--------- Good evening everyone. First I'll start off by saying um I like to have feedback when I say good even that's not going to change. So good evening everyone. We want to welcome you to the um
November 6 combined special board meeting and work session. Want to thank you. The time right now is 6:01 p.m. 620. So at this point um
have the roll call to order. So Mrs. Aram please. Madam President, uh, Miss Frasier >> here, >> Dr. Robinson here, >> Mrs. Salasar >> here, >> Mr. Williams >> here, >> Mrs. Wills Hill
>> here, >> Mr. Gos >> here, >> Miss Don Juan >> here. Uh, we have Acorn, Madam President. >> Thank you, sir. Um, we are going on to item 3.1. I just need a motion to
defeat. Madame President, I move to approve the agenda as stated. >> Second. >> Motion to approve the agenda as stated by Mr. Williams, second by Miss Frasier. All those in favor? >> I.
>> Meeting is now called to order. We are going to item 3.2. We do have a board member who Joyce Salazar. Let's give her a hand. It has been my greatest honor to serve.
Came on board AJ. I think we even campaign. I know that you have other things intended. Going to let everyone have a moment, but I just want to thank you for everything
that you've done. Thank you for your ship. Thank you for your honesty. Um I don't know if our new board member will be the crybaby that you can be. Maybe. Um, but anyway, I'm definitely
going to miss. So, thank you for your service, >> Joyce. It's been a long, however, I don't know if everyone is aware, uh, Joyce Salazar is the executive director
rides and she has made great strides here in our community, not only in our Southeast community, but citywide and our Harrison community. And I know that this will
allow Joyce to even expand her reach because she'll be 150% devoted to rise in our Southeast community. Thank you for all you've done for us. Thank you.
>> I won't be too long. Um, now you get it was nice to have worked with you. Nice to see someone who owns their community and you definitely wear it on your sleeve and on your shoulder. And um, it's it's been a pleasure to have
seen a student come back to see Strides in the district. And so for that reason, I am proud to have served with you. It's a pleasure to have served. It has been a great two years. I have truly enjoyed working with you, getting
to know you, um, sharing the fact that we are both grandmothers in the district and I consider your tears passion. You're very passionate about not just your grandchildren, but all children and I appreciate that. And as um vice pre
well as JJ our current vice president have said I look forward to the work you're going to continue to do in our community because I know it will impact our students. So thank you for being such a resource and being such a passionate board member who definitely
um led with your heart. >> Are we done yet? No. No, we're not. >> No, >> man. And working with Joyce has been a great experience. Um, every time the board is debriefing, it's been a great and
pleasurable experience to be able to talk with Joyce because she actually understands me from a different perspective and she trusts me with something that I didn't expect at all cuz I I know her uh grandson, right? Yeah. uh who lives in the Sword and Eagles area and oftent times she trusted
me to be able to talk to her grandson and be able to set him on the right path and I really do appreciate having that honor and obligation to be able to do that because I do really enjoy talking to actually your entire family that I have met so far. So Joyce, thank you so
much for being a great part of our district and I can't wait to see what you have for the future. on behalf of the district. Um I don't think there's a more thankless job than a board member. Um you get a lot of criticism and not a lot of praise, but
what you do in your heart is felt throughout. Um I think you hold a special place because you did not have a good experience as a student at Harrison High School. And so for you to come back and see the changes that we've made that you've made, it's just like a full circle. ahead and now we still have some
of your grandkids in our schools. So, I'll still see grandma at school drop off and pickup. Um, thank you for dedicating these years to D2 for a district that didn't serve you right, but hopefully we've made up for it in the last few years and you know that we're going to take care of not only
your grandkids but all the students. >> And now you can talk. >> Thank you. It has been an honor to serve nine years.
>> You're right. Um, I graduated in 1982 and it was a time when when kids were not seen or valued and a lot of people fell through the crack. And I work with a lot of those adults
now. who didn't have a champion like you. So, I am more than excited to leave
because I know that that our families are in good hands and I'm excited to continue the work um in our Southeast Colorado Springs community and the D2 community because
it's 80906 8095. Um, I will say it's been um the past eight or nine weeks have been difficult for the families in Stratton Meadows, but
that's where I've been. And so, this is who I am. And I just love that we will continue to be partners in the work. I love that I can say, you know, D2 is preparing our
students to um enter into living wage jobs and careers, not just um not just minimum wage. And so that was one of the reasons that I came was to
support your vision and to support the work that the administrators and the teachers are doing. So, I am so excited. Yes, I'm crying. But I am so excited to see the future of
students. Both of you guys are amazing. I will be watching not too far away, but um I'm so honored to have served with you all. We have a small token from the district.
Right. Thank you so very much. So now we are moving on to item four. It is the swearing in of new board members by Katherine Richie Rep. So at this time
it is in your hands. Good evening, members of the board. President Wills Hill, Dr. Burhanzel. Um, I am I have the pleasure this evening of swearing in our new board members, two of who are returning board members. I'm
going to go in alphabetical order, and if I could have Janice Frasier approach the podium, please. Miss Frasier, would you like to have any anyone up here with you? Yeah.
This is my daughter Danielle and my granddaughter Promise. Okay, >> raise your right hand. >> I raise your name. I praise you. do solemnly swearly
>> that I will faithfully perform >> that I will faithfully >> the duties of the office of school board director >> the duty office of school board director >> as required by law >> as required by law
>> and will support the constitution of the United States >> and of constitution of the state of Colorado >> the con of color >> and the laws made pursuant to
>> the laws made pursuant there too. >> Can I get your signature please? Uh, next up is Mrs. Emily. Maya would be I feel like there's so many
I You need to constitution the Thank Shall I state your name. >> I am I Michelle Wilson. Do solemnly swear >> do solemnly swear
>> that I will faithfully the duties of >> officers >> as required by law as required and will support And could I get anything
here, please? So now with the swearing in of office, we're now doing the election of offices. Starting with the election of the board president. So at this time, nominations are in
order for the office of president. I nominate Michelle Wilshill. >> Are there no more uh nominees this time? The nominations are none. nominations for the president.
Now begin the nation by Congratulations, Mrs. You are our president. >> Thank you. a close call. It was um I'm here by passing the gavl to my Oh, I'm sorry.
There you go. All right. Now, we are going to the election of board vice president. So, the nominations are now in order for the office of vice president. I nominate Janice Frasier.
>> Second. >> There are no more nominations for office of vice president. Nominations are closed. And now we will by secret ballot election for the Janice Frasier, congratulations. You're
our vice president. I'm surprised. >> Congratulations, Miss Janice Frasier. Now have nominations in order. Office of Secretary. >> I nominate myself, Corey Williams.
>> So, at this time now have um to conduct a roll call vote. Question is on the election of Mr. Corey Williams for secretary. As many as are in favor of Mr. Corey
Williams for secretary will as their names are called answer I. Any opposed will answer no. I'll just clarify for the audience why this looks different than the other two because the rules of what you how you vote for a president and vice president
are different than the other officers. So that's why they had to write it down versus how we'll do a roll call. So that's intentional. We didn't mess up. That's really how you're supposed to do it. All right, the roll call. >> Miss Janice Frasier. >> I.
>> Dr. Pam Robinson. >> I >> Miss Emily Tamayo. >> I >> Mr. Corey Williams. >> I >> Miss Michelle Wills Hill. I
right nomination accepted. Secretary. >> Now the nominations are in order for the office of treasurer. >> Nominate Dr. Pamela Robinson. >> Second.
No more um nominations at this point. The nominations are closed. Seeing none, nominations for the office of treasurer. The nominees for the office of treasurer is nominee is Dr. Pamela Robinson.
We are again going to go by roll call and you will approve by an I. Miss JJ Frasier. >> Hi, >> Dr. Pamela Robinson. >> Hi, >> Mr. Emily Tamayo. >> Hi,
>> Mr. Corey Williams. >> Hi, >> Miss Michelle Willsill. >> I Right. The treasurer is Dr. Pamela R. Congratulations. At this time, we just have signing of
board confidentiality affidavits. And after we do that, we will um take a quick break for those who wish to do something else. >> Every time that pictures, >> excuse me. Every time that there is an
election, uh, all board members are required to sign a confidentiality agreement. All right. We are now going to uh take a picture of the new board and after which if you wanted to greet,
we're going to take probably a 10-minute break and we'll resume our board meeting for this evening. Any like pay attention. >> Yeah. Yeah.
>> Oh, no. Your name's on there in multiple places. >> I didn't even see you sitting over there. >> No. How are you? >> I'm good. >> Good. Supposed to be going to be going to Pleb, but she told me all these places you go and get food down there.
I'm like, >> I'm ready to go. >> Okay. >> Yeah. >> Whenever you're ready. >> So, I told her we got to go. >> I'm ready. >> Yeah. You know the She may know >> Yeah. So like you know the real places. >> Yes. Those are the good ones. Yes. Yes.
Good to meet you. >> Yes. How are you feeling? >> Good. Good. >> Funny how quick that comes. It pulls off slow, but it comes back real quick. >> At first,
>> yeah. >> Yeah. >> So much. >> Uhhuh. Not far away though. And it's just like you see the power. That's why I'm like wait till the power point. It's a big I'm still not really sure
who's coming. State board NCD I think. But I don't know. I don't know. But I'm like Oh, yeah. >> Yeah. >> Not a good way. Yes. How are you? Yes. Good to see you.
Good to see you. last time I saw her like this like baby. >> Uhhuh. in a way is helpful because they realize the problem. Don't even say anything. But she just thinks she's
having that same right like Norma, we have to put the thing back. >> That's the way how I'm looking is the way how we push our history. >> Your feet broke. >> They are
feet are broken. I told her she has to put the boot. Yeah. So is it But not only that, that we we are going to go ahead and continue on with the meeting.
So at this time we are at six operational expectations and results policies and we are at 6.1 OEE4 personnel administration monitoring report. Dr. Angela Valdez, Assistant Superintendent
of Support Services. >> Good evening, Madame President, Dr. Vhanzel, members of the board. very excited to share my first monitoring report for OE4. Um the overall outcome of OE4 is
compliant with exceptions. And so I'd like to share with you this evening some of the highlights um of OE4. And the first one is during the 2425 school year, 39.24%
of our newly hired teachers were non-white. We retained 95.7% of principles and assistant principles who were rated effective during the 2425
school year. And I think we've already shared that we retained over 90% of principles and assistant principles in general. The most exciting news though is that we retained 87.8% 8% of effective teachers
during the 2425 school year. I put here that it was um the highest retention rate in the past 15 years, but in reality it's in the history of D2. Um as far back as we could see, highest retention rate of licensed staff last
school year at 87.08%. 85% of our staff on the 2425 employee survey believed that the district culture allows them to work in an environment of support and courtesy as reported by the employee survey.
There were two indicators in 4.9 that were not compliance. So please note the following. Um, the indicator states that a review of local market study data completed by M Consulting Services is
utilized to ensure that the assigned pay ranges for all of our ESP positions are within 5% of the average minimum pay rate for the upcoming school year in comparison with surrounding districts. A review of market survey data completed
by M. As of July 1 of the fiscal year, 43 benchmark positions and 31 non-benchmark positions revealed the district is not within 5% of the starting point of the salary range. One when compared to the market for ESP
positions for 10 positions. The district oversight team or DOT recommendations for changes were made to CDMT. However, due to the district's financial situation and budget cuts, th these recommendations were not approved or adopted.
The second one that um was not in compliance is the indicator that states that a review of local market analysis study data completed by M is utilized to ensure that the assigned pay ranges for administrator positions are within 5% of
the average minimum pay rate for the upcoming school year. in comparison with surrounding districts. The result was a review of the local market survey data completed by M reveals that the district is not within the 5% of the average minimum pay rate for similar
administrative positions in surrounding districts. We were actually slightly above the 5% at 5.3%. Any questions? Yes, Miss Tamayo. >> Thank you so much, Dr. Valdez um for this great report. These are incredible
numbers. Um I am really proud um just to come in during this time with that incredible retention rate when so many other industries do not have this type of rate. What kind of measures or things in your or things in your opinion have taken place that have contributed to
such a high retention rate? I think I mean especially coming so freshly out of a building as a principal I think that it all comes back to building leadership and district leadership. And so we know that when
teachers do leave research says it's because of building leadership. And so I would equate the fact that we're retaining almost 90% of our licensed staff to that we have the best administrators in our in the city. um and also the district leadership that
then supports um building leaders. So, great question. >> You said that second indicator was 5.3. >> Yes, we were slightly above. >> So, you're going to pull that one. You're going to pull that mark off the report or to be compliant, right?
Instead of non-compliant. You have it marked as non-compliant and you're compliant. >> So, we need to move the mark back over. >> Okay. >> Well, we're within five. We're not within five more than five. >> We're over I got you. My apologies. In my head I'm like, wait, what? What did
she say? >> But I can change it if you want. >> No, no, no, no, no. You're good. >> And I would just add because it goes with I mean I don't think you all really understand people come here because we have a board that keeps the politics out of the classroom.
And the fact that you all let us talk about kids and do right for kids, regardless of their background, regardless of who they love, regardless of what family they come from, matters. And people want to come here and be in a supportive environment where the board is doing right by kids. And we don't see
that in education across the nation right now, unfortunately. And you guys have a lot to do with a lot of this retention. People want to be where a board supports them. I'm gonna say it. Um, our students
have always been viewed as difficult. Um, lower socioeconomic status, all of the characteristics that would indicate failure.
However, we've got staff that is so passionate about educating our students that our students are making great strides and these staff,
teachers, administrators, ESP, all choose to be here to help our students that others view as problematic. So, take that Right.
>> Also, I have another question. Um, for the 39.24% of newly hired teachers um who were non-white um during this past year, um how what were the type of recruitment strategies? What um made teachers um who
are non-white want to choose to be in this district in your opinion? Yeah. So, um, as you know, Miss Tamayo, I'm new to this role, but I did look into what were some of the marketing strategies that were used in the past. Um, and as we looked at applications to the district
and why people come here, it's all word of mouth. It is not through like Indeed or any of those places. The the the number one reason why people put on their applications is word of mouth. And so, I think that as Dr. Bhanszel mentioned just the work of the board and
the reputation of principles and APs within the district that that is why we are attracting more teachers of color than other surrounding districts. >> I will share um we have some very unique
grow your own programs. So we grow our students into come back and teach for us. So there's nothing better than that you um we also have our ESPs so our pair professionals we tap them on the shoulder and say you would be a great
teacher let us help you become a teacher let's put you in this apprenticeship program we take a chance on people that I think other districts sometimes don't um I will say there's probably not at least a month if not a week that goes by that I talk to a staff member who is
considered a minority that says they didn't feel seen in their last district and that just saddens me because it shouldn't matter what you look like, who you are, but they finally feel seen or accepted or appreciated by coming to D2 because of the leaders
they have here, because of the work we do, because we talk about things like inequity or equity. We talk about gaps between ethnic groups. We talk about gaps between boys and girls because that's how we get better and we have to be aware of it. So, those are just
things that I know I hear you hear in HR all the time of they feel accepted and appreciated. >> Any other questions or comments? >> I do. Um I'm just Yeah, I'm I'm really
committed because I really want this district those are incredible numbers. If we can just get within that 5% we would be extremely competitive. Um as you can share what we've been doing. >> Yeah. So.3% >> it will be compliant next year. >> Yeah. It will be compliant next year.
No, I'm I'm I'm sitting here on the board. I'm definitely like motivated by this. Um that if Yeah, we can maintain these numbers but also be within compliance. Um this is exciting. So thank you so much for your hard work and for all the administrators, teachers, and for also that grow your own program.
That's incredible. Thank you so much. >> Dr. about this. Can you tell the numbers that you've shared at the Q&As's about our increases on pay just for teachers and ESP over the past few years because I think that's fascinating. >> So over the past five years um for both teachers and ESP
um the numbers are different for each but both of them have received between 15 and 30% increase and that's really significant to the base. those who have returned to D2, that increase is even
higher than that. Um, so the focus absolutely has been salaries and I'm glad that you brought the salaries up, Miss Tamayo, of that 5.3%. Without giving away too much detail, I can tell you that um the work we've been doing
the past month has been heavily focused on salaries. Uh we know that our administrators um especially with me coming out of a school knowing that they work harder than anyone else. Um we've been looking at competitive salaries and
making sure that we can pay our staff members what they deserve. So you'll see that coming. >> Thank you. >> Any other questions or comments? >> Thank you so very much, Dr. Valdez. >> Um, Mrs. Rambi, if you could please move
this to consent. Thank you so very much. We are going on to item 6.2. It's the R11 and R12 indicator reports. Um, OE1, instructional program
indicators. Miss Rachel Laugher, assistant superintendent of teaching and learning. And Mr. Scott Weldon. I have my backup. >> Oh, I see. >> He's here for >> Okay. Anyway, it is is in your hands.
>> All right. Well, good evening. Both Director Welden and Director Bristol are here. They have prepared um two of the three reports I'll be presenting. So, um hopefully I can answer most questions, but if you have any detailed questions,
then I will bring up the backup. So, uh, results, uh, policies. I'll start with R1 and then we'll get into R2. These are the indicator reports. Remember that R1.1 is all about literacy. R1.2 is all about
math. We changed the formatting of this indicator report a couple years ago. Feedback um, from all of you has been very positive, so we're keeping it consistent. The front page just gives an overview of the different data sources for each
level that we use to monitor both literacy and math outcomes. And then as you move through that, just a reminder, a few years ago, we spent a lot of time outlining these
indicators and one is based on baseline data and one is based on our philosophy about our students. So you will see the growth indicators are always set at 100%. Our belief is 100% of our students can grow a year's worth in a year's
time. The other numbers are based on actual baseline data. So every year when we report out to you um Miss Frasier, you just shared earlier about our students making great strides. You'll see some of these have um moved up based on some of the growth that students have
been making. So you'll see all of the targets there for all of R1 at elementary, middle, and high school. I always point out with the graduation rates, we report those on a slightly different timetable than we do
everything else based on when those are available to us. So this is the indicator report. We will bring back both midyear and end of year um monitoring reports and data. So, no significant changes on this indicator
report, but let me know if you have any questions. If there's no additional questions, Mrs. Armbiday, if you can move this to consent, please. We are now at item 6.3. It is the R2 indicators.
again instructional it is OE1 um instructional program indicators Miss Rachel Laugher again. >> So this one is brand new. If you remember a year ago we did a major results policy revision. We had
originally had R2 and R3. We had not been bringing monitoring data to you because they were very hard to define and measure. So, we brought a proposal to really collapse all the content from R2 and R3 into the new R2. We added new
survey questions this year aligned with these um components you'll see at the top on relationships, personal responsibility, empathy, integrity, initiative, and critical thinking. This all comes back to unpacking the district
vision. We report out on all of the skills and academics of students, but we have really been searching for a way of how do we measure and present to you the attitudes and behaviors that we really want to develop in all of our graduates.
So, these are those six you will see down below. We just administered our annual survey, the employee engagement survey, the school quality survey. Those results were the baseline
for these six areas. So this is the first time we're setting targets around these. On the second page, you will see the way that we're doing this is survey questions both coming from students and staff. So
you'll see the actuals there, the overall this is the baseline and then obviously we didn't have a target for this year because this is the first time we are measuring that. If you're curious about the actual wording of the questions, if you go down to the last
page, that will show you the questions where we are getting at relationships, personal responsibility, empathy, integrity, initiative, and critical thinking both from the student perspective and the staff perspective.
We will combine those results and then that's what we will bring to you next year in the first monitoring report of R2. And >> I'd be remiss if I didn't mention how many times we made Scott go back and change these questions because these are very hard things to quantify and to ask
in a survey to really understand what kids are thinking. Um, so we came up with an idea. He got it ready and we're like, "Oh, we don't like that word. Go back and try it again. Then we don't like it like that." And as you know, he's very patient. Um, but he probably was like so over the survey, but it came
out really well. And I'm super excited to see, you know, what we get back from this to tell us where we really need to help our students grow in different areas and where they're excelling. And thank you for your patience, Scott. I really like how you guys broke this
down and tried to present a way because of so much social emotional. this is vital. Um it's just interesting how staff and students review relationships and empathy. Um that'll be some neat data there. I mean
it's it's telling >> and then to look at the question that is being asked. So, um, but I already know you guys are pro on the head. >> And I would just, um, remind you that
most boards would not address this, especially right now in this day and age. And so to address SEAL at all and to admit that we do need to do some work in certain areas that only makes our kids stronger and more valuable for the world and be successful. So, we're super
excited because we've wanted to measure this for years, right, Andy? But we never knew how to really measure or get there. And so, I just feel like finally we're making headway. I am so looking forward to the results from this because this just when we talk about culture um especially when we look
at the high retention rates this is definitely an indicator of cultural um kind of feeling and perception because we know that grade scores aren't the only thing that are within a measuring a kid's success or what we want um D2 students to really evolve into um and be
the best that they can be. Um my quick question is and I know this is still developing so please forgive me. Um is I know for like different ages of development um is there any curriculum or structure and how these
um kind of concepts will kind of be discussed in terms of values um for different like you know growth and perceptions for each young person. >> I'll share just two big highlights and then happy to talk in more depth. Um, so
we do have Character Strong. That's just one of many resources that schools use. It's the one that our district provides, but schools layer on a lot of other resources to explicitly teach skills such as empathy and integrity. So those
lessons um are very interactive. There's some direct teach. There's some games, videos, different ways to really bring these concepts alive, especially for very young students. The other highlight and especially with um Principal Bodwin sitting here behind
me, I think over the last two years I've heard him quote um transferable skills probably a hundred times. So we're doing a lot of work around graduation guidelines. A lot of districts kind of title this the portrait of the graduate
to say when students leave our school walls, yes, we want them to have all the academic skills as you mentioned, but more importantly, what are those transferable skills wherever they're going after their senior year, whether that's college, military, directly into
the wor workforce. We um started our graduation guidelines work with a panel of higher ed and industry folks asking them what do you look for? What helps students be successful in higher education when you are looking for
employees? And basically everything they shared fell under these six and so it really helped drive this work. So with um transition of graduation guidelines, we're implementing new sen um yearly seminar classes. The freshman class this
year or the first class working under the new graduation guidelines. So they have a freshman seminar. We build in a lot of this content into that course. That will continue through every year. We are going to move to every student um
completing a capstone. and there will be components of these transferable skills built into that multi-year capstone. So, those are just two ways. Um, but there's a lot more whenever we can talk in more depth. I would definitely love to talk because this is um tingling my community like
nonprofit heart um because I see a lot of support and resources, but again, I defer um to Dr. Wendy and all you all as experts, but I just see the possibilities of this being such an integral community kind of um
touchstone. Thank you. >> I know you haven't visited schools yet. Um, but when you do visit, you can also tell the principal you'd like to see or you'd like to see some of that because I think you'd be blown away with like I don't want to leave the classroom because just the conversations you get
with our kids are just so so deep and real and just reminds you of the good things that are happening in our world. Um, I just want to again congratulate Mr. Scott
on actually defining what this R2 is. And And Andy, I can't forget Andy, Andy and Scott. Um because I know it was just such a vague like result policy for years and every time we would look at it, it's like what
is this supposed to be? Well, it was R2 and R3, right? That was combined into one. And so I'm happy to see that it's coming to fruition into something that I think is um actionable as well as measurable. And so I really love the
layout of this. And so um I just congratulations and job well done. So thank you. >> I have one more. Sorry. Oh, Rachel, we love you. 6.4 OE1 instructional Oh, I'm sorry. Um, would you please move this to
consent? Thank you so much. 6.4 OE1 instructional program indicators. Again, Miss Rachel Laugher, it is in your hands. >> I alluded to this last month when we presented OE1 monitoring. We really are trying to get OE1 to a very stable and
consistent place and I feel like we're almost there. So there are two very minor changes in this indicator report. The first one you will find on page four. This is a change of one word.
So we're changing D2 maintains arts PE and music programs at all of our elementarymentaries to offers. The reason we're doing that is because we are offering art and music in particular in a variety of forms. Sometimes that is from a full-time or
part-time teacher. Um sometimes that is from bringing in the conservatory to do regular programming with our students. Um so there's a variety of ways that we offer art, music, and PE programming. So we're just changing that wording to
better define um our model. The second one is the one we talked about in more detail last month. You will find that on page seven. On this one, we really went back to that interpretation
to dig into what we're really trying to measure here and identified part of the rubric that I think better gets at what we have been trying to measure. So, we've talked a lot about the
students demonstrating mutual respect and support. I also feel like with the new R2, that piece is captured there very well. Whereas this in particular is really looking at effective classrooms and what
type of instruction we want to make sure we are presenting to all students. So, we are redefining that one by incorporating instruction that reflects diverse backgrounds, experiences, and different points of view. We're bringing
up that um target to 95% as the goal um which aligns with the other three indicators there that also are all pulled from our teacher uh evaluations. Those are the only two proposed changes
to this indicator report. >> Does anyone have any out there? >> Well, I was I mean I love raising the bar. Um, for example, is this I'm assuming it's
been articulated to build an admin to kind of focus on that or look at the because we're capturing it on Randa. Is that how we're >> we pull from Randa every year? >> Okay. Well, thank you.
>> Yes. And uh I know that this is one we've been chasing for a couple of years now. So um I'm excited to see how this performs this new metric. So if there's no other questions or comments, um Mr.
Ramble, if you could please move this to consent. Thank you so very much. >> Thank you. >> Thank you, Miss Rachel. We are now going to item seven. It is the annual work plan. There are a couple of changes, not
changes, additions, uh, in November. Uh, and I updated this this afternoon. So, I wanted to share what the changes were. On the 18th, uh, the administration camp
uh, complex is having a Thanksgiving potluck from 11:00 to 1:00 in the afternoon. Of course, you're invited to on the 21st, the World Culture Fair at Harrison High School will be going on uh
from 8:30 to 10:30. And uh if you can just let me know if you will be attending any of these, it would be greatly appreciated. >> I won't be here for the World Culture Fair, so I hope some of you can go. It's like one of the best events we have. It's kids who um dress up in their
culture to honor their culture. They make food from their culture. They do a presentation of their culture. It's just like one of the most amazing things ever. >> I've leped already. >> And they even dance. So get ready because they'll make you dance. And if you don't know the dance, it's pretty
embarrassing. >> They'll teach you though. >> Um Norma Adam, can you repeat those dates again? I'm so sorry. >> Okay. It's in your packet. >> Oh, it is. >> Yes, ma'am. But the 18th of November is
the uh administration complex Thanksgiving potluck from 11 to 1 and on the 21st is the World Culture Fair at Harrison High School from 8:30 to 10:30.
I have a question. I have had on my calendar the 13th government elected officials breakfast but I have no information on that where what time
>> I can speak to that. Um, so one thing that we have done without inviting the board, so I apologize first of all. Um, but we are tired of getting bills or things that come to us and then we have to push back or we have to have Aiden go
testify that it's not good for kids. So, we um came together um and decided that we wanted to invite some of our elected officials to a breakfast to hear about what's really happening in D2 and to hear what are our successes, what are we
doing, and then what are the barriers to help them as they write bills or as they're at city council making governing decisions to really understand what's happening in our schools. So during that um part of the conversation will be these two sharing their experiences as
students in D2 and what has that looked like and then we will share some of our successes and then we will share also some of our needs and what we need help with from the state level. We have some people coming from the education committee at the state. Um we have some
of our city council. We have some community partners. It's really just to get us all on the same page of what we need. So that is my apology for not explaining that. I know I'm in trouble. Um but if you can come, our plan would be then after that we want to talk to
people. Is this helpful for that group? Um and we want to give quarterly updates of what's happening in D2. What I've learned with my time with legislators is they don't know unless you tell them. So I want to spoon feed all of that to them. And no other district's really doing it. So let's tell our story and be
the ones. Um and then we get more facetime and more support hopefully. Um but we advocate for all kids as we always do. So um the turnout is I would say a mixed bag, but we have some city council from all over areas. We have people coming from state legislature
that aren't our elected officials, but they sit on the education committee. So it's going to be pretty exciting just to have time with them and for them to get to see. We have two other kids who will join us to tell their stories of being a D2 student. Okay, this is um very timely
because Senator Snyder, I hope he's been invited. Um he requested just that >> he's on the list. I don't know if he's RSVP, but we did invite him. >> Okay, good. Good. >> All right.
Thank you. Um we're going to item 7.2 two and it is legislative updates. >> Um since the government's not working, there's not been a lot of action at the feds. Um other than shutting down SNAP, which has impacted our families greatly.
Um I met with the superintendent advisory council, which is my students, um last week, and we just talked about, you know, how are your friends feeling? How is this impacting your families? Some students have taken on extra jobs or extra shifts to help pay rent for
their families. Um, they know that their parents are stressed. Uh, we talked about, you know, people say just go to the food bank, but when your parent works till 9:00, the food bank's not open at 10:00 or midnight. So, that's easy to say when you work 8 to 5. And
then when you do go to the food bank, all that's there is some kidney beans. That's not going to make you a meal. And so, we just talked about the realities. you know, that group is high school kids, so they get it. Um, they get how that's feeling. They're seeing the impact of stress. And then Aiden can probably speak to, we talked about
senioritis is also setting in. And so the stress of applying for colleges and then, you know, families having struggles with finances right now and not wanting to put that burden on your family. So our it's not just the adults going through it, it's our kids, too.
And so I just wanted to share, I had sent you this, but I just want to reiterate some of the things we're doing in our district to help with that. And gave us a $10,000 scholarship for food. Um, and we are using that to help provide food for food banks. We have um
food drives going through an Amazon website. It's a pilot and we're hoping to expand it, but it's really a pilot. Um, Sierra, Centennial, and Mountain Vista already had standing food banks that were doing pretty well, so we work with them. People can go on Amazon and just get pallets sent to them. I think
Centennial had like 100 pallets sent in one day from Amazon. You know, you get a palette of green beans or whatever. So, um, we did get asked, so if you do get asked, why not go local? Why not go to a local store? Because my grandma in Minnesota can't go to a local store. This is really to reach outside of our
community and get, you know, anyone who you post on social media can donate. So, that's been a huge, huge hit. Um Sean, our nutrition director, is amazing and is setting up shared tables at our school. So that means when a kid gets their lunch and they don't eat part of
it, what they don't eat packaged goes into a bin and then we redistribute that for kids for snacks or they can take it home if they're hungry or on the weekend. Um and then we as an admin staff, so in this building and then principles and directors um were asked
if you want to donate $10 to $40 and we are going to buy Thanksgiving meals for staff members who are in need because this is not just affecting our families, it's affecting our staff as well. Um, Aiden or Mura, did you want to share anything about your friends or what
you're hearing about students who are feeling the effects of resources going away? >> Yeah. So, one of the biggest things that I say that I created all the way in Washington DC is that food equals fuel. Fuel equals motivation. Motivation
equals better effort. And one thing whenever I have a stress day with all the senioritis, um, I pretty much just go eat my parents dinner and be able to enjoy that. But knowing how our environment is and how our families need it, a lot of our families cannot meet
those needs to be able to actually experience exactly what they exactly need for the moment. So I seen families what's it called? Struggle. I one of my friends actually went to hunt for their own meat recently with a family trip to
be able to have meat for the month. In addition, I have seen families utilize, no, I've seen students utilize the second lunch that is offered in D2 a lot more. And I've been personally for me, I've been offering some of my lunch towards those kids there who would need
it more who won't ask for help, but who is requesting for help through their silent actions. I think a big a big thing is that it's not just like the lack of food, but it's the stress that it causes. Because like leading up to like knowing that I think
it was a Saturday that the like SNAP benefits weren't coming in, >> it's going to cause stress because yeah, you're good now, but when you don't get that money, it's the struggle is going to come. And I know that that stress is not just taking on parents, but it's going to affect the students, too,
because they can they can feel it and they know about it, too. So, it's not just about the lack of food, but it's also like it's going to affect all the students mentally. And thankfully, I mean, I don't like I don't have that issue, but I do know that there are plenty of students in all of our
district schools that are struggling with that. And I think it's really important that we provide like the food pantries and stuff. I know Sierra's food pantry is very much utilized and it has been since last year. There's always a line and there's people who use that to their advantage. So, it's good that we
offer those things. And then the other thing is I think a major thing that came out was the governor's proposed budget um where Governor Pus was excited that we finally funded education and that he increased teachers salaries
and he's going to increase per pupil funding. He doesn't pay a teacher salary so he didn't increase teacher salaries. That's just not reality. We're funded at a 1994 level. I don't think that should be celebrated.
um and he is increasing per pupil, but he's changing how we count students. And so the averaging going from four years to three is going to kill districts and it probably will be a wash if not make us get less money even though they're increasing per pupil. So I know that was
his big thing and he's celebrating. Um, educators are not celebrating because we read the last line that says he's changing averaging. And many people don't know what that means, but that means not good things for education, especially when we're watching what Washington's doing for Title One funding
and for special education funding, which affects um 25% of our kids. And so um just being very very leerary of when we're celebrating financial decisions of any kind. It also hasn't been passed. So
that's his proposed. It will change many times over. I mean, I think the good news is we didn't see huge slashes outright made to education because we could have seen that, but we also um Corey and her team are going to run the numbers of what his proposal would
really mean for us. Um but still education is not funded appropriately in our state. >> Thank you so very much for the updates. Um, we are now at item 8, 8.1. I just need a recommended motion, please.
>> Madame President, with no further business, I move to adjourn the board of education board meeting. >> Second. >> Motion to adjourn the board of education meeting by Mr. Williams, second by Miss Frasier. All those in favor? I. The
meeting is adjourned. Thank you. can't. We're done. Part: 2
And we're ready to go. Correct. >> Yep. We're live. All right. >> We are. >> We are live right now. Um, thank you so very much. Today is December the 4th, 2025. Um, the combined work session and board
meeting. Um, I'm going to start and convene the meeting. Correct. >> Yep. We're live almost. >> We are. >> We are live right now. Um, thank you so very much. Today is December the 4th, 2025.
Um, the combined work session and board meeting. Um, I'm going to start and convey the meeting. We're live almost right now. Um, thank you so very much. Today is December the 4th, 2025.
the department session and board meeting. We're going to start right now. >> Okay, very good. I was getting some feedback. I do apologize. So, I just corrected that. So, anyway,
we're going ahead and get started. Um right now I will just do a call to order. Um first of all we want to make sure that um everyone has had a chance to um review the agenda. So are there any
questions or comments? Seeing as that there are none um we are going to go on ahead and pres Miss JJ, I think Michelle got kicked out. I think so. >> Rachel did too.
>> She's calling me. >> Yes, ma'am. Madame Vice President, can you please continue with the meeting while Mrs. Wills Hill uh join until she can rejoin? >> Sure. Where did she leave off? >> Um with the call to order.
>> Okay. Um we're at item 2.1, call to order. Norma, can you um Well, we know what the call to order is. 2.2. Norma, can you please call the role? >> Yes, ma'am. Miss Frasier,
>> here. >> Dr. Robinson, >> here. >> Um, Mrs. Miss Tamayo >> here. >> Mr. Williams. >> See if he's waving or something. He's smiling and waving. I can see him.
Turn your your volume turn your microphone on, Mr. Williams, when you have a chance. And uh Mrs. Wills Hill. Uh we have a quorum. Madame Vice President. >> Thank you. Um we're now at item 2.3,
pledge of allegiance and reading of the mission statement. Um how do we do that virtually? Do we just recite the pledge? >> Yes, ma'am. Please. >> Okay. I pledge algiance to the flag to
the flag of the United States of America >> and to the republic for which it stands. >> One nation nation under God, indivisible, with liberty and justice for all.
And I don't have a copy of the mission statement in front of me, but I think we're all familiar. So, um, we'll move to item three, adopt the agenda, and we'll just need a motion
to adopt the agenda. >> Madame Vice President, I move to adopt the agenda as presented. Excuse me. >> Second. >> Full time testing. Move to adopt the agenda by director
treasurer, excuse me, no, secretary Corey Williams and second by um uh treasurer Dr. Pam Robinson. All in favor? >> I >> I >> I >> I
>> thank you. Thank you. Um now we'll move to item 4.1 audit report. Mrs. Corey Arures, our chief financial officer. >> Good evening everyone. Um, madame board
vice president and everyone else. Um, we have some guests with us tonight. Um, we have successfully completed um, the second audit under my tenure here. Um, and we have our auditors with us tonight. Um, we also have our director
of finance who led most of this work, Sandra Bella. And so I would like to introduce Miranda Presley and Jacqueline. I'm going to butcher this so badly, Joselyn. I'm sorry. Um, Drosen
Drosend Doll um, from Plant Moran who have been our auditors for the last couple years. Um, and I am going to turn it over to them so that they can present to you, our board members, um, the, uh, results of our audit.
>> Thank you so much, Corey. Can everyone hear me? Thumbs up, head nods. Perfect. Um, as Corey mentioned, my name is Miranda Presley. I am the assurance senior manager on the engagement and I've been working with the district for three years and working in the K12
practice for my my entire career, which is about 10 K12 audit seasons. I'm going to pass the mic over to Jacqueline to introduce herself briefly. >> Hi, I'm Jacqueline Rosenall. Um, you got it mostly right, Corey, so thank you.
Um, this is my third year working on the audit for Harrison. Um, I'm actually from Colorado Springs and went to Vanguard for high school, so it's been cool to come back and do this audit. So today we will be presenting
um the 20 I'm curious if you guys have the correct copy that was sent over because we have the 2025 presentation um and that says 2024. So it might be best if I just share my screen.
>> The one that says 2025 is the one that I got this afternoon. >> Yeah, I can share my screen if that works. Can everyone see my screen that now says 2025? >> It looks like I can see my own screen. So hopefully that works
>> and then I I can just uh >> push through the audit on my end. So >> as um Corey mentioned, we are have completed the audit. We have an unmodified opinion which is what we call a clean audit. We have that for both the
the financial statement audit and then we have not issued the single audit yet because the compliance supplement was released on November 25th. A nice little Thanksgiving present to us. This is the um one of the first years in a very long time that there was a delay in the
compliance supplement. So we we plan on issuing that in within the next week or two, but based on preliminary results and no updates to the two programs we tested, we plan on having an unmodified opinion and no findings. So that is a
great transformation. The first year that we were on the engagement, we did have a handful of findings. We went through some corrective action plans. And so we really just want to attest to Corey and Sandre and the finance team on being able to really transform some of
the financial end when it comes to internal controls as well as managing and monitoring the day-to-day finances as well. Another item I wanted to point out, this is the earliest we have dated the report in at least four years. Even
um past my tenure with the with the district before plantaran um you guys had to extend the audit. So this is um one of the earliest dates that you guys have seen in a really long time. So another attest to the team's ability to make sure that you guys are closing the books timely and making sure that
there's that financial transparency. We did test the child nutrition cluster. So that is your food service program for the federal funding that you receive for that and the idea cluster which is the special education program. So we
specifically looked at the funding sources and the expenditures for those two programs which gets us the appropriate coverage for that single audit or that federal audit that is required. So as part of the audit what we present to you and what um you guys pay us for
is that unmodified clean opinion letter that we present into the audited financial statements. We do help the district um create the financial statements and cons consult with bringing all those numbers together to make the the long page PDF that
represents the districts and financials that will be reported on the transparency website. But that the financial statements are the responsibility of management. They took they take um the full um responsibility of making sure that it
is representative of the district and as well as doing the management discussion and analysis within the financial statements. So the audit was completed with required auditing standards as well as generally accepted accounting standards and governmental
accounting. So now we get into the numbers. is what I like to consider the fun stuff. So, you will see that we will be looking specifically at the designated purpose fund and the general fund. So, at the top of the page, it'll specify if it's
general fund or the the grants fund. So, you will see on this page the assets and the liabilities. So, your assets are primary primarily made up of those cash and investments. uh a portion of receivables due from other funds which
would be from other funds within the individual districts and then your prepaids and inventory. On the other side of the balance sheet you'll see your liabilities which are primarily made up of those acred liabilities and that's due to some timing differences of
the payroll. So, um, if your employees are getting paid through July for services already rendered, if they're on a teacher contract or a 10-month contract, but get paid over those summer months, those are acred for because the year end is June 30th. But it's it's a
strong balance sheet, as you can see, as the assets succeed, the liabilities and deferred inflows. On the other side, this is your grants fund. So on your grants fund, typically assets and liabilities will equal and you don't maintain a fund balance as your revenue and expenditures every year
are are set to equal to utilize that full amount of those grants. So as you can see that the assets and the liabilities are broken out on the screen with minimal cash and primarily assets related to due from other governments. So that's just timing differences
related to money that you've earned for draw downs that you'll receive subsequent to 630. On the other end, similar to the previous fund that we were talking about, you'll have your accounts payables and your acred liabilities, which is timing differences with
payments. Um, and those will be paid subsequent to your end and pretty typical for the district and the volume level for that. Before I jump into the income statement, I just wanted to verify if there's any questions
so far about any of the information we've provided. >> Go to my >> I think I may have heard something, >> but I don't hear anything else. >> You should be good to continue. Okay, good to continue. Perfect. So, the general fund revenue is presented side
by side with 2025 versus 2024. So, you'll see on the general fund that you had an increase in those revenue, but overall pretty consistent when it comes to some of the breakouts. So, you have revenue sources from federal, state, and local. And those federal revenues will
just depend on the different types of grants that the district receives. On the other side, this is the grants fund. So you'll see the state sources, local sources, and the federal revenue. You'll see a significant decrease in those federal sources, and that's a
large portion due to the ESSER funding ending in September of 2024. So that was a temporary CO 19 funding that the district had received for multiple years and that expired at the end of September of 2024. So you had a a
small proportion in the current year but the primary chunk of that had been previously expended. So here as we say the revenues increase and so do the expenses. So the the district was planning to increase those revenue and expendit expenditures so
that they correlate with each other. So you will see that breakout overall though is pretty consistent when you look at percentage. So you have your instructional versus your support and then the other pieces are your transfers capital outlay. Similarly on the grant side you will
have that that same revenue equals your expense though on the grants fund. So this is the breakout of the the increased revenue directly reflects the same as the expenses. Now, um the fun part, the the multi-year
look back. So, you'll see that this is the general fund only fund balance. So, year-over-year from 2021 through this current year of 2025 is presented. Um you'll you'll see that there was a dip in the fund balance, but that was fully
expected based on your guys's budgets and based on um where the goals of the districts were. So you originally budgeted for actually a deficit of 10 point approximately 10.4 million with um your amended budget and making sure
monitoring spending and attest to like the finance team of their open communication. The deficit actually ended at only approximately 2.2 million. So you'll see that that decrease from 2024. But um spending down that fund
balance means you're investing into the district and making sure that um it has the appropriate um needs addressed. So on the other side of that, I did pull some comparables, but we are looking back a year. So this is going to be the
fiscal year 2324. So it's really kind of looking back a year and a half, but just to show you that the fund balance is really strong in comparison to other districts. So the fund balances about in last year 32.6%
and it's um typically districts are kind of in that you know 20 to 30% sometimes even lower. Um, and these are just some comparable districts so that you can see that you're really on that higher end for your fund balance compared to your
total expenditures. As well as if um we compare the the current year fund balance compared to expenditures, still another another strong year with that. And again, this last page because not
everyone's financial transparency has been released. This is the previous year, but it's more just a baseline to explain where that percent um in comparison to some other districts land. >> I'm not sure is um President Will's Hill
on now. >> Uh she can hear you. He she can hear everything. She's just not able to participate and speak. >> Okay, got it. Well, Miranda, thank you very much. Um, does anyone have
questions regarding the audit? >> I don't have we got things cleared up from last year. >> That's what I was gonna say. Sorry. That's what I was gonna say. and Sandre's on here and her and her team and Corey have done a remarkable job.
Um, Plant Moran has mentioned multiple times they've never seen such a turnaround in such a short time and that's something we're very excited about because now we can move forward in the right direction to really prioritize where we are putting our funding.
>> Absolutely. I I concur. Um to hear that this is the earliest audit report in four years. That's really commendable. Thank you. And also kudos to uh Corey Aarice
for her to come in um on the tail end. You know, she hasn't been here that long. and for us to get this wonderful audit with no findings. Corey, thank you. >> Thank you very much for the recognition
and more so for my team. Um I'm super proud of them and uh Sandra started only one month before I did. So, um, we we divided and conquered and I'm super proud of them, which is why I wanted her to be on tonight so she could hear
feedback from the board. >> Well, Sandra, kudos to you, too. >> Okay, >> if there aren't any questions, I just also wanted to say thank you to Corey and Sandra and their team. Uh it's been a really transformational experience
being able to see come into the district into fiscal year 2023 year end have over um five indepth findings be able to have someone come into the district at the end of fiscal year 25 make those corrective action plans to continue to
improve those items and then for only not even a full full audit year later have all those corrected and applied. So um again my own personal experience in in the field I have not seen such
correction in in such a short period of time in organization and and that takes a lot of skill set and uh really really kudos to them and the collaboration that they do to work um together as a team so that we can help support and um bring the district kind of that full
transformation. So, uh, thank you so much for allowing us to help serve with you and thank you for, um, listening to all my numbers. >> This president Wills Hill wanted to share that she thought it was an excellent presentation and appreciates
everything that uh, our finance department has done as well as plant manoran. Thank you. >> If there are any questions, our email um, and phone numbers are on the the slide. um we will plan on dropping off so that you guys can continue on with
your meeting, but um just thank you again and please reach out with any questions if they do arise. >> Thank you so much. >> All right, so let's move on to item 4.2,
deck update with Mrs. Rachel Lawer, assistant superintendent of teaching and learning. Hello. >> Good evening. I know technology will pull up the
slides. So, I have a very brief um overview for you of the continued work of the DAC. This is from our October meeting. And so, I'm just going to walk you through a few highlights of that work.
All right. So, as you know, DAC is focused on our unified improvement plan within the D2 UIP. We have three focuses this year around student achievement in ELA, math growth, and our SAT scores.
So, in October, we focused on on math. Next slide. I wanted to include this because this is the way we introduce math to the deck and I wanted you to just take a moment to think through it as well. We talk a lot about how math in American society
functions very different than the way we talk about literacy skills. And a lot of times we would be more comfortable as adults in a normal conversation to say that we don't feel like we're strong in math, but you would feel less comfortable um sharing with someone that
you can't read and why is there that difference between the discipline. So we did a little activity about what is math to you and I won't read all of those to you. You can see them on the slides, but it's the different components of how we grow grew up um and kind of our math
persona um as individuals. Next slide. So, our major improvement strategy is all around strengthening our tier one instruction in math. So, that is what happens with all kids in our classrooms K12. The goal is that we are really
deepening student understanding. We are increasing that cognitive demand. We talk about academic discourse which is really those conversations that our students are having about math and building those positive math identities of the opposite of everything you just
saw on the previous slide. There's one more popup on this slide that will come up. Overall, our focus is really shifting from answer getting. So, I think when most of us were in school, you probably thought about math class as being the
focus on getting the right answer. But what we're trying to transform in our math classrooms is it is around the process. It is around students being comfortable um trying different strategies, taking risks with numbers,
and really making their thinking visible. And so those are some of the next steps on the next slide. We have a math committee in our district who has developed our four math pillars and you will see those outlined here. We
engaged the group in some conversation related to these, but you will see they really capture what I just talked about in terms of our shift to students grappling with math, not just focused on what the right answer is. Um, working in
groups in math classes, engaging in academic discourse. And then the next slide breaks these down in some action steps. You can move forward one more please. So as a district several things we're
focusing on in math this year. We're conducting what we call a root cause analysis. So we have looked at our student math achievement from every math teacher who has been in our district for three plus years. and we cohorted them
so that we could start to dive into what's the difference in practice in our math classrooms that leads to different outcomes for students. So, we have engaged the last two months in doing full math class observations in about 30
classrooms, visiting multiple times and collecting data. So we can start to see the patterns of what leads to better um student achievement in some of our classrooms. So we can then scale that to other classrooms and other schools throughout the district. The last two
months, every school visit has also been focused on math. We have a math coaching cohort we're continuing. Um jumping down to the bottom there, you'll see Panorama, Fox Meadow, and Carmel. They are participating in an intensive math
training through a grant we we received. And it's not just the traditional training where you go and learn about math instruction. There are also math labs where they co-create math lessons with other middle school math teachers
and then teach them with small groups of students that are not their traditional students and receive feedback from the trainer from administrators and other teachers to continue to improve use of some effective math strategies. So, we
just did the first round of those in October and November. We're also adding additional data sources at the high school. I think you've heard me share about NWA. It's a new assessment. We added 9th grade last year and now 10th grade. So, we can dig
a little deeper into some of the myth missing math skills of our students so that we can provide some targeted support and intervention for individuals. We are looking to expand and add some new math classes at the high school.
This will be um a pro project over several years, but thinking about math as the content that students often feel is not relevant to their career goals and starting to offer some math classes that can be more specific. If you want
to go into engineering, what type of math classes do you need? If you want to go into construction, offering a math and construction course. So, starting to differentiate our offerings in future years. And then we're continuing to do some trainings and tips of the week with
our instructional coaches and our administrators focused on a book in a model called building thinking classrooms that is all about getting your thinking in math up on the walls um and very prevalent in discussion with
classmates so that we all become more comfortable um working through math. Next slide. So after engaging in all that work, the DAC engaged in some brainstorming, really thinking about if this is the
focus of the district and our UIP and the work that we want to engage in intensely over the coming months and years, what can they do as parents on DAC and staff members on DAC to help us in this work, bring it back to their
schools. So they brainstormed all sorts of ideas. Our next stack meeting is this coming Monday night. They had kind of a homework challenge related to this and that's how we will kick off our next meeting. And I believe the next slide is
the last slide if you have any questions about the work of the deck. >> Thank you board members. Any questions? >> I I have a question. Um this is Emily Tamayo. Um, Rachel, can a board member
attend one of those meetings? I'm just really curious because this is such awesome work. >> Yes. So, the makeup of the DAC, it is one of the board commission committees. So, there is always a board member that sits on the DAC. I know when we identified those at the beginning of the
school year, you were not one of our board members. Um, but we always welcome more than one. So, I can send you the details. We only meet five times per year. So this coming Monday is our third meeting. Every school identifies as
staff and a parent rep. And then we have high school students. We've added those positions. And then we also have some open community uh seats as well. So we have like a previous board member and a
community member who also join some of our DAC meetings. So I will send you those details. Have um we identified a board rep for the DAC? >> Yes, it is Corey.
>> We have I am a Zack rep. Uh and I have been to both of our meetings this year. Uh they have been pretty fun. Um to see the intense exchange um from some of our math educators who are present on the DAC board is what really speaks to uh
the the the efforts of our staff trying to better our students. Um they are very passionate about the processes that they're developing in order to meet the math uh shortcomings that we some of our students may be experiencing. um um m
and it just may be due to their understanding uh or or they may not have a baseline because uh math builds upon itself and so if they don't have that foundation um we're trying to make sure that some of those kids get the foundation that they need to uh build a good math foundation. So um it's nice to
interact with some of those teachers who are on that that committee. So, I just had um one question for um Rachel. First, definitely applauding the work that the DAC committee is doing um
you know, highlighting an an area of improvement for our students, but for year one, this particular year, are we is there are we piloting schools or are we just really focused on middle and um
high school? I don't know. I probably missed something. I don't know if I missed it, you know, as far as like elementary. What are some look fors for year one of this um initiative? >> Great question. So, a lot of the points
I mentioned are relevant K12. So when we talk about building thinking classrooms, the mathematical pillars, all of those pieces that we are implementing, that is in elementary, middle, and high school.
>> When we look at our math data in um specifics by level, you picked up on very nicely that we are zeroing in on some secondary efforts as an additional layer. So that's why when we wrote one
of the grants, we focused it on middle school. And that's an area where um we do see some loss of transfer of skills. When students have learned them in elementary, they're not always at a place where they are able to then
transfer and apply them in a middle school setting. So we are focusing on that middle school transition. And then at high school, it's less about the instruction, but is more about the assessment piece. At high school, we just don't have the same level of
detailed assessments that we do K8. So, being able to not just provide the tier one instruction at the high school, but have an assessment that can zero in on particular skills and standards that students have gaps in. And then we've
added through um a different grant interventionists at the high school that can provide in particular math intervention to our ninth graers to close gaps as they transition into high school so they're better able to access their core math instruction. So
it's a very K12 initiative. A lot of the focuses in our UIP are all K12, but yes, we do have ve very specific um kind of focuses within middle and high school as well. >> Thanks. That makes sense. Thank you.
>> Any other questions or comments? I did want to um reflect back on one of your slides um that you had highlighted mistakes are celebrated. >> Yes.
>> No. Um just you know in observing my um granddaughter when she makes a mistake she really feels bad about it. So what is the positive uh technique to um uh
use with students when they do make mistake? How do they go about um not feeling so bad about it but wanting to correct it and get the uh correct answer? >> I think it's twofold. one is starting
really young and making sure that we are approaching math in a way that it's not just about getting the right answer. So for example on our state assessment there are math questions that are four points and those points are about the
way that you solve the problem, the model that you create to demonstrate your work and then the answer. But out of that fourpoint problem, only one point is actually whether you got the answer correct or not. >> So you could get the answer wrong but
still get 75% of the points because it's the way that you are um tackling the problem. It is showing your work and the modeling of your thinking. So, it's really teaching students from early on that it's not just about the answer,
that there's a lot more in math that is um of value. And then the second part is really the language that teachers use with students. So, when they do make a mistake that we're not just um you know,
focused on that, but we're focused on well, let's look at the way that you solved the problem. you know, how can we find where you made an error so that we can help you? And so, it's just that piece where it's praising the effort and praising the process. You're not
reserving just your praise for whether a student got the right answer or not. >> Great. Great. So, does anyone else have questions or comments? If not, Mrs. Laugher. Thank you very
much. >> Thank you. >> Can you hear me? >> There you go. >> My god. I'm back. I'm gonna let um madam madam vice president continue on because you're doing a most excellent job.
>> Oh goodness. Um I think that I do want to ask um continue to work towards extended math pathway options in high school. If you could just give just a little bit more information um for my understanding that would be great.
>> So right now we really just have one um main math pathway which would be that you take algebra, geometry and algebra 2. And then if you want to take additional higher level math courses, you can. What we are looking at is um
and I wish I was in person cuz I would use my hands to try to show this to you, but um we're looking at kind of branching of those math path pathways. So everyone would take kind of the introductory courses that would be the same, but it would probably only be one
or two years of the same courses. And then there would be different pathways that would branch off. And those would be the examples I provided of if you know you want to go into construction, we would offer a math construction course. If you know you want to go into
liberal arts, um, for example, Pikes Peak State College, they offer a liberal arts math class. So then it is branching to align with your career pathways. So that's what I um meant with that action step. It will take us several years
because we already have students who are in the traditional current math pathway. So, it will be building it with our new graduation guidelines. The current freshmen are the first ones working under those new guidelines. And then over the coming years, we want to be
able to offer more math pathways for students. >> Thank you so very much for that. I appreciate it. Thank you again. All right. So, now we'll go to item 4.3,
school quality survey results. And who's presenting? >> It's Rachel again. >> Okay. Thank you. >> You get a little bit more of me, but you also get director Weldon joining me. >> Ah, welcome. So each year we bring you
the school quality survey results as a reminder. Um every fall we engage our students, our staff and our parents and guardians in an annual survey. There are
two components to the survey. A school quality components and then overall employee engagement. So, Director Weldon's going to walk you through the results of this year's survey that we took in September and October, and then I will come back on to share some of the
action steps that we're taking to respond to this feedback. back. And it looks like Scott is just working on his audio. Brad, if you want to start progressing the slides, I can start and then Scott
can jump in. All right. So, you see here the dates of this year's survey. I already referenced um some of the stakeholder groups that take the survey. We break them down. the questions into um students have slightly
different questions if they're third through fifth graders versus 6th through 12th graders. And then we also break down staff into instructional staff and non-instructional staff and they have slightly different questions that are more relevant to their um job roles. You
also see we offer um the surveys in English and Spanish. And then on that colorful wheel, you'll see there's 10 domains of survey questions of areas we want to receive feedback. We added one new one this year, which was our AI um
set of questions. Next slide. This just breaks down um the district staff and the school base and which domains apply to them. You can go ahead and go to the next slide and then we'll get into some of the
results for you. So first with participation rates you will see on the left hand side u participation rates for students and staff continue to grow. The goal is that um we have 100% of our students and
staff give us feedback on this survey and so we continue to move in that direction. Um the area that is moving in the opposite direction is our parents. So each year our goal is to try to get
as many parents as possible to complete the survey. It is sent out to them um through email, through class dojo, but then we also have schools offer in-person opportunities. Our survey
window overlaps um our conferences. So when we do conf conferences in October, we also try to offer an opportunity where we have laptops set up and a parent can just take the survey on their phone or their laptop when they're already in the building. So we're
constantly trying to think of new creative ways to have greater parent participation. I'll pause just in case Scott got audio. No. Okay, we'll keep going. So the results of the survey are on a
five-star rating system and so you can see that there when 81% or above respond positively to a question that is a fivestar. You can see that we broke down the percent of the domains that have
five-star ratings, which are um 78 um for district staff and 80% for school-based staff. So, the majority of our domains do receive a five-star rating. And then you'll also see the breakdown um by the different groups of
students and staff and parents. And you'll see with parents overwhelmingly very very positive results. Um we'll break down some specifics for you. Staff and our elementary students are at 80%.
And then um you will see and I think um Scott presented this on Tuesday to the superintendent advisory council. his words with our sixth through 12th graders are they're just a little bit more critical um as we would hope them to be and give us some critical
feedback. So you'll see some of their feedback over on the next few slides as well. Scott's team um engages in some analysis to look at if there's any significant changes year-over-year in our results.
So everything that you see leaning towards the right shows that results from 2024 to 2025 um improved in a statistically significant way. There was only one that decreased and that is our third through
fifth grade students and their knowledge around D2 promise. So you'll see when we get to the action steps that's something we engaged in a lot of dialogue about in terms of why has that declined and what can we do to better educate our
elementary students and families about this great opportunity that we offer. Next slide. Our newest domain was AI and it was also our lowest domain overall from pretty much
all of our groups which is not too surprising um because it is newer in terms of use in public education. Um the state has embraced AI. We are part of an elevate AI state group that I've shared
with you about um previously. But the first year of that work was really twofold. One, just making sure that people know we are embracing AI and it's okay to use it. And then educating our students and staff um about how to
appropriately use AI test. >> So those are the two areas that we microphone room to grow. microphone. >> Scott, is it working for you now?
>> I don't. Sorry, I'm playing with my sound settings. >> We got you. >> That's amazing. >> Well, it's working. So, we'll transition on the next slide. So, this is an area that we know we have room to grow. This
year's focus on AI is really now around um parent education on it and then making sure that all teachers have some exemplar lessons and tools in how to use AI with students. All right, next slide
and I'll turn it back to Scott. Next slide. Okay, so is it still working? Rachel, you can still hear me? >> Yes. >> Okay. So, this slide's just giving a highle overview of the top scoring
domains in each of our groups. Uh, so one of the things we like to highlight is that our students um are very very positive about their school leadership. Uh the admin in their buildings, our school-based staff feel like student support and academic support is very strong. Our parents love the district
core beliefs and they also are happy with school leadership. So I think those are pretty big uh pretty big positive points that those are the top scoring domains. And then um career connected learning is coming up as a very uh positive issue for the
district as well. Uh and that was only added to the survey last year. So uh and also family involvement has been trending up. So we feel like our families are more involved. uh and families feel like the schools are offering more events that they can
attend which is all good stuff for us as a district. You may go to the next slide. Uh so now we have a few more positives and we'll have our next steps of um how we'll tackle areas to grow. So here the
lowest domains for school quality. Um parents and staff still rate safety and behavior as the lowest domain. Now keep in mind most of our survey results are exceptionally high. Um most of our domains as you saw earlier are in the
five-star range where 80% of people have positive agreement with things. And even this one we had to really stretch to find something. But uh I've got the exact question here and the percentage. So my child feels safe telling an adult at school about being bullied. Still 82% of parents agree,
which sounds pretty good to me, but that is that is one of the lower uh agreements. And then the big one that um comes up a lot is students do not threaten andor bully each other at my school. that one. A lot of staff still
feel like they see um those actions happening. Uh as far as students are concerned and we also have the interesting dichotomy here. Students rate school maintenance lower than parents do. So parents are seeing uh all the work we're doing to
make our schools look amazing. Um but then when students have specific things that break at their school, um we we have a lower amount of students who agree that they are fixed quickly. So uh not counting the new AI domain, these
are the the lower domains and we'll have next steps coming up on some of the next slides. Uh you can go to the next one. Yep. Uh for employee engagement and again this is just for staff and how they rate their workplace. um district staff uh their lowest domain
was uh building maintenance and the specific question that was low was I am proud of the way my building looks. So that's um just with district staff and then school staff. Um, and again, this is another
one where most of the results are pretty high. Given this one is still pretty high, but school administrators ensure staff morale is high at my school. Only 76% agree that is one of the lower scores we had on the employee engagement.
Um, you can go ahead. Okay. So for our student results again, so positive highlights. We have family attendance at school events increasing every year in our survey results. Um students are highly favorable of building leadership and they're finding
their learning interesting and relevant. Uh the new subject of AI that we put on the survey this year, we um we see that students are still learning how to use it. um maybe they're not aware of all the different forms it is taking as well as some of them say they don't use it
and we're not sure uh they may be aware of all the like AI is changing basically every single day um and constantly evolving and then students don't think building repairs are happening fast enough >> go ahead and um move on to the next
slide >> so then results yes So with the student results, some action steps that we are brainstorming and putting into place with AI, our focus this year is all
about students. Last year is around training our adults on how to use AI and now it is um focusing on students. So we have multiple trainings coming up. We are putting together a compilation of AI
lessons that teachers can use. We have an AI platform that's provided um through a grant. We have some piloting of AI elective courses that are going on at the middle school level. We are
integrating AI instruction as a unit in freshman seminar so that every freshman this year gets some direct instruction on how to use AI in school. And then we're creating some toolkits so that
schools can um teach parents how to use AI and the way that we're embracing AI in the district when they do family nights. And then with the building repairs, I don't have necessarily action steps yet because we decided we want to
dig a little deeper. So, between um Corey overseeing operations and Scott's data department, we're doing an analysis of operational work orders. So, we have a ticket system. If something breaks in
your building, we submit a ticket. And so, we're going to dive into how many tickets do we have in all of our buildings? how many days is it taking to um close those tickets or repair those maintenance items and compare those to
the survey results. That will allow us to figure out where do we have some specific areas where we can improve and we'll target action steps there. Scott will talk you through the next group. >> Uh so moving to school-based staff. Uh
positive highlights. Uh our staff find that our district facilities are very welcoming to families. Uh they're loving all the new district communication tools that Christine's uh department um is constantly putting out. Uh and they consistently praise uh their building
leaders. As far as growth, um uh the one area we saw some feedback in is that staff want more opportunity uh for input on the direction of the district and ability to join the various committees. the district has venues to
voice concerns. Um staff are very um passionate about helping D2. So this makes a lot of sense here. Um you can go ahead and move to the next slide. So, we dove into that feedback from
staff that they would like more ways to be able to provide input and we really came up with three um action steps. One is that we do think we need to better communicate all the opportunities that staff already have. And I'm throwing out
every acronym possible here, but we have tons of committees. So whether it's CDMT I just shared about DAC we have a licensed quality focus team we also have a quality focus team for our ESP we have
a community council insurance committees and many many more I did not list. So there are lots of ways that staff have opportunities, have input, but what we talked about is they may not all realize that and they may not realize who in
their building is their CDMT rep or their QFT rep. And so if they do want to provide input or have questions, who is their representative um colleague or if they want to join with one of these groups, how do they do
that? So part of it is going to be communication and then we started this last year but now it's a new annual routine executive team is spending every Monday morning going to one of our schools and engaging
in a Q&A. So they are able to submit any question. They can be anonymous if they want. They can ask us in person. but it's an opportunity for staff to directly interact with the superintendent and executive team on a
regular basis. So, these are new within the last 12 months with our new health insurance. Um Corey's team is also offering um sessions where they go to schools and anyone who has questions about health insurance can stop by and
engage in one-to-one conversation. So, we're already adding some new um opportunities, but we will continue to do so. And then we do have a lot of meetings that are already established. So instead of adding more meetings when
our staff are at those committee meetings, our monthly admin meeting, um thinking about how can we make sure that it's not us always presenting information to them, but it's also engaging them in brainstorming
opportunities. So, for example, at the October or November admin meeting, we um put in front of them um to help us generate some ideas. You just saw the the audit
report. You saw that um we only came in 2.2 million um difference, but we still have a gap to close. And so, we asked their voice on, give us some ideas. How do you think we can save money? And even as simple as an idea of we don't need
paper agendas for meetings anymore, let's just do it electronically. It saves some um copy paper. So taking their ideas and putting those into action um is another way to make sure that people know that they always have um opportunities for input. And then our
last stakeholder group, Scott will share. >> So the um the last group here is our parents. Uh so positively our parents very much agree that the district embraces diversity. Um they do feel
comfortable voicing concerns and they like their school leadership. Um now as far as growth opportunities only 68% reported that they were aware of the D2 promise. Um which obviously we
feel is a big selling point of the district. So we want to that'll be on the next slide how we're going to increase that. And then parent participation in the survey has generally been low. And um just one second before I pass it over to Rachel for the the the final slide. Um
just a shout out to our uh data analyst um David Rogers. You're seeing the highlights here, but we do have very detailed reports for all of our schools that they will be able to get and delve into. Um and then we do have results that we will post on the um district
website that go into all the different questions. But uh Rachel, why don't you um take us home here? So we combine the parent and earlier student results that I mentioned that in particular our elementary staff, our elementary
students and our parents are not as well educated about D2 Promise as we would like them to be. So, we're going to start a new campaign to really educate. I think it is more relevant to a high schooler to understand how they can get
free college as a graduate of D2. But we really want our elementary families to understand that because then if they stay with us, they know if they graduate from D2 that we will provide college um for free for them. So we want to really
target our elementary families understanding that. So we're going to start with spring events knowing that our schools have a lot of different family nights. We have February conferences, field days, um music
concerts, all sorts of things that happen second semester and providing them with information that they can put at a booth or share in a presentation during those events about D2 Promise.
And then overall with the parent survey, some anecdotal feedback we got this year is that the parent survey is um a little too long. So, we're looking at how do we revamp the parent survey so that they don't have to give us feedback on every
domain. Especially if you think through the lens of a parent who's been in the district for several years, they've completed the survey multiple times. When they start the survey and they're getting the same questions, they're thinking, "Oh, I've already completed this. I've given you this feedback. Why
do why do I have to do it again?" So, what we um came up with earlier this week is that we would narrow down to a very short set of questions that are our main priorities that we want every parent to answer. And this would be very
short, like three to five questions. And then from there, the survey could branch. And you've probably completed this for some companies maybe you shop at where it says, "Do you want to give us more feedback?" And then they get to choose which area. So if they want to
give us feedback about school leadership or about building maintenance or about AI, they can choose those different domains and just complete one or two or all 10. But that way it's more based on parent interest of where they have
feedback to give us and it's also streamlining it to be easier um for parents to complete. So look for a different version of the parent survey to come next fall. So, as Scott already shared, um there's many more detailed
reports if you want to see um specifics. Um we're always happy to meet with individual board members and go through those. the schools are just starting to get their school level um results and then each department gets department
level results and in January during our admin meeting we have the schools do an analysis of their survey results they come up with an action plan and that's what will be posted on websites. So, a lot of work to come over the next six
weeks or so with these results. >> I wanted to add um a reminder to the board. I mean, Dr. Valdez, Rachel and I were all principles when we took the survey, but we never really did anything with the information. And so, we're actually doing things with the information. And um when we do get the
school's focus areas, cuz the school identifies their own strengths and areas to grow, we can send that to you for your own schools. So when you do visit your schools, you can ask them about that because that would really help them to have that conversation with you. And if you find out anything we can help
them with, let us know, of course. But I just think if you know exactly what those schools are working on, it's always helpful to ask those questions. >> Thank you so much. That was actually my question is if it could be broken down. That's a great Thank you so much, Dr.
Rhanzel, for adding that component. Thank you. Are there any questions, comments? >> Uh, yes. Um, I was a little bit curious um for
the top domains for parents on the school maintenance. I know we've put a whole lot of efforts um through the bond construction projects to, you know, really approve like or improve
aesthetics or even just major capital dollars spent. So, I'm a little bit surprised at that being rated so low with parents. Do you have any kind of ideas of why that is?
Brad, would you be able to go to slide nine? >> Um, >> so I think what you're referencing, >> um, he'll get to here in a minute. for parents as um it was interesting because
parents it's actually one of the top three um in terms of the way that they rated school maintenance. And so Scott shared um when he was presenting this earlier this week that we really think the parents and our staff are seeing
everything we've done through the bond and the benefits of that in our buildings. Where we're getting more of the critical feedback is from students. And it's more about not how their building looks per se, but I'll explain
one thing that is specific to that. um it's more about when they see things that are broken in their building and the timeliness in things being fixed. From the student perspective, um we had a very long conversation with um some
student input and I think you heard some of this from board reps previously around bathrooms. So um at the high school level, there's some feelings about the way that the bathrooms look. So, that's very prevalent for students.
Um, but that's why we want to dig into our work orders and see if there are specific areas that we can continue to um improve in terms of school maintenance. >> And and if I may just tack on the the
question for the parents about being proud of the way that the school looks, 92% of them agree or strongly agree that they are proud of the way that their school looks. So, it's it's still very high. >> That's great. Thank you. Um and then as
far as the D2 promise um for grades three through through five, um I'm glad to see that we're going to target u more efforts to get them to understand um you know what it
means to stick with us. um because I know it's been a problem with retention um of students from you know kindergarten to uh 12th grade graduation and I just kind of remembered that there
was um some emphasis on converting like our um elementary schools to K to8 so that we could um do better retention. So, I'm hoping that that's also part of
the message or the impetus for targeting these groups as well is that, you know, we want to be able to retain more of our students. Um I know that you know we've increased our efforts for things such as sports programs to ensure
um because you know we get at a certain level and they want to play sports but you know this is not has not historically been a destination place for um sports programs and programming
per se. So um I'm I'm I'm happy to see you know whatever additional efforts there are but definitely I hope the the emphasis remains on retention of students >> and you captured perfectly um the intent
behind the K8s and we have seen that play out exactly as we had hoped where students are staying with us from elementary to middle and then our more recent focus has been from middle to high school. Um I might be off by a couple um numbers here, but if you just
look at Sierra High School in typical, one of their grade levels is about 180 students. So they have about 180 seniors, 180 juniors. Their freshman class this year was 247. So that's a huge change in the number of
students that transition from our feeder middle schools into Sierra as a high school. So, there's still work to be done, but we're seeing a lot of that pay off. But, as you said, if our elementary families know about D2 Promise, that
will continue to help um retention rates because then they'll see one of the many benefits if they stay through us through with us K12 um that they could benefit from. >> Thank you. Thank you very much, Rachel.
Any other questions or comments from the board? And if not, we'll move on to item five, um, department updates. Item 5.1, student support. Mrs. Nicole Sherban,
director. >> Good evening, members of the board. Thank you so much for having me this evening. I am so happy to be here um to give you an update about what is happening um in the student support department for district 2.
I am going to request control. Does that work? Perfect. All right. So, um we're starting off with the mission. Um when I came over to district 2, this was one of the uh or over to the student department um was really working on creating a
mission um so that student support understood their identity. Um student support lives in a fortunate department where we do get to work with all of our stakeholders um from our students to our
staff um and to our educators. So, our goal is to make sure that our interactions with our all of our stakeholders are uh positive um and that we build those relationships. Um in student support, we are often the first
impression that um our parents have when they come in to register or even our staff when they come in and take their ID badge. So we want to make sure that we have that um energy and positive relationship um so that the continuation of their career with us is going to be
um a positive one as well. So um our team is a very diverse team um but a small team. So our team is made up of our district registars. Um we also have um a um a district translator.
We're actually um transitioning that uh role right now. Um and we also have a student information system manager. So that uh is person takes care of our infinite campus. um make sure everything is running smoothly there so that
everyone can register, have their classes, schedules, and be able to access grade books. Um and then Miss Relle Decker takes care of our state reporting and data management. Um also with on our team are our five district
nurses who delegate to the health techs um and are our medical experts for all of our 19 campuses. So, just like everything in D2, we work through our three C's, classroom, culture, and community. Student support
specifically supports um our three C's in the classroom by making sure uh that our students have health care plans and get their vision and hearing screening so that they have um the best success um with academics um when our district
nurses work with them. We also have um worked with our administrators and counselors to make sure um that we've updated our 504 process to support all learners so that they're successful in the classroom. Uh in regards to culture, we want to make sure that um our
enrollment process is fun and engaging. So, we've created our summer registration events um that have been very successful in bringing in students and families to really introduce to them what D2 is all about. as well as developing a code of conduct that now
also has um links so that school staff know how to respond to behaviors so that they are restorative and making sure that they are instructive in instructive, reflective and instru and restorative when any behavior does arise um and we are building towards a more
positive culture um in our building. Finally, when we are looking at how student support supports our community, we are absolutely partnering with our counselors and administrators to help connect them with our community resources. Um, one of the greatest
things that we have in our student support department um is the ability to reach out to Catholic Charities or um reaching out to uh Pikes Peak United Way. Having a lot of um connections so that if a concern uh arises for a
student that is not instructional, we can provide numbers, contacts, and resources um for administrators and counselors to help our families with. Um and also providing our schools some guidance um that they need to be a community hub through um the development
of the hub as we've um come to call it in our schools where we have guidance on attendance behaviors um help with our unhoused population students on 504s and um other things that schools could use some guidance on that are
non-instructional. some of the strengths and accomplishments um of student support since the last time we were able to talk about our department. We've really worked on expanding our McKenna Vento services. McKenna Vento are for our
housing insecure families. So we have expanded our transportation options. Um previously before coming on the transportation option was limited. We did develop um our ability to also
develop a mileage reimbursement option for our unhoused families so that if they have means that we can um encourage them to get their students to school um and also provide them a financial um assistance for getting their students to
school and we've also expanded our stu our services for Mckendi McKenna Vento to our charter schools. So, I've worked with Atlas, Vanguard, and James Irwin um to educate them on McKenna Vento um and help them and their students work
through any um sort of gaps so that they can access education through the McKenna Vento um aid service. Our just recently, our district nurses were also trained as CPR teachers. Um so, we've been able to expand our CPR certifications within our
district. We actually have a CPR certification class happening next Monday for another group of educators. Um, and we have seen an increase in CPR certification requests because we now have instructors in our district that are able to provide that instead of
having to contract that out. Um, previously when I came on, we were unfortunately in an at risk audit um for um some funds that were misreported to the state. We did complete that audit
successfully and so we were able to return some funds to our district to ensure that those are distributed to our students for funding. We've also um continue to um develop ongoing monthly
site visits with administrators at each of our schools where we review our attendance and behavior data so that we can look for um any areas of celebration growth um and really problem solve together and it's easier for our
administrators to have that data available to them um so that they are able to be more actionable instead of taking their time pulling that data, they can focus more on what their next steps are from that data.
Uh we've worked most recently last year to revamp our 504 documents. Um and we were given the opportunity to give training to our administrators specifically during our um summer institute to improve the process. Um,
we've seen an increase in a request for 504s and an increase in compliance because of these updated 504 documents and processes. It is still a work in progress and we're working closely with our counselors now um as they are the
504 coordinators for their buildings. Um and as many of you have seen, we have created annual registration events that are encouraging um increased engagement and opportunities for our families to connect with our district community
partners, CPCD. Um as well as making um registration a big celebratory event and ensuring that our kindergarteners and new families are ready to go for that first day of learning in August. Two of the current initiatives that
student support really is very proud of ha um revolve around attendance and uh a grant that we were awarded. Um so uh we have a huge push in conjunction with the state of Colorado um to decrease chronic
absenteeism by 50% over the next 5 years. So we have been working uh diligently with each campus and providing monthly guidance and support about the state chronic absenteeism challenge. We are seeing a lot of
engagement from um our admin who are very involved and very competitive um as we're looking at this uh chronic absenteeism challenge and um also getting a lot of knowledge as we're learning about moving from our traditional attendance approach that was
very focused on truency um and punitive measures moving more towards what is chronic absenteeism and how do we be more proactive where we are really making sense for parents that missing time is leading to these academic gaps.
Um and that any time missed from the classroom um is a time where we miss students and we would love to have them there more often. Um we are hoping to see a major increase in our chronic absenteeism at the end of this year with
this push. Additionally, last year um or over the summer, student support was uh granted uh a $100,000 grant in conjunction um with one of our community partners, Catholic Charities. It's the educational stability grant. Um so we've
been partnering with Catholic Charities. Um we have three dedicated life coaches from Catholic Charities who work with our D2 families. um and they provide um integrated twogenerational
support for uh families. So they reach out to parents often as the first step to build connectedness and walk alongside our families during times of crisis. Um and so the the Catholic Charities are working with students
specifically in some of our um most um our most needed populations. So, our McKenna Vento population, our foster population, and our migrant population. And we are happy to be moving together um in this grant for 3 years um and
hoping to build some more connectedness and stability um for these populations that often have um a lot of transate populations moving from school to school and hoping to keep that enrollment here in D2 with the help of a Catholic
Charities life coach that works with the family. And those are the big updates from student support. Do you have any questions about um student support or what is currently happening on the first
floor? >> Before they ask you questions, um Sherban, I just want to remind them that there's no one better to leave the lead the student organization than a former student herself. She's been in Harrison her whole time. Was it your whole time?
>> Most came to Centennial in third grade. So third grade on, she's like been here >> and so she's experienced it as a student, she's experienced it as a teacher, she's experienced it as a school leader. So she just brings a lot of great insight. And the other thing
that she didn't share that we want to applaud her for is she's on a lot of state committees to look at how do we deal with um disproportionate discipline um and code of conduct and then also the attendance work. She's been instrumental in making sure that we know how to
support our families with that and our schools. So, thank you, Sherban. But wanted to share that with everyone so they knew the work you were doing. >> Thanks. But this is about my department, not me. But I appreciate it. Thank you. >> Board members questions, please.
Um, I just wanted to please, >> sorry, I just wanted to um applaud the efforts of um getting students back in the seats. Um I know that that attendance campaign, we saw that when we
went to um NSBA, I'm sorry, we went to Cube. um that's not just a problem with our district, but that's a nationwide um effort um because of poor attendance.
Um but I really love the creative um means in which we have incentivized um and done whatever is necessary to make it something to be proud of again uh for that attendance. I don't know um
if we have kids who still are striving for perfect attendance but we all know it makes a huge difference in how that they are able to continue to learn and to thrive by just coming to school today. So um and again congratulations
for all of the uh work not just on your behalf but the entire student support services team for the things that you've accomplished. Thank you, Miss Wils Hill. We appreciate it. >> Sherban, um, while you were presenting,
I reflected back on your first slide and you had the word relationships. Relationships matter. And just a couple of things, you mentioned Catholic Charities,
local grants. We have we have resources right here under our nose. $100,000 that is commendable. Also, um, how D2
reaches out more than once, numerous times I've heard it, um, since I've been on the board, how we utilize our resources to assist charter schools, our charters, and to assist
them with McKenna Vento and the transportation. That is also commendable. So, I appreciate all that you all are doing and I appreciate that you're putting community, parents, families front and
center because again, it takes a village. So, thank you very much. >> Yes, ma'am. Thank you, Miss Frasier. >> Any other comments or questions? >> Okay, just Oh, sorry. Really fast. just want to say thank you again um um as
well as focusing on um disproportionate discipline. I know that's something that you personally are are part of those committees, but I just really am thankful that we have someone who is as involved um as you are. So um really speaks highly of the student support services department and your leadership.
So thank you again so much. >> Thank you. Thank you, Miss Tomo. I will pass all of this along to our department. All right. Well, with no further questions or comments, thank you so much
and we'll move to item six. All right, item six, communicating with the public. Um, it's been a while since we've had a virtual meeting. I don't know how we handled that. Are there any public comments?
I received no emails or anything uh or anyone requesting time to speak. >> Okay. Thank you. Moving to item seven, matters reserved for board action 7.1 mill levy resolution 2025,
chief financial officer Corey Arurice. >> Hello again everyone. Um we have um as part of our um compliance with CDE um we
by Colorado state laws uh CRS24102 requires that each board of education certify to the county commissioners um the amounts that are going to be levied. Um the mill levby is based on the assessed valuation information uh
provided by our local county uh in late November. Um and so certification of the for this tax year um that will be collected in 2026 um for the net assessed value um uh is
1.2 2 billion and that is an increase. The assessed value in 2025 is $1.2 billion um a little over that uh which is an increase of about 214 million over uh
2024. So the value of the properties in our district are going up or there are more um there is more there are more properties going up in our district. Um so that is good. Um the mill levies that
are going to be assessed total um in uh 20 2026 are 39.98 or almost 40 um for a total uh taxable revenue of 48,891. Um that's an increase of 3.7 million
over 2024. um you have been provided with the resolution um and um we need to get it certified tonight. Thank you very much. Um can we go back
to the agenda, please? Hello. Oh, here we go. Um matters reserved for board action. So, we've um Miss Ara has provided us a summary of the mill levy resolution for 2025. All
we need now is a recommended motion. >> Uh before we go there, um if we could just have um Mr. Williams, if you don't mind, if you could just read that mill levy certification resolution and then we can take a vote.
All right. Uh, madame vice president, Harrison School District 2 meal levy certification resolution. Whereas pursuant to section 2241 102 Colorado Revised Statutes on or before December 15, 2025, the board of
education of Harrison School District number two shall certify to the board of county commissioners of El Paso County. The amounts necessary to be raised from levies against the valuation for assessment of all taxable property located within the school district for the general fund and the bond redemption
fund for the current fiscal year. And whereas the El Paso County Assessor has provided the Harrison School District number two, the 2025 certifications evaluation and written notice to the school district of refunds and abatements as of November 2020 uh I'm
sorry, November 22nd, 2025. And whereas under applicable Colorado law including the provisions of section 39-10-114 Colorado VI statutes, the B board of education of Harrison school district
number two shall adjust its meal levy as determined under the public school finance act of 1994 section 20 uh 22 uh-54- 101. uh um uh section
extra section uh Colorado revised statutes to collect revenues lost through previous years abatements and refunds. Now therefore, be it resolved by the board of education of Harrison School District number two, El Paso County, Colorado, herewith authorizes
and certifies to the board of county commissioners of El Paso County, state of Colorado, the total amount of 34,441,431 to be raised from the le a levy of 28.17 meals consisting of a standard levy of
15.72 meals pursuant to the public School Finance Act of 1994, 12.231 231 mills approved by voters as mill levy overrides and 219 mills for abatements and refunds against the net
valuation of assessment in the amount of 1 bill222,628,020 for all taxable property located within the boundaries of the school district for the general fund of the school district for the fiscal period beginning July 1, 2025 and ending June 30, 2026.
And be it further resolved that the board of education of the Harrison School District number two, El Paso County, Colorado, herewith authorizes and certifies to the board of county commissioners of El Paso County, state of Colorado the total amount of
$14,450,241 to be raised from a meal levy from a levy of 11.819 819 meals against the net valuation of assessment in the amount of 1 bill222,628, $20 for all a taxable property located within the boundaries of the school
district for the bond redemption fund of the school district for the fiscal period beginning July 1, 2025 and ending June 30, 2026. and be it further resolved that the secretary of the board of education board of education be and is hereby
directed to forward the certification for each fund by a copy of this resolution to the board of county commissioners for El Paso County State of Colorado approved this day this fourth day of December 2025 Harrison
school district number two >> thank you so much um we'll need a motion to approve. Oops. We'll need a motion. Sorry, your mic is off. >> Sorry, two windows. Uh, Madame Vice
President, I move to approve the meal levy resolution for fiscal year 2025. >> I second. >> Yeah. All right. Motion by Secretary Corey Williams, second by Director Emily Tamio.
All in favor? >> I. >> All right. Thank you. And we go back to the Thank you. Um item seven, excuse me. We'll go to item eight, board consent agenda.
We have item 8.1, approval of minutes for work session November 6, 2025 and board meeting November 20th, 2025. And also we'll need a recommended
motion. >> Madame Vice President, I move to approve uh to accept the board consent agenda as presented. >> I second. Okay. Moved by Secretary Williams, second by Director Tamayo,
uh to approve the minutes for work session November 6, 2025 and board meeting November 20th, 2025. All in favor? >> I >> I thank you. Item nine, superintendent
consent agenda 9.1, December 2025 personnel and comparison report. >> Madame Vice President, I move to approve the superintendent consent agenda item as stated.
>> Second. >> Thank you. Secretary Williams, move to approve. Second by treasurer Dr. Pamela Robinson. All in favor? >> I >> I
>> I. All right. Item 10, monitoring board performance. Item 10.1, annual work plan. Miss Norma Adam. I know I said that wrong. Norm, I apologize.
>> Nobody else can get in trouble for >> Nobody can get it. >> I'm sorry. I'm sorry. I couldn't find my mic my my microphone. Sorry about that. Um, no, you did great. Thank you so so much. And uh they um the thing the only
thing that I added well to to remind everybody next week uh is the um CASBY annual conference at the Broadmore. you are all registered and uh we'll hopefully you will all be there on the
11th when uh our board will be recognized for the cube award. That'll be at 11:00 in the morning. Um also uh we you all had discussed a um
>> I'm sorry you all had discussed onboarding retreat. I have that as the 19th. Was that correct? >> Does anyone remember? >> I think that's left over from from last
year. I don't recall discussing on boarding dates this year. >> We discussed them at the board meeting uh two weeks ago. >> Yeah, we referred to a retreat and Mr. Williams wasn't present.
Yeah. No, my problem. My my issues. Sorry about that. >> You were missed. >> Yes. >> Um, we talked about it, but I don't think we finalized a date. Okay. Does Does anyone recall or does anyone have a
problem with the 19th? Is that a Friday? >> Yes, ma'am. >> Yes, it is. 19th is a Friday and I'm okay with that date as well. >> Let's see. Um I have um availability on that date as well. Okay.
>> And I think that's the last day that the district is open. So we would probably have to that probably is going to be one of the better days I would think. >> Yeah. I think I recall remembering talking about it would be an afternoon. Is that correct? >> Yes. At 3:00.
>> 3:00. >> They've traditionally been 3 to 5. >> Okay. Yes. That time and date does work for me. Thank you. >> Good, >> Dr. Robinson. >> It works for me as well.
>> Okay, then I was right. I'm glad that I have the date there. Okay. And that was the that was the only uh thing that I had added from two weeks ago. >> No, there Yes, ma'am. >> Oh, I'm sorry. Go ahead. >> No, I was just going to ask if there's
anything else. I had looked on the calendar during the month of May for graduations and I'm not sure but the dates that we have for the graduation and I may have
missed something or looked at it crosseyed but those dates don't seem to jive unless the date days of the week have changed for our graduations May 23rd is a Saturday,
>> right? >> No, >> I have >> That's not right. >> What What is Thank you for correcting me. >> Um I don't know what's right, but I do know it's not a Saturday. That's as much as I have. >> Okay, I will check into that.
>> 23rd is the the uh is a Saturday in May 2026. >> Thank you. Thank you. I will check on that and I will update it for the uh the um annual work plan for uh the 8th of January of 2026 when we meet have our next work session.
>> Okay, perfect. >> Thank you. >> I do have one more question. Um historically we've gone to um dinner with the students um during CASBY on that Friday night. Is that still in the plans or No.
>> Yes, it is. And um we're pro thinking that it'll probably be um at Kuraba's uh Italian restaurant because they've got uh se separate rooms that we would be able to use. Uh so yes, we're still working on that, but that is absolutely
going to happen. Thank you for reminding me >> to remind you. >> That's on Friday. On Friday the 12th, >> December 12th. >> And graduation is May 12th. Norma, you can change it. Thank you.
>> Okay, >> that is a Tuesday. Yes. >> Yes. >> Okay. >> Are we still at the World Arena >> right now? Yes. >> Okay. >> Yeah.
>> All right. Thank you so much, Norma. >> Yes, ma'am. >> Um, we'll move to item 10.2, legislative updates. Dr. Bur Hanzo. >> Um, a couple big things just to share overall just so you're in the know. Um,
the first one is that the House and the Senate have two different budget proposals in Washington DC. And it's very important that you understand we need to support the Senate one. Not that anyone's asking our vote. I clearly understand. But um the reason is because
the one that the house is proposing will basically eliminate title one funding, title two funding, title three funding um and will be a big hit to districts that support diverse learners. And so um we are writing letters to our
legislators. I will send you some formats um probably next week about that you can reach out to our um legislators about we need to support the Senate plan. We are also as executive team developing a letter that we will send to wherever Christine tells us, the
Gazette, the media, whoever we send it to sharing why it matters of what school funding comes through and that to change the poverty cycle, we have to be properly funded and our kids deserve every opportunity. So, you will also see that coming through. Um, at a state
level, I met with the governor's office Monday afternoon and he is adamant that he will sign on to the president's plan for a tax credit, which means that
everyone gets $1,700 they can donate to any approved organization and they will get $,700 back from federal taxes. We shared that that's a voucher program. >> That's a total voucher program and it
just makes the rich get richer. And why are we buying into it? Now, information just for you to know, you don't have to sign in year 1. You can join it year two. Um, and we asked, can you hold and let our new governor who gets elected in
November sign on? We know that five of the six candidates running will not sign on to it. So, um I think the best news is that we can Governor Polus can sign on in January and a new governor will be elected in November and get us out of
it. But it will be a situation where anyone, not just parents, anyone who pays federal taxes can donate $1,700 to any organization on the list. And so that will just be a very interesting dynamic that we will face for the next
year at least. Well, in my opinion, until they solve the affordability issue, I think they'd be hardressed to get anybody to take $1,700
and donate it. >> Sorry, I wasn't clear. They'll get the 1,700 back in their taxes. So, it's really it's it's really a donation. Um, the other thing to know about that that's important is where is the federal funding coming from? because they don't
have money, they're upside down. They will cut title programs to help fund that because they want parents to be able parents and everyone in the community to be able to pick where the money goes versus funding kids when they are having different needs different
places. So, it's just really got a lot of twists and turns. The other thing is we don't know the rules, but the governor is still going to sign on in January to it. Oh, >> um, sorry, can I ask a am I allowed to ask a question during this legislative update just for clarification? Um,
Wendy, um, Dr. Bhanzel. Um, so in light of this, because Governor Pus will sign this on in January and then hopefully whoever gets elected next will then repeal um, this action. Um, how is the district I assume you're meeting with
Corey to like look at how that would impact us will impact us in the short term? You may have just answered that question, but I'm just curious. >> It depends when they pull the money from other buckets at the feds. So, if they pull title money going, so we're funded through June. If they pull that money
starting July for next school year, the title money that we get, um, it will affect us then. Um the other thing I think it's just really confusing to our families of how it's going to work. So just locally um and in the meantime we
are working to be on the oversight committee to make our rules for how it works in Colorado. Even though when we talked to the governor on Monday we said it's not a good idea. It's a voucher program. It's really to help the rich get richer. He's going to still pass it cuz he's going to go out on this. I mean
he made it very clear. And so we then said, okay, well, how do school districts get a seat at the table to then make the rules? So at least it's we have some kind of voice. So um we will I will probably be part of that just due to my role in case will
definitely be part of it. Um so we will have some input into the bad situation um to hopefully lessen the blow, but I think we would see our first impact July. Okay. Any questions?
>> Yeah, I look forward to hearing what that dollar amount is is possibly if it's going to hit in July just um so that we as board members possibly can work with you, Wendy, to ensure that we can cover that amount. >> No problem.
>> Okay, we've arrived at item 11. To adjourn, I just need a recommended motion. Madame Vice President, with no further business, I move to adjourn the combined board edi board of education meeting and
work session. There we go. >> I second. >> All right. Um moved by Mr. Williams, second by President Wills Hill. All in favor to adjourn? >> I
>> I lord. >> Thank you all for your patience tonight. Mhm. That was pretty It went pretty good. Um do we have any um need for um board debrief?
>> We are still live with our audience, >> right? After