Heat. Heat. Heat. Heat. Down down down down down down down down down down down down down down down down down down down down down. Heat. Heat. Heat. Heat. N. Heat. Heat. N. Heat. Heat. N.
Heat. Heat. N. Down. Heat. Heat. Hey, Heat. Heat. Heat. N. Heat. Heat. Heat. Heat. Down down down
down. Heat. Heat. N. Heat. Hey. Hey. Hey. Hey, Heat. Heat. N. Heat. Heat. N. Heat. Heat. Heat. Heat. N. Heat. Heat. N. Down down down
down down down. Hey. Hey. Hey. Hey. Heat. Heat. N. Heat. Heat. Heat. Hey, Heat. Heat. Heat. N.
Hey, hey, hey. Hey. Hey. Hey. Hey, hey, hey. Heat. Heat. N. Heat. Hey, Heat. Heat. Heat. N. We have just concluded our executive session and we'll proceed with the remainder of our agenda. Again, welcome to tonight's meeting. We appreciate your
participation and those presenting this evening. As a reminder, we will be taking a 15 minute break at approximately 6:15 this evening. And a quick note, um, Director Given will not be attending tonight. He is out of town on work. The next item on our agenda is to announce the interim superintendent
finalist. On May 8th, 2026, Superintendent Dorland announced her departure from Jeffco effective July 5th, 2026, resulting in the need of an interim superintendent. During executive session on May 27th, 2026, the board of education reviewed applications and
selected candidates to interview. On Monday, June 1st, the board convened into executive session to interview selected candidates. State law does require that the finalists be made public for 14 days prior to appointing or employing one of the finalists. Tonight, we are pleased to share that the board has selected Dr.
Rob Stein as the sole finalist to serve as the interim superintendent effective July 6th, 2026. Following Superintendent Dorland's departure this summer, the board will finalize this decision with an official vote at a special virtual meeting on June 18th. Dr. Stein brings decades of
experience in the field of education as a teacher, principal, district leader, superintendent, and university instructor. Throughout his career, he has been recognized for his deep commitment to teaching and learning, instructional excellence, and continuous school improvement. Most recently, Dr. science served as the
superintendent of the Roaring Fork School District following his tenure as the district's chief academic officer. There he led district-wide efforts to strengthen curriculum, instruction, assessment, professional learning, and student achievement while increasing access to opportunities and removing systemic barriers for children and
families. Prior to his leadership, Dr. Stein served as principal of several schools, including the reopening of Denver's Manuel High School. Dr. Dr. Stein was selected in part due to his deep understanding of the work principles, educators, and school teams do every day. His collaborative student- centered approach and steadfast
commitment to supporting educators, students, and families was evident in the hiring process. You can learn more about the interim selection process on the superintendent search web page. The board is confident that Dr. Stein will provide experienced, steady leadership while helping the district maintain momentum on its most important
priorities. We look forward to partnering with him during the 2627 school year. The board will conduct a national search for Jeffco's next superintendent. A timeline for the search will be posted before school starts in August. We remain committed to a transparent and inclusive process and
will keep you informed along the way. Please join us in welcoming Dr. Stein to this role in supporting his success and the success of all of our Jeffco public schools. With this announcement, we will now take formal action on the finalist selection. Is there a motion to name Dr. Robert Elstein as the sole finalist for
the position of interim superintendent? I move to name Dr. Robert Elstein as the sole finalist for the position of interim superintendent. >> Is there a second? >> I second. >> Any discussion? >> Yeah, Director Marinian. So, I just want
to say for our listening public that as a board um with uh Superintendent Dorid's announcement of her departure in July, the board was pressed to utilize the timeline available uh to steadily identify candidates interested in coming in to support the district and assist us
in being able to keep the ship steady for the following school year and of course provide that uh provide a timeline for a warm transition. After announcing the position, we interviewed several candidates um and we were able to identify several interested candidates willing to uh put their hat
in the ring and support us. And I just want to say that I really appreciate the thoughtfulness and willingness uh of these candidates to step forward to support our district. They all brought a depth of knowledge and experience and this was not an easy decision.
I am excited about Dr. Stein's experience and perspective, and I'm hopeful that he can support our district and help keep our ship steady the following school year as we embark on a more in-depth search with the public to identify a new superintendent and provide a steady, warm handoff through
that process as well. >> Thank you. Any other directors? Director Kenworthy. Yeah, I would like to um say I'm grateful for the process. Um though it wasn't something that we started this calendar year anticipating
we'd be doing um I do feel that we've been u well supported and I've particularly enjoyed conversations with fellow board members um as we are thoughtful about what we need from an interim versus what we will need from a long-term uh superintendent. And um I
think it's a healthy sign that we had as many applicants as we did, that people do want to be here and helping to support Jeffco schools. Um and uh I'm looking forward to spending some more time with Dr. Stein as we move forward. Um I I will echo the comments. Um I
appreciate the the the staff who helped us support this process. So thank you all very much. I also appreciate that we had um a solid pool um of applicants. Um I agree with Director Kenworthy. It's a it's a positive sign for the the permanent search that's coming shortly.
Um I do also want to let our listening public know that we do welcome um your feedback as always. We have a a full meeting next week on the 11th and we will have public comment at that. Please feel free come. we value your opinion um and we value your opinion really on on
the process as we look forward as well. Um I do want to echo kind of the comments in my remarks as we look towards the full interim search. Um we will have a much more robust community and stakeholder engagement process. The the goal here was to move pretty efficiently for an interim and I want to
speak a little bit to the fact that we chose an interim. Um the board felt that an interim really allowed us to take a breath to do the community stakeholder work that we needed to do for the permanent replacement of Superintendent Dorland and to really find the right
leader um to take Jeffco into the next course. And so um the interim is really selected to be a true interim um serving for one year. We've been very clear with all applicants that the goal is to continue the work that's being done and
to um keep us on track. And so um I am looking forward to working with Dr. Stein. Um and I I'm excited for him to get in and and meet um our cabinet, our staff, our school leaders, our communities, and our our teachers and educators and support staff. So
with that, it has been moved and seconded to name Dr. Robert L. Stein as the sole finalist for the position of interim superintendent. Roll call, please. Miss Harper. >> Miss Applelegate. >> Yes. >> Dr. Etchavaria. >> Yes. >> Mr. Gibbons. Miss Kenworthy. >> Yes. >> Miss Minian. >> Yes.
>> Thank you. We will now move forward with our study session. Our first item of study is to receive the 202526 third quarter financial report from Miss Brena Copeland, our chief financial officer. Miss Shan Rosario, our executive director of finance planning and analysis. Welcome
presenters. We have allotted 30 minutes for your update. We ask that you please reserve time at the end for questions from the board. Before I turn it over to our illustrative presenters at the tiny table today, Superintendent Derland, is there anything you would like to add? Um, thank you, President Applegate,
board members. Uh, looking forward to you hearing this update on the third quarter financials. We strategically put this agenda item prior to the budget presentation so that you could get a sense of remember this is about this year. Um, and then the next presentation
will be about next year. So, wanted to just give you a lay of the land on where the current financials are coming in so that you know how we may end up wrapping up this year. And it looks like we're pretty much on track to spend uh what the board allocated at the midyear
budget approval. Um, that's the headline. Uh, spilling the beans a little early. um but wanted to make sure that you got to see this current reality uh before you you saw next year's proposed budget. Um and so thank you very much to both of you for um putting
this together and presenting to the board tonight. >> Um so thank you board members. I do want to draw your attention in the publics to the real quarterly report which is actually a 30-page document which is also attached. I think sometimes we go
through the slides and we forget to note that there is quite a bit of detail in these schedules etc. Um so I just wanted to highlight that and it will also be posted on the financial transparency website. Um Superintendent Dorland already noted
there's not too much unusual in this report. So um we are tracking reasonably well um very well in fact to our budget our revised budget. Um, this is a good opportunity for you to ask questions about activity within any of the other
funds, right? We spend a lot of time talking about the general fund. Um, but Mr. Rosario and I would be happy to answer questions about those other funds as you see those ticking through if you have any questions. Um, and I think that's it. That's what I wanted to flag
for you. So, thank you. Thank you. All right. So to kick us off, um Miss Copelan already did this. This is third quarter financial report reminding you that this is July 1st through March 31st activity un audited. It um is a report that presents actual
activity through the third quarter. And the punch line is is that the financials show consistent analysis to what we provided in January when um the revised budget was presented and the ongoing um budget presentations that you have been receiving. Key takeaways. General fund expenses are
tracking in line with the revised budget expectations. Appres will be approximately $4 million lower than anticipated due to the timing of settlement of Allenale and Zurgger um uh proceeds. Those were anticipated in the budget for this year, but now those um
are those deals are projected to be closing later this year and will be in next fiscal year. So this will further increase the use of fund balance in the current year. Um that was already planned um as we were already planning on drawing on the fund balance due to a
lower transfer from the general fund. Staffing staffing adjustments did occur within the food service and childcare funds relative to last year's benchmark and that was planned and anticipated in the budget and it's nice to see. And then uh changes in insurance plans drove both revenue and expenditures. We talked
about this in Q2 and Q1. changes in that plan drove both the revenue expenditures down. That doesn't mean that it is on track. It's really the expense has have not decreased enough to offset the revenue decline. So, we're looking at a deficit in that fund of 3.4 million.
This was addressed um with a revised budget that included an additional transfer from the general fund back um in January. General fund um again we just spoke about this. The revenue is tracking slightly lower than expected. The a big
driver of the decrease in the revenue is that we changed our timing of when we're transferring interest income over to our charter schools. So, it's just a change in timing. It's not a change. Um it should line up a little bit better towards the end of the year. Our actual expenses tracking in line with the revised budget. We have transportation
expenses that includes transportation of our sped students that are tracking higher than anticipated in budget. A lot of this is offset with materials and supplies expenses that are trending lower than the benchmark. Historically, these ones do pick up in the fourth quarter. So, we'll be monitoring those through the fourth quarter to see if
they um catch up with some of the budget anticipated expenses. Here is the current year general fund expense detail, both actual and revenue for current year and prior year. You can see the current year activity is right in the middle of the slide. The prior
year is uh off to the right. We have a column with orange that's the revised budget. Then we have the green that is the actuals and then the percent of budget for each of those categories. And this is defined by the programs. And you've been seeing a lot of this information through the quarterly financials and the budget presentations
to get a sense of how we are spending our money at a program level. This next slide is the same information but now it's broken out by expense category. So the same columns as what we saw the previous slide but looking at salary and benefits, purchase services, materials and supplies, capital outlays
and transfers to get our total expenditures both current year compared to budget and prior year. And finally, this is just another way of looking at our actual activity for this year. looking at the program activity down the columns or down the left hand
side column and then across the top is this the same categories breaking it out into those cross-sections. So you can see general instruction intersecting with salary and benefits to see the total expense this year to date um in each of those categories totaling up to
our um year-to- date expense activity in the general fund. Moving on to cap reserve fund. As we said in the um key takeaways, the revenue is trending lower due to the sale and the timing of Allenale and Zurgger. And just a reminder that in the
cap reserve fund, the budget this year, half of it was um projected to come from general fund. The other half from the sale proceeds and then interest income within this fund. So we can see that the solid bar, the green is what has decreased, which is really around those sale proceeds. And then we still are
anticipating the $15 million transfer from the general fund. The actual uh expense, the trend of the actual expense is higher than what we have seen previously. This year we've spent approximately 64% of the budgeted expenditure through three quarters and prior year trend had been a little bit
closer to 50%. We are still anticipating that the spent the expense within this fund will trend within our budgeted $60 million. Looking at this in a little bit more detail, you can see um we have a column for prior year actual activity. So you can compare this year activity to what
was being spent last year. The first part is the sources um including transfer from general fund and our sales and proceeds and total sources. Last year our total sources um were 42 million. This year we're sitting at year-to date uh 21 million and projected
to spend and that's the final column is the uh 24.6 six million of sources within this fund. Then at the bottom section is our uses and the category of uses within the fund. Last year our total expenditure was 65 million. We have a budget this year of 60 million
and we're still on track to spend the 60 million. And then as I highlighted earlier because the sources are less than what we anticipated with budget, our um ending fund balance will be approximately 74 million at the trend that we're projecting right now. Moving on to the grants fund. So, we've
talked about this. Usually in every quarter, the grants are budgeted at a maximum amount of what we anticipate for the awards. It doesn't mean that we always get all the awards that we're anticipating. Um, but so we're we're trending towards that. The actual expense is in line with what we have
historically spent at this time of year um for our grant expenses. The grant expenses do tend to pick up towards the end of the year as we're finalizing some grant expenditures and moving them from other funds into the grant fund um as part of the year-end close process.
Food services fund the actual revenue is trending above the revised budget. The primary revenue within this fund is um from federal and state reimbursements and then we have do have a supplemental um transfer that comes from the general fund for this year's budget. And then
our actual expenses are tracking in line with the revised budget. Again, as we noted, the um this fund is has taken steps to decrease and reduce expenses within the fund and that was anticipated in this year's budget and those are um coming through as anticipated.
Campus activity fund. As you can see, this fund year-over-year pretty much um does the same thing. It's really to support our students with fees and dues and activities within the schools. And so our year-to- date revenue and expense are very similar to last year and on
track with what we anticipate in budget insurance reserve fund actual revenue is trans is tracking in line with the revised budget substantially. All the revenue that comes into this fund is really a transfer from the general fund. They do um have some slight revenue that comes in from interest income. The
actual expense so far this year is trending a little bit below what we anticipated in budget, but these these expenses in this fund are difficult to predict. They're really related to claims and settlements and there can be different timing to those claims and settlements throughout the year. And
just a reminder, the expenses in here are really those um expenses that are related to liability, workers comp, property and cyber um insurance claims and and liabilities and our self- insurance policies related to those um those insurance those insuranceances.
Child care fund which this is our school aged enrichment program only the revenue is tracking in line with budget. Tuition revenues are the primary source within this fund and it's on p on pace with our budgeted anticipated amounts. The actual expense is trending below budget. Um we
are seeing that they did make some staffing changes within this fund and it is tracking slightly lower than what we anticipated so far this year in that fund. Finally, our employee benefit fund. And again, I spoke to this on our key takeaways. This is a fund that we're
seeing both a decrease in the revenue and expense compared to what we originally budgeted. There were uh there was a uh change in plans this year and the enrollment decreased approximately thousand employees compared to what we anticipated. And so while we see the
decrease in both the revenue and expense compared to budget, the decrease in expense is um not as great as what we're seeing in the revenue. and therefore we had to do a revised budget adjustment for this fund in January to increase the transfer from the general fund. Um so
this one is still on track to lose money for this year and then we'll have to um look keep monitoring it going forward. That is it for the Q3 financials. Thank you. Um board directors, any
questions? I just have one. Um I know we talked about the revenue is a little delayed for Allenale and Zurgger. Do we have delayed is better than not coming at all. So do we have a time frame estimate for when we would see that revenue?
>> The last one I heard was um the fall to winter of this 2026. >> So it would not hit this budget. >> No. >> Thank you. >> All right. greatly appreciate it. Thank you for keeping us up to date.
>> No problem. Thank you. >> Our next item of study this evening will be to review the proposed FY 2627 adopted budget. The board is expecting to vote on the adopted on the adoption of the proposed budget at the June 11th, 2026 meeting. Brena Copeland, chief
financial officer, and Mr. Brian Sammons, our director of budgets, will be presenting the information. Welcome. We have allotted 45 minutes for the presentation. We ask that you please reserve time at the end for questions. Before I turn it over to our presenters, Superintendent Dorland, is there anything you'd like to add?
>> Thank you, President Applegate. Um, again, appreciate um, Brena and Brian for all the work that they put into this proposed budget. Thank you to the board for the direction you gave us along the way this spring to help us get to this proposed budget. Um, again, it is not a
balanced budget. It's much closer than it would be had we not reduced the $40 million through budget reduction blueprint this year. So, I just also want to um send out an a thank you to all of our budget managers who led through that difficult process and did
the hard work with their teams to make hard decisions around those reductions. The budget looks a lot better this year than it would without that work having done. And I want to thank our employees for their patience um and the difficult challenges that that reduction process
brought um to our organization. Uh so with that um looking forward to you know this this again I'm just going to highlight as well that this does have a modest um increase for our employees built into it which is really what's leading to this deficit that you're
going to see in the proposed budget. Um and with that I'm going to hand it over to Brena. Great. Uh, so I just wanted to give a couple opening comments around our budget methodology because it's a good time of
year to be reminded of that. Um, about two years ago, we started budgeting to an estimated actual spend as opposed to an approved spend. Um, that's a little different than some of our neighboring districts. they generally try and make
the budget um the upper limit of what they might spend. And just for funsies, um I went and looked up how some of our neighboring districts um performed against their last year's budget and under spends varied between two and 8 and a half%
um of total budgeted expense, meaning everyone was under and um they were under by somewhere around 2 to 8 and a half%. Um our methodology is such that we've had kind of the following in terms of
performance to budget. Um, in FY25, which you may recall, um, we did overspend a little bit, uh, compared to our revised budget and our adopted budget. And, um, so what I think by
about 9 million once you back out the PAR on behalf, so if you look at our act and you're looking at the general fund, um, performance compared to revised budget, the expenses came in about 9 million over once you back out that pair on behalf. Um in the current year when
we brought the revised budget we did revise up expense and down revenue. If you if you will recall that had a net impact of on our use of fund balance of about plus 10 million. So we went from about 40 to 50 million. Um we think
we're tracking pretty close to the revised budget on expenses. We might overspend by about 2 to 4 million if you back out the parah on behalf. The parah on behalf is a non-cash expense. that has a matching non-cash revenue um that's only booked at year end as part
of the year-end close. Um, so again, as as you think about what is the adopted budget and what's likely to occur based on this adopted budget and our budget methodology, if the past two years are a predictor, um, it's possible or if not
likely that expenses will be a little higher than forecast and revenue will be a little lower than forecast. And again, that was the direction uh Brian and I received by your predecessors um to change our methodology and I believe it was responsive to requests from
employees um to not overestimate expense and underestimate revenue. Um but it is worthy of consideration as um our resources get tighter whether the board remains comfortable um with a a use of
fund balance that could increase during the course of the year based on just timing um and the actual cost to do things that we were planning to do, right? Uh we have no contingency in this budget, none. So I just wanted to
highlight that. Um, sorry that didn't sound very enthusiastic. I It's a great budget. Um, lastly, um, I do want to thank all of our school leaders and our department leads. Um,
this is really their work. Our budget team pulls it all together into something beautiful in a wonderful format. Um, and they do a ton of analytics and graphics for us, but it's the budget managers who really propose this to you. this is their plan um for
activities and so I really respect how thoughtful they've been in spending the district's resources and um so I'm really proud to bring this budget forward. Here are our topics. We are going to be relatively short
because there's not many changes as compared to the proposed budget today. So if um members of the public are really trying to get a full presentation on the budget, they should go back to the May meeting um both the documents
and recording um in order to see the the totality of it. We will summarize it here, but this will feel very short compared to that one. These are all the different presentations, but actually I kind of like um I'm skipping ahead, y'all. this
slide. Um so while yes we have this series of presentations um that we do every year this year in particular um we presented 17 updates
uh covering the budget reduction blueprint process um year-end financials enrollment the revised budget the quarterly financials and the budget development process. I would suggest that that's maybe too much togetherness
for all of us. Um, and that's an atypical year, right? And so, but I do want the public to understand um you all have asked for and received many, many updates. And so, you've had many opportunities to deliberate um over these figures, monitor these figures, um
provide feedback on all the planning and the process um andor your predecessors who were here for the first half of the year. Um, but there's quite a bit of information out there if folks are interested. Um, all of these are live links, so anyone who's open to this
presentation can then link to the rest of these presentations um to obtain all the different bits of information about what we've shared and what we've proposed when um I want to go back just for a second.
