the student student code of
conduct. So for every code of conduct violation that's outlined, there is an example of how to respond restoratively um with a outline of uh how it is reflective, instructive, and restorative.
Additionally, student support in conjunction with D2's community council help develop a school reference for behavior resolution descriptions. So each description outlines when the resolution should be used and what behavior is addressed so that we don't
have administrators or front office staff incorrectly coding um or understanding that the behavior is um a certain level of degree of assault or a crime of violence. that they're understanding what those terms within
the discipline student code of conduct actually means. >> Question. Um, what is a D2 community council? >> Our D2 community council is made up of
um Oh, okay. I was like, am I allowed to say it? Uh, formerly our equity council. Uh so the equity council is made up of administrators, counselors, um district
uh level um leaders who sit and meet and review current policies, current practices um and view them through a lens where um everyone is able to um have access to their education or um
access to um extracurriculars. But yes, formerly our equity council. So I am just wondering with that and the former the prior discussion with Vanguard will we need to take that term out of OE4 because it's in there and I
just wonder slightly used but I just wonder I don't know that I mean quite honestly in other places they just rename it but we all know what
it Right. And so it's actually in cuz I just I just wondered or is it I think that's where I wrote OE4 I believe but >> we'll discuss at the retreat. Yeah.
>> Sorry. >> No, you're okay. I was trying to describe what the community council is without also um using that word at this point. But um so we are in compliance for that indicator. Um the third
indicator is that the student code of conduct is provided. Um oh I'm sorry I'm only number two. So, uh, indicator number two, a review of student office referrals and suspension show that students receive appropriate and consistent consequences 99% of the time
for disruptive behaviors that interfere with the learning environment or school sponsored events. Um, again, we are happy to report that this is in compliance. A review of student office referrals and suspensions um that students receive are appropriate and
consistent consequences 99% of the time for disruptive behaviors that interfere with the learning um environment or school sponsored events. So behavior resolutions in infinite campus are reviewed each month and shared with executive team and D2's community
council. um in the addendum for OE12, you will actually see some historical data for you um about what we see when we're looking at um some of the office referrals. Um you can see for in-class
disruption learning environment, we did have 1,811 referrals. You'll notice that the number one response for any in-class disruption of the learning environment is that 48% um of the time it's a restorative
practice followed by 22% of the time is the student success center. Both of those are restorative responses. They are not um exclusionary practices. So they are appropriate. >> I will say this is um to applaud Sherban
and her team. Um we get reports as executive team monthly. So we can see um what does suspension look like at every campus. Also what are the diverse um does it match their diversity on their campus? Is it disproportionate?
Um language sped all the different things. Um this has really helped us hone in on where we need to retrain administrators or teachers on restorative work along with what are options. And the community council is all about the disproportionate behavior
and really helped us move the needle on that to decrease expulsion, decrease suspension, keep kids in school, use our student success centers and get a more aligned discipline. Oh, Sherban does a lot of charts on that which has helped us.
>> Yes, more charts to come. Yes. Um and the last bullet point for um this indicator is that the student code of conduct is provided digitally or hard copy if requested to parents and students every year or when new families
enroll. Um the student code of conduct um was provided and is provided to families during the 2526 school year in multiple ways which include um referenced in individual schools handbooks and planners handed out at our
yearly school check-ins in July or during new student registrations throughout the year at schools. It's posted accessibly on the website in English and Spanish. It's reviewed with students and parents at the beginning of the school year at back to school
nights. Um there was a provided link to have parents sign a document at check-ins this past year in July to nate uh note that they have received a copy and understood the content as part of the student check-in. Um and it's part
of student and school orientation. Our last bullet uh OE 12.3 is that the superintendent will identify and address inequities in discipline practices. We have one indicator uh for this OEE
and it's that 100% of the time discipline inequities and disproportionate application of discipline practices are addressed. Dr. Dr. Bhanszel did speak to this as we review those monthly and um I've outlined some of the things that happened because we are absolutely in
compliance for this. So student data um is gathered monthly. It's disagregated and brought to the school level administrators throughout the year during student support and admin meetings um to analyze for inequities and or disproportionate application in
discipline practices. school data was broken down by ethnicity or race, disability, so special education status, um the type of referral, what the referral response is, and um yeah,
sorry. And then the resolution type. So any school during these meetings that do have disproportionate student discipline files were required to discuss their discipline and create a plan with the executive team to address those concerns. Um the district has reduced
again some data for you. Um Miss Wills Hill has reduced the number of expulsions and out of school suspensions. There was an increase in referrals. However, resolutions for restorative practices and student success centers accounted for 40% of all
referral resolutions. Um and so that really focuses on removing disproportionate application of discipline and making sure that we're not excluding students from the classroom. So you will see um we can take a look at how those referrals have
changed over the years. Um while we do see an increase, we see a decrease in out of school suspensions and a decrease in expulsions because we are teaching how to respond to behaviors um through those referrals so that we make sure that students are participating in
restorative practice conversations and that they are getting help from the student success center. So those referrals are helpful um in us making sure that students receive the support in learning behaviors. >> And just to clarify the myth that we
don't suspend or expel in D2 and we just let students run around crazy. That is not true as you see. But we do treat them as young adults and restore them and teach them how to behave because that is our job. And so the referrals increasing is actually a good sign
because that means we're actually documenting correctly what's happening and they're getting the support and the restorative they need. Our expulsions, both of them are crimes of violence. So um they are mandatory really expulsions. Um but we try to do everything we can to
keep a kid in, you know, a deferred expulsion or a half-day plan or a homebound. Um, but when you get to the certain point that some of these friends got to, we do have to expel. Um, and Sherban runs that. But our discipline data has been something we as executive
team have been very focused on and Sherban has really provided the data for us to do the good decision- making. And then you heard her say different principles have different freedoms with what they can do with behaviors. If we see your suspensions are out of control without any restorative, you no longer
suspend kids without Sherban's approval because you need some help with talking about what restorative looks like. Um, so we provide different principles, different authority based on what that looks like and you know restorative can be hard for teachers to come around to.
Um, but we are continuing our work with restorative and we are seeing, you can see the game changer of we kept 800 more kids in school and didn't suspend them. That is huge for our kids to not be sent home.
And it's not like they're staying in school and disrupting everyone. They're most of these are high schoolers with our student success center. So, they're getting counseling. They're getting the tutoring they need. They're getting learning from counselors of how you instead of being sassy with someone, here's how you could interact nicely
with them. And so they're getting those life skills. So when they do reenter the classroom, they're not blowing up again. They're ready to go back. >> And the majority, going back to the original report of OE5 from those student surveys, the majority of the students are noticing that students do
have consequences that they are being addressed. Um, so the idea that because there are less out of school suspensions and expulsions that we're not doing anything, our kids have positively said by 80% of the time um that there are
clear consequences when a student does disrupt the learning environment. >> I was just a quick question with the referrals. Do we disagregate the our repeated friends, our friends that because this you know the number could even look better if some of these
friends are repeat >> absolutely. So when we do by school um we do disagregate down to each individual student. So, we can see when one student has seven referrals or um
more than seven referrals sometimes or if they're a one-time offender and they've received no additional um but uh additional behavior uh reports, but those are I I am happy to share those
with you. Um they are just very lengthy. >> I'm fine. I just thought, you know, if we did that then I in my mind this number still may be lower. I mean and even though because of the repeated
friend >> Yes. And we do um at each school kind of have um a repeat offender list when we talk about recidivism with um restorative practices. Um, and that's really where we're looking at when those
um, restorative practices aren't working, what does um, progressive discipline look like? Which then leads to the 27 expulsion hearings that I have had um, over the past two years that
have really truly only resulted in those five expulsions. Um, when a student is expelled, >> Mhm. >> is our district still responsible to educate that student even though they're
not permitted on school grounds. >> Yes, ma'am. Absolutely. So, we have um our homebound tutoring program um and we have several tutors um uh from mostly I'll just be honest, mostly from Sierra High School. Um, and then also a few
from our middle school who do work with our expelled students. These are the same tutors that also work with our homebound program for our medically fragile students. So, what happens is if and when a student is expelled um and they are not permitted on campus, they
do receive their classes through our online monitored instruction, Edenum. and they receive tutoring hours up to six hours each week with a tutor to support them through that online class. Um that provision of a tutor is not a
requirement of us to provide education but we do that to ensure that students are still successful because they will come back to us. They are still our students. Um, I make sure to stress that in all my hearings that regardless of what happens, you are a D2 student and
we need to make sure you have your credits because you will be returning back to us and our goal is still for you to graduate on time. Go back to 12.2. Um, >> yes, >> that was the combined
bullets. And I was kind of curious because you said that the survey would go to question 20 >> or OE5, right? Sorry. >> Yeah. So OE5.1
>> uh this 12 point Yeah. >> No >> no >> because those are the ones that were combined. >> The ones that were combined. I'm sorry. So you'll see on if we go back to OE5
the indicators there are four indicators for compliance but we only have three evidence of compliance because bullet three and bullet four are asking so bullet three asks for 68 bullet four
asked through for 9 through 12 but unfortunately on the survey they're not disagregated by grade level it's just 6 through 12, >> right? Which was the one that you talked about. You're going to use the other question because it covers >> the safe and
>> Yes, that one is the >> Yeah. One moment. Let me find. >> So for bullying that is 12.1 bullet three. >> The big one. >> Yes, the big long one.
So, if we're going to I thought I understood you said we were going to focus on behaviors, consequences of behavior versus bullying behaviors. I'm getting the impression that that
students don't understand that there is options available to deal with bullying or even what the question is addressing. And so I'm my concern is if you take
that bullying component out of there and we talk about bullying so often then I think it kind of goes away. You know what I'm saying? >> I do. Yes. And that's where um that is
just my suggestion to address this specifically about um not permitting unruly behaviors. Um we are open to when we look at presenting the indicators for next year which I think is later at
looking at um even question 20 which asks students if they feel safe reporting bullying. Um the piece that seems to be tripping students up is whether or not they how this question is currently um worded or this indicator is
currently worded is that when they report bullying, they participate in a restorative practice. The problem is correct. if they're not being bullied, they don't have anything to report. And um only 52% of students are reporting
bullying, even though 79% of them say they feel safe reporting bullying. So while they feel safe, they're still not reporting it. >> Um just a quick question on that. Based on your experience in all these hearings and everything, do you have a suspicion
as to why that is? I'm just curious. Yes. Unfortunately, um our students are afraid of being labeled as students that tell adults um and that they want to be able to solve their problems themselves. um which is a
big reason why teaching students how to solve problems themselves uh appropriately is a big part of the student success center because unfortunately when students do take it upon themselves to fix some of their interpersonal conflicts they don't
possess the reasonable skills to do it in a um non-confrontational or physical matter which leads to some of those hearings where they very much in a deescalate ated reflective moment which is all part of restorative practices are
able to say I acted out of character. I understand what I did was incorrect and if I could go back I would change it but I have concerns like I have issues with um controlling my temper or disrespect. Um and then we talk through the hearing
about do you have people then that can help support you through that and if not are we connected with a mentor? Are you having outside counseling? Those are all part of the expulsion hearing. Um, but really truly when it comes down to it, if you ask a student why didn't they tell us, it's because they did not want
to snitch. >> If there's no additional comments, um, we're going to move this on to the consent agenda as well. >> Thank you so much. >> Thank you. Uh we are going on to item six, communicating with the public. It
doesn't look like we have any public comment unless they're invisible. Um so we are moving on to item seven. It is the board consent agenda. 7.1 is approval of minutes from the
board of education meetings. May 14th, 2026 minutes, work session meeting. April 30th, 2026 minutes, special board of education meeting, May 19th, 2026 um minutes. And so I just need a
recommended motion for approval, please. >> Uh board, madame board president, I rec I think this is Corey's thing, but I'm sorry. >> You're okay. >> I'm sorry. I got ahead of I got excited. Um I madame president I move forward to
um accept these meeting minutes. Corey I should not be secretary. Thank you so much. >> Madame President I move to approve the board consent agenda items as stated. >> I second. >> Nice try. Motion to approve uh the
minutes um as listed by Mr. Williams, the second by Miss Tamayo. All those in favor? I It's a long night. All right, we are moving on to item 7.2. Um it is
the uh OE5 learning environment treatment of students. Um by um Miss Nicole Sherban, director of student support. Um it is OE5 learning environment and treatment of students report dated 642025.
I just need a recommended motion please. >> Madam President I move to approve OE5 and OE12 on the board consent agenda. >> I like that. >> Second >> a motion to approve um boardent consent
agenda um as stated by Mr. Williams second by Frasier. All those in favor? I. These are approved. All right. We're going on to item eight. It is the
superintendent consent agenda. Um personnel comparison report 2025 2026 month-to-month comparison report. It is 642026 document. And I just need um a motion to
approve. Please. Madame President, I move to approve the superintendent consent agenda items as presented. >> Second. >> Motion to approve the personnel comparison report by Mr. Williams, second by Dr. Pam Robinson. All of those
in favor? >> I. >> This is approved. We're going on to item nine. It is monitoring board performance. It is the annual work plan. Um you all wanted to discuss the start time
of meetings. We also need to identify who is going to be the DAC representative, CDMT representative and MLO oversight committee representative for next year. Okay. There's a motion before the board um to change the meeting time from 6:00
p.m. to 5:30 p.m. So, I'll open for discussion at this point. >> I am concerned about um changing the time by half hour earlier. We do have um
members on this board who are employed. That could create um uh a problem uh with them getting here on time. Number two, I don't know if we've
researched this enough to see um if that would be a better move for us to move our meeting from 6 to 5:30. So, if there's some other concerns, I I'd like to hear it.
I'm concerned um just for working folks um for public comment. Um the earlier we start the harder it might be for some parents or any members of the public to come and address us. Um also as someone who does work during the day, I appreciate a 6 p.m. start time for our
board meetings as it allows um definitely someone who gets off of work to have to come to a board meeting to get here on time. Um so my concern would be if starting it earlier earlier would um possibly inhibit um access for the
public and also for maybe more onboarding for new schoolboard members. I can share we didn't do a study or a survey. We have been asked time and time again by schools who have students presenting and by parents particularly Cameron's parent last time he he told
you himself he had to be in bed and do his bath time and his story time and his whatever. So that's where the idea came up is we've been asked repeatedly by schools elementary schools of course because by the time they get done presenting they get home at 7:30 or 8 it
is past if they have the bedtime. time. We can go either way, but I said I would bring it up to you all to decide. Um, I'd recommend because since I got on the board, we did have a
certain duration for school presentations and they have consistently been longer and longer and the students have been here late. So we could um narrow down
the duration again and see if our our schools will comply. But I remember we did ask the administration to have their presentations shortened but they have
grown a little bit longer. We did um we definitely did and I do remember as a former um administrator we also discussed our questions being um mindful of those. I just know previously
we we did we were able to make the 530. So, I just assumed maybe if we're not having a pre-board or anything like that, um, we were able to make the 530
then, maybe we could, but I don't know. I don't want to interfere with those who work, those board members. And I think if parents feel that their initiative or whatever they want to discuss is important enough, I
think they will make the public will make it. But I also want to ensure with our student board reps, can they make it if they're in activities? I don't know. I don't want them ever to rush and feel. So I could
go with either way as well. that the 530 doesn't work. >> Um, I'm flexible, so I'm just gonna defer to a majority. >> Yeah, I'm I'm just saying we can show up at midnight if you want to. I don't care.
>> Cory will be here till midnight. I'll be in bed. All right. Um, we'll probably need to take a vote then. So, um, Miss April, if you could do a I
need to have a motion first of all to vote to approve or not approve a change. So, Miss April, if you can do a roll call vote for us. We're going to vote to
approve a change to 5:30 from for the start time. >> Um Oh, I just asked for a motion. >> Motion to approve a change. >> Not trying it. Madame President, I move to approve a
change to the board of education board meeting from 6:00 p. p.m. to 5:30 p.m. >> Was a second? I second. >> Okay. >> Okay. Roll call. >> Nois.
No. Michelle, >> no. >> Pam, >> no. >> Emily, >> no. >> Motion does not pass. >> Thank you very much. We will continue on
with our six o'clock schedule. Right, we're moving on. >> Um, >> I need a DACMT. >> I know. That's what I'm >> Oh, that's where you're moving on to. Yeah, >> I love this. How's my job? People want
to go home. Okay, I need for volunteers for DAC, CDMT, uh, MLO, and >> DAC. >> I have DAC, >> Dak, CDMT, MLO. >> Oh, just those three.
>> Yep. >> Might be our bedtime. Can that exclude me because of my work with legislative? >> Absolutely. Um I would love I'm just throwing it out
there to be on the MLO. >> U Madam President, can you can you say what the MLLO stands for again? I'm so sorry. >> Bill levy override. >> Bill Levy override. Okay. >> Committee. I was on the DACK this year, so I don't it doesn't matter to me. I'd have been on all of them.
>> Yeah, I am open to um either being on the DACK or the CT um CDA CDMT, sorry. So, just to clarify as you're signing up for what you want to sign up for because I want to make sure you know what you're signing up for. Um collaborative decision-making team meets seven times,
Shervin. Um most are full days, some are half days and we talk about our agreement of trust and understanding and salaries and benefits. District accountability committee meets with Rachel Laugher and they um talk about things in the
district like they look at the calendar, they do talk about AI and what policies and feedback around that. That's with staff, students and parents. And then mill levy override. Um I don't want to say it's boring because it's not. But the mill levy is pretty much outlined of
what we're spending our money on. So they're meeting like twice a year because there's we're really just giving updates and making sure we're following what we put out to voters. The bond was a little bit more exciting because there were things being built. But um so those are the three things. Um just so you know the time commitment of what they
are. Yeah. See, they're trying to get you on their committees. They're trying to hustle >> marketing. >> Okay. So, you have snacks. >> Good snacks.
PDM is good. And if you're not on the committee, you can still go to the committee. Like you just won't be the voting member or the board rep, but you could like you could all still go to DAC. >> Yeah. >> For the times you could go. It doesn't mean you can't go.
>> Okay. So, >> I'll let y'all get first pick. I just I've been through all the committees. So, >> most recently. >> Yeah. Because you were on the deck and >> that was good. >> Yeah. The most recently. Okay. Um
Dang, I don't want to follow that. Oh, I'm just kidding. >> Yeah. Um, I would like to attend I would like to be the CDMT um on Wednesdays. So, I will attend that during the day and and accommodate my work schedule around that. >> And I'll have Sherban send you the
schedule now so you can save your dates. Dr. Robinson, if you recall, is going to have a special assignment located at Bricker. So, she's going to be very busy at that school. I mean, she can go to any meeting she wants to, but she is going
to be at Bricker every week. >> Then I'll be back again. I'll see you next year. >> Oh, wait, wait, wait, wait. Are you okay with that? >> Yeah, I'm good. >> Okay. >> I wanted y'all to have y'all's picks. I like I said. >> All right. Let's continue that legacy,
Corey. Yeah. >> Okay. MLO. Yeah. Okay. Fantastic. Um we are going to be skipping over um item 10
and moving on to item 11 action item consider did you have something? >> Yes. If there's a question, are you saying that we'll be um in the public
discussing this? I'm just saying hypothetically. >> That's why. >> Yeah. If there's a question, since it's a personnel matter, we really should take the opportunity to convene an executive session. Um otherwise um if
there are no questions and we're just moving to consider the superintendent's recommendation, we can move on to action item number 11. And um there doesn't have to be any discussion. It's just taken um for for consideration by the
board. Are there any questions regarding this personnel matter? I I have a question, but I'm not sure if I can ask that considering I'm sorry, I'm just confused. >> We have to go to executive session. >> Yeah, we have to go to executive
session. Okay. >> Oh, you do want to go to executive session? >> I would I would like to move to executive session. Sorry, I was just confused about that. But yes, I would like to move to executive session so I can um ask a further question. Thank you. >> Madame President, I move that we convene
into executive session pursuant to Colorado revised statutes 24-6-42 section 4 subsection F to discuss personnel matter related to employee ID 234915. Second hope. Oh, who has been notified of this discussion
>> and pursuant? Well, it's the same Colorado revised statute. So, >> the different sectional >> Oh, I see. My my apologies. And pursuant to Colorado Revised Statute uh section uh statute 24-6-42 subsection 4 subsection B to confer with
the district's legal council regarding the superintendent's recommendation concerning that employee. Note, no formal action will be taken. Um, my apologies that it just doesn't seem like that goes with that. No formal action will be taken in executive
session. The board will return to open session to act on the recommendation. >> Second. >> Okay. >> All right. recommend a motion. Um, we're and second by Okay. Motion by Mr.
Williams and second by Miss Frasier. We are going to be adjourned at this time. >> Madam President, could you please announce publicly who will be invited to join the executive session? >> Yes. The executive session will be attended by Mr. Corey Williams, Miss
Janice Frasier, Miss Michelle Wills Hill, Dr. Wendy Bhanzel, Dr. Pamela Robinson and Miss Emily Tamayo and Miss Tanya Thompson will represent as councel. Thank you.
Me, too. All right. The time now is 8:18 p.m. June 4th, 2026. The board is now reconvening our um regular board meeting.
We're going to item number 11, an action item for personnel. 11.1 is consideration of the superintendent's recommendation for dismissal of probationary teacher employee ID 234915.
Mr. Williams, if you would please read for the the motion, please. Madame President, I move to approve the superintendent's recommendation for dismissal of probationary teacher
employee ID 234915 >> pursuant to Colorado Revised Statute 22-63-301 Colorado Revised Statute 22-63-302 and Colorado Revised Statute 22-63-203. >> Second. >> A motion to approve the dismissal of the
probationary teacher, employee ID 234915 by Mr. Williams, second by Miss Frasier. All those in favor? >> I. >> Motion is approved. We are now at item number 12
and it is seeing there is no further action to be taken. Um Mr. Williams if you could please. >> Madame President with no further business I move to adjourn board of education work session and combined
meeting. >> Second motion by Mr. Williams to adjourn the meeting. Um yes and seconded Miss Frasier. All those in favor I
>> Good night. We're ajourned. We >> got two people. >> We got two people. Rachel, you said