[Music]
Heat. Heat. N. [Music] Heat. Heat. N.
[Music] Heat. [Music] Heat.
[Music] down. Down. Down.
[Music] Hey. Hey. [Music] [Music]
Heat. Heat. [Music] Heat. Heat. [Music] [Music] Heat.
[Music] Heat. Heat. Heat. N. [Music]
Down down down down down. [Music] [Music]
I would like to Call this meeting of October 24, 2025 to order. Roll call, please. Miss Harper. >> Miss Applegate. Miss Kenworthy. >> Here. >> Miss Parker. >> Here. >> Miss Reed, >> here. >> Dr. Varta.
Is there a motion to approve today's meeting agenda? >> I motion to approve today's agenda as presented in board docs. >> Is there a second? >> Second. >> Any discussion? It has been moved and seconded to approve the agenda for today's meeting
of October 24, 2025 as presented. Roll call, please. Miss Harper. >> Miss Applelegate. Miss Kinworthy. >> Yes. >> Miss Parker. >> Yes. >> Miss Reed, >> yes. >> Dr. Varta. >> And that motion passes. Um, per board
policy, each October, the Jeffco board conducts a formal summitative evaluation of the superintendent. For our first order of business, the board will convene into executive session for the purpose of discussing a personnel matter related to the superintendent's evaluation. Is there a motion for the
board of education to convene into executive session under CRS 24-6-424F I for the purpose of discussing a personnel matter related to the superintendent's evaluation. I move to convene into executive session
under CRS24-6-424FI for the purpose of discussing a personnel matter related to the superintendent's evaluation. >> Is there a second? >> Second. Any discussion? It has been moved and seconded that the board of education will convene into executive session. Roll call, please. Miss Harper.
>> Miss Applegate. Miss Kenworthy. >> Yes. >> Miss Parker. >> Yes. >> Miss Reed. >> Yes. >> Dr. Varda. And that passes. The board will now convene into executive session, which is closed to the general public. The board of education will reconvene in an open
session in at approximately 12:30 p.m. to continue its agenda. Please end the live stream. [Music] Heat.
[Music] Heat. [Music] Heat. Heat. N.
[Music] Heat. Heat. N. [Music] [Music] Heat. [Music]
Heat. [Music] Heat. Heat. N. [Music] Heat. Heat. N. [Music] Heat. Heat. N. Heat. Heat. N. [Music]
Heat. Heat. [Music] [Music] Hey. Hey. Hey. [Music]
Hey. [Music] [Music] [Music] Heat. Heat.
[Music] down down down down down down down. [Music]
[Music] Heat. Heat.
[Music] Hey, hey, hey, hey. [Music] [Music] Heat. Heat.
Heat. [Music] Hey, Heat. [Music]
down. Down. [Music] Yeah.
[Music] Heat. [Music] Heat. Heat.
[Music] [Music]
[Music] Heat. [Music] Hey, Heat. [Music]
Down down down down down down down down down. [Music]
Heat. Heat. N.
[Music]
Heat. Heat. [Music] [Music] [Music] All right. [Music]
Heat. Heat. N. Heat. Heat. [Music] [Music]
Heat. Heat. [Music] Heat. Heat. N. [Music] [Music]
Yeah. Heat. [Music] Heat. Hey. Hey. Hey.
[Music] Down down down down down down down down down down down down down down down down down down down down down [Music] Heat. Heat. N. [Music] [Music]
Heat. Heat. [Music] Heat. Heat. N. [Music] Heat. Heat. [Music] Hey. Hey. Hey. [Music]
Down down down down down down. [Music] Heat. Heat.
[Music] Hey, hey, hey.
[Music] [Music]
[Music] Heat. Heat. [Music]
Down down down down. [Music] [Music]
Heat. Heat. [Music] Hey, hey, hey. [Music]
[Music] [Music] Hey. Heat. Heat. N. [Music]
Down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down [Music]
Hey, hey, hey.
[Music]
[Music] [Music] Heat. Heat. Heat. Heat. N. [Music]
Heat. Heat. N. [Music] Down
[Music] down down down down. [Music] [Music]
Heat. Heat. [Music] Heat. Heat.
[Music] [Music] [Music] Heat. Heat.
[Music] Down down down down down down down down down down down down down down down down down down down down down down down down down down down down.
[Music] Heat. Heat. N. [Music]
[Music]
Hey. Heat. Heat. N. [Music] [Music] Heat. Hey. Hey. Hey. [Music]
Hey, [Music] hey, hey. [Music] Down down down down. [Music] Heat. Heat. N.
[Music] [Music] [Music]
Heat. Heat. [Music]
[Music] Heat. Heat. [Music]
down down down down down down down. Heat. Heat. N. [Music]
Heat. Heat. N. [Music] [Music]
Heat. Heat. Heat. Heat. N. [Music] [Music]
Heat. Heat. [Music] Heat. Heat. [Music]
Heat. Heat. Heat. Heat. N. [Music] Heat. Heat. N. [Music]
[Music]
Heat. Heat. [Music] Heat. Heat. [Music] [Music] [Music] [Music]
Heat. Heat. Heat. Heat. N. [Music]
Down down down down. [Music] Hey, hey, hey.
[Music]
Heat. Heat. [Music] Heat. Heat. [Music] Hey,
[Music] hey, hey, hey, hey, hey, hey, hey, hey, hey, hey, hey. [Music] Down down down down down
down down down. [Music] [Music]
Heat. Heat. N. [Music] Heat. Heat. N. [Music] [Music] [Music]
Heat. Heat. Heat. Heat. N. [Music] down. Down. [Music]
Yeah. [Music]
Heat. [Music] Hey. Hey. Hey.
[Music] Heat. Heat. [Music]
Heat. Heat. N. [Music] Heat. Heat. N. [Music]
Heat. Heat. N. [Music]
Heat. Heat. [Music] Hey. Hey. Hey. [Music]
[Music] Heat. [Music]
Heat. [Music] Heat. Heat. N. [Music]
[Music] [Music] [Music] Heat. Heat. [Music]
Heat. Heat. N. [Music] Down down down down down.
[Music] Hey. [Music]
Heat. Heat.
[Music]
Heat. Heat. [Music] [Music] Heat. Heat. [Music] Heat. Heat. N.
[Music] Down down down down down
down down down down. Heat. Heat. N. [Music] [Music]
Hey. Heat. Hey. Hey. Hey. [Music]
Heat. Heat. N. [Music] Heat. Heat. N. [Music] [Music] Get away. [Music]
Heat. Heat. N. [Music]
Down down down down. [Music] [Music]
Yeah, [Music] there. [Music]
[Music] Down. [Music] All right. Heat. Heat. N. [Music] Heat. Heat. N. [Music]
Heat. Heat. [Music] [Music]
Heat. Heat. [Music] Heat. Heat. N. [Music] Heat. Heat.
[Music] Yeah, [Music]
you Down down down down. [Music] Hey, [Music] hey, hey.
[Music] Heat. Heat. [Music] Heat. Heat. N.
[Music] Heat. Heat. N. [Music] Heat. Heat.
[Music] [Music] Heat. Heat. N. [Music] Heat. Heat. N.
[Music] Down down down down down down down down down down down down down down down down down down down down down down down down down down down down [Music] Heat. Heat. N.
[Music] [Music]
Heat. [Music] Heat. Heat. Heat. N. [Music]
[Music] [Music] Heat. [Music]
Heat. [Music] down. Down. [Music]
Hey.
[Music]
Heat. Heat. N. [Music] [Music] Heat.
[Music] Heat. [Music]
Down down down down down down down down down down down down down down down down down down.
[Music] Get down. [Music]
Hey, [Music] hey, hey. [Music] Heat.
[Music] Heat. Heat. Heat. N.
[Music] Heat. Heat. N. [Music] Down down down down down.
[Music] [Music]
Heat. Heat. [Music] Heat. Heat. N. [Music] Heat. Heat. N. [Music] [Music]
Heat. Heat. [Music] [Music] Heat. Heat. N. [Music]
Heat. Heat. N. [Music] Down [Music] down down down down down down down down down down down down down down down down down down down down down down down down down down down down down
down down [Music] Heat. Heat. N. [Music] Hey, hey, hey.
[Music] [Music]
Heat. Hey, Heat. [Music] Heat. Heat. N. [Music] [Music] [Music]
I don't need Heat. Heat. N. [Music] down down down down
down down down. [Music] Heat. Heat.
[Music]
[Music] [Music] Heat. Heat. Heat. [Music] Heat.
[Music] Heat. Heat. N. [Music] Down down down down. [Music]
Heat. Heat. [Music] [Music]
[Music] Heat. [Music] Heat. Heat. Heat. N.
[Music] Down down down down down. [Music] Heat. Heat.
[Music] [Music]
Heat. Hey. Hey. [Music] Heat. Heat. N. [Music] Heat. Heat. N. [Music]
Heat. Heat. [Music] [Music] Heat. Heat. N. [Music]
Heat. Heat. N. [Music]
Down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down down Heat. Heat. N.
[Music] Hey. [Music] [Music]
[Music] Heat. Hey. Hey. Hey.
Heat. Heat. N. [Music] [Music] Heat. Hey, Heat. [Music]
Heat. Hey. Hey. Hey. [Music] Heat. Heat. N. Down. [Music] N. [Music]
[Music] Heat.
[Music] Heat. [Music]
[Music] Heat. Heat. [Music]
Down down down down. Heat. Heat. [Music] [Music]
Heat. Heat. Heat. Heat. N. [Music] Heat. Heat. [Music] Heat.
[Music] Heat. [Music] Heat. Heat. N. [Music] Heat. Heat. N.
[Music] [Music]
Heat. Heat. N. [Music] Heat. Heat. N. [Music] [Music] [Music] Heat. Heat. [Music]
Heat. Heat. N. [Music] Heat. Heat. N.
[Music] Down. Hey. Hey. Heat. Heat. N. [Music]
[Music] Hey. [Music]
Heat. [Music] Heat. [Music] Heat. Heat. N. [Music]
[Music] [Music] Hey, hey, hey. [Music]
Heat. Heat. [Music] Hey, [Music]
hey, hey, hey, hey, hey, hey, hey, hey, hey, hey, hey. [Music] [Music]
Heat. Heat. [Music] Yeah. [Music]
[Music] [Music] Heat. Hey. Hey. Hey. [Music] Down.
[Music] Heat. Heat. N. [Music] [Music]
Heat. Heat. [Music] Heat. Heat. N. [Music] Heat. Heat. N. [Music] Heat.
[Music] Heat. [Music] Heat. Heat. N. [Music]
Down down down down down down down down. [Music] Heat. Heat. N.
[Music] [Music]
Heat. Heat. [Music] [Music] [Music]
Heat. Heat. [Music] Heat. Heat. N. [Music]
Heat. Heat. Heat. Heat. N. [Music] [Music] All
right. Heat. Heat. [Music]
We'll be waiting. [Music] [Music] [Music] Beat.
[Music] Hey. Hey. Down down down down down down down. [Music]
Hey, [Music] hey, hey. [Music] [Music] Okay, the time is now 12:43. The board
has finished its executive session. We will now return to the public session of this meeting. Our next agenda item this afternoon is to receive a presentation on monitoring report 1.2, two, which states that every student will have access to extracurricular
acceleration and enrichment opportunities, including art, music, and physical education. This report will be presented by Dr. Andrew Coleman, chief of schools, Patrick Simpson, executive director of athletics and activities, Heather
Waldron, director of post-secary workforce readiness, and Dr. Carol Eaton, executive director of instructional data services. Uh presenters, please take your seat. And we've allotted 40 minutes for this presentation. So, please u preserve a little bit of time at the completion for
questions from the board. And before I turn it over to the panel, uh Superintendent Dorland, is anything you'd like to say? >> Thank you, President Parker. I'd like to thank the team who's sitting in front of us that worked really hard on this report and also just implements the incredible work to provide. What I think
this report captures nicely is um the extraordinary student experiences of our Jeffco students. And with that, I'll hand it over to Dr. Coleman. I think I'm on now. Thank you all so much. Just uh we're so excited today to present this report to you to really
look at our access and our uh extraordinary experience for our students. um because we have individuals in our district um that are working extremely hard um to ensure that our students have access uh to to robust programming.
Uh just an overview of our presentation today um our board ends interpretation the context the bright spots and also our um Jeff code thrives connections. Um the board ends 1.2 two and the interpretation uh I'll just speak about
the interpretation just extracurricular activities for extending learning beyond academics acceleration for advanced students and enrichment for deeper curriculum understanding with a focus on equitable access for students regardless of background or abilities. So, we're
excited to present with you all today and really to talk about um the opportunities that our students have and just for the context of really talking about those extracurricular enrichment and acceleration opportunities are at the heart of the
extraordinary experience. So, I'll turn it over to um to Patrick to begin talking about our bright spots. >> Good afternoon everybody and thanks for having us. Um, so yeah, I uh I say this often. I I really believe I have the
best job in the the whole district um as I get to support athletics and activities. And so, um, as we go through the next, um, few slides, um, Heather and I are going to kind of bounce it back and forth. But, um, just starting out with some initial bright spots, um, in athletics, um, this is our fourth
year in a row of, uh, participation growth. Um, and we're getting back to, um, precoid and above, um, in our student participation, which I'm very proud of. um you know, especially when you consider all the other factors at play with declining enrollment across the state and the country and everywhere else and and the fact that we're
continuing to grow um is something we're very proud of. Um and uh I I would be remiss we have a flag football picture on the presentation. We actually had three Jeffco teams play in the semi-finals on Wednesday and um at our stadiums and I was very um you know proud of them and proud of those kids.
So um uh then activities um same thing. So, some of the data we've got today to talk through activities is um we're starting to get um tighter and tighter on our data. Um as if you recall last year when we presented um we were really starting the the real serious
intentional collection of data around activities and I'm really proud of of that work. And so um again, we've seen a a participation growth um in activities. It is a little bit harder to quantify directly because last year we did so much of the data that we presented was um forecasted data where these are
actual hard numbers. And so, um, we've seen a participation growth, um, and I'm excited to to continue to share that year-over-year, and we can see trends. Um, we did, um, break the data up a little different this year. So, you'll see last year our number was 12,000, um,
plus, um, with activities participation, and that was really, um, grouping together um, clubs and activities. And so, um, we've started to, in our work, um, to really break those two apart, and, and they're supported very differently. um our activities are very much um uh kind of an equivalent to
athletics. So a marching band, anybody that's ever been around a marching band program, there may not be a harder working group of students in in our district um with the amount of time that they put in and and the coaches and the sponsors. So, um, our 10 activities programs have, uh, you know, a shade over 8,000, um, students, um,
participating, um, last year. Um, and then we had about 5,900 with clubs. And again, the the biggest distinction there is clubs are interest based. And so, and they are very much, it could be a one day a week, it could be once a month, it could be pop in when you have time. And so, um, that's important data for us to
to, um, to track and and make sure we're supporting at the right altitude. Um the um before I pass it off, student leadership opportunities. We continue to grow our student leadership opportunities. Um our director of activities is working really um intentionally with our um high school
activities directors around not only supporting student um governments in our schools um which are really important groups, but also really prioritizing leadership um because too often those um student governments can turn into party planning groups um and that is important part of a a comprehensive high school
experience and we celebrate those things. But um we also really want to be intentional about developing leadership. And so that work continues and I'm very proud of that work um that the team continues to do um as well as the our district leadership opportunities and bigger opportunities. Our Latinos and
action programs continue to grow. Um RJS um LB who I know you guys get the opportunity to spend some time with. Um what an amazing group of you know kids that is and continues to grow and develop. And so um and I'm pass it to Heather. >> Thank you so much. Great to see you all and thank you for having us here today.
Um and so in addition to to all the great celebrations that Patrick was able to share, we are also working to continue to increase acceleration opportunities uh for our students. And so that has looked like an increase of opportunities and enrollment in our college credit bearing opp programs within our schools. Um so advanced placement, international balorate and
concurrent enrollment opportunities have seen not only an increase in the options that are available but also an increase in enrollment. And similar to what Patrick was mentioning before, um that's in the face of declining enrollment, we're still seeing those numbers trend upward, which is really exciting. We're also continuing to see um industry
certification opportunities grow and our workbased learning experiences grow um from our annual career expo where once again we had about 3,000 10th graders come out and close to 100 partners come join us. But we're also seeing more of our high schools add in a um career hub coordinator um which has started off as
some grant funded work that's really expanded across the system currently where up to 90% of the students that go to a school with a career hub coordinator are engaging in some sort of career connected workbased learning experiences through that opportunity. And so we're starting to see that grow across our schools more and more. um our
industry certifications to give you kind of a general idea there in uh 22 23 we had about 56 different opportunities for students to earn a certification and as of last year we were up to 98 so that's almost doubled in just the last couple of years a third of those are offered through war tech
programs the other twothirds are in our home high school career pathways which we know really just set students up for a competitive advantage when they leave digging a little bit deeper into the college credit in a moment here. Here we go. Um, we put together for you all in the report and hopefully you guys saw
this in there as well. Um, to give people a snapshot a little bit because we talk about all three of these sometimes separately, but to really think about them overall as college credit acceleration opportunities for students by school. Uh, we have four schools in the district that offer IB programming. It's Alama, Dakota Ridge, Lakewood, and Stanley Lake. So, when you
see an NA in that column for the other schools, it's really just that that's a really specialized program that those schools would adopt. um and we try to have them in different regions throughout the district. So that's something that's offered um in different areas. You will see that um some schools have more opportunities than others and this
is something that we really are trying to address and engage those schools with um so that we can ensure that more of our students have the option to to have some of this college credit before they leave us. Um the other piece that we are also looking at is growing our college for all program which does allow our
schools our students that might go to a school with fewer opportunities. So you can see on the table here, we definitely have some schools that have fewer opportunities. That College for All program is a virtual online learning opportunity where courses are offered through Red Rocks Community College faculty based on student need in areas that we're not able to offer. They take
those courses virtually um from any school. And we really target our schools that have fewer opportunities to identify what are students interested in, what would be the biggest value ad this year. So we can open those up and and try to expand those options for more students that maybe don't have a teacher credential than their school to offer
the courses that they're interested in. Um, so in addition to that, we're also working on tuition reimbursement programs and targeting our schools with fewer opportunities to be able to help more of our teachers become credentialed to offer those opportunities for students. We have uh this year we are excited. This is new data. This isn't
something that we've been able to share with you in the past, but we've been doing a lot of work on our data systems in this space to try to be able to disagregate data by subgroups and have a better understanding of while we're increasing opportunities, we're increasing enrollment. which students are most taking advantage of these opportunities and what students might we
still be missing. And so I'm going to talk through this data a little bit because there's a lot going on here. Um but basically, so this graph will break down the college credit opportunities by gender. So the blue bar there tells you what our district population is. So in this example, uh female high school
students represent 49% of our total high school student population. In comparison, female students represent 55% of of our advanced placement participation. So, you can start to see kind of where some of those representation um overages or gaps might exist. Uh just
to kind of also level set, you'll notice there's an N number down at the bottom of the graph. So, while the bar for IB looks really high, I'll also just point out that um the N number there is 411 total female students, right? So, the N number isn't proportional there. the
percentage of participation. Um so we have one here for gender. Um you'll also see we have this broken out by race and ethnicity. Um similar the same sort of data, right? So again the total white student population is 61% of our
district population and they represent 73% of our advanced placement population. So it just kind of gives you that level setting here. You'll notice um some differences with IB programs compared to AP and concurrent enrollment. And so this is just that reminder that IB programs are only in
four schools. Advanced placement and concurrent enrollment are districtwide. And the demographics of the students in those schools often contribute significantly then to what we see as the demographic breakdown of our IB student population. Um so Alama, for example, embraces an IB for all philosophy where
all of the students at Alama engage in some sort of IB courses at some point in their high school career. So it definitely has an impact on what we see in the data. on wh there we go. Okay, I had to get the clicker to work for us. Uh similarly,
free and reduced lunch uh demographic breakdown of college credit opportunities where 33% of our high school students districtwide are eligible for free and reduced lunch. Um and by contrast here, 21% for example of our concurrent enrollment students or 19% of our advanced placement students are eligible for free red free and
reduced lunch. And so this is some of the data that we're trying to kind of get our heads better wrapped around of right yeah where where are students taking advantage of those opportunities. Um I'll kind of continue through in the same mindset but we have this broken down by our students that qualify for IEPs as well. Um you can see 12% of our
overall population 6% of our students that um engage in concurrent enrollment have an IEP. And similarly with our multilingual learners, similar data here, 7% of our overall population, 2% of our AP students. Um, again with the 12% in IB, we think
about the demographics of students at the schools that have access to IB programming. And keeping in mind that that that bar looks really big, but the end number is not necessarily really big. And so I promised Carol that I'd point out the end numbers here a little bit as well as she helped us put the data together. Um, so I will share. So
overall, what we know we're doing is we we're growing the opportunities, right? So, we're trying to increase the number of options students have and we know that's one piece of the puzzle. So, when we look at that table, really targeting our schools that have fewer options and what can we do to remove the barriers to have more of those opportunities available for students. The other work
that we're needing to do in addition to that is work directly with our schools to understand what are the barriers that we might have in place at the school level so that when the options are there, how do we ensure that all students have access to those options, right? Right. And so we are doing some really intentional work through high school reimagine with our school leaders
to say, you know, which of your students are engaging in these experiences, these acceleration opportunities. Um we're doing the same work with work-based learning and industry certifications. The the state has started to dub those as the big three. College credit, industry certifications, workbased learning experiences. All of them have shown to set students up for
acceleration opportunities in the future. Um and so really digging deeper now into not just that our outcomes are growing overall, but which students are we serving the most and which students might be missing. and hoping that we continue to see the upward trend in the number of opportunities that exist because we
can't bring more students in if we don't increase the options that are there. >> Okay. So, with that said, I'll pass it back to Patrick to talk a little bit more about uh what we see as on track. >> Yeah. So, some of this I I covered in our uh bright spots. Um but uh high school um for athletics and activities
especially at our high school level. Um you know, we continue to be very proud that we offer comprehensive um opportunities for our kids. Um we offer all chassis sanctioned sports. Um we have robust um interest-based clubs um at our schools and our activities continue to grow and grow. Um we again
have the the participation growth um amidst declining enrollment which is something we again we we just believe in. We know when kids are engaged and participate right all the positive benefits that they have as student um students. Um I a number I'm really proud of and I I probably need to to pause
here and take a moment publicly. We have just the very best coaches, the best people involved. Um, and so I want to thank our coaches. Um, they do such an amazing job, put in so many hours and time with our kids and have such a profound impact. And, um, I'm not sure
we always as a system and a community always say thank you enough, um, for the work that they do. And so, um, I'm very thankful and grateful for them. Um, our sponsors, you know, we talked about that with our, um, really our big 10, but even our club interestbased sponsors. I mean, there's a lot of people giving a lot of time um to be with kids and to do
the right things and um to support our kids. And so, just so thankful for them. Um our athletic assistants um again, they may be the hardest working people in in our system for sure, but maybe in the system as a whole. Um all that they do to support behind the scenes to make this happen. And um we have a really robust um gameworking staff and stadium
managers. And so, um a number I'm really proud of is that um we hosted last year 573 um varsity athletic events and activities um competition. So, marching band competitions and those things um in our district stadiums, which is just an incredible um volume um of events that
we host, not to mention the couple hundred other outside community events that we host. We get in and around 800 total events that we host um that our staff does and they do such an incredible um job of that. Um the other uh piece I highlighted real briefly was just enhanced um coherence and
systemness um within our activities um from the way we have students register um to the way we support our alignment in partnership with Heather and team um with our activities directors getting direct support from our CTSO staff on um not only how do we um support our CTSOs
um and growing those programs but then it's also the curricular support and how can activities directors as schoolbased leaders lean in um and and get professional development from our CTSO staff as well as our amped team around art, music and PE. Um and then our strategic plan of the arts um team, the
work that they do to put in real intentional support with growing um music, theater um opportunities for kids at a young age and then watching that grow into the really high level performances and and uh structures that we have um at our district. We have 26 um district level events and and to see
those continue to grow and and the quality and the opportunities um is something we're really proud of. Um adapted athletics um again continues to be a bright spot I um for our department and and it's really kind of a subset of our department. Um it's really um partnership with Matt Polero and the
SPED team, but um Brian Wicker and Katie Spyrick and the folks there do such an incredible job and I know I've seen most of you um as board members um at um different adapted athletic events over the years and um and we always encourage our community to go out and see those um events. It's truly an incredible
curriculum. Um, taking the our SSN students learn the skills, the the physical skills, the rules of the game, all of those things in their PE class and then their uh, you know, their final exam. So, uh, so to speak, is um, a competition and a a really competitive athletic competition um, that we host
districtwide. And so, um, a a celebration is in last year's report, we had a couple schools that had programs that were not participating. Um, and that was something we spent time as a a collective group discussing. And I'm proud to report that all of our schools um that have SSN programs are competing and and going through the full adapted
program. And um a side note there um that something else I'm proud of the work that we've we're doing is um we have uh CHASSA has unified bowling as a sassa sanctioned sport. Um and so we have nine of our high schools um that are participating in and that's really
based on interest. everybody that's got interest is is participating um in that and uh you know competing for state championships and and giving those kids an opportunity. It's really a fun um special um thing to observe. So um and then the last one before I um kick it
back to Heather is um just continued and I and I talked about this briefly but um we continue to put in a lot of effort and intentionality around enrichment learning opportunities um for our activities. And so that that strategic approach of how are we giving kids a great classroom experience and getting
them to fall in, you know, learn the skills but also really fall in love with art, music, um, theater, um, and and then taking that and then having those pathways to continue on and then have those opportunities for really high level culminating, you know, competitions, you know, our art shows
and our, you know, marching band festivals and all of those things. And so that intentionality because of the co-curricular piece and the extracurricular piece um just has some differences and some nuance that athletics does not have um and we have some amazing people doing a lot to support those kids going through that
journey and continue to have a lot more to do and want to do. Um but uh yeah those are our um assessment of being on track for athletics and activities. >> Awesome. Thank you. And so uh we would also say that our work around high school reimagined we believe is very much on track at this stage. Um so we
have a lot of work happening across all of our schools of focusing on what do our students need to be successful when they leave us. And that includes a lot of those acceleration opportunities that we just spoke about. Uh students having access to high quality career pathways and programs, college credit, um and the variety of the different experiences out in the world uh before they head off
into whatever their post-secary plans may be. Uh part of that work has also included schools working in more regional collaborives so that if there are opportunities that exist at one school and it might not exist at the neighboring school, how do we think smarter across school boundaries rather than trying to be everything for every student in every building. Um so our
high school reimagined work has really helped us accelerate a lot of the other goals that we had. Um in addition, I believe that we are on track as far as access and opportunities continuing to grow in those college credit bearing experiences. So as we talked about, we'll talk more in the challenges. is we know that we still have some work to do
to remove barriers for some students, but the increased opportunities is something that we do see is on track as well as our work around high quality pathways, industry certifications, and work-based learning. So, we continue to see internship experiences grow. Um, our career connected learning experiences are continuing to grow across our
schools. Um, also happy to share an update on math acceleration, which had been named as a challenge in last year's report. um was that last year after that report we lifted up the opportunity to collaborate with our GT department between our math department and GT department and we've as a result have a number of different new protocols in
place for math acceleration throughout the district which is increased greater consistency and equitable data driven approaches um utilizing the IM curriculum as well. So that allows us to do really purposeful compacting of grade levels at the middle school level in order to be able to provide um
thoughtful acceleration points and opportunities for students in a way that's much more consistent across our schools now. And so that's a an update that we were excited to share. So we do of course still have some challenges in front of us and I'll let Patrick go first on this one.
Um yeah. Um so the first one for us is uh just really how we allocate our resources and and maintaining sustainability um you know with declining enrollment and and budget challenges that we're all working through as a greater system. Um but it really evaluating how are we evaluating
extraordinary student experience and making sure that that is the case. Um because often in our um attempts to try to maximize participation numbers, sometimes we stretch ourselves a bit thin where I start to worry I start to have some worry about are we is it really an extraordinary experience or are there opportunities for us to
partner and do some things um to really ensure that while still maintaining participation opportunities um and um and so just being really strategic and intentional in that space. That's a challenge ahead for us. um the uh middle school athletics and um activities. Um
as if you recall when we spoke last year um we were uh I was charged with looking at middle school athletics opportunities and some of those things and um it became pretty quickly identified that that wasn't something that was um in our immediate future um just from a a budgetary standpoint. But then also
broader than that, um we have uh we haven't had middle school athletics and Jeffco for around 40, you know, it's 40 plus years. And so in that void, we've had so many amazing community partners that have stepped in and provided opportunities for our kids. And um our uh local municipality rec centers and
groups have really created middle school leagues. And even on paper, there's times where people reach out to me and talk about Drake playing Oberon and in basketball and they, you know, they have a a a grievance or a celebration that they want to share. and it really doesn't have anything to do with our district, but our our um community
partners have made it such to to kind of create that feel. And so by adding athletics, it became it was going to be very complicated. It's very costly. There's pretty significant impact on our middle school leaders. Um and at this time that didn't feel like the right work ahead. Um and so um but activities
there is opportunities there. Um and that is something that I don't know if it's I consider a challenge as much as a true opportunity at continued growth. Um but if if we have really high quality um music programming, theater programming, these things, both co-curricular and
extracurricular at our middle school levels, we just have so many opportunities to grow those um and have vertical alignment in our articulation areas and things um that we can continue to do better and be more intentional about. And so the work is beginning and and we've been working on it and I'm
excited um that we'll continue to do that. And um truthfully, that's probably something we should always have on here as a um opportunity because I don't know if we could ever do that at the level I would ever be happy with or I know the people on our team would ever be totally happy with. Um and then data um as we continue to work on um data dashboards.
I'm really happy to report um that we have um some uh data around participation data and um eligibility data and these things that we were growing and um it's been work um that uh the the IT team and staff are just incredible um what they I mean they sit
down and we ask for the moon and they come back and deliver that um over and over again and it's been amazing. Um that said our initial round of our dashboard we do have a functional dashboard. does show really good things. And what we've quickly learned is that our data is is not clean um based on the
way we enter it into Infinite Campus. Um all of our schools do that slightly differently for all kinds of different reasons. Um and so we've learned that the data there and what I we know to be true is not matching up. And so we're still working through um exactly some of the finer tune uh you know finetuning of
that to be able to get consistent data um that we could talk about from weekly eligibility to when when we stand and say that when our students participate in athletics and activities or CTSOs that they're academically achieving higher. Um we really want clean data to tell us that story and to see trends and
where we can support. um and uh we can find it and we find it consistently but it takes a lot of time and it's not in a manner that we could ever really functionally um track very effectively over time and so those are the next steps for us and and again we've taken a huge step towards it um and this year
we're doing a lot of really great work at um get you know taking that next step um because I I anticipate several iterations before we really have it honed in um and then I think the same thing relative to activities as I shared we we have our first year of really concrete,
really good data around who participated in activities and then who participated in clubs and then now starting to build those trends out over time to really get the same since on the athletic space. We've been doing this since 1993. And so, you know, I can go in and really have a really clean story of what is
what is happening and trending um and activities. We we have the initial step towards that. Um and again, I'm very proud of that team for doing it. Um but uh we got got more to more to do for sure. Oh. Oh, and then last one for me, I skipped ahead quick, but um event
management um is something for me um as our events get bigger and bigger and more and more um again that that's a resource challenge. Um our game workers um are incredible and but they they work a lot of events and recruitment and retention of game workers is becoming
more and more challenging with limited resources um and more events. You know, we just keep asking more and more and more and that and that becomes hard. Um and then as our staff continues to do other things um recruiting staff to do that work is tough. Um also partnering with our law enforcement partners um to
continue to make sure we have event security at the level you know we are proud of that um and we have great partnerships but again that's a evolving challenge that we need to continue to address. And so, um, we are working, we had a, um, a tremendous training for athletic directors yesterday around, um,
uh, within the same vein of SRP, but generally speaking about how what does that look like in a large event, um, type setting and and how we roll that out at scale to our community and working with community partners. And that was an incredible um, opportunity and something that we really look forward to moving into. Um, but then
it's taking those things and and deeper diving into the operational um, impacts on our events. And so, uh, Yeah, that's continued work to do for sure. >> Thank you. Um, in addition to that, so our our PWR team has been working really
closely with our activities and athletic director um team in order to make sure that we're supporting expansion of career and technical student organization opportunities across our schools and making those really those high quality student experiences that we want to make sure they that they are. Those are those activities that are tied
to our career pathways and help students develop their leadership skills. things like DECA, FBA, those are ones that folks are usually relatively familiar with. Um there's been a lot of work happening over the past year to um build some stronger systems of support around those experiences. Um we're also, as we,
you know, talked about in the subgroup data, um really working to see how do we increase participation and completion of our college credit opportunities across all subgroups. And so we know that we've been working really hard to expand those opportunities across the board, but we have persistent opportunity gaps. Um especially for our most impacted
students. U we're working really directly with schools as well to think about what are those barriers that exist that we can remove and then support students where they are to gain those opportunities rather than setting up barriers for access. So it's some very intentional work that we're doing tied to high school reimagined um in order to
to accelerate those experiences for students. Um and then finally the the data dashboards is something that we continue to work on as a system and making sure that the data that we have is something that is usable at the school and district level to help progress monitor and inform strategic
plans. Um so some of the snapshots snapshots that you saw for that college level data um is something that we're hoping to continue to build out across what we're referring to as the big three. So across our workbased learning, industry certifications in these areas um both at the school level and district level so that we can start to to see are
we closing those gaps or the efforts that we're making making a difference in those areas. Um and so big thank you to our data teams, our IT teams that are helping us pull some of those reports together to look at more intentionally. Um but we know it's it's going to take a little bit of work uh for us to get from point A to to point B.
All right, I think that we have saved the rest of the remaining time for questions. Well done, directors, questions, comments. Thank you so much for the presentation and for the work that you're doing. Um,
I do know that uh that participation in act outside activities has a direct correlation to graduating on time and all of that. So, it is really important and I appreciate that. Um I'm very pleased to hear that we're coming up with ways to um offer students
opportunities in some of those enrichment classes that are not available to them as we deal with some of our really small schools. Um I am wondering if a school does not have um like a sport or an activity that a kid
wants to do. So let's say I go to Jefferson High School and I really want to do speech and debate. Do we have ways for them to participate on teams or in that activity in other schools? And do we do anything to like help them get
there? And you know the sort of the backup supports that have to go into it to make that happen. >> Yeah. So we do have um so very broadly um state statute requires us to um to provide those opportunities. So, um,
started really with homeschool students, um, have an opportunity to play within their local district where they live and, um, and then, but that's really expanded to non-attender students is what we we have them a form. Um, so in that scenario, um, if I'm a a Jefferson student and I want to play, uh, a sport that they don't offer, um, I have the
opportunity to go to any other Jeffco school that offers that and and participate or try out for that team. Um, we also have a mechanism um, within Chassa where we can co-op programs. Um, so what we would do is we would partner two schools together and then those kids don't have the option to go wherever
they want to go. They have to go to their essentially their partner school. And so there's really pros and cons to both of those. Um, I will say historically as a district we have not co-opted programs and some of that is for competitive reasons. Um, when you do a formal co-op, the two school enrollments combined and that may jump
them into a competitive classification that maybe is not advantageous um, for that where that program may be at. And so we're allowing it to be um a little bit um choosing andor maybe supporting to encouraging to go to a partner school. Um it allows us to put them in a
better competitive situation. And so um there are those opportunities on the same things apply on the activities side. Um I will say historically we have very low number of students that do that. And so I do think that's a a a really important opportunity. That's part of the work that our activities team is doing right now is to looking
through what are those opportunities um and and how do we better communicate them because they've existed for quite a while. Um we just don't see kids taking advantage of it at the same level. Um and our our assumption is that part of it it's around messaging. Um to the question about um resources about
transportation and those things, we do not do that currently. Um some of that is due to the timing of when transportation is needed. Our transportation team has been so great for our athletics and activities. um teams. Um but one of our just fundamental challenges is we really need
buses right as school is exiting to get those freshmen to games or in this case get kids to practice. Um and that's when you know we are all hands- on deck to get kids home and so transportation is um not able to support us in that way currently. Um and so that is something
that we are really actively looking at. Um because I think as we take the conversation about sustainability and um even the the community data and some of the stuff that we're getting through surveys, right, is that there is a real um opportunities or there could be opportunities for us to expand co-oping
programs andor um encouraging these strategic um partnerships um within our schools. Um and the transportation will be a big part of that. I would think too I mean if it's a small enough number of kids even like you know can we use
smaller vehicles can we um you know I I just I know that that's going to be a barrier for kids and um I hate for that to be a barrier and you know some of that can be perhaps asking coaches you're going to need to be a little more
flexible with this kid because he's taking RTD to get there but but sometimes even RTD is going to get in there so late for practice that it's that it's not going to work. But, um, you know, I think that we've got some kids perhaps who would get also the
added advantage of being more engaged in their education if they could have this opportunity that really does appeal to them that maybe is not available at their school. My first I want to echo the thank you.
Um this is really the work that really gets some kids up and excited to come to school in the morning. So we we really appreciate that. Um on slides seven and eight where we talked about kind of the different programs offered at the different schools for AP and concurrent
enrollment. Um there is a and you you touched on it a little bit. There's a pretty stark difference between some of the total offerings. Is that driven from a resource standpoint? Is it interest? Like what is the maybe and I'm sure it's a lot of things, but what is kind of the generic
reason behind why some schools have 60 and some have seven? >> Yeah, that there's definitely a variety of reasons as you could imagine. Um, one piece for us to keep in mind is the different numbers of students at each school, right? So, a smaller school isn't going to have as many opportunities as one of our larger comprehensive high schools if you start
to look at it as a per student opportunity. Um, the concurrent enrollment piece is one of the ones that we start to see the biggest differences. Um, those have teacher credentiing requirements, right? They're managed by the higher learning commission at the state level. So, those teachers need to have um either a masters in their
content area or 18 graduate credits within their content area. Within CTE programs, it's a little bit different, but they need to have some really higher level qualifications. So we do a lot of work on trying to target our teachers that are close and providing tuition reimbursement programs for teachers that are close to get them over that hurdle
especially in our schools with fewer opportunities. Um but maintaining those teachers in in buildings when they may be able to expand those opportunities in other schools um sometimes can be a challenge as well as the number of students that are interested. Right? So we have kind of minimum viability
numbers to be able to run a course. And so if you have five students that are interested in taking AP psychology, you might not be able to run AP psychology that year. And that's where we are trying to leverage, you know, regional collaboratives and that college for all program to say, but if we have five students across four schools now, it
does become viable and it's something that we can offer in some different unique ways. >> Awesome. Thank you. Um, you also mentioned the career hub coordinators, which I've heard are amazing amazing resources in our schools. Um, I've heard that some school, so I know some schools
have grants, some don't. And of some of the smaller schools that don't, I've heard kind of concerns of being able to fund them as we look at, you know, budget challenges and maybe some things, some reductions in the future. Are we identifying the schools that are
self-funding and and maybe figuring out if there's grants or ways? I I would just hate for a high school to have to say that's something we're going to cut. Yeah, we've been we've been looking closely at that as well. Um because it was something that, you know, our schools wanted to try. We were able to try it to see did it make a difference and we're seeing it does make a
difference. Right. So then now what do you do with that in the face of declining um enrollment and budget reductions. Um something I am excited to to share that we're looking into is that the state when I was mentioning the big three, the state has some new legislation that came out where they're really measuring those outcomes quite a bit more around college credit, industry
certifications, workbased learning, but they're also shifting their funding models around those. And so we may have an opportunity to utilize some of that funding to help offset some of those costs for our schools. We're working closely with our high school leaders and educators right now to say what would be the biggest value ad to help you drive these outcomes forward. And that
continues to rise to the top. And so as the state board goes through rulemaking and we have a better understanding of, you know, what that what that budget scenario might look like, the allowable expenses, they have to be tied towards driving those three outcomes forward for our high school students. And this is something that we're seeing data to support. So we're we're hopeful that may
be able to help offset >> okay >> um some of those expenses at our schools that and looking at um the potential to share across some of our smaller schools right so could they share a.5 career hub coordinator across two smaller schools in the same region they're collaborating with the same industry partners and it may be something that would be of
feasibility >> that's great well again I just really appreciate it the math acceleration update was awesome so thank you guys for all the work that you do it's it really means a lot to our students Hello. Um, I'm going to just go into my questions quickly, but thank you for being here. Um, my first question is
about our mountain community, school supports, as far as access to some of the activities, um, and where we are with supporting that community in having access to similar opportunity as folks who are down the hill.
>> Yeah. So, from an athletics and activities perspective, um definitely on the athletic side, they are operating the same level of programming and actually offer more programming than some of um other schools in our district. Um that said, they're they're in that same position as we start to
look at opportunities. there, you know, um to lower numbers in certain sports and activities. And then, you know, are there opportunities to partner whether it be with, you know, Conifer High School as another mountain school and or um does it make sense that we start to do partnerships um down the hill, but
then you get into some transportation and some logistics and it some of it depends on time of the year. So um I would say um from a athletics perspective um they are really very much functioning at the same level or above um in in athletics programming. Um I
know activities um uh is the same. Um so um that said there is some challenges around enroll you know participation. So all of our stuff really is predicated on to a large degree on student interest and participation. And so in uh um music programming and some of that, I know um
principal artists and um community superintendent and team up there have had to do some things creatively with trying to make sure they're continuing to offer robust opportunities for kids, but um doing it with, you know, smaller numbers and and and resources and challenges. And so, um I know that work
is being done. Um I definitely not the expert to to speak on that work what they've been doing directly but they're still getting that same our spa team is very actively engaged in supporting that and very aware um to support staff. Um I do if you don't um I apologize. Um I
also the work that activities has done um around homecoming and some of the events at Evergreen were absolutely unbelievable um last week and and um I know many of you had the opportunity to be up and and around those things. But um it was truly one of the highlights of my professional career to see the work,
the collaboration from such a large community to come together um to put that those opportunities on for kids um and for the evergreen students. And so, um, yeah, >> there's a video there's a video in your weekly update coming today. >> Then thank you, Patrick, for everything
you helped do to coordinate and organize for that. >> Yeah, thank you. Um, other questions I have, one, director Applegate already asked about opportunities, total opportunities in those charts does correlate to student population at those
schools >> roughly. Yes, >> roughly. Yeah. So there's some outliers. Absolutely. >> Sure. >> Um and for concurrent enrollment, I think I remember from another conversation that we also still have dual enrollment
courses, but not as many. And we're trying to move away from dual enrollment towards concurrent enrollment, right? >> Yes, absolutely. That's very true. And so our dual enrollment courses, just as a reminder, are the courses that we provide usually through CU Succeeds or Metro State. Um where our students and
families are paying tuition for those courses. Um the teacher still needs to meet the same qualifications. Um but there's a cost to families. And so we've really been trying to scale those down as much as possible. Um and we're actually meeting with our school leaders in the next few weeks to talk about suns setting some of those programs into the future. Um so that we can really make
sure that we're providing the the zerocost opportunity from an access perspective. The one exception would be a couple of programs at Warren Techch that wouldn't have a concurrent enrollment option. So, if it's not an option, if the only option is dual enrollment, then that's something that we'd want to make sure that we're still maintaining as an opportunity. Yeah.
>> Great. Thank you. Um my next question is for some of for some of the offerings around across the district like your AP example that you gave earlier um where we were trying to get a critical mass to pull a class off. Um, I'm wondering, do
we ever work with Colorado Digital Learning Solutions at all? Um, because they I spoke to somebody about the work that they do and I know that we're a much larger district and they typically support rural districts, but I do wonder about specialized offerings where, you know, we have even a small number of
kids in our county that are interested in a particular offering. Is that an option for us? >> I don't know that we've explored that option specifically in in these scenarios in our college credit opportunities. Um we do look at opportunities that might exist through um JECO virtual academy for example to
be able to provide some of those options for students occasionally. Um and we do provide our schools the opportunity for students to bring in credit from outside up to two credits towards their graduation requirements um from accredited outside institutions. And so that could be an option for for students
that want a really specialized experience if we're not able to support. Um, we're also hoping again that those regional collaboratives work, but I just wrote that down so we can look at it a little bit more as well and see if it's a fit. >> Yeah. Cool. Thanks. Um, just because I know sometimes JVA um can experience
similar weight like classroom weight issues with certain courses. Um, all right. Uh, and then I just also wanted to say that I'm super grateful for the card bike program. Um, and I know that it's grantup supported. Um, and so I
wonder is that when that grant runs out, is that program over? And how many grantup supported programs do we have that might disappear over time just so we can manage expectations for families who might be in those programs?
>> Yeah, I don't know if I have a great answer just yet. um as I think with still the the questions around you know what are impacts what is coming what is the status of you know grants from the the top down on um so I I think there's still a lot of TBD on that I know it's
something that our schools um and I have not spoken with the the in particular um directly but um I I know those are things that people have top of mind because those are coming up in conversations around um as we're as we're working centrally on the budget reduction and those things those questions are coming up about you this
and that, am I gonna have to do this? And so I know it's on top of mind for a lot of folks. Um, but I don't have any real tangible answers. >> I just I just want to lift up how amazing it is the crossover between sort of a physical education aspect and STEM in that particular program um and the
ways that it is building community um across difference in the community as well. So, I find that program to be really valuable and I hope that we're able to find ways or that the programs are able to find ways to continue um to exist because I do think um it matters
to the kids for whom it's you know life a life-changing experience. Yeah, >> I don't have too much. Thank you for the data. It's very good to see. Um, and I just wanted to say um,
uh, I'm excited about I have a sixth grader at Pomona and she's a flag football player but with Apex, but she knows the quarterback. Well, she knows of the quarterback for uh, Pomona and seeing the uh, interaction between
the middle schoolers and the high school. Um, I hear them, you know, I went to a choir concert the other night where the choir teacher's talking about the sixth graders knowing the older ones and then in sports it's the same way. I can see this like little mentorship and just really fun situation happening. So,
she's just getting tons of opportunity there. Um, both I guess she's going to do a middle school volleyball, it must be an after school club, you know, and she's been doing strength training stuff like that. But it's just really been fun to see that interaction. So, I just wanted to kind of call it out and the
flag football teams, they're really kicking butt. So, it's really that that's been a huge highlight for for this fall. So, just thank you for all of your work in in both cases. Um, this was the most fun report that I've read. This was great and I think it's one of the benefits of having a
large district that we could offer so many um activities for our students. I just have two questions. one on the work-based learning. I think that's fascinating. And I was wondering, do you have a feel for what what peer group is
doing that more than others? As far as for the subgroup data, I don't I I don't want to jump yet to to maybe making any inferences on that, but what we do know is that the majority of the highle workbased learning experiences are tied into our career pathways. Um, especially for our students that concentrate in a career pathway. So they
do those two years or more in a CTE program. Um because then those those work-based learning experiences are embedded right in to their program and their courses. They build the skills and they go and have those successes. So we anticipate that it mirrors pretty well what we see in our CTE data. Um which is
closer to our overall demographics than you might see in our college data, but I'm I would not be surprised if we have some subgroup gaps that we need to address um across our system. And we hope to have some of that ready for you when we do 1.4 for this spring, which is where we talk a little bit more about student outcomes, whereas this one's a
little bit more about what are the opportunities that exist. And so hopefully when we get to that outcome data, we'll be able to share some of that with you. >> Great. Um and then the second question is on peer um mentoring. Um that has come up with security and safety in schools. There's a possibility there. Do
we have an idea of how many schools have peer mentoring going on? I would not be able to speak to that super well, but I think that that's something that we could follow up with uh Tara Pena and her team around on what they're what they're working on in prementoring. >> Okay, that would be great.
>> All right, so thank you very much. This is a wonderful end to the week. >> Thanks. Bye. >> And yeah, so that brings us to the end of today's agenda. Thank you to the presenters who participated in the study session. And our next regularly scheduled meeting is a study session on
Wednesday, November 5th at 4:30 p.m. at the Ed Center. With that, we will stand adjourned. [Music]
[Music]