This is our wheel, our 12-month wheel. And you'll see that in June, we're down here at the bottom. You are here. Um, and again, by law, uh, you shall approve a budget no later than, um, June
30th for the upcoming fiscal year. Um, your voting meeting, and thus the meeting where you would actually adopt this budget is next Thursday, the 11th. Okay. Um, there will also be public comment in
that meeting. So, we noticed um we always notice public comment in general, but we also mentioned um via the Denver Post that the June 11th public comment is kind of the noticed budget p public comment for folks to give comment on
this if they if they so choose. With that, I'm gonna hand it to Brian. All right. Thank you, Miss Copelan. Um, I'd like to note here that the 27 adopted budget schedules um are attached to the agenda item on the board docs and posted to the Jeffco financial
transparency website. Um, they are include all the budget amounts and information presented here today. The budget team will also publish the full printed book uh by mid July. We're pulling all the information together now. Um, which will also be available in the transparency web page with the finalized version provided to the board
when you return in August. So now transitioning to the multi-year forecasting, uh the multi-year forecasting is driven by a consistent set of revenue and expenditure assumptions. On the revenue side, per pupil revenue increases are tied to projected CPI, but
total program funding does not grow at the same rate due to the continued enrollment declines. It is also incorporates the new school finance act SB26023. Revenue from potential milly overrides or special purpose milly measures are excluded from the forecast and will be
incorporated upon voter approval in the revised budget. On the expenditure side, assumptions include step and lane movement, limited cola growth aligned with revenue growth, enrollment driven reductions in school spending, and ongoing cost pressures such as inflation and program
investments. These assumptions are consistent with the approach used in prior multi-year planning discussions. Any updates in the multi-year assumptions from the proposed budget are in green text. Okay. One of the updated assumptions in the cost of living is the cost of living factor that adjust school funding based
on how school districts cost compared to other districts across the state rather than tracking changes within the school district boundary. Because it is relative, a district's factor can decrease even if the costs are rising depending on how other districts costs
are changing. This factor is typically recalculated every two years. However, under SB 2623, implementation of the updated cost living factor, including those would result in a decrease for districts like us, Jeffco, is delayed until 2728. And
this delay is an implementation is included in the multi-year forecast. The school finance acts. The school finance act is shifting how enrollment is calculated for funding, moving away from a simple averaging approach to a multi-year smoothing model under SB26023.
This replace prior funded average once the formula reaches 45% implementation, which is currently forecast to start in FI28. Rather than relying on a two-year average, the new approach considers the highest of current enrollment 97% of prior year enrollment or a weighted
multi-year average. This change benefits Jeffco by having a weighted multi-year average which smooths enrollment decline over a longer period than the two-year averaging. Okay, so this chart brings together the assumptions discussed on all the prior slides into the multi-year financial
projection. As you can see, expenditures continue to exceed revenue in current and in future years, resulting in a declining fund balance over time. Most notably, unassigned reserves drop below board policy targets in the later years
of the forecast. Okay, this brings us to the budget resolution section. When the use of fund balance ex extends into the multi-year forecast, state statute requires the district to articulate a plan to address the imbalance. This requirement links the long-term financial outlook directly to
the formal budget adoption process. And I'll turn over to Miss Copela to talk through the high level plan. Great. So, um, in the resolution, the budget adoption resolution, which will be posted to board docs, um, by Friday
at the latest, uh, you will see this highle plan articulated almost verbatim to what it is on this slide. And your plan uh, for next year is approximately two-prong. Gives you a little bit of flexibility here. Um the first part is
to increase revenue through voter authorization of a general mill levy override and/or special purpose levy. Um if approved, additional revenue will first go to offset 2627 fund use.
If that does not pass or if voter authorization is not obtained, the resolution will state a plan to implement collaborative structural changes to reduce expenses. What do we mean by structural changes? These are
things like reduce workday calendars and/or freeze salaries for all employee groups, adjust district funded versus employee funded benefits, um who funds what? That would be adjusting down the district share. Uh reduce staff and
consider additional school closures. So those are the types of levers that you would be signaling as part of this two-prong plan where option A is hopefully new revenue and option B is these additional changes. But the key
thing here is that we would be launching a collaborative process at the conclusion of the override vote, if you will, um to determine those structural changes that would most likely be applicable for the subsequent year. Couple
things to add if you're done. Um I've asked the team to get going on this sort of plan, the just in case plan. Um so it there there so um Dr. Stein and the team
will have a running start on that just in case and hopefully it's the plan that nobody has to use. Um so that's one. I just want the board to know that. Number two, um I think this sub bullet under the first bullet is really important. If
approved, additional revenue will first go to offset the 2627 fund use. So I think the budget at 13 million in um estimated fund balance use, onetime funds on ongoing expenses. When when the
mill levy override passes, it's important for the board to understand and be a sense maker around the fact that the first 13 million of the new revenue is already spent in this budget that you will be approving next week. Um, and so that's just um important
because with new revenue comes new eyes on what are we going to do with all all of the new revenue and making sure that we're being accountable to our taxpayers. We now have the Milvy override committee in place. So being able to explain and be a sense maker on that component to groups like the Milvia
override committee um is going to be really critical and I just want the board to be really clear that when you pass a deficit budget any new revenue first goes to um taking care of the deficit spend. So I want to make that
point. It's a very important point that I want you guys to just remember and that everybody needs to understand that is the first and foremost responsibility of uh good stewardship of taxpayer dollars is to take care of that deficit. Okay. So now shifting to the adopted
budget itself. This section highlights the final updates from the proposed budget presentation. Um yeah. Okay. So this slide summarizes the key changes from proposed budget to the adopted budget. As shown, the general fund revenue remains unchanged from proposed budget. On the expenditure
side, there's a modest net increase of 650,000 driven by the finalized compensation agreements, partially offset by lower transfer to the risk fund. Adjustments within the other funds include increased capital investment and technology of 2.5 million and reduce
insurance reserve expenditures of 300,000. Okay, so consistent with the proposed budget, general fund revenue is projected to decline slightly year-over-year um about $1 million, primarily due to the declining funded pupil count. As discussed previously,
while per people funding increases due to inflationary adjustments, those increases are more than offset by enrollment declines resulting in the net decrease of $1 million. This slide mirrors the framework used in the proposed budget presentation. The
FY27 adopted budget reflects $53 million in targeted expenditure reductions and 15.6 million in strategic investments resulting in a net decrease of $37 million. Reductions are primarily driven by the budget reduction blueprint actions impacting schools and
departments along with enrollment-driven adjustments, program changes, and reduced transfers. These reductions are partially offset by investments in compensation, staffing realignments to support student success and transportation, grant funded expenses, and ongoing inflationary cost pressures
such as utilities. From account perspective, this slide shows how total spending is distributed across salaries, benefits, and non- salary accounts. The amounts that were updated from the proposed budget are highlighted in purple, which are the salary, benefits, and transfer accounts. As with the proposed budget, salary, and
benefits remain the largest component of the district's expenditure budget. This slide shows the transfers from the general fund to other funds. As discussed in proposed budget presentation, transfers decrease year-over-year driven primarily by adjustments to the benefits and food service fund transfers. These transfer
amounts do include that's presented here do include the $250 decrease transfer to insurance reserve fund from the proposed budget presentation. From a pro program type perspective, this slide show this slide shows how spending is allocated across program areas. Consistent with previous
presentations, general instruction remains the largest category, while special education shows an increase reflecting service need. General administration shows a largest percent decrease of 17% reinforcing the district's focus on maintaining a lean administrative structure. Again, I would
like to point out that the amounts highlighted in purple were the totals that were updated from the proposed budget. Okay, so the general fund summary um by account. As a reminder, the general fund summary shows how revenue and expenditures compare across the 26 revised budget, 26 year end forecast,
and the 27 adopted budget. For FI26, the year-end forecast reflects a total revenue of approximately 979 million and expenditures of about 1 billion30 million, resulting in an estimated use of fund balance of roughly $51 million.
an ending balance of about 123 million. Moving into FY27, the adopted budget reflects total revenue of 977 million and expenditures of 991 million. This results in a planned use of fund balance of approximately $13 million and a projected ending balance
of about 110 million. Okay. So, okay. Um this view presents the general fund summary organized by program type. Overall FY26 most program areas are projected to be relatively in line with budget a year end with some slight variation. General instruction
instructional support are slightly below the revised budget whereas school administration and transportation are trending slightly above. As noted earlier, special education budget is increasing by approximately $5 million from FI26. As you can see, this increase primarily reflects aligning the 27
budget to the actual spending levels observed in FI26, as stated in the departmental budgetary update presentation from April. I'll now turn it over to Miss Copeland to finish up the presentation. >> Great. So, thank you, Brian. Those little purple squares are helpful to
figure out the handful of differences between tonight and what we talked about in May. I think um one other difference tonight compared to what we said in May is the overall budget for the capital reserve fund. Now we are not changing
the sources aka the revenue of the capital reserve fund but we are increasing the budgeted spend from the capital reserve fund to 63.6 um which was it was originally 61.1 in the
proposed budget. So, it's a 2.5 million increase. This slide is showing you current year budget, revised budget, current year projected spend compared to adopted. The the one thing that's missing is what we proposed last month, but I promise we proposed 61.1 million.
Um, this increase uh reflects uh some changes to our ERP project and we're going to provide some additional information about that project. Um but it is it will ensure that when we do go live and implement workday um we have a strong level of confidence um that we're
going to be able to provide the things that our employees need such as accurate paychecks. Insurance reserve fund um the final insurance premium came in a little bit lower. You heard Brian allude to um this does impact this was a a net savings to
the general fund because we're going to transfer less into the insurance reserve fund than we proposed a month ago. Um and this was just some lastm minute um bidding and comparisons and selections of coverage. You guys provide the
authorization the not to exceed amount to bind coverage. you do that um in your May regular meeting which this this year was on a Monday um so it's a little bit earlier but then we have to bind coverage in the couple of weeks
subsequent because June 1st is the start of our insurance program year um for things like liability casualty cyber etc. So again, in in between there and now, um Emily Drake, who is our director of risk management, and I um really
appreciated the hard work of our insurance brokers um to get us great pricing um and improve terms overall in our insurance program. Um so I'm really pleased to be able to share this update. In terms of next steps, if we could go
one more. Thanks. Thank you, Brian. Um I I wanted to throw this table up here which is um it will show up in the budget resolution but I wanted to just take a moment because sometimes we get questions about wait what is the budget
column versus the appropriated reserves versus the total appropriation and um and where has use of fund balance gone right I know this question is going to come and it's a great question so that's why I'm trying to get us all oriented
tonight. Um, your budget is both an estimated revenue, but a whole lot of it in K12 is really just the expense. And this table is just focused on expense. Okay, so that's kind of thing number
one. You have a separate um resolution that authorizes the use of fund balance. That separate resolution is the part where you're saying we authorize the 13 million. So you're we're really accountable to both figures. Um this
resolution which presents the budget as well as the appropriated reserves and then that other resolution which has the estimated use of fund balance by fund and it's not just the general fund. We talk a lot about the general fund but of course the capital reserve fund is using
its fund balance etc. Right? Um so what are appropriated reserves? Uh you see up there that we have 67 million in appropriated reserves. That does not mean that you all have authorized
um like or that we expect to spend that much. You're you're budgeted and authorized use of fund balance is the 13 million. The rest of this you're still giving us a little bit of permission, but it's for things like school carry forward. We give them permission to
spend a prior year under spend. There is a bit of operating reserve so that we have an appropriation large enough to adjust for timing. So sometimes we get the bills early, sometimes we get the bills late, etc. So that can have an impact on actual spend and we don't want
to break appropriation. Um and lastly, it act we actually appropriate our Taber reserves. Um we have to do that um even though we don't spend them. So this is not an expected spend that column right there, but it is still um formal
authorization if that makes sense for each fund. Um we're always willing to entertain questions um about this or anything else now or in the future. And with that, I'm going to conclude
or director's questions, comments. Dr. Atraia, thank you for the presentation and thank you to your budget managers who've worked so diligently on this. Um, I just wanted to
maybe talk through some of the questions I had, but they might not be questions. They might just be me asking you to restate it because I didn't understand. Um, okay. So, I appreciate on slide six, thank you for sharing all of those links. That's super helpful. And I think
after um the FAC shared at our last meeting about not being able to find the links, this is very helpful. So, thank you so much for providing that transparency. Um Okay. Can you explain to me on slide 13
it says it says the district must articulate a highle plan to address it in the budget resolution. Who is it? Who is it articulating to ourselves? I'm very confused by that.
So, and I can't remember the precise words from statute, but it is something along the lines of um and again the statute doesn't contemplate that that board and staff are somehow separate entities. There's just the district,
right? And so the resolution adopting the budget, this is kind of how the I'm I'm using Brena language as opposed to a direct quote. The resolution must identify a highlevel plan to ensure that the use of fund balance does not become
recurring. It's kind of this weird double negative V wording that you see in statute, but it's it's just the law's way of trying to hold the district as a full entity accountable that if we are going to use our piggy bank um we need
to at least say what we're going to do at a high level um to stop using our piggy bank, which is um what that what this language on the next slide attempts to do. Does that help? But who are we? >> So it goes to CDE.
>> Okay. Thank you. >> Yeah. >> Um so does the CDE actually approve >> no >> our articulated highle plan? >> No. So so everything to do with your
budget, you are the governing entity and what you publish and post we do it for you. Um is formal notice to everyone. We still submit through a data pipeline a bunch of numbers but nonetheless this is met by actual the actual public posting
of that resolution. Okay. Thank you. And how many years is considered appropriate or not appropriate to be in deficit? >> CDE doesn't stipulate. >> Okay. And how many years have we run a
deficit budget? uh for certain for FI25 and 26. I'm struggling to off the top of my head remember 24. It might have been pretty close to even >> and and I'll just add um to that I think
it is the last two years >> before that I think it was pretty even. So, but we're we're running on memory. So, we'll verify that for if you all that's of interest. Um when when you think about the use of fund balance um over one or more years,
the other thing that matters is context um and the like percent of fund um of fund balance related to the overall budget. So we are not unlike a lot of districts across the nation post
pandemic where because of a large infusion of federal grants through the ESSER funds, we were able to greatly offset much of our um general fund um expenditures through the pandemic. We
also use some of those funds to do some extra things for kids, right? Of course. Um but because we weren't even in session for so long um and we there's only so much PPE you can buy, right? Um we ended up offsetting a lot of large portions of our general fund
expenditures um with the Esser funds over the course of 3 to four years. That allowed Jeffco to grow the fund balance upwards of 220 $225 million in a savings account. There was a lot of criticism
um once that happened from our employee groups saying you could have given those funds to us. Um I mean yes and no. And many districts did and honestly we did over time uh because we did give increases to our employees. We were
happy to do that. It was a priority of mine. It was a priority of the boards at the time. Um, and we started to, as you see, begin to dial in our budget to actuals and bleed that fund balance down to what is now looking like, well, it depends on if you're talking about
allocated, unallocated, reserved, all those things. Uh what I think is like at this point in time like the right level of fund balance uh in in terms of like as superintendent being comfortable with where we're at and financially
responsible with district funds. Now you can always find somebody on the on one side of that saying you need to be saving more who's more conservative fiscally. You could also find somebody on the other side of that saying bleed it down more. It's taxpayer dollars. Don't keep it in the bank. Use it for kids today. Today's dollars on today's
kids. So, you know, I just think you've got to try to find, and it's advice to you guys at this point, the just right balance of where do you really want to try to set that fund balance. Um, I think you're at the right place right about now. Um, the the additional use
beyond this makes me nervous, which is why I made the point earlier about if if and when we pass this milliev override, it needs to go to cover this deficit so you don't continue to dip down further. And another recommendation I'm going to have, and I'm just going to throw it out
there for the record, when you get the first year revenue in, drop some of it to your fund balance, get it up a little bit higher than where you are so that you're not um you have some room, right? You have some wiggle room. So, um I just
want to say that's that is when you say like what is the recommended uh how many years in a row can you use fund balance? Context matters, right? If you don't start at 225 and you had started at 125, we wouldn't had the room to even have two years of a deficit spent. We did have the room. We did have
the room. And we've been talking year over year over year with the board about how we have a runway, but we are going to hit a cliff at some point. And you know, Tina, Denine, and Peter, you kind of stepped in right as we were hitting the cliff. So, so welcome to the party.
Um, and it is important for you and others uh in our community to understand the context that was there before the cliff and and our interest in as the lowest funded school district on the front range, our interest in even though
we have the the lowest per pupil funding, we didn't want to not take care of our employees. We had a strong interest in making sure we also didn't have the lowest paid employees because Jeco is not the cheapest place to live. So there were all these pressures and variables kind of coming together over
the last 5 years that have led to where we are today. So I just that context is important and it matters. >> Thank you. And what is the fund I'm sorry I'm trying to go through the slides. Where is the fund balance today? The the feelood number. So Brian, I'll
go to our forecast slides. And when you say today, I'm going to give you as our estimate as of June 30. So it's sort of tomorrow plus 21 days or something. Um uh but the ending fund balance will be 123. Now again, some of that is
spendable, some isn't. The the rule of thumb is about 30 millionish given our size um is non-spendable. So really only 90 of that um it counts so to speak. >> And at the last meeting you said you
would feel most comfortable with about 100 in there. >> Spendable reserves. I did say it's it's especially helpful if we can have at least 10% spendable. Um because that enables us to honor the promises we make
to people even if something happens that we weren't anticipating. And I think that's kind of important. >> So for context, just to be clear and to add on, >> spendable would mean 130 million in in reserves,
>> right? Because we have to have the 30 that's non-spendable. >> 100 though spendable. >> Correct. >> 30 non-spendable. >> That's right. >> Per we have about 3% that is unspendable. Yep. >> So for us to have 100 million spendable, the total would be 130. Just want to clear that up for listening public. Yep.
>> Yep. >> Okay. So then my next question goes back to what Superintendent Dorland was just mentioning. Um if the MLO passes, there's the first 13 million of the budget that's already
spent that we need to pay back and that is that that we need to not touch and allocate to new stuff. >> I think that that you just said it right there. We can't we can't have new spending tied to the first 30 million of
new revenue because we have 13 million of spending that doesn't have matching revenue at the current moment >> right now. Okay. Does that include the capital asset deferral? >> Well, so it's it's um include is a funny
word. It's a great question. um we are continuing the capital asset deferral. Meaning what what's showing up as 13 is closer to 28 >> if we um had had restored the capital
reserve fund transfer to its historic level. So again um and and I think we want to be really clear with our voters this fall, I'll be honest. Um, if we're going to ask for money for capital and money for operating, we
probably want to like not confuse matters too too much with that transfer because the transfer never covered the full need anyway. We need to talk about the full need. Right. >> Right. >> So, I think my question is are we going to transfer back that 28
immediately with the money and then from then on use the special mill levy? That's a great question. Um, obviously the board at revised budget in January, you can direct staff to bring anything. If both measures pass, um, I don't know
that staff would recommend that you, um, bump back up the capital transfer. I think what we're likely to recommend because it was stuff that we talked to the public about in the partnership meetings um is that we would just keep the 15 million for the next several
years and that between that and the potential new special purpose levy and sale proceeds, right? Because taxpayers have been very clear that they want us to sell our buildings for as much as possible and use that money wisely. Those would be the the three combined sources of funding for our capital needs
if it passes. Okay, thank you. Um, so if we're holding back the 13 million, we're not increasing the capital assets, what is left at that point for us to
actually spend. >> Um, and approximately, so again, let's talk about the 75 millionish >> that I believe the partnership recommended that the board consider. Um, in truth, that number is going to be a little bit lower just because of total
program shrinkage and some other things. We're not going to worry too much. We we can leave it at 75 for the moment. It's going to be closer to 73 72. Um, 10% or 11% is going to go to our charters. I'm going to do math in my head. 75 just
became 66, right? So, of the 66, the first 13 goes to the comp increases we've now given. >> Okay? And so that takes 66 down to 53. >> And then 53 is available to to
um for the board to direct. And Superintendent Durland uh gave a recommendation that is consistent with what I would probably recommend that some portion of that um go ahead and go into reserves. there's very few years ahead of us on the 5-year horizon where
um I see an opportunity to build up reserves >> other than the first year tax collection and so um it may be our only shot. >> Thank you. >> A portion of it that's that's just going to be a recommendation but you guys can direct us otherwise.
>> Okay. Thank you. Um and then in the scenario that the MLO does not pass. Yes. >> Is there a point where um this plan has been articulated? We're
still in deficit. Is there a point where it becomes like what are the consequences? Do we have consequences from the CDE? Do they come in? What's >> the consequences are right here in this sub bullets of bullet two?
>> Okay. We will be talking uh districtwide with employees about reducing workday calendars or freezing salaries, adjusting district funded versus employee funded benefits programs, reducing staff or considering additional school closures. Those will be the ways
in which we can um solve for the 13 million plus maybe a little bit more. I mean, we just don't have anything more to cut after the $40 million of programming and FTE cuts that have already happened in every department and every school. >> So, those are sort of district-wide
measures that we didn't take this year um that we tabled hoping that, you know, we could put all the hard work in and get this over the line and then not have to do it. Now, if it doesn't pass, these things have to be discussed and considered and likely chosen from. Mhm.
So, is there a point where the state comes in and says >> No, we need to take we need to take care of it ourselves. >> Okay. >> And actually, um, Miss Tullison, I I don't this is where I don't know statute
well enough. Are we a receiverhip state? Do you know? >> Short answer is I don't. I haven't seen it happen, but I know that the commissioner has a pretty expansive emergency powers, so it wouldn't surprise me that there's something in statute allowing for that eventuality. I
just >> fortunately have never had to look. >> Yeah. And >> can I Yeah. Can I just jump in here for a quick second if I may? >> The board would basically if the my understanding and all of the people wiser than me can um tell me if I I get
this wrong. Um, if the mill does not pass in January, we would start conversations with our bargaining partners, with our community, and we as a board I I as as a board member at that time would say, I'm no longer comfortable going below the 110 million.
So, we will make cuts to balance the budget. Okay, that's what I feel like this board would have to do at that time. And in doing so, we would preserve the 110 million in fund balance. And I personally would be pushing for a second chance at a mill because that would be the only way to increase revenue. And so
at that point, I think this board would have to make really, really hard decisions about how to create a budget where we no longer dig into that fund balance because I wouldn't be comfortable going any lower than what's presented in this budget. Does that make sense? >> Yeah. Thank you.
>> Any other comments? No, that makes sense for us, but I'm just wondering what happens if that doesn't work. Does the state ever come in and is there such thing as like taking over the district or >> I I think what you're what you're what
you're saying is if the board would not ha if the board didn't have the wherewithal to make these hard decisions. I do think there could be a circumstance where CDE has something to say about it.
That's like a something that I can't even wrap my head around. But Miss Tolson, can you jump in on that? I think that's what Miss Copeland was trying to queue up. >> Yes, and I I know we've seen that with the commissioner with regarding charter schools, for example. Obviously, I I don't think we've had a district wind up
in those stakes. I think there's a few other scenarios. For example, a taxpayer litigation could ask a court to intervene. um you know so there are a variety of ways that um stakeholders can do what what boards of education do not but I don't think we face that in
Colorado to my knowledge and I don't expect it to happen here >> and I I think this board would have the wherewithal to do the hard things >> oh I'm not saying we wouldn't have the wherewithal I'm saying if there's an emergency if we have a hail stom and we lose seven roofs like that's what I'm talking about
>> I I do want to sorry um uh We do have insurance still, >> right? >> There's not there's not going to be a scenario where we have a hund00 million emergency loss. >> Okay. >> I promise. >> Okay. >> You director Kenworthy.
>> Yeah. I I just wanted to follow on that. I think um the motivation for us to do the right thing and the fiscally responsible thing with our money should be an internal internally driven value from the people who sit on this board and not because there's an external
um threat of some sort. And so I think the folks who I know are sitting on this board right now are very invested in making sure that we're fiscally responsible with the money that we have while also understanding that it costs more right now to run this district than
we receive resource to do. So is that that feels accurate to me and the way that I understand things. So that's all I have to say but good questions. Okay, thank you. I'm done. Director Moanian, anything from you,
Director Kenworthy? Um, I appreciate Dr. Archavaria that you walked us through. I think this is really complex and it's a lot. No, I get it. Um, I appreciate the highlights of what's
changed. Um, I do think it's really important to say in the plan what the next steps would look like if this bill doesn't pass and be really transparent with our partners and our communities what what the results will be because I do believe this board will make those decisions um
come a year from now if we're in a different spot. So, um, go Mill Levy override and um, great appreciation for all the budget managers and the team because I know this is no small feat. It's a lot of effort and we really appreciate it. Thank you.
All right. Next, the board will hear an update from the board advisory committee work and the results of the 2627 application cycle. This information will be presented by Trace Faustst from our Keystone Policy Center. And I think I see Remy walking up as well.
We have welcome guys. Have a seat at the tiny table. Um we have reserved 30 minutes for the update and ask you to include time for the board's questions. And before our presenters begin, Superintendent Dorland, is there anything you would like to add? Thank you, President Applegate. I have had the
pleasure of um seeing firsthand the difference that the facilitation of these professionals has provided for our committees. and I just want to express huge uh gratitude for your skill set, your leadership, your partnership. Um
it's made my role in the meetings um more um meaningful, I think, and I just really appreciate your work. So, thank you. >> Am I on there? I am. Good evening. How's everybody doing? I'm looking. Okay,
great. Thumbs up. Love it. We just had a budget discussion. So, >> okay. All right. Do we need like Do we need a team breath? What do we need? >> We need some some happy. >> Okay. All right. Well, I'll do the old the old razledazzle is what my mom called it. Um Okay. So, uh
nice to see you all. Uh Trace Fast, Randy Fagan. Um appreciate the opportunity to to be in dialogue with you all. Um and we're hoping to accomplish a couple things. One is the update with the applications. Two is just to do some level setting around what these committees are and where we see the value. Renie and I have been
supporting this work now for two years. Um, which has been really an interesting insight into um, yeah, what like strengths, weaknesses, challenges, all the things. Um, and so we'd like to offer some of that to you all for what it's worth. Um, and would love to kind
of leave you with a charge of where we see opportunities for you as as board members. Um, so I want to be clear that tonight is your preview, not a vote. As it relates to the applicants, you're going to receive um just for transparency purposes. I want you all to receive the the the raw data, if you
will, of the applicants uh which Kristen will send to you uh tomorrow. Um and I want to just be able to talk through that with you tonight of just what you can expect there. Um I don't think uh we had decided last year obviously you don't want to sit and talk about individuals who provided really personal
information uh in a public board meeting like this. Um but you'll have all the information you need of the applicants. Uh I'll talk you through the process that we went through and how the recommendations came to you through the committees themselves and primarily through the committee uh members uh with the district support and appreciated
that. Um and then I'll answer any questions about that process. Um and then also same as last year, make myself available if you have questions uh about any individual application or any questions, any comments, etc. Happy to discuss that. Um but again, a lot of
personal information in their applications and so want to be respectful of that because we did not say that that would be shared in an open forum. Um so just want to be clear there. Um tonight's goals. So again, remind everyone why these committees matter, talk through the board's role in
them, and get you hopefully energized. Uh all right. Uh about your involvement moving forward in your committees. Cool. Great. All right. Um so before we start with the applications, I'm just going to kind of do a quick grounding and I and I
brought my notes up here because there's just uh multiple layers to these. So um but I wanted to keep it as a dialogue with you all. So one is you've got a number of committees. We're really talking about four of them. And I actually don't have the history or
knowledge of like we we were not brought in across all of your committees. So the committees that we're talking about when we talk about your committees tonight are the financial advisory committee, the district accountability committee, the capital asset advisory committee, and the technology data privacy committee. I know you have a couple of
others and we are not involved in those. So I just want to make clear that we're not you're not making assumptions around what we are talking about. Um so again a reminder that the committees were established by the board itself and their charge comes from you and their work is designed to support your work. Um it's an interesting Renie
was telling me it's an interesting two-way street right opportunity. It is certainly not the only mechanism uh as you know the district does a lot of uh outreach and commun communication and stakeholder engagement etc. And I would just call these consistent uh you know
and that's you know they they have they have agendas, they have meetings, the deck is is legislated by law. Um and so you can consistently count on when these meet and and and what they're really for. Um and again the other thing I want to say um you know I I think about um
actually let's get into the actual applications real quick just so that you know what you have. Um honestly you have about half of what you had last year which is kind of a bummer. Um but also I'll just give you the context that like working in uh a lot of different spaces
with a lot of different advisory etc. uh committees and community, you know, communities wanting to talk with the institutions that impact them most. People are really tired um and they want to make sure that their time is well used. And so I think that's kind of the lens I'm looking through tonight as well
of like making sure that um as you think about your committees that you think about efficiency of the things that you're wanting to talk about whether it's in these committees or elsewhere and where there are opportunities to make sure that when your constituents and your your you know your business leaders and your parents and your even
your students and all those sorts of things when they when they show up that they that they feel and know that their presence matters. Um, and I don't know that that's always the case in every meeting and that's that's challenging, right? And so I think that you all have an opportunity. I think the district has
provided a ton of support and I just want to like kind of name that back to you Tracy like both to you but also to your staff. Like there's district like there's I have never seen a district that provides a chief at every advisory committee for a board. I think that's
actually really incredible um that they've done that. And also sometimes I'm like, man, are are you guys okay? Like, you know, they're just doing so much. Um, and this is really my challenge to you all as board members is to is to roll up your sleeves a little bit if you want these committees. Um,
because I think um the the district has y'all have just been super consistent and I'm just being super honest. like I really appreciate that I have access to chiefs that are in charge of these huge teams and huge uh and and they're just like rolling in and willing to talk to community members and stakeholders which
is really special. So um just want to name that I think it would be I think that a lot of times uh that board involvement is the piece also that that means a lot to community members as well. So with that uh you've got about half applicants that you had last year. Renie is going to go through financial
advisory committee. What do they do just high level? uh capital asset advisory committee and then I'll take the the other two. Cool. Okay. >> Yeah. Thank you and good evening and u Tracy, thanks for your uh kind words at
the beginning. It's it's really been uh uh meaningful for me to participate in this. I've spent most of my career around policy and public service in one way or another and it's been a resident of the Jeff schools for 30 years. Both my kids are adults now, but they're
graduates of Lakewood High School. And it it's been great to see how uh the district has run and operates in very difficult times. And I do think that um the chiefs do an excellent job of really caring about the advisory committees and
spending a lot of sta staff time to it. So I think in general the advisory committees are really a good opportunity to have that two-way communication of having a group of citizens who generally are involved in the community to hear the detail of what's going on on these
really important issues to the district and also uh to have you as board members participating in the meetings to uh both hear what they're saying as well as answer their questions and ask your own questions uh about what they're thinking. And so that's just been a
general overview of of my experience these last couple years. With regard to the FAC, uh it is made up of has seven members. Uh four of the current members will be returning. Uh it's a big
learning curve for those folks. They are generally involved in finance in one way or another. So they understand numbers, but understanding public finance, understanding school finance, it's it's quite different. property tax. There's there's really a lot to that and so uh
they really have to come up to speed and u Brena and Brian do a great job of simplifying information that's quite complex. I think over the last two years they have uh they look usually at where the district is on a quarterly basis
from where the budget projections are, where the revenues are coming in, the expenditures and whatnot. But they've also put in front of the committee some of the bigger questions, some of the structural issues that the that you all are well aware of. Um they also recommended having the district comparison of expenditures. They went
through that report with the staff um comparing the results of that from the consultant. Uh they heard about the capital planning needs. They heard about the school uh boundary study that determine whether schools should be built in the remaining pieces of the
last bond issue and also um heard about the security needs of an update. So they've been very involved in some of the top level issues in addition to sort of drilling down on particular things and I think they're used as a way to ask good questions but also think
strategically. The CAC is uh a much different committee in some ways. Um it has I think 12 members now has a maximum of 13. I should back up to saying um Tina thank
you for being a you know participant in the fact that this particular time has been a lot of drilling down and thinking about things versus a stand back and let's talk about it. Uh but there have been occasions for that as well you know to have a lot more dialogue. So on the
CAC, U Denine has been um attending that and Michelle was a loyal attender of of the CAC. Uh it's originally it's made up of people who have a background in construction in one way or another either uh as architects, engineers,
electrical engineers, project managers, construction companies. It's they're really well-versed in the subject. um they started out as being able to have input into each of the bond projects and that's still up until now when most of them are done has been a key part of their meeting. So it serves
an accountability oversight function of here's where we are here here are the issues we're facing here's how the expenditures rolling out. Um but in addition to that it too really looked at some high level strategic things particularly with the Perkins Eastman uh
contract on the strategic capital plan. Perkins Eastman has come probably three or four times to engage them in thoughts about data that should be collected to bounce ideas off of how it's shaping up. And the board members have asked a lot of really good questions knowing about how buildings operate and what should be
added and what what factors should be considered. I think that was really helpful. Um they also of course do the long-term capital planning. They they had a lot of discussion in fact two meetings about the boundary study and whether uh new schools should be built
and where in the in the northern part and the western southwest southwest part of the metro district. And I think they were extremely engaged in that. And they also had a very engaged discussion about um school safety. So I think uh they're
there to to listen and give a lot of expert feedback and I think that the board members again that my experience has been that your questions are good for the the members to hear and also they take an opportunity to ask you questions too which is good and still
observing that you know it's your committee but it's their show so to speak so the board members haven't really been directing the content of the committee. committes, but are there for a resource, >> right? I'm going to jump in with the remaining two on ours. So, the
technology and data privacy advisory committee, you're actually going to hear from them next week um on the 11th. So, I'm not going to steal their thunder on what they've been up to. Uh but it's a bunch of brainiacs in the room. Um and it's really fun. I'm like, why am I in this uh in this room? And they're always
like, "No, this is great." Um I don't always understand the acronyms and hopefully they will spell them out for you. Michelle, thank you for jumping in uh as our liaison and it's been really cool to watch you roll your sleeves up and and know what they're talking about and push the conversation. So, I really
appreciate that. Um you know, they're they're they'll talk to you about kind of the the topics they're coalesing around, but it's a pretty interesting thing to get experts in the room like that that are in different sectors um in the private sector and the public sector, etc. and um um you know they're
talking things that impact them as people as parents which is like screen time and then they're also talking about best practices in AI that they see in the private sector right so it's a it's a pretty big spectrum which is kind of cool um also shout out to to Jill um I've got some accolades at the end I'm
going to give so I'll I'll say that uh I'll say that in a minute but um thank you Jill for all the leadership uh then our last one is what I call the rodeo um the district accountability committee the deck. Um the I spent a lot of my
time with the deck. Um I'm going to put it on my tombstone one day. Like Dak. Um and I love the deck. Dear to my heart. Um y'all have a a very uh engaged DACK, I will say. Um you know the DACK, you've got 22 applicants, just so you know. And
it's kind of split between reapply and new applicants as well. And I'll talk to you a little bit about because that's the only um committee where you have uh not just a full slate of recommendations based on who applied. So just want to be clear
about how that process worked and I'll go through that in a little bit. Uh the DAC though has all these subcommittees, the budget subcommittee, the bylaw subcommittee, the charter review subcommittee, the DUIP and the family school community partnership subcommittee. And we also meet monthly with the executive team which is a group
of folks um who support with the chair and the vice chair. It is certainly your most um structured committee but I'll say that when Lisa brought us in two years ago was two years ago one of the things we talked about was like some consistency across these committees and so like we've been able to stand up
chairs where appropriate. TDP now has a chair which is really cool. Aaron Norton who's also on uh the deck. Um, and so the DACK though has a lot of structure that's just sort of built in already there. So you heard from the DAC a few weeks ago again we'll not get into the details there but um they're they're a
passionate bunch and also appreciate um Tracy again like the shout out of it just like keeps coming up. up. I'm like, "Wow, that really did." This is an example. And Aaron, too, like when when there's just folks in the room that are decision makers where they can just ask specific questions. It's just so appreciated and it literally gets
brought up every time like when are we going to do that again? And and so like thank you um for that. And I think people just really stuck with people. And Aaron, same to you. Um that you know sometimes I just kind of say this it's a good example for the rest of y'all like Erin a conversation and I know Dak is like 50 people. it's very different from
your CAC and your FAC. Um where all of a sudden I'm like could you just lean in and clarify what you actually need right now and that will help this conversation move along. Um and she does and then it's like oh great like Aaron has spoken we may move on. So thank you for providing that kind of
clarity from the board which I think has been really helpful. Um, so just to be clear and wrap up on what you're going to be receiving from Kristen, the financial advisory committee received one application. Um, and that application is recommended to you all. Uh, the capital asset advisory committee
received three and all three are recommended to you. Uh, the technology data privacy received three and all three are recommended to you. The DAC received 22 and 21 are recommended to you. Um the process that we went through again was um uh first and foremost was
myself going through just uh that's to really protect the district and you all from not self- selecting in a way that might uh be frustrating to your communities. Uh so I look at it purely from like a are you are you who you say you are? Are you qualified to apply for the expertise that you say you have
which is most the expertise piece is really around um the three other committees other than deck. Uh and then obviously we're looking across all the different elements of um diversity of representation across your district. Um you know they have the the AAR structure but that's not the only way that you do
the structure and and that last year was sort of clarified uh from you all that um if there are more applicants in certain areas that's okay but first and foremost you should be trying to fill it from a from a diverse representation standpoint. Um and then we work directly with the committees. So if there was a
chair um we worked with the chair in the case of the DAC we worked with the executive committee um and in the case of like CAC and FAC I believe the full committee reviewed them because it's you've got a handful of folks right so the DAC is really the one and then in TDAC it was just the chair as well um so
feel pretty good about that the caveat I'll give you with the DAC was that um there were there's three kind of community uh slots uh like non-parent slots essentially that they have carved out. One of them is returning. There were two available slots and there were
three applicants for those two spots. And so they reviewed the three applicants and uh and went with two. Um so the the question for you all to consider really there is um is the is
holding tight to the three spots for non-parents. Is that important to you? And if it is, then there's your recommendations from DAC. if it's not important to you or not not important to you, but if it's like you're like, "Hey, let's we want more folks." Then that would be um that would be at your
discretion. So again, you'll receive all of those applications um and all the like information uh with those, but that's the context as to kind of how that conversation went and where the ultimately the decision lied. Um I'll pause there. Any questions as far as
process uh before I go on to my pitch? Yeah, >> director Monian. >> Um, so with relation to the applications that we received and the current size of these various committees, um, are any of the committees set to shrink or grow?
Can you give us a picture of that? >> Yeah, I'll speak for my two or actually speak for your two real quick. the um the fact would have two vacancies and that probably should be something to
work on together because um it's helpful to have more you know more voices involved. Just a small correction is that the the fact did receive the application of the person at the recommending it was not discussed at a meeting. It was uh vote there was some
comment by email so it was it was put before them. the CAC uh would have I I think it would be at full complement of 13 and the CAC did uh discuss the applications.
Um so the T TDAC we did like a you know intent to return etc. It's going to land right around the same which is about 10 folks which honestly is uh in my opinion is a great number. Um so like underenrolled you know like could you
have more technically? Yes. Um this is not like DAC where you have to have a certain right where there's like any sort of guidance but um I would say that TDPAC's going to land right where I think is a really great space and people seem to want to be coming back. There's like one or two folks that have
indicated they might be child is graduating and that sort of thing. So, um, and then DAC, um, as it currently stands, uh, will be a a bit smaller, um, and you still have quite a few vacancies there. So, that is the tension
I think of the the piece I'm putting forward about the three community members, um, is that it's not like packed and so you don't have space. It's more like, do you want to just keep pushing for parent representation over community voice in in the same kind of like split that y'all have? Um, and I
think, you know, this is kind of my thing around if if you're if you want my opinion on I think on the DACK thing, the thing that's the thing that's challenging is um is pretty high level. And I think people come in oftent times with like a very specific experience as
to what they think they're going to be able to like accomplish. And I think it's a challenge to remind them like you're an advisory committee. It's the same thing of like when I work with boards where it's like you're a governance committee and what does that actually mean? And that's a challenge, right? Right. And so it's the same with an advisory committee. Um I think
getting folks um that are really committed to it's you know these are three-hour meetings uh once a month in the evenings. Um so you you're going to continue to have some really strong representation. But I will say that my recommendation to you all and what we've just kind of done but if you want me to
shut it down we can. um is to just keep the applica applicant application open for the DAX side right now and to do another pass at it in like August or whenever you meet then because like we just got one more for instance this past
week um from a parent you know and I think a lot of it's word of mouth honestly and so that would be my advice as far as the size of DAC goes. >> Thank you. Um and just one follow-up question regarding the DAC. So you mentioned that you had four applicants who are do not have a student in the
district at the moment. Um >> is it three applicants or four applicants? >> Yeah. So there's three spots. >> Three spots. >> One of them is returning. So then there's two spots. Okay. And then of those two spots, there were three applicants for those two spots. >> Okay. Thank you. Thank you for correcting me. Um, and I'm just trying
to understand the ratio of those three spots versus the overall size of the deck at the moment. >> So, I think at uh that's a great actual question of the technicality of the size, but it's right around 50 is what
I'll say. So, it's a very small >> Can I jump in here, Trace, really quick? So if you remember when the DAC presented to us the law says that it has to be 51% parents but within that DAC has typically determined through
self-governance how many seats are required to be parents and theres actually said hey if you want to change that it's it's the board can give that guidance. >> I'm going to step in really quick. I'm a I'm confused by some of the numbers and
we've struggled with this as some of the committees adopt bylaws about their membership that are actually different than your own policy >> because your policy here is up to 34 parent guardian representations uh general and then charter and then option and then teachers blah blah blah
and also up to 10 atlarge representatives with effort made to represent the diversity of stakeholders kind of thing. So I I'm I'm a bit lost by the three parent I think that's just how they have it
written. I'm not >> uh it's a good question. I that's just the spaces that they've Dak runs DACK. I just want to like and that's I think where some clarification from you all is going to go a long way because with the
amount of spots available for instance regardless of where you all land that's not 50% anyways. So that would be my like so regardless of the like the actual specific numbers, you're nowhere near 5050 at all. So that's I guess >> Yeah. And Miss Tulles, thank you for
that clarification because I wasn't even aware of that. So that's really really enlightening and helpful. >> Yeah. I think I think DAC and I'm not just saying this about I'm not picking on the Jeff code DACK or any of the chairs etc. I just I think that when clarification comes from you all around
it's it's Erin it's what we went on about the um the charter review where they wanted to talk about the 15 things and I'm like let's actually ask our board leaison what you all actually want from this charter review from the perspective of the DAC because the
district has their own review process and so it's supplemented by the DAC but the DAC is not the only review and that was really interesting because they wanted to do all those things, but I was like, that's just not relevant here. And it's and you can do it, but again, to honoring people's time, clarity is
kindness. And I think when you all can be clear and give that guidance, um because ultimately even if DAC has written their own bylaws, etc., Julie, don't quote me. No, quote me on this. like where does that how does that line up against you know if if DAC has kind of done their own thing with their own
bylaws how does that then um work with if a board if the board for instance wanted to like say actually we want to do X does that who wins >> the board definitely wins >> okay that's what I thought so so I think
it would be an interesting thing to you know again Erin is the lison on currently is to look at the bylaws as the DAC bylaw the the DAC drafted bylaws against the guidance that you have from the state and also just for yourselves and just clarify where you need to clarify whether it's membership makeup
or what they're working on etc. I think that would be great. Um, so my question is for DAC, just to be incredibly specific, 22 applicants, 21 recommended, how many vacancies
would we still be looking at? >> It's math math. >> So questions. >> It's a moving target because of people that are returning or not turning. >> Correct. >> Um, let me follow up to make sure I get you the accurate number. I will just say
it's not less than 10. >> It's more than 10. >> It's more than 10. That's a better way of saying it. It's more than 10. >> It's more than 10. Yeah. >> So, that would be my like high level there. But, um, I again, they've been sort of, you know,
with the AR moving the things around, etc., and who's actually returning. >> Um, but there's quite a few vacancies from from my last understanding. I will follow up with the actual number just to like verify. >> That's helpful. I I would share with my fellow board members that um DAC is a
large committee, group committee to pull together, but also an incredibly valuable stakeholder voice. Um you have people from diverse experiences, perspectives, um and engagement with the Jeffco school district. Um, one of the
things that I am that I'm thinking about the number of vacancies and what's coming in front of us is that when we have a committee that's that large and it is hard to fill every position. I mean, I don't think in any of the time that I've been engaged with the DACK
either as a member as a liaison that we've been fully um staffed, if you will, or Yeah. um with volunteers and if you have people in the community who are willing to show up and engage in that
way um especially if they have some expertise some perspective that's needed um I can I I feel it's valuable to allow folks to participate if there is space where we get into you know difficulty about these numbers and nitpicking is
when we have more applicants than space available on the committee and because the DAC is so large. I think we have we do have some discretion and I'd say if we have 22 applicants and 21 have passed through all of the numbers screening, we have one person who is still willing to
show up and participate that I feel like I would be supportive of having somebody show up and participate and bring their voice to that conversation. >> I agree with you, Director Kenworthy. I think if there's a member of the community that is interested in joining and being a support to the the committee
then we should accept their application for consideration as well. I just want to clarify is that what you guys are asking us to do here today >> is what what we're asking >> uh to not not today. >> No, not today. That's what you're going to be receiving. That was the point earlier I was trying to make and sorry
if it wasn't clear is like that it's it's there's a lot of personal information on people's applications. So you'll be able to actually look in at the details of those applications before your vote next week on the 11th. So this was more the high level piece and then you'll get the raw date. Last year we had y'all like requested the raw data of
all the applicants so that you could dig in where you wanted to. >> Can I ask a quick question and maybe Miss Tullison this is a question for you. >> I am concerned that we might have um dissident between our board policy and the bylaws of the DAC. My understanding is if we were to and I am in support as
well. Um service is service and in today's day I think that's really valuable. Um would that require a change of their bylaws? That's I know you don't know but it that might be a question for us to accept that if their bylaws currently state three.
>> I bet Julie knows. Do you know? Sorry, Miss Tulles. No, no, no, no. That if it if that were to be Let's assume that's true. Is that the question? So if Julie I guess the question is if our board policy allows for 10 non-parent
volunteers on the deck >> and their bylaws state three question one is does board policy supersede and question two is if not would they have to amend their bylaws and could that be done by the 11th
and question three would be if not um could we perhaps table this person until their bylaws could be amended. I I also would lift up here that DAC does have rolling applications. This is something that we've put into practice and so that would be relatively easy in practice because we've already been doing that.
I'm not sure if our other advisory committees also have the same availability for rolling applications. >> I Yes. >> Yes. >> Yes. So if we wanted to continue to recruit >> for the FAC, we could do that and then
be able to have them presented to us as soon as they would be ready and and >> yeah, exactly. But >> and I believe that the definition of at large is open just for the >> for the record of so even though you
have it split of like a ARS and your but again ARS is like a a thing that the the DAC itself is kind of committed to versus like what is required but the definition of at large could also be across the that line of difference of
like parent non-parent piece. So, >> so I guess can Miss Tillison, can you does board policy supersede bylaws of a committee? >> Uh, board policy definitely does, but and also I mean we encouraged all of our committees to have bylaws because it helps them define sort of what the
ground rules for their meeting and operation. Um, but these aren't corporations, right? Their bylaws don't have like the force and effect of like a corporate bylaw. I mean, to me, yes, I ideally their bylaws align with your policy, but if you've got, let's say,
um, more applicants than their bylaws technically seem to allow, um, and you just say, well, you just need to send send them to us. It doesn't matter that it's more than three because our policy anticipates we're going to appoint up to 10. I think you
give that direction and not wait for bylaws to be amended. >> Perfect. Yeah. Uh and I I would be willing to if we need 30 minutes um Miss Tolson to as the liaison for deck to review the bylaws and we can have that conversation not right now during the
study session. >> Let me I'm just going to clarify a number too. So, I was just texting to get some of the uh So, as as they currently have the the um seats written up, there's, you know, they would say there's no spots for non-parents based
on the three spots, but uh 16 for parents is the number they have. So, >> and >> vacancies >> and that is again, sorry, sorry, that's against their own bylaw. So, that's against their own by the point of that you've got 16 openings. So if the board
were to direct that we would accept all the board could supersede that. >> Correct. >> Thank you. >> Yeah. >> Any other questions around process here? Yeah. >> Um my question is looking over the four
different committees. Do you recognize are there certain um districts between one and five that are experiencing less um engagement than others. >> Great question. Uh we do have that
information. I don't have that answer for you right now, but I'm happy to that'd be a pretty quick thing to pull up and give to you. That was something that we committed that we uh particularly around the DAC with the number that we looked at for DAC, but I didn't look at it across all four committees. So, I actually appreciate
that question and we can provide that to you with the applications as well. >> So, you can keep that in mind as you look at your recommendations. >> Director Kenworthy, do you want to add any content? Yeah, I'll add context. This is um observational data, I guess. Uh I I
believe it's our title one schools and articulation areas tend to see less volunteer involvement in our advisory committees than some of our other um communities. >> And that's the parent that's with the parent aspect because I know in CAC it seems like our main committee is kind of
focused around where the meeting location is. There's only a few of us from way up north and a few of us from way down south. So, I'm just curious if if we have any kind of numbers on those engagement pieces. >> I I think it'd be interesting to look at
for the uh I don't think that was a specific factor and the new members in the last year anyway. Um that has a group they have there's a handful that been there 15 years, so really a long time. I think it more has to do with their professional associations,
how they landed, where they are, >> but the geographic distribution hasn't been a specific factor for that committee or the fact. >> It is more specific for DAC. >> Yeah. Um than our other advisory committees and um it is certainly
information that gets provided. It's just not something that is being shared again because of the privacy nature of all of the application materials. But um it's probably something we can find out. We just won't have the answer here and now. Yeah. Fair. Is that fair to my
folks at the table? >> I've got I've got someone typing in the background too that there was no there were no applications this year for DAC from AWS Alama Lakewood and Options. >> Yeah. >> Just for context. >> Thank you. >> Yeah. >> Any other questions?
>> Yeah. Board directors, any other questions? Um, so just to kind of bring us back to circle, full circle all the way around. Yep. >> Um, >> we will receive the applicants for all of the committees. We will take a vote to approve those. We may have more folks
join throughout the year through the rolling um process. Um, but this would effectively set up the committees for next year. And we do have time on our retreat schedule for Friday to discuss this a little bit more. Can I finish with some context?
>> Absolutely. >> Okay, cool. So, I wrote a few things out because I was thinking about this because I knew that y'all had some time on Friday. A couple of things I've noticed of like again, I think there's the full circle connection when there's board member presence on these committees. Um, it's a full circle
connection particularly when there's like so much district work going on, board work, and then community work. These are great opportunities for those to really intersect. Um I want to also name that a challenge for me and I'm just going to speak super candidly is um
you know when when a recommendation comes from comes to the full board and a liazison's in the room you have the context of like how we got to where we did um there have been times where there's been presentations from these committees where I think like individual voices or perspectives are brought into
the dialogue that aren't necessarily reflective of the full committee and that's a challenge when you're working with community and I just want to name that as a tension. Um, and that's a hard thing and I think that's sometimes that's on me of sort of like making sure that we have our ducks in a row because I I take the like function of it
seriously, but I want you all to consider that too. I think representation in those committees matters as well because there's just a lot of nuance that all of a sudden you have someone saying we have, you know, we're concerned about this and I'm and I'd be like where did that where did that come where did that come from? And
and that's just I'm just trying to be honest. So I think when you have board representation across these committees too and also across any sort of engagement when you have these large you know you've got your MLO committee I know you've got whatever it just gives you sort of context sometimes so that
you don't sort of get taken down rabbit holes um because that inevitably happens with community engagement and it can be challenging and you want to welcome that discourse and also recognize that you're a massive system um and so I just see that tension with the committees and I see it across some other pieces of work
I've done with the with the district as well. And I think oftentimes you'll have a good pulse on things if you're in the room. So, um the last thing, can I end with my accolades? Okay. Listen, I don't uh you know, it's we've like loved So, >> the floor is yours. >> Oh, thank you, Michelle. Appreciate
that. We've loved uh working with y'all over the last two years. I don't know if you know, we'll if if y'all continue continue to need our support next year. So, I've I'm a millennials millennial kid, so I have superlatives to give um because I had a Zenga back in the day.
So, and some of them include you, but I think it's important to say these things on record uh to show some gratitude because um there's a lot of behind the scenes work. So, here here's here I go. Lisa over there, I hear your last day is Friday. Uh I just put in quick notes.
Strategic strategic strategic and honest. Uh, I love working with people that think differently than me and at different speeds and she pushed me when I needed it, but also saw the things in me that made me good at certain parts of this job and I appreciate that. Uh, Julie, Miss Tullison, uh, excellent
resource. Thank you for your guidance when things have gotten sticky. It's really cool to have um a council for a district that picks up the phone and is like, "Here's literally it's like how you're picking up the phone right now. Thank you for picking up the phone." Um, let's see. Brena, incredibly smart, great job and respect for the amount of
transparency she postes. It's hard, but if I had a big budget, I'd hand it to Brena and ask her to tell me what to do. Um, I think budget this year has been under particular scrutiny, and I've seen a lot of that being in a lot of your community spaces. I've also seen an insane amount of accountability and
transparency on the district's part, and those are really hard dots to connect, and I just want to name that as being in those community spaces. oftentimes it's an education issue because those resources do exist oftentimes. So shout out Brena Tara definition of servant-hearted leadership truly. Jill
whips smart incredibly good at empowering her brilliant team. Lucky Jeffco on the charter stuff. Brilliant and thoughtful and willing to get into the weeds with folks even when it's not necessary and I appreciate that. Kristen over there. Hey Kristen, you guys know
Kristen. Organized, thoughtful, empathetic and encouraging always. and also willing to just text me and say, "Please answer your email." Uh, and Tracy, um, always up for a conversation. Uh, an incredibly efficient and effective leader and I've worked with a lot of
superintendent. Uh, despite how incredibly hard this work is and I'm going to miss you and I think Jeffco is going to miss you. Uh, Michelle and Aaron, you're the board members that are left that I know well and your partnership through these committees and the district is lucky to have you.
Truly, I think the district is very lucky to have you and candidly, I truly believe that you are lucky to have the district leaders here that you do. Um, and so I'm just excited to see what y'all do, whether we are here at the table with you or not. But just wanted to give some very direct gratitude. Um,
and also I don't know as well, but thanks for doing what you're doing. And I mean that from the bottom of my heart. Any shout outs you want to give Winnie? He didn't even know I was going to do that. Uh, >> was such a nice ending. We could just wrap it up. The
millennial. Let me let me let in. >> We have this thing where I get kitted about the boomer. You know, >> I would never I would never say that. I would never say that >> in in front of these folks. Um but I too would just say I really appreciate the uh getting to know the
great work of the staff and um the leaders of the two sections that I've worked with have just really been great. and they both I know a lot of a lot of things have happened in the last two years that have been really difficult and I think uh you know just getting to know that the the people really care
about what happens and um you know as a resident of the district I it just is good to know that and thank you for the opportunity. Uh, I'd like to reflect back some superlatives. Sure. Trace have had the opportunity to work with you um via DAC
and um I guess this is also for Lisa as well. Thank you for bringing us some facilitation that took some heavy weight off the shoulders of some of our uh staff liaison, our district liaison and some of our
volunteer leaders um to help them find meaning and um clarity and how they can work together and how to make their service in our advisory committees meaningful. I think you've done an incredible job keeping people on focus
um and pulling folks back into conversations and making sure that voices are heard that may not be jumping up out of their seats to speak always. Um so I feel that you've had an immense impact on how the DAC functions and I'm really grateful for the ways that you've
shown up for our community here. Thank you. >> I'm going to echo that gratitude right back at you. I've had the pleasure to work with both of you in my two years on this board and um there's been so many times where you pulled me back into um the CAC meetings and we're like Michelle
we have to move on. We have to move on. Um and so I greatly appreciate you know facilitating is a skill that is not easy especially in some of our well in any committee in any board it's not easy and you all have come in and done it with grace. you've gently um kept us going
when we did get sticky um even if we were just sticky with ourselves. And so um you know it's interesting because from the outside folks will say well why do we why do we spend money on this? Why do we spend money on that? And this is one of those things where I've said this is worth every penny. Um because I do
feel that the work we've gotten out of our committees it's been aligned. It's been more structured. Um and that's really a big tribute to the both of you. So thank you. >> Thank you. >> That's very kind. Thank you guys. Appreciate y'all. >> Thank you. >> Okay, this is it. Thank you. Y'all have
a good evening. Appreciate you. >> Thank you guys. >> All right, the time is now 6 o'clock and we will take a 15-minute break. Hey, hey, hey. in the world. Heat. Heat.
Heat. Heat. Heat. Heat. Down down down down down down. Hey, hey, hey. Heat. Heat. Heat. Heat. N. Heat. Heat. N. Heat. Heat.
Heat. Heat. down. Down. Heat. Heat. N. Heat. Heat. Hey. Heat. Heat. N. Hey, hey, hey. Heat. Heat. Heat. Heat. N.
Down. Hey. Hey. Hey. Hey. Hey. Heat. Heat. Heat. Heat. N. I need Heat. Heat. N. Down. Hey. Hey. Heat. Heat.
Hey. Heat. Heat. N. Heat. Heat. Down down down. Hey, hey, hey. Hey,
hey, hey. Heat. Heat. Heat. Heat. Heat. Heat. N. Down down down down. Heat. Heat. N. be doo doo doo doo doo doo doo doo doo doo doo
doo. Heat. Heat. Heat. Heat. 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. Hey. Hey. Hey. Hey. Heat. Heat. Heat. Heat.
Heat. Heat. N. down. Heat. Heat. N. Hey. Hey. Hey. Heat. Heat. N. Heat. Heat. N. Heat. Heat. Heat. Heat. N. Heat. Heat. N. Down
down down down down down down down down. Hey, hey, hey. Hey. Hey. Hey. Heat. Heat. N. Heat up here. Heat. Heat.
Down down down down down down. Heat. Hey. Hey. Hey. Heat. Heat. Heat. Heat. N. Heat. Heat. N. Heat. Hey. Hey. Hey. Heat. Heat. N. Heat. Heat. N. Down
down down down down down down down down down down down down down down down down down down down down. Heat. Heat. N. Heat. Heat. N. Welcome back. Next, the board will discuss the proposed cell phone policy and our preferred approach to the final draft. Lisa Ru from district staff and Miss Tollesen will support our
conversation. We have allotted 30 minutes for this discussion. Before I turn it over to the board, Superintendent Dorland, is there anything you'd like to add? Not at this time. Um, that that caught me way off guard. I was
not expecting that. >> Oh my gosh. Um, >> no, that was hilarious. So, so our purpose tonight is um what I'd like to do is just kind of start by reminding the public that um in the previous legislative session to the one
that just closed, the state determined that every school district will pass a cell phone policy. And that deadline is coming up by June 30th. And so the goal for tonight is to walk through um the draft that has comments from kind of all board members included
and then walk through the comments red line by redline and and bear with us. I think we can get through this decently fast really with the idea of giving direction to Mr. Lou and Miss Tullison for how to finalize a draft that will be presented to us next Wednesday, next
Thursday um for a vote. And so, um, I really want to start by just emphasizing that this is a and we have gotten a ton of community engagement on this. We have gotten a ton of emails. Um, it's something that comes up when I'm out in the community, when I'm picking kids up
from school or when I was. And so, I know that there's just a tremendous amount of um, eyes on this, feelings on this. One thing I want to assure, and it's at the end of this document, is that the board has already kind of decided that we are going to look at this again within a year. We know this is changing a lot. Um, I also want to
start by recognizing that there has been a committee of folks that have been meeting for the last two years on this to get us to this point. I want to ground us in the fact that we are adding to our policy to an existing policy. And so um some of the some of the red lines
um that that explains why the policy needs to be written in certain ways and also that this is a district policy and typically the board would not take action on a district policy as a policy governance board. we have our own board policies. Um, but because of the really
delicate nature of this, the involvement and the state legislature, here we are. Um, and I also want to just recognize and say thank you um to the board members that have provided comments and have really dug in and um when I talked
to the folks who ran the committee to the folks who consistently showed up every meeting and that was the students. And so um one of the things that I'm really proud of is the work that went into this. We did a lot of surveys. We allowed teacher feedback, a lot of community feedback, parent feedback, student feedback. And so I just want
folks to know this is not something that is being decided spur of the moment. Um this has had a tremendous amount of data. There's a lot of research around this. Um and so it's uh it's something that I am excited for
our dialogue. We are going to try to get through. Really the goal is that we need to provide direction so that um Mr. Lun was told to listen to know what to accept and what not to accept. Um if you are willing to pull back a comment or
recognize, please say so. And then um I think there's some things that we can just speak to and we have our two experts here to help guide us along the way. So if board members are okay with that, I'm going to start walking through um the version that was provided. It's the consolidated version.
the comprehensive. Thank you. Yes, ma'am. And so, um, I'm just going to go with comment one. And so, that was from Director Minian talking about required versus approved. Um, do you want to do you want to add anything or how would would you like to
um start us off or would you like me to kind of provide recommendation? Um so in reviewing the recommendations from the IT ed tech team um I I'm I recognize the need and importance around keeping the word
required. So I withdraw my suggestion. Thank you. >> All right, moving to comment two. Um so also from director Moenian. Um why don't you kind of explain the edits you've made here because I think these are um
of interest. Oh yeah, I can read them too if you'd like. Um so so Director Minian inserted some context for the policy. So the language added is um the previous line said the purpose of this policy is to and then it was added
support educators and standardize technology use across the district in order to maximize student learning through and then the policy continues effectiveness of district provided technology while learning defining and then um director Minian changed um and
guidance use guidelines for to limiting use of And so, um, I was going to say, so my thought process behind this is to kind of outline for anyone who is taking a look at this policy to understand that our
goal was to make sure um that we are providing a standard across the district for what the expectation is around technology usage. um so that there are not any discrepancies at versus one school at another school doing different
things that if you're at a Jeffco school across the district you can have clear guidance and information as to what is expected and what is happening with the technology. >> Thank you. Um I'm happy to give my take unless other board members would like to
provide thoughts. Um, I agree with Director Moian. I believe that we need to have a standardized process across the district. >> Um, my take is I'm I'm in support of keeping the uh first section of red lines that reads support educators and
standardized technology to use across the district in order to maximize student learning. Um, so I I would be supportive of that. the the second red line that removes use guidelines for and um replaces it with and limiting the use
of um I I struggle with that one a little bit more because I believe the purpose of the policy is to provide guidelines and instruction to the schools. Um and I want to be a little bit respectful of you know there is there is a strong
research base to limit during instructional time. Um, and I think they say the same thing, but the words limiting the use of is a little bit punitary. Punitary, is that the right word? Punitive. Um, and so I'm I guess I would be more inclined to keep
the use guidelines for. Um, but I am one person and so we now need to figure out which we want to recommend. Um, >> I I am in agreement with you, uh, President Applegate. I would use guidelines for personal technology device use rather than limiting the use
of um I believe it is our responsibility to teach our students how to use these um responsibly rather than limit >> suggestion since this is really just to saying what's the purpose of the policy and the purpose of the policy is just describe expectations you don't this may not be the place
where you need to have that fundamental resolve that fundamental question of whether you're looking for this >> kind of bell-to-bell restriction or not and just say hello is the the place where you define districtwide because that's expectations or something and
save the conversation about whether you're what limiting or restricting you're doing for later in the policy. Just an option. What do you guys think? >> What what would that look like? What does how does your suggestion look like?
>> So I I might have an answer. So maybe if you're okay with it, Miss Tullison. >> Sure. Let's I I've started this one. Let's come back to it because I actually think um Dr. Etchavorea's comments in another section. Get get to that. >> Okay. And then I actually had another
paragraph that I had added underneath this that I didn't see on the red lines. Um, and this came directly from a conversation I had with um, the JCA representative who worked pretty hard on the cell phone language um, that they wanted included in their contract but
um, was removed. And so one of the things that they were very specific about is they want the policy informed by peer-reviewed educational research and best practices. Um, as teachers, we're consistently asking our staff members to use best practices and
research. And I believe that the focus of having that in there is to look at the medical and the mental health um, research that's out there regarding cell phone use for um, young brains. >> Could you read the paragraph? >> Sure. It's um
the policy is informed by peer-reviewed educational research and best practices. So um and that's for both instructional time and um for socialization during non-instructional time in school.
>> Um board members, do we have strong feelings about this? >> I do. I would want to keep this purpose and intent section relatively focused just on purpose and intent. We're getting into some of the more detailed
um hows later on in the policy. So, I would I would support us sticking with just use guidelines that was originally in there and not adding anything. >> We can maybe add there's purpose and intent. If you don't want it within that purpose and intent section, we can maybe
add a second section that's um like a background or historical context or researchbased context of why this policy exists. I think the concern is that it's not going to going to be researchbased
in the future if we don't call that out now. >> What if what if we add it to the school level policy expectations on the last page? Well, that's the school level policy, so maybe that's not the right spot. >> Ask a question. >> Um, Miss Tullson, I'm curious if any of
our other uh policies or board governance documents outline um background information such as uh director at Traveria is is uh referring to.
I cannot think of any example that does, but I I don't want to completely trust my memory. I mean, already the the document sort of has a lot more sort of robust narrative in it than we sometimes see in policies.
>> Um, so it's hard to think of a good comparator otherwise in district policy. >> And again, I think the concern is that research, new research is coming out every day. new research even came out a few weeks ago that was very interesting and different from what people had expected. So, I think continuing to keep
this policy updated with the research is what the um JCA uh person who I spoke with would like to kind of see is that it's consistently being updated with that research because there's a lot of different research coming out all the time on this.
I think um to that point that is what potentially makes it problematic in terms of putting it in um because there is so much research and conflicting research that is coming out regularly especially on this topic right now. If the board wants to direct itself as it
would to um review this policy every year that it would do so and look at research. I think that could that could be something you could add as a responsibility of the board. quite >> so in so as you do the annual re review
in consideration of I forget how you worded it but like relevant research and >> um peer-reviewed educational research and best practices. >> I mean I think that's something the board could consider. Director Monian, >> this might be taking us >> No, that's okay. This is what we've got.
I'm just kind of thinking in all of the work that we do, don't we want all of our work to be best informed, best practices, etc. Wouldn't that be more appropriate in terms of an end like a value that we should adopt as a board
rather than just putting it in this specific uh policy? Thoughts on that? >> I would agree with that. I don't think it's necessary in our policy language. It certainly could be practiced, but I don't think that it's needed in policy
language in this uh in this specific policy. >> My thought is since this is a district policy and not a board policy, our district policies do include best practices for students. Um I'm sure the
curriculum and instruction, everything that's done for our students, when we choose curriculum, it's based on best practices and research-based curriculum. We're not choosing things that are random. We're choosing research-based curriculum for our students. And
>> yeah, I know um it's interesting you bring up curriculum because there's a board role in curriculum as well as what we've elected to do here. Um in fact, from a pure policy governance perspective, uh we could have just written this policy and adopted it as a cabinet. Y
>> so um didn't do that because we this was an important um topic for our community and we wanted to have an engagement process where our community had a voice that's now maybe neither here nor there because
you all are taking it in all kinds of different directions. Um, at the end of the day, this district statutoily needs to have a policy adopted by June 30th. And if the board can't get there, then, you know, Miss Tullison and I may end up just taking some things into our own hands and getting it sort of put in
place as a draft at least, so our schools have some guidance and direction. Um, our schools are waiting >> and the tighter the policy is, the more time you're going to have to give them to sort of get to a place of compliance.
Um most of our policies whether it's a district policy definitely not the board ends but or board policies but most of our policies are a page or two and high level and do not necessarily call out best practice because best practice
changes on a regular basis. So they may call out best process for example in the adoption of a curriculum. If we're going to just use curriculum as an example, um the district shall
convene teachers who are experts in the content of the curriculum under consideration for feedback and review, but there's nothing in there that that talks too much about like best practice in the space of curriculum. It's ever changing.
So, I I don't I don't know. I mean, it feels I'm going to be honest with you guys. this feels very stuck which is a problem with our timeline. >> So we're first of all I appreciate that we're going to get it unstuck right now um because we have to because we have a
requirement by law. So but I appreciate >> I appreciate the context. >> Let me make one suggestion to resolve this best practice. What if in your board policies in your executive limitations we can add a provision that says that because that's where you define all the expectations around how
the district under the leadership of the superintendent does what it does say you know shall ensure that district policy >> considers >> considers like there are ways in in that way that expectation is sort of infused throughout all the policy work that we do. I would be supportive of that
>> because some of them are caught up in legal compliance, but plenty of them are in like what's best for kids, what makes sense in the classroom, all >> I'm also in favor of that. >> I agree. I'm in favor of that. >> Um, as next time you guys are working on board policy, we have to remember to make this up. >> Yeah, I agree with that, too. Thank you.
>> Great. All right, we're going to move on then to um what I have is page two, instructional use. Um, Dr. Etravario, would you like to kind of walk through your proposal there? Um so
this the current wording gives authorizes teachers to use um personal devices for learning activities and my concern I have a few concerns with that. When I was speaking with um
the person with JCA, what that person is seeing is that certain teachers are allowing cell phones to be used constantly in the classroom, other teachers are not. It's causing a lot of differences in what's going on. So, the concern is that if we allow this that
there will be classrooms that are kind of doing their own thing in the end. Um, another concern that I had subsequently after um, thinking about this and talking to a few different people was the safety concern.
Um, if teachers are having students come in and say scan a QR code and then answer a question on their phone, um, there are different apps and different data mining sites that will pull students personal cell phone numbers, their personal email addresses. And I
think with our Chromebooks, they usually have cameras on them. They can scan a QR code on there and it only provides their district provided email. My concern with allowing students to use their cell phones is twofold. Number one, just the differences in the classes within a
school and teachers, you know, not students not understanding the expectations as they move between class to class. And then number two, um the potential for um staff members to potentially mine data and have access to our students outside of school hours. C
>> can I just say one thing? This is a definition section, so it's only defining what it means. Well, that might have been down further, but that is my concern about teachers having that ability. And it might have been further down as well. >> Okay. And we can just rem like Julie said, um, if this is causing, we can
just remove some of these things if we don't need to define instructional use. It's just we're just trying to define what we mean by it. Um, but not not tell people how to do it. So, it's just and not if we need to put something that definitions are just defining something.
Um, that we can do that. I also don't want to cause like additional confusion. I appreciate you raising this and I think um to Mr. Lou's point, we can address some of it down when we get into
the core principles section. Um as this is part of definitions, I do I would lean towards keeping the language as is. But I do think it's important to your point that we are educating teachers when this policy comes out to Miss Dorland's point of like we have to give
schools time to learn this and use it and direct it. Um yeah, so my my approach would be we leave the instructional use definition as is at this time. >> I agree. >> I would agree.
But let's make sure we get your point in later. So let's move. So that moves us to the core principles of personal technology device use. And so um I would actually kind of make an odd suggestion here. This is the first time
we really talk about the concept of off and away. Um, and so, Miss Ru, one of my questions was now in in thinking about it, um, should that actually be in JSA-R at the
end if we really are talking about the actual like instructions on the policy, right? So, this right this we we start to get into this in JSAR. So, that's why it is not here. Um and
we also just to be clear in JSAR do not go into the specificity that is included or proposed here. So I just want to say I say want to say that as well but I would I would not
introduce varying language in two different places. I think that would be confusing. Does that answer your question? I I think it does. What I would propose then is we take um Dr. Chavaria's proposed
language and um I would also argue if you jump down to comment seven um director Moanian's language under this engagement and put them kind of in the header or in the body of JSA R because this is the like this feels like
the actual like direction of the policy, right? like what is allowed and what isn't allowed. Um and so I would I would move that we do that and I think we do need to talk about the actual language. So we could do that now or we could do it when we get to JSAR. Um would that be a comfortable move if we
took those and kind of moved it into the JSR policy section? >> I'm I'm follow I'm not exactly following. Are you saying um D this engagement piece would also move or I just want to make sure I'm >> tracking. What I'm hearing is de-engagement, but also this paragraph
under core principles. >> So the way and let me explain maybe a little bit more the way I'm reading. So the way I'm reading um I'm going to call them by the comments because I think that's a little bit easier. So commented four and commented seven to me are the
intent of the policy. So this is where we talk about the concept of the belltobell um away all day type of structure and this is where I believe director Minian was saying hey we're giving this um this is the intent of the policy right the
intent of the policy is to keep personal devices put away during the school day to take full advantage of educational opportunities and opportunities for social engagement that's almost the intro to what director Moanian wrote in commented
So, I would actually argue that the core principles stay ABC, but that we take the language and and I I do think we need to talk about the language and make sure we all agree and move it into the actual policy JSAR. This is just a suggestion.
>> So, we would be adding it to that introductory paragraph that's at the top of JSAR. >> I think the language that you provided would go into that introductory paragraph and the language that um Dr. Etchavaria mentioned would probably be built into the >> creatives. Okay, I'm fine with that
>> and we'll we'll get to the language as well. Um, director Kenworthy thoughts. >> Does that mean that we will talk about this again when we get over to JS? Okay, >> that's what I would p that's what I would propose. >> So, it won't stay here. >> It would not stay here. >> I'm fine with
>> So, then um I'm now moving on to three subsection A. Um, Director Moinian, this is similar to your your comment on page one. >> Yes. So, uh, my comment from earlier will please still stand that I'm withdrawing, um, my suggestion for
approved, let's keep required, um, and um, and it looks like did the edte edtech team um, suggest keeping personal computing devices or are we adopting technology devices is my question. They
wanted to keep computing because we have to remember that this policy also um covers kids bringing their own laptops and tablets to school and so they feel um it's important to keep computing as
the in there. >> I'm fine with that. >> Thank you. All right, we're moving on to three subsection B. Um, so again, Miss Ru, it might be helpful for you to ground us in the purpose of the granted
not guaranteed language and how it ties kind of to the broader technology because again, I think um Dr. Echaria's commentary would be better served in the actual JSAR. >> Yeah, so that was not actually
commentary. I'm saying be granted not guaranteed. goes back to what director Moinian was saying is that it doesn't seem like it's a it's a policy. If we're saying we're we're granting permission for this in certain situations, but it's
not guaranteed in certain situations, it becomes where every school is doing something different and we're not actually providing a policy for schools to follow. >> The purpose here is just to basically say if students are if I mean, you're not wrong. If and when students are
allowed to use these things, whether it's their personal computer or um or a digital handheld device that that's they it can be taken away at any time. Um so it's it's it's a privilege that we have
the right to revoke. That's um that's what it's saying. But it may be covered in other places. We could maybe take it out here. Um but I'm open I don't think it belongs here. I think
that granted not guaranteed clause is clear. Um, and this is not the place where we're, you know, trying to implement the strict bill to bill. It keeps showing up here in like every bullet point. And we can have that conversation when we get to JS, but I don't think we
need to insert that into every single bullet point um, in this piece of the policy. I I also just want to say one of the underlying like philosophical conversations for you to have maybe related to this but also just future policy
conversations is um I I don't believe effective policy work is um always grounded in the best policy work that I've been a part of has not usually been grounded in strict rulem
making especially when you think about policy and then size of organization. the larger the policy. So, so think about it like when you who was I talking to the other day that used the um analogy of the bumpers on the um were you talking
you did this Michelle you were using this analogy of the bumpers on a bowling alley when you take your little kids bowling right >> and um I actually think the best policy work that I've been had the opportunity to be a part of especially in a large district is kind of like that right like
your role in developing especally especially district level policy is sort of like defining those bumpers, right? And that doesn't mean that every school is going to throw the ball down the alley at the exact same speed or the exact same pathway, but they're also not
going to throw it from lane two to lane 17, right? And so you're you're defining for them sort of the guard rails. Um that's the usually and and and in Jeco for the last 5 years we've been talking about like what is the just right balance
between system coherence and school-based autonomy and that's just a real tension that we we define in different ways based on different issues but we like to have that conversation and it feels like we're having you guys are having some some of that conversation right now. So
I do think it's a it's a it's a tricky thing when um and you guys are dealing with district policy right now which you don't normally do. you do in some cases, not always. Some are dictated by statute, some just because they're really important. Um, when you get to like board level policy, it's even wider, right? I mean, I think about another analogy that I can't come up
with right now, but um because this was such a good analogy. Thank you, Michelle. Um, but I do think this is a place where you've got to try to find how to dictate the guard rails. Um, that's that's just another way to think about it instead of it just being this is our opportunity to control what
happens in every classroom every day across every school. Um, even if you write a policy that way, yeah, you're fooling yourself if you think it's going to be in place every day in every place in every school around here. It just doesn't work that
way in an organization of this size. So, that's just a little bit of like philosophical addition to the conversation. And I I hope it's helpful. If it's not, sorry, but it's just a helpful frame for me. >> Yeah, I appreciate that. And I'm also thinking about this um policy as a floor
and not a ceiling. Um to give us other boundary metaphors um that we're laying a simple floor um for what the the bottom expectations are and then it allows our unique learning environments
to still be able to um enforce policy and in ways that fit that community. What? Usually one sizefits-all fits nobody is my is my feeling about policy. >> Thank you so much for that. Um,
Superintendent Dorland, I appreciate um the analogy. I guess what I wonder is when I am out in schools and I'm talking to teachers, um, this is a serious concern in our schools, in our classrooms. When I'm talking to community members, it's a
serious concern among our community. I also am seeing the numbers for declining enrollment. I live right across the street from Boulder Valley, which has a strict policy. People are choicing into districts because of this. So, when I am asking for a district-wide policy and
and I did address the um non-comprehensive high schools because I do think that is very different. Um, but when I'm asking for a district-wide policy, it is to streamline so that teachers across the district understand these are the expectations around this.
And I think it helps us alleviate some of the stress that um we're putting on teachers in the classroom that are deciding to just continue teaching a 45minute lesson and ignore all the kids on their phones because it takes more time for them to
enforce the cell phone than it does to just teach the three kids who are learning. And so for me, this is about our students. This is about our their focus. This is about our teachers and giving them the tools that they need to feel supported by us and our principles.
It's it's giving them that kind of guidance so that they can really be um really address this in a way that is similar across the district. So, thank you. You're welcome. And the unit of
change is the school. And so regardless of how tight or loose you guys draft this thing, every school is going to need to still have those conversate. Just because it's written on a piece of paper or in board docks by the board of education doesn't mean it's going to
turn into reality for every teacher who you run into in a school. You're still going to have conversations with teachers who are going to say, "This isn't working for me." Even if you write it super tight. Because what ends up happening is those teachers who are having concerns about how it's working in their school, they have to go to
their principal. They have to go to their leadership team. This is why we have academic leadership teams and operation leadership teams in every school because they do have a role and responsibility of how it's implemented at this school versus that school. And so I I hear you and I and I believe you
guys are having that philosophical conversation right now. And I think all these perspectives are valid and real and I get it. Um, but I'm just saying like regardless of how you write it, the work still happens and the unit of change and implementation is the school.
And so you can write it as tight as you want. You're still going to have teachers coming up to you telling you next year that it's not working. And the the reality is you're not as a governance board. You're not going to fix that. Even if you want to, even if you try, that's
number one not your role. And number two, you can't do it from your seat. like I can't do it from my seat as superintendent. So, you're gonna we're gonna have to say to people here are the guard rails whether they're tight or wider, whatever we decide, whatever the board directs. But regardless, the work
still has to be encouraged to happen at that leadership level at the school because the school culture is what's going to dictate how well this goes or doesn't go for a teacher, no matter how you write the policy. And I I think so to your point again, the way I'm reading this is the the meat of the discussion
is coming in JSA-R because and I'm fine actually taking this out if we want to because I think we have that right. The district has the right to amend this at any time and restrict that access at any time. We could s certainly add a line into JSR
that says that. So, if you're not comfortable with the way it's written or even if we could say any use of personal technology um may be restricted at any time, we could do that. I'm also I don't think it's um I don't I would be I would
be fine taking it out too. >> Yeah. I just think the granted not guaranteed opens it up to a point where I'm not comfortable with >> others. we need to call. Um I I would suggest removing it. >> Removing section
>> B. >> I'm fine with that as long as it makes it clear that you know if there's a student using their device when they shouldn't be that we still have that right to to take it away if needed and that comes later in the policy.
>> Okay, then I'm fine. Director Kenworthy. I prefer keeping it as it was originally presented, but I I understand that I'm by myself in that. >> Mr. Lou, are we putting oursel at any risk by removing it? >> I think it's covered in in enough in
other places that it we're okay. >> I agree. >> All right, then. I've I believe there's a majority to remove it. Um, seeing that we're going to consider the language of D as part of the policy, I'm going to keep moving. Um, that
brings us to section five. Um, general student responsibilities and this drops us down. Um, Dr. Etcharia, you talk about consequences for refusing to surrender. Um, is this just a a tie
back to some of the other language in the policy? Yeah, it's kind of what we had discussed earlier. Yep. Okay. >> Um, which I think we'll get to later. Okay. >> So, I think we're okay to take that out. >> Um, and we'll we'll get back to that in a second. So, now I'm moving to general
prohibited use. Um, and Dr. Etchvaria, you say the cross reference doesn't provide cell phone specific guidance. >> Yeah, that goes back to Oh, sorry. you can remove remove my comment there. >> Okay. Thank you. Okay. So, that one's
out. Good. Um Okay. Um so, now we go to student privacy summary. And so, um this one, Dr. Etravaria, you talk about uh maybe required to surrender but not provide passwords unless authorized by
law. Um, and I I I think that's what the I guess my question for Miss Tullison is that what the language already says because I certainly agree that students wouldn't need to surrender passwords unless it's a legal issue, but I I guess I thought that's what the
reasonable suspicion above included. Yeah, my my instinct in this space is that less is more in a little in a lot of ways just because it is so factually nuanced when we can search a device. The
extent of that search, whether we could insist on uh holding it uh from a student or not, I'd hesitate to try to define a policy how that might work. We know that they have an expectation of privacy in the device in general, but we
also know that based on articulable facts that give us reasonable suspicion, right? The old thing assert that has to be justified at its inception. Like there's a reason to do it and then it has to be um reasonable in its scope. Like you can if we only think that they've been engaging in an effort to
sell controlled substances by text, you can only look at text. We don't start diving down into their social media feed. all those things that you just don't start to go there in policy because it's so fact specific. >> So, do you believe that when we say searches must be limited in scope and
conducted respectfully in accordance with federal law, Colorado law, and the standards, does that address Dr. Etchavaria's concern? >> I think it really does. It sort of just says we're going to do it by the by the book. Uh applying legal standards. A lot of times we'll get calls in legal from a principal. I've got a student here and
we have a device and can we should we whatever and often law enforce those those searches are also just turned over to law enforcement in some circumstances of non-compliance. Um, Director Moinian, you want to kind of walk us through the
addition that you made here? >> So, the way I read that paragraph was just kind of uh it was identifying and defining like what are the consequences of the non-compliance and I thought it was important to call out and and acknowledge that there are educational
opportunities um and opportunities for social engagement in and out of the classroom. and I suggested that uh addition for consideration. >> And I just want to say that the triangulation of all of these comments was really challenging and so we're fine
with that addition. The district is fine with that addition. I I'm not sure that that's what the comment says over there, but we are okay with it. Director Kenworthy. Director. Okay, good. That one's okay. All right. Um, the next one to try to explain or do you
want to >> Can I address it though really quick because I think there's a I think I know where the conflict is. So I I want to be really clear that the kids certainly students can get
suspended or exp um or an expulsion based on what they what they do. So, for example, if they produced content, if they filmed people in the bathroom, like they a cell phone infraction, which is
basically having your phone um in um violation of a classroom pol or school policy, a cell phone infraction, you cannot be suspended or expelled for that. You can definitely be suspended or
expelled for things that you do with your with your cell phone or with your personal technology device. We had some kids a few years ago tried to hack into something over the de district network. There was a suspend a susp suspension or expulsion because of that. So, but the
discipline matrix for cell phone infraction, you cannot be suspended or expelled. I think this is con potentially confusing, but I it is important that people know like if you do something with your device that is beyond a cell phone
infraction, you can definitely be suspended or expelled. So, okay, thank you for that clarification. Um, I had written some other notes. I don't think it made it on here, but what the wording that I had um
that I had suggested was uh typically including warnings, confiscation, parent guardian pickup of the device, and other progressive interventions, suspension or expulsion are not standard responses for cell phone infractions. >> So, I would say again that this isn't a
place where we are trying to put all the consequences or how you would pick up the device or what happens after it gets conse confiscated. I think as Julie has helped me understand, we have handbooks and other things that really lay those things out and um and different schools
maybe h may have different policies for how those things happen. >> Right. I'm just wondering about the wording because in one spot it says it's up to and including suspension or expulsion and then in the asterisk it's saying it a suspension expulsion are not sanctioned. So I'm just wondering
aligned with the discipline matrix suspension and expulsion are not sanctioned disciplinary actions for cell phone infractions. >> Right. But I'm wondering because up at the top it says something different. So I'm wondering if there's a way that we can word it like there it's not a
typical or standard response. >> Well I think I think let me try because I think I understand better now because I was with I was with direct I was confused by this. So when we say violations of this policy, you are talking broader than having a cell phone
out. You're talking if the content and so by saying up to and including expulsion and the asterisk is meant to say but that would not apply to just a cell phone infraction. So let's let's take this actually take it away from cell phones for a second. Let's go to
it. It was revised um 4E district network and resource security. Personal technology devices must not compromise district networks resources or data. So let's say a student um h tries to hack into the district's network or um or
change their grades in a system. Okay. In in like hack into infinite campus and change that is definitely so that's part of the policy and you can be suspended or expelled for that. Does that make sense? Does that answer your question director Applegate? >> Yes. So based on that I am I understand
now that the policy is saying violations of the policy as a whole could include suspension and expulsion and the asterisk is to say but not for cell phone violations specifically. >> So I'm wondering if there's a way that we can word that so it's more clear because for me when I read it it either
looked like there was a typo or there were two totally conflicting ideas in this policy. So I'd like to see if there's a way that it could be rewritten that is very clear and concise. I'm >> well >> I would almost go ahead >> one question is I guess do you you if
you struck both the parenthetical and the asterisk you just say violations may result in disciplinary action is do document in the discipline matrix and just avoided the apparently confusing inter interplay altogether because the
discipline matrix sets out >> that there can't be exclusionary discipline for the mere having your phone out when you're not supposed to have your phone out, but you use it to um create a secret recording in the bathroom, right? Which is a different kind of offense in the Matrix, right?
So, >> yeah. And I think this is one of those things where because the the committee worked on it, the intent was there were a lot of questions, especially from our students, like can I get suspended or expelled for having my cell phone out? And um and I think there there is
concern about and I've read you know some of the studies that you're talking about um Dr. Echavaria are about extreme like consequences for for things um and so that's why it wasn't here in the first place but I think we could work on
that in a different way. Well, I I have one suggestion. Um, what if So, it reads district discipline matrix up to and including suspension or expulsion, comma, legal action, comma, or crim criminal prosecution, comma, and suspension and expulsion are not
sanctioned disciplinary disciplinary actions for cell phone policies. I mean, what if we just put it in there? >> Yeah. Um, I I do see the value in having it in here pretty clearly so that everybody that's reading this doesn't have to go to the discipline matrix to know that you're not going to get suspended or expelled for a cell phone
out. But maybe Lisa, now that you know the the the pink, maybe you can word smith it a little bit for us. >> Okay. Okay. >> Um, I'm going to move on to 13. This is um truly just a reordering. Is that correct, Director Moian? So, we took the
first couple sentences and put them in the back to make it so the district line was first. Yes, I'm fine with this. Okay. All right. All right. So, now we're getting into the meat. So, now we're into the JSAR section. Um, and
this is where I think we need to have kind of a higher before we get into the language. I think we need to give what I would propose is we give some direction to Lisa and Julie for what we'd like to see and we kind of let them do the word smithing. Um because I it's not our role
to wordsmith and I think so let me so I'm going to start with the concept of bell-to-bell away all day because I think that's been a big sticking point. Um I personally agree that I would like to see cell phones and I do think we need to break it out by grades. I know
you all tried to consolidate it based on our feedback and I know that was a back and forth. Um, I would propose a K through eight and a 9 through 12. Um, I'm just going to throw this out there in concept and then get the reactions and we can go from there. K through
eight, I do believe, um, cell phones should be away all day. I'm going to look around. Thoughts on that? Director Kenworthy, you can. No, this is open space, guys. This is where we can disagree and have these discussions. This is the time. Go, go, go.
Uh, I don't disagree with you. Um, in general, philosophically, I'm not a fan of away all day policies. However, I understand the difference between um, accessibility at different grade levels, and I do think K through eight can have
a more strict um, usage policy than our 9 through 12. So I'm probably supportive of that age or grade breakout. >> Director Mooney and Dr. Ataria >> thoughts. I support the idea of K through eight
away all day. Um I want to acknowledge the student voice that was shared with us. Um and the questions that they were asking us, right? We want to learn to be responsible users of devices. Um, and so
I think it's important to outline for 9 through 12 that the recommendation is that and the expectation is that this the phones are away during instructional time. However, I don't want to create unintended consequences of encouraging students to leave campus because they want to use their phones and potentially
not coming back because that's not a great situation either. And also I recognize right that in 9 through 12, right, these are young adults. They're going to be going away to college very soon. And so in college they are going to have to learn how to manage
that uh temptation if you will. Um and and I would also say that a couple of the high schools within my articulation area have a social media class. And so I'm I'm cons I would be concerned if we said that they cannot use uh their cell
phones in 9 through 12. And then how how do you juggle that educational opportunity? So that's my thoughts on that. I would just amend that to being anything post-graduate. Could be college, could be CTE, could be other other options.
>> Thank you. So, let's let's focus K through eight first. I I love where you're going. You're getting us there quick. Um so, K through 8, I think you could have language that is um similar to what we had before for K through
five. Um I think the expectation is that phones are off and away during school hours. >> Can I Yeah. So I think we just use for students in grades K through eight. Phones and earbuds are generally are are we could just say not permitted school
day. >> Um >> uh when on campus we could actually some of this we I think you're right. We tried to meld because we were then trying to make it K12. So um during the school day period um and then devices must be off and away period
>> for K through 8. >> Yes. Yep. >> And I would I would not have the um supervised instructional time in >> K. That's Yep. I >> So did you say you were taking out generally for phones and earbuds are not permitted for use during the school day
devices must be off and away >> for K8. >> Okay. I'm I'm seeing three nods. Director Kenworthy. recognize that may not be your preference, but >> uh it is not, but I'm not going to what about us right now? >> Okay.
Um Okay, so that brings us to 9 through 12. Um Director Moian, you you wisely got us kicked off with the concept. What I think I heard you say is away during instructional time, often away during instructional time. However, may be adding that exceptions to this
policy may only be made during supervised instructional time for specific academic purposes by the supervising educator or in a specific setting by the school leader and consistent with the school's implementation protocols. I would be okay with that.
Dr. Yeah, this is where talking with a lot of high school teachers, this is where I'm not feeling super comfortable. Um, I think the instructional time is great. I think what causes confusion is as soon as they're out of a class, they're
switching from airplane mode to regular mode and getting distracted in the hallways or going to lunch and not having any social interaction with each other. Um, I think it causes a lot of confusion. I think it what I'm hearing from the high school teachers that I've
spoken with is that they would really like to just see them not during the school day. And um speaking just from my own personal experience with a student who was at a school last year that had an away all day policy going into a
school that has um cell phones this year. Um there there's a lot of social struggle with that. Um my son really struggled with the fact that he'd walk into a cafeteria and nobody would even look at him um because they were all looking at their phones. and that wasn't
his his experience when there wasn't away all day last year when he was at a school with the ban. So I personally um what I had recommended or suggested was for comprehensive high schools that we continue that same policy
um 9th through 12th and then for the non-comprehensive high schools um similar to the ones that director Kenworthy was um mentioning that those schools have a different um expectation.
So, I I personally would like to see students engaging with each other on school property at lunch um during passing periods. Um there's there's also, you know, research out there. There's unauthorized photos being taken
at lunch for of students. There's there's a lot of kind of just, you know, student fun that they get into during those unsupervised times that I do. um want to avoid.
So that's kind of where I'm coming from with that. >> Thank you, Director Kenworthy. Thoughts? >> Uh I don't think writing some of those concerns down in a policy is actually going to be a dissu a dissuading factor
for our kids from engaging in some of those behaviors. I think that we write it down doesn't mean that they're not going to engage in some of those practices. Um, and so for that reason, I don't know that we need to get that specific in the policy. I am supportive of the um,
exceptions to this policy may only be made during supervised instructional time and for specific academic purposes by the supervising educator or in specific academic settings by the school leader. And consistent with the school's implementation protocols is fine with me. I wouldn't go any further than that.
>> I also want to think about this is the we've talked a lot about setting the floor, right? Um setting the floor for all of our schools and I know there are schools that are already doing this and that are already doing away all day. Um my son's going to one next year. I know
a couple other of our middle schools are are already doing that and I know high schools have had policies in place for quite a while. Um, personally, I'm inclined to kind of go back to some of the language that you had for 9 through 12. And I'm I'm just
kind of spit spitballing here. Do you want me to read it to you what I have? Sure. Okay. So, for students in I think this is going to capture, but you tell me if I got it wrong. For students in grades 9 through 12, phones and earbuds should generally be off and away during instructional time. exceptions during
supervised instructional time and for specific academic purposes may may be made by the supervising educ educator or in specific academic settings by the school leader and consistent with the school's implementation protocols. I think we can smooth that out a little
bit, but the intent is basically a an educator in a high school classroom could make like let's say a social media classroom media class could make an exception. Um, and then also a uh a a um
principal of an ac of a an alternative school could also set as you were saying maybe um overaged students or other >> parents >> parents um could could set different standards um for for their schools.
>> I would take out generally I guess would be my my one. Um, and I want to be really clear, what you just said sounds good to me. It doesn't specify lunch and passing periods. It just says right instructional time. Um, which
I kind of like because it does give the leadership of the school the autonomy to to make some of those calls. Um, what do what do other board members think? I think I know. Go ahead, Dr. Ataria. >> Yeah. No, I am definitely in favor of
not having the phones out uh during lunch and passing periods uh for many many reasons. Um >> do you think the language that Mr. Roo just read addresses that or do you think it doesn't? >> No, I don't think it does. I think um
in my mind this the all away all day starts when they enter a building and when they leave a building. Um, understanding that usually 10th through 12th graders can leave any time. Um, >> it's a valid point, right? Mean that they Yeah, it's they're open campuses
usually. Um, I just think for social interaction, for safety, there's a lot of different reasons why and I've been doing a lot of research in the past few weeks. This is a really interesting topic and I just I
feel very strongly and I wouldn't have really been persuaded to do the research if my own son hadn't experienced this. So much so that he would come home from 9th grade and say he felt lonely. >> Director Moian, um there's kind of been
there's kind of two veins on the table right now. There's the language that Miss Roo suggested and then I think it's that plus clarity around lunch and passing periods. Where where do you fall? >> I think I would fall with your
suggestion to remove the word generally just because I think I would like the policy to be very clear about what the expectations are. I think instructional time is vague enough that it could be away all day. It could mean uh some
flexibility built into there. At least that's how I interpret and understand instructional time. Um and again, I'm trying to be mindful of the student voice that was present and gave us so much feedback throughout this process. I
don't want to disregard that. Um and granted, I understand that, you know, that there is so much research uh and that there are so many opportunities to learn that are not just in the classroom. Um and that's why I think
this policy sets the floor and lays that information to which we've outlined uh prior to coming to this section about opportunities for social uh engagement outside of the classroom. And so my hope is that 9 through 12 might take a look
at this policy, familiarize themselves with it, and understand where we are coming from in trying to answer their question around how can I use technology in a responsible way? Director Kenworthy, um, are you comfortable?
Um, so there's there's the two proposals right now. There's the one where we would keep what Mr. read with the removal of generally and there's the proposal of um adding in kind of more specificity around lunch and passing periods. Do you have a a preference? >> Uh I think I would go with what Miss
Rulu read. >> Okay. >> But this time there's three direction three kind of pushes for that. So that's going to be the the and I recognize that it doesn't address >> Can I just address one thing um quickly? I also wanted to address the student
leadership board and when they came forward and spoke with us. Um I really appreciate that they were at every meeting and I really appreciate the work that they had done for this. I also um going into schools and being uh in classrooms recognize that that is a
select group of students. And what teachers are explaining to me is when they try to take a phone away from a kid who might not be in that Jeff Student Leadership Board um group of students that it can turn violent. It can turn um
there could be language being used. it could get very uncomfortable. And so while I truly truly truly appreciate all the work that was done there, um it's I don't know if it represents the
entirety of the school population. I will say that I this would say that there could not be phones at any instructional time. So they would not be able to have that in any classroom unless explicitly identified by the school leadership or the teacher
requested. Um so I hope it would level set that there's to be no phones in classrooms period. >> This policy still says based on teacher instruction though which is what we were going to come back to. So, so the way it is written now it's so if we come back
to the it's it's on the very first bullet under JSAR exceptions may be made during supervised instructional time for a specific by the supervising educator or in a specific by the school leader. So you're saying you'd like to take it out of the hands of the educator and
keep it in the hands of the principal. I think the school admin um maybe there needs to be some uh education around what is potentially data mining of student uh emails, phone numbers if they do scan certain QR codes. I think those
are things that maybe not everybody would think about. And so maybe doing some specific education with our admin teams about, hey, the these are ways that if a student comes into a class and scans a QR code, that teacher now has access to their personal phone number.
Those types of things are things that I think need to be addressed. >> Yeah. I mean, we I think our edtech team um does those kinds of things and we can certainly um reinforce with them that I mean, there's a whole implementation side to this. I also do want to say because I know Dr. Ashar, you encouraged
us to look at Boulders's policy. That's the exact language from B B B B B B B B B B B B B B B B B B B B Boulders's policy um in terms of the uh supervising educator the um so they have that in their policy. >> So this is Boulder's policy >> that they that specific language is from
Boulder's policy. >> Um they did not have the specific academic setting which is something that um that director Kenworthy brought to our our attention and I believe everybody at the table agrees with. So, um, but I just wanted to bring that up that that is what Boulder has and and I
don't and I think there's a lot of work that has to go into the implementation and con because today it's QR codes, tomorrow it's something else, right? Yeah. And it's a continual education process and we have a whole we have a a very highly qualified team that is continually watching those things and
working on the education around them. I I also just want to say and recognize that educators have access to a lot of sensitive personally identifiable information for our students and their families, health records, um family
histories of various events, um all contact information, um and we have employee policies that hold them accountable for responsible use of that information. And I want everybody listening to this, if there is anybody listening, to know that our our
employees are trained and know how to respect um personal information for our students because they have access to a lot of it. And that is part of your professional responsibility as an educator. And I know our educators take that very seriously and and do a really
good job with that. So that's that I mean it it just is going to happen. They're going to have information about our kiddos. um they do at their fingertips in our systems. Um but that's part of their professional responsibilities to take that seriously and be responsible with it.
Anything else on this? Um I would say if we go back I'm sorry guys I'm jumping. I don't have page numbers under that section D engagement that director Moenian added. Um, I do think that language is is basically could maybe go at the end of the opening paragraph of
JSAR. Basically, it's talking about this regulation and this is the section below. And then basically, it's just some intent, you know, and I would say students should um instead of are encouraged to keep devices away during the school day in order to take full
advantage um because I think that and I know this is not policy language, so Mr. You can uh you can slap me a little bit on this. Um it does show the intent of the the district, I believe. Maybe not. I was going to say the intent of the board, but this is not the board's policy. So, you guys can slap me
down and say this is not the space for that. I >> I mean, I think it's fine. I think we can add it to the top of um JSAR or somewhere in before we get to district responsibility. For sure. No problem.
Okay, second paragraph. Yep. Second. Um, other comments on this part. Okay, I'm going to move us into district responsibility. Um, actually there were no edits to that. So, school lover pol
school level policies. Um, this was a district basically just just so everyone knows, I think I shared this with all of you, but our high schools already have all of their materials printed for next year, like their handbooks, all that stuff. And while some of it is digital, um, we still need
to give them a runway. And so, our legal council um, recommended that we just make sure that everybody is is aligned by next summer, but that means doesn't mean they won't be aligning this fall. It's just that um there people are gone.
We need time to help them understand this is a very different policy than the one they potentially saw on their way out the door. And so just time to educate them and and help them get ready to do this. So it's just kind of a technicality from our le with the help
of our legal team. >> Um I do have one actually under district responsibility. Could we add a bullet that just says the district will review this annually? Yeah. >> Um and and if we wanted to, we could say
and be updated on the most recent research. >> Yeah, I would like to do that. I think that's a great idea. >> I'll just say something like the district will review annually and present for board discussion. >> Kristen, I think we just need to add
this to the monitoring report calendar so we don't lose track of that. Okay. Thanks, >> Director Bian. Quick question. I'm sorry to make us go back to the upper section of JSAR. So, just for for my understanding and clarification, what
we're going to adopt is for students in grades 9 through 12, phones and earbuds must remain off and stored during instructional time. >> Often away during instructional time, exceptions during supervised instructional time and for specific
academic purposes may may be made and then that language continues. And this might be a silly question, so please correct me everyone. Do we want to specifically call out phones and earbuds or should we say personal technology devices as we have throughout this document?
>> So it was recommended to us by our principles that we call out phones and earbuds in particular. There is a a major concern about the ability to monitor watches and that was like something that our schools felt truly illquipped to manage at this point.
but they feel really strongly about the phones and the earbuds in particular. But I that's to say like a year from now maybe it's glasses, maybe it's something else. And so I it's something that you might want to at some point generalize but at this point our it was a request
specifically from our leaders. >> Okay. Thank you. >> I had um I had sent notes about smartwatches and it was under the core principles of personal technology. Um, I don't know if you received that, but I said, "Smartwatches and wearable technology may be worn solely for
timetelling and health tracking. All digital communication, cellular, and internet capabilities on wearable devices must be disabled during the school day. Any use of wearable device for communication or network access will result in the device being treated as an unpermitted personal technology device."
I don't know, did you receive that? Maybe not. >> Was that on your the ones you sent most recently? So, I I did I didn't have time to gel those with all the rest of this, but again, I would I >> um just from the from the feedback that
we received from our school leaders, it it seems like that is an impossible task to moni how we would ever how they would ever enforce that. Um they they specifically asked us to stay away from the watch conversation. >> Okay. the imple the implementation of
that. I cannot imagine as a classroom educator having to uh monitor that. Um and I I would just say I don't think that that uh is worth the squeeze. >> I misunderstood. I thought you said they wanted language on that.
>> They don't want language. They don't misunderstood. Thank you. that um in director Applegate, President Applegate, uh uh Miss Tullison made a really good point that we have in bullet 2 regularly revisiting JSA and JSR to ensure expectations remain clear,
relevant, and enforceable. That's where I'll just add some more specific language about annually. Perfect if that's okay. >> That's great. >> Okay, thank you. >> Great. Great catch, Miss Tullison. Okay, so that going to that's going to bring us down to the policy exceptions.
Um, and I do, um, I know, um, Dr. Etravaria, you mentioned kind of pickup and parent procedures. I kind of read that to be part of the protocols that each school would develop. Um, I get a little nervous about setting those policies.
Like, for example, I know at Bell Middle School, they have a very specific policy for like parents have to come in and get the phone if it's an infraction. And so, they've they've set that up. And I know some of my other schools have too. So I guess are would you be comfortable knowing that that's part of the
protocols that the policy um the introductory paragraph of JSAR says that schools must um implement have must establish implementation protocols. >> Yes. Thank you. >> Okay. I I think I mean I your point is really well made.
Um but I I think it's covered. >> I think we've landed the plane. I hope we have um one question I had >> Dr. I really agreed with your point about non-comprehensive schools. Do we
think Miss Ru that the way the language is written with the school leaders having autonomy that they can manage that or do we need to call out that they have more? >> Yeah, I I think I could put in here like super in in specific academic settings
like alternative schools and college like uh comprehensive >> um that we could um like I think that would be fine. >> I'm I'm thinking Brady, MLAN, Sebeski, Fletcher, Warren Techch, like those are
just schools that are they have a different model. And so I just I want to honor that you did put that in. I thought that was good language. >> And I I also noticed there's a section about exceptions. So for students who are using um technology for adaptive
purposes, those ex expectations would still be available like they'd still be able to do that. >> Absolutely. >> Absolutely. Whether we write it or not, right? That's going to be there. >> Just y >> just publicly checking. >> Okay. >> Okay. >> So Miss Furlu, will you walk us through
next steps? >> Yes. So u Miss Tullson and I will confer, but I think that we got Thank you very much for the clear guidance and clarity. I I am very clear on what our next steps are and so we will make these revisions and we will um get them posted
on Friday um in board docs and if you see at that point any um mistakes just let uh Chris or let Kristen or Julie know. We'll get those corrected and you all will vote on this policy. Now I I was actually talking with my friend at
CDE. You can we can change the policy at any time the very next So, let's say 2 months from now we notice something that is glaring error or something like that. Um, she was like, you know, as other districts are, just get a policy passed and then you can make changes to it if you need to. >> Yep. And and next week, obviously, if
there's remains a difference of opinion, people can vote how they vote. Um, folks can make a motion to amend it. I mean, I would just say don't use that to start redoing what we just did now. But uh yeah, >> and I I would also encourage my fellow
board members um concepts versus word smithing. Um I've fallen into the trap of like well I don't like that word and we should change this word and Miss Tullson has kindly guided me that word smithing is not helpful for >> I know but that's a do as I say not as I do because I'm terrible in that space
myself. So, and I just want to lift up some huge gratitude, Miss Ru. I know um Friday is your last day and this has been a huge lift for you personally and something you've worked on for several years. So, I hope I hope you feel a sense of pride that you've seen this to its conclusion. >> Absolutely. Thank you for allowing me to
be part of it. >> Great. >> Thank you both. >> Okay. >> All right. As a reminder, as Mr. Rucha said, the board will hold a vote on the proposed cell phone policy on Thursday, June 11th. Um I would encourage our listening public that um come comment.
You know we will have public comment that night and we we want to hear from you. So thank you for everyone who contributed and thank you to my fellow board members for going through that. That is um in the for transparency's sake. I think that is one of the best things we can do to get
through policy changes. So I appreciate it very much. All right. Our next item of study is to receive monitoring reports 2.2 and 2.6. will be presented by the one and only Miss Terrapena, our chief of family, schools, and community partnerships. We've allotted 45 minutes for this presentation and ask that you
allow time for board questions. Um, I am going to go ahead and turn it over while I'm going to see if Miss Dorland would like to add anything. Um, but I know Miss Pena, you have done tremendous work in this space. >> Yes, I'm Thank you. Thank you, President Abigate. Sorry, I had to take a break
for a minute. Um, thank you, Miss Pena, for being here. Thank you for the work that you and others have put into um this report. Uh we are really excited to share some progress related to these two monitoring reports and so much of what you're going to see um in this report
has um to do directly with Miss Pena's leadership and her team. Um, you know, when we developed Jeffco Thrives in 5 years ago, um, the district really had no community engagement strategy.
Um, and so this, I think, is a a really proud monitoring report for me because it feels like, you know, we we restructured our cabinet team to create Miss Pñena's position. We rearranged a few teams to make a division focused on
this and re-engagement of students. And I do believe there is a lot of progress that we're going to um talk about tonight related to this important important aspect of our work. Um and then I will also just say that there's also areas where we need to grow, right? And so we're going to talk about those
two. And um thank you for your work. Thank you for your leadership. Thank you to your team for everything they do for our community. and I'll hand it over to you. >> Thank you, Superintendent Doran, and um to our board. Um I'm honored to spend some time with you this evening. I'm Tara Pñena, chief of family community
partnerships. So, tonight I will be presenting monitoring report for board ends 2.2 and 2.6, which will focus on how we leverage community resources for the benefits of students and how we partner with students, families, and the community in a responsive, honest, and collaborative manner. This report
reflects the work, as Superintendent Dorland stated, of many teams across the district and highlights how relationships, partnerships, and systems of support contribute to student success. So tonight, I'll briefly review the board ends, our interpretation of those of those ends, key highlights from this
year's work, areas where we remain on track, and opportunities for continuous improvement. Board end two board end 2.2 two focuses on actively engaging community resources for the benefit of students. Bends 2.6
focuses on partner partnering with students, families, and the community in ways that are mutually responsive, honest, straightforward, and considerate together. These ends recognize that student success is strengthened when families, schools, students, and
community partners work together. So our interpretation is that this work is fundamentally about relationships. It is our responsibility to intentionally build and sustain collaborative relationships with students, families, and community partners to remove
barriers to access and opportunity and to create authentic opportunities for partnership grounded in trust, respect, and shared responsibility. So monitoring our measures. Um before diving into the outcomes, I want to briefly measure or briefly highlight how
we measure success in this work. The indicators on this slide represent the multiple ways we assess progress toward these ends. While many of these measures reflect this year's outcomes, they are also the result of intentional investments made over time. As we review this report, however, I want to take a
moment to recognize and thank Superintendent Darlin for her vision, leadership, and unwavering support of students, family, and community partnership throughout her time in Jeffco. Four years ago, she saw the opportunity to strengthen how we engage with and support our families across
Jeffco. And she championed the creation of the family and community partnership division. She understood that strong schools are built not only through excellent instruction but through strong relationship, trusted partnerships, and systems of support that help families
navigate their educational journey. Her invest her investment and commitment to initiatives such as our family ambassadors, the mobile welcome center, the family response service team, and a district-wide vision for family and community engagement has helped create the foundation for much of the work
highlighted in this report. So on behalf of our division, I want to express our deep gratitude for her belief in this work and in the power of partnership, the progress reflected in these measures. Apologies. And the impact on students and families
across Jeffco is possible because of her leadership, vision, and commitment. So we are incredibly grateful for her support and the legacy she leaves behind for our students, families, staff, and community.
So as we reflect on this year, four themes emerged. First, families reported stronger trust, communication, and belonging. Second, our systems of care expanded support for students and families. Third, community partnerships created
additional opportunities and resources. And finally, we deepened authentic engagement with students, families, and the community. Before diving into the report findings, I want to briefly ground us in how we think about this work. We know from
research and from our own experience that when families and schools work together, students are more successful. But in Jeffco believe that we believe this work is more than family engagement. It's about partnership. Over the last several years, we've been intentionally shifting from traditional
models of engagement where schools share information and families receive it toward authentic partnership where families, students, and community members are active contributors to student success and valued partners in decision-making. That shift is reflected throughout the report and in this
presentation tonight. So whether we're listening to family voice through Jeffco listens, supporting families through family response service team, expanding academic partnerships or elevating student voice through the Jefco student leadership board, our goal is the same to build trust, strengthen
relationships, remove barriers, and create the conditions for every student and every family to thrive. Ultimately, the strongest outcomes occur when schools, families, students, and communities share responsibility for student success. The work highlighted in
the report reflects our continued commitment to building those partnerships across Jeffco. So, um to dive in um to our presentation, we'll start by sharing some celebrations, some highlights, and bright spots from this year. So here you see a few pictures of some exciting
moments and successes from this school year's um family community engagement events across Jeffco. We have pictures from our back to school bash there. You see our Stanley Lake cheerleaders. Um our mobile enrollment events um that we had um up. You see um we are there at
Kraton. Um these highlights showcase the energy connection and progress we've been making together. One of my most favorite events is the picture in the middle there. Um Lawrence Elementary has their um cultural celebration event and every single classroom highlights um a
um different culture um a different um family tradition and um the school is just deeply invent invested in celebrating the the the um strengths of the diversity of their community. And so if you haven't had a chance to attend, they usually hold it in the fall. Um it is it is one of my all-time favorite
events that we do. Jeffco listens um remains one of our most important mechanisms for understanding family experiences and ensuring family voice informs district decision-making. This year more than 10,000 families participated providing valuable insight into trust,
communication, belonging and partnership. One of the most encouraging findings was that our highest performing areas were family were school family communication and staff family relationships. So these are new constructs. So in Panorama um
the the platform that we use to to gather family student staff perception survey data there the topics are called constructs and so new constructs that we introduced this year were school family communication and staff family relationships and um exciting to see
that those were our two newest constructs and they were actually our highest performing categories on panorama and so really glad that we um took the time to make some adjustments to ensure that we were asking the right questions and gathering ing the right feedback. So 84% of families reported
favorable perceptions of school family communication and 83% reported favorable perceptions of staff family relationships. These findings suggest that families increasingly experienced Jeffco schools as welcoming and relationship centered environments. And as you read in the report, there's a lot
of information to signal, as we talked about just a little earlier, the shift from engagement to partnership. and families are telling us um in multiple ways um that they are feeling and experiencing that that shift and um believe it will have tremendous impact on student outcomes. I'll be here next
week um to talk to you about our student perception survey data and we're seeing strong correlation in the experience that families are sharing tonight is is correlated in the experience that students are sharing with us as well. So we also saw improvement across every
previously measured survey category. So with school family communication, staff family relationships again those are new this year but in every previously measured category we have seen increases. Panorama also tells us so as we know um Panorama um is is used across
the country and we get nationally normed reference data. While we don't have the norm data for this year because every couple of years they recalibrate to ensure that it stays you know the data stays timely and relevant. What they have shared with us is that um for a
district our size a 1 percentage point increase is statistically significant. So for us to see two 4 six if in some areas 10 percentage points of increase is remarkable. And so I just want to
make certain to just kind of linger here for a moment. Um that the increases that we are seeing um despite many challenges that we have navigated in weather as an organization um we have been um deeply committed to keeping the main
thing the main thing and that is our students and their experience and in partnership with families. And time and time again, our data, our academic data, our social emotional data, our perception data is telling us that the work that we are doing is producing positive outcomes. And so just really um
grateful, especially when I think about how hard um my team and teams across the district are working to build relationships um um mutually respectful and responsive ways with families and within our community. To see that our families are receiving that um is um
really encouraging and really encouraging to see. So, strong positive momentum in school culture. When we look more closely at the survey data, several individual indicators stand out as particularly encouraging. 87% of families report that
their child feels physically safe at school with a threepoint increase. 83% agree that teachers show respect for the students they teach. 84% feel their child's school is a good fit given their
cultural background. We also saw a four-point increase in families reporting that drugs are not a problem at their school with 87% responding favorably. Taken together, these findings tell an important story. Families increasingly view Jeffco as places where students are
safe, valued, respected, and able to belong. While we remain committed to continuous improvement, these results reflect positive momentum in the learning environments we are creating across the district. So, differences as assets. um four years
ago um we introduced um the strategy um and um and and really actualized our commitment of knowing every student, every staff member, every family by name, strength and need and to see our data reflect that um is one of the
things that I will be most proud of. Um and so last year at this time um I shared that an area of focused acceleration was for our families to convey that their differences are viewed as assets. And it was an area that we
committed to. And so in response we have been intentional in our work to strengthen partnerships with families, elevate student and family voice, and celebrate the diversity of our community as one of our greatest strengths. And um one of and as you can see here we saw a six-point increase um for families
reporting that their child's individual differences are viewed as assets and this represents the strongest area of growth among the strategic plan construct within the Panorama survey. So seeing growth of this magnitude is both encouraging and affirming. It reflects the collective efforts of our schools
and district teams to create environments where students and families feel seen uh valued and respected. These strengths remind us that when we intentionally honor the unique strengths, identities, and perspectives of our communities, we create a stronger sense of belonging for everyone. Um it
has been um really inspiring to see name strength and need operationalized across Jeffco in classrooms and in schools. Um you've heard our students talk about this and and to not only that this is something that we commit to but something that our students and our families experience um is a a you know
just a testament to the hard work happening across the organization rooted like we talked about we started um in relationships. We also saw continued improvement in families reporting that their child's school is a good fit for their cultural identity that they have access to the resources needed for success and that
they are challenged to grow academically. So there we see 3% increases, a 4% increase. So together these results um suggest positive momentum toward creating learning environments where every student feels valued, supported, and empowered to thrive.
So panorama data can be disagregated in various ways, allowing us as a district to examine family perceptions and experiences from multiple perspectives. One lens we consistently review is our title one schools. So year after year, our title one schools demonstrate growth
that exceeds the district average. And this year is no exception. We are proud to share the results from the perspectives of our Title One families whose voices are especially important because they reflect the experiences of families in some of our highest need school communities. So as you can see,
favorability ratings remain exceptionally strong across several key indicators. Families in our Title One schools continue to report positive relationships with school staff. As you can see there, 92% favorability on respectful interactions, high levels of feeling welcomed and
respected, 88% welcoming environments, and a strong sense of partnership with their schools. Much of this success can be attributed to the attentional work of our principles, our family engagement liaison, and school teams who are working really hard to building authentic and trusting relationships
with our families every single day. one important learning um emerged from our communication data and again really glad that we asked the question um and we um offered the school family communication construct this year. So 91% of families reported receiving
information frequently or almost all the time. I'm really grateful um for my um both of my girls schools and the way in which their their principal communicates with me. I feel really informed and have information um readily available to ensure that you know we know what what
day of the week it is and what schedule we're on and what we can expect for the week to come and my my family has actually come to rely um really heavily on on that. And um and I can also tell you that my husband really appreciates receiving the board updates. He reads them and we talk about them and I don't
even have to to queue him up. And so sometimes he'll he'll get some he'll get information sometimes before I do. And so, um, I can tell you as one one household, um, in Javco that we really do appreciate, um, the the volume of communication that we do receive from the district. And, um, you know, what's
a little bit of truth without some hope as well. Um, only 58% reported of our families that the information that they receive is applicable to their family. And so, when we talk about communication, it's also important that we're really being thoughtful about volume to value. And so while 91% of
families say that the information that they were they're getting information almost always 58% is saying that it's relevant. And so as we move forward um our focus will be on ensuring communication is relevant, relational and responsive to the unique needs and
experiences of our families. So, while we've seen a lot of positive and encouraging results, we also recognize that not every family voice is equally represented, participation in Jeffco remains below national Panorama benchmarks.
Families of color continue to be under represented uh relative to enrollment and families experiencing poverty remain significantly under reppresented in district feedback systems. And so I want to spend just a quick moment talking about under reppresentation um relative
to enrollment. And so who we see responding most directly as you as you read in the report are our white um mothers in Jeffco. And so we want to ensure that our families of color as well as our male caregivers um their
voices are reflected as well. And so we signaled um some really important strategies leveraging the mobile welcome center to do some intentional outreach next year. Um you know bringing the surveys and meeting our our families where they are to ensure that that we are one exceeding the national average
of participation but that we're also taking time to listen to the voices under reppresented um that also lend tremendous value to our district. So this will um remain an important focus. You know, we talked about um title one survey data in in the previous
slide and that is important and we do see a 10% participation gap for our free reduced lunch qualifying families and so it's going to be important. So grateful for our title one schools and the outreach that they do. Um and um you know we we we have some work to do to
ensuring that we have equal representation across racial and ethnic representation but also that we're closing that socioeconomic gap um as well. And then finally, lower favorability is reported across all categories um for our families in um experiencing poverty as well. So we have
some work to do in that area. This year also demonstrated the importance of responsive engagement. Whether supporting families through crisis, uncertainty, transitions, or everyday needs, our focus remained on meeting the community with compassion,
responsiveness, and partnership. So, I would be remiss if I did not acknowledge the tremendous work following the tragedy at Evergreen High School. Our response focused on both physical and psychological safety, individualized family resp
um recovering hilly planning, um community conversations, and ongoing stabilization efforts. Throughout this process, we remain committed to listening, supporting, and walking alongside students, staff, and families. Um, I'd also want to take a moment to
express what an honor it was to personally serve the Evergreen community in the aftermath of the tragedy this school year. To witness firsthand the resilience, strength, and compassion of the students, staff, families, businesses, community um, within the Evergreen
community, but also within, you know, the Jeffco community um, is an experience that I will carry with me um, for the rest of my career. During an incredible difficult time, the Evergreen community demonstrated what it means to come together to support one another and keep students at the center. While no
community should ever have to endure such a tragedy, I was inspired daily by the courage, grace, and un unwavering commitment shown by everyone involved. I'd also like to extend my sincere gratitude to Dr. artists and her incredible team including Mattie Horniker, Nate Jacobson, and Amy Wells,
as well as Tom Burns, and Michelle Gonzalez, who work here centrally. It was a privilege to work alongside leaders whose compassion, steadiness, and dedication to students and families never wavered. Their leadership provided comfort, stability, and hope during a time when it was needed most. So the
commitment, professionalism, and heart I witnessed throughout this experience were truly inspiring. And I'm deeply grateful for the opportunity to support this community and for the lessons it reinforced about the power of relationships, service, and collective care in helping communities heal and
move forward together. Another powerful example of responsive engagement was the Jeffco Feeds Jeffco food drive in November. Right before the holidays when SNAP benefit delays created food and security concerns for nearly 13,000 families in Jefferson
County, the Jeffco community responded in a very big way. Together we mobilized more than 150 volunteers including school principles, law enforcement officers, grandparents, entire school PTAs, students, and Jeffco community members. What began as a collective
desire to support children and families grew into an extraordinary demonstration of community partnership and generosity. Through these efforts, we raised more than $41,000, stocked nine school-based pantries with over 50 pallets of food and essential items, and provided support to more than
2,200 students across our district. Beyond the number, this work reflects the power of a community coming together around a shared commitment to ensuring that every student has access to the the resources that they need to learn, grow, and thrive. Um, and I I do have to say
and I want to give um tremendous thanks to Jamaa Corral, the manager of community engagement on my team. We pulled this um together in about a week and a half when we kept watching and watching what was going to happen and um when it was really evident that these
benefits were going to be withheld and um you know we talk about name strength and need and and the relationships that we've established and knowing that food insecurity is something that impacts not just those that receive um SNAP benefits but it is experience we have students qualifying for free and reduced lunch in
every school in Jeffco that food insecurity is a very real need. Um we pulled together some community partners including our faith-based leaders, some of our nonprofits, some school-based leaders. Um and we just said go. And boy
did our community respond. And so um you know, while while the need um is unfortunate that we had to do it in the first place, um I will forever be proud of living and serving in this community by the way that Jeffco showed up that day. I've worked in this district for a
really long time and it can often be said that we are a big district that can get small very quickly and Jeffco feeds Jeffco was a powerful example of what is possible when schools, families, businesses and communities um partner together. And I just I had to share this Drew I do
have some sound. I don't know if if this will work here, but um I did take a video at the end of the day of all of our videos of excuse me, took a video at the end of the day of all of our volunteers and I just I wanted them to say thank you, Jeffco, because we had um
a line of folks showing up with food all day long. And so a fun way to have our volunteers say thank you. You click it. I thought so. Did it not Did it not load? It might be a PDF. I bet you that's why. That's all right.
I'll send it to y'all and you can see it. But it just it's so fun to see all, you know, the hundred and so volunteers say thank you, Jeffco. So, all right. Did I get locked out? There we go. Um, now we want to highlight how we're strengthening partnerships through
district direct engagement with students, families, schools, and community organizations. Intentional engagement means meeting families where they are and creating meaningful opportunities for connection, learning, and support. This year, we welcomed um more than 1,850 community
members to our back to school bash. We partnered with our Nevada Police Department to provide nearly 300 families with critical information through our parent academy safety nights and launched three mobile enrollment events that helped more than 550 families successfully enroll and prepare
over 2,300 students for the start of the school year. While each initiative served a different purpose, all were designed with the same goal in mind. Reducing barriers, strengthening relationships, and ensuring families feel connected to both their schools and the broader Jeffco community. And yes,
we are actively planning for this year's back to school bash. So save the date. August 9th, 2026 at the Jeffco Stadium. Strong partnerships began with presence, visibility, and authentic relationship building. Throughout the year, Superintendent Doran intentionally
engaged with students, families, staff, school leaders, community partners through school visits, community events, staff engagements, leadership meetings, and districtwide events. These opportunities provided valuable space to listen, learn, celebrate successes, and
strengthen trust across our Jefco community. They also reflect our ongoing commitment to ensuring district leadership remains connected and responsive to the experiences of those we serve. So, as you can see here, this list captures more than 75 engagement
opportunities from this year alone. Superintendent Dorland has truly prioritized being present in schools and communities, creating opportunities um to listen and just be present. Um I've had the privilege to attend um quite a few of these events with her and I can tell you um how grateful um they are to
have um you regardless of the event um or or experience. And some of them some of them can be hard and serious and some of them are celebratory in nature. Um, but one thing that I have always appreciated about being alongside Superintendent Doran um in in these in these spaces is her warmth and her
authenticity and just being fully present with people. Um, and I know how how appreciated um it is in within our system. So this year we piloted Destination Graduation, a family learning series designed to support families during
three of the most important transitions in a student's educational journey, entering kindergarten, middle school, and high school. Our goal was simple. Help families feel informed, prepared, connected, and confident as their children entered a new chapter in Jeffco. And the response exceeded our
expectations. Families showed tremendous interest in the series and were encouraged by we were encouraged by both a strong attendance and meaningful engagement at each event. We have nearly 550 families in total over the three nights and it reinforced what we know to be true. Families want to be active
partners in their child's education and value opportunities to better understand how to support their students success. But perhaps most importantly, it created a welcoming space for families to ask questions, build relationships, and begin their next educational chapter
feeling supported. Um, this work laid an important foundation for our academic partnerships framework and represents an exciting step forward in strengthening the partnership between families and schools we had. So, this boardroom was packed full with with families. Um, we
made it a really welcoming experience. They took home um packets and family learning kits and you know note cards and flashcards and and all the things to to really strengthen that home to school connection. But one of the things that stood out to me the most was we created
a lot of opportunity to build in time for them to engage with one another and it was always difficult to get them to come back because they just wanted to be in community with one another. And so, um, I think it was just an important reminder that when we create those opportunities for families to be with one another and we create the
opportunity for dialogue that they will absolutely take us up on it every time. So, um, I expect more destination graduation as well as other academic partnerships like this to come. So, our community partnership work continued to grow in both scale and
impact this year. Through the Jeffco partners and education platform, we engaged 874 community partners, significantly expanded volunteer involvement, and increased internship and job shadow opportunities. We created more pathways for students to connect classroom
learning with real world experiences. I mean just from the report you can see um we um volunteered uh excuse me we quadrupled our volunteer participation from 193 volunteers officially registered on our partners in education platform to 730 volunteers which two
years ago we didn't even have infrastructure to identify who our volunteers were um in the process. I also know that you're going to hear executive limitations 11 this evening. One of the things I'm also really proud of about the Jeffco partners in education platform is not only are we tracking and registering volunteers,
we're also background checking our volunteers. And so it's a really big deal. Um so our community partners helped extend what is possible for our students and schools by bringing additional expertise, resources, mentorship, and opportunities into our district. Um
community partners play an important role in preparing students for success both during and beyond their time in Jeffco. So, systems of care, our systems of care continue to expand this year through the mobile welcome center, Jeffco Cares, and my friend Ben. Through targeted outreach
events and new digital access tools, we worked to meet families where they are, connecting them to resources related to housing, food security, health care, mental health, and other essential needs. Um, I would highly encourage you to take a look at the Jeffco Cares website if you encounter a family that
is just needing access. Um, you know, we have Danessa Barahas here, a director of the family response service team. Of course, you can always have them call first and um, sometimes family just need to go know where to go to find information and so we've created the Jeff Coares platform where families can
find um, resources both within the district and in the county to help connect them to important wraparound supports. We also get the question a lot, especially um, as we shifted to free school meals for all. The question came up a lot about school benefits and
um making certain that families get access to the benefits that they need, especially for families experiencing poverty and food insecurity. So, My Friend Ben is a platform that takes gosh about 2 minutes. You read some household income information, household size, and it connects families to benefits um not
only here at the county, but at the state level as well. Families still have to apply for those benefits, but there are a lot of hidden benefits that families don't know about. So really grateful for the My Friend Ben um partnership. We have um Jeff co-branding on that my friend Ben platform so people know that it's a trusted resource, but
again would really encourage you um to point families in that direction if you know they're needing that information as well. And then finally um I love this picture. We were actually out a couple of weeks ago. So, we have a partnership um with Jefferson County Human Services
and the White Swan um down on West Kfax is transitional housing for families experiencing homelessness. And so, we were able to take the mobile welcome center a couple of weeks ago and bring donuts and coffee and games and books um and just be present in community with our families. So, it's just one of the
events of many that um our mobile welcome center um gets to participate in. And then one of the clearest indicators of growing family need is the work of our family response service team. So as of April um the time of of the report
first the family response service team have responded to nearly 2,000 family support requests representing an increase of more than 450 requests compared to the previous year. The data tells us that families increasingly rely on coordinated relationship centered support as they navigate enrollment,
school systems, community resources, and other challenging impact student success. At the same time, First maintained a 97% satisfaction rate, demonstrating the values, the the value families place on having a trusted team available to help problem solve, remove barriers, and connect them to the
support that they need. I'd like to publicly thank Theessa Varahas and her team for their incredible hard work and unwavering commitment to our students, families, and schools. Every day they thoughtfully balance the needs of families with the realities and resources of our schools and district, ensuring that the support is both
compassionate and responsive. Um, and most I I know I have the word here balance, but um most importantly, it's balanced. they really take a very neutral role in the support that they play ensuring that that all stakeholders feel heard and and have a place to to
navigate sometimes some really challenging and complex things. So these trends reinforce both the growing complexity of family needs and the importance of continuing to invest in systems of care that support students um by supporting their families. All right. So, while we can spend all
night um kind of going on and on about the work, um I'd like to shift gears and talk about things that we're doing well in compliance and the challenges that we'll be focusing on as we're planning for next year. So, our key accomplishments. So, overall, I'm pleased to report that Jeff remains on track in advancing the ends of 2.2 and
2.6. This year we saw positive movement in family school relationship, stronger communication and trust with families, expanded systems of care and support, increased opportunity for family partnership and student learning, and continued growth in authentic student voice and leadership. While there is
always more work to do, these accomplishments reflect meaningful progress toward building stronger partnerships with students, families, schools, and the broader community. Also just want to reflect for those that are listening. Um, in your report, we do talk about the Jeff Student Leadership Board and the big impact that they've had. I didn't talk about them tonight as
y'all have had a lot of time to hear about them here um at the board table, but um just know that um student partnership with students is also a big part of this report and um I would never want to miss an opportunity to to celebrate um our tremendous student
leaders for their impact. So, what we've learned um this year um there are also several themes that emerged. Families continue to tell us that communication matters, but just as importantly, they want communication that feels timely, relevant, and relationship centered. We
also know there is more work to do to ensure all families see themselves represented in our engagement efforts and our feedback systems. The data reinforces that families increasingly look to schools and the district as trusted partners in navigating resources and supports while belonging and identity affirmation remain critical
components of the student and family experience. So these lessons that we learned this year will continue to inform how we strengthen partnerships and improve access and deepen engagement across Jeffco. And as we look ahead, our work will focus on four key priorities. Increasing
representation and participation so that more family voices are reflected in our engagement efforts and our feedback systems. Strengthening communication to ensure it's relevant, responsive, and connected to the needs of our families. expanding systems of care and community partnerships to respond to growing and
increasing complex family needs and scaling academic partnerships so that every family has meaningful opportunities to engage as partners in their child's learning and success. So I will close where I began. Student success is accelerated where families,
schools, students and community part community partner communities partner together. I'm proud of the progress we've made. grateful for the many staff, students, and families who make this work possible and excited about the opportunities ahead as we continue strengthening partnerships across
Jeffco. Thank you. I'm happy to answer any questions. >> Thank you, Miss Pena, board directors. Questions? Yeah, please. >> I just want to thank you and Miss Barahas for just the continued work that
you guys do in this space. uh it is really appreciated and now we can even reference the numbers to see what that impact looks like and I and I like what I see in terms of what we are identifying as you know what are the next steps that we're hoping to make improvements and I'm excited to see what
that looks like as we press forward. So thank you again for all the work that you do. >> Thank you. >> Yep. I always love this is this is all the fun heart centered stuff that I love about the work that the the district
does. Um I'm a huge fan of the first team. I am curious if um we have ever presented at maybe CASBY about the work that we've done with our first team >> um as a as a way to share the wealth
with some of our other district. >> That's an excellent idea. Um you know we really did research um you know when I started in this role and realized we were lacking in an infrastructure really um how this was inspired was a policy
that we had in Adams 12 where superintendent and Darlin and I worked together um we had it was called 1550 and it was how you filed a formal complaint but there was a whole process in how you navigated um systems and support to to make certain that your
concerns were routed in the right way and it was much smaller district so they had one person one person first team who served as an executive assistant. And I was like, man, if we can replicate what she does at scale um across, you know, our district, um wow, an impact that we
can have. And and so um really went on a year-long kind of learning journey trying to to um determine the just right structure of central services and supportive student outcomes. And that's exactly what what we hear in the feedback that not only you've heard
positive feedback from families, but we also hear the feedback from schools and from our community superintendent. And so the intent really was to ensure that our community superintendent can be the instructional leaders and helping to be present and support um instructional
excellence as we were imple implementing Jeffco Thrives at scale in support of their of their principles. and so much of their job is in the operations space and a lot of that is in supporting families. And so if we could create a process to help remove that barrier um you know and and I think we've done that
we we're showing you know the outcomes of of our student data and I I don't think that we realize the tremendous value that first was was going to play. So I think I just wrote my proposal for the the presentation for CASBY but I think it's a great idea. >> Yeah, I think it's such an interesting
way to shift resources. um in a system our size, but I think it's um rep it can be replicated in smaller systems because it it makes space. I think honors the needs of the families who are um bringing some of their concerns to the district in that way. So I I remember
when it was first described to me and I went, "Wait, what?" And and now that it's been running for three years now, >> y this is our third year. Uh I I just think this is phenomenal work and it's something I think our district can share with the rest of the state and with our our other district partners. Um so thank
you. >> Absolutely. Thank you. >> I want you I want us to just yell this from the mountain tops that that's really good work that has happened here. >> Um I also am very excited about the um what did you call it? the the transition times, meeting with families,
>> the destination graduation, >> that one. Um I think that that's also phenomenal work. I think you're catching families at places where they either fully engage or they will start to not because they don't know what's going on. Catching them at those critical moments,
>> um I think is really also important work that it's going to have long-term impact. >> Absolutely. and we've been able to share the resources with um both our middle school and our high school principles as well as we think about the magic of middle school and high school reimagine work and transitions being such a big
part of both of those experiences and so many of our middle level leaders especially um have turned key a lot of the resources that we have and the feedback that we've received from families around I knew I wanted to partner I just didn't know how and that we recognize and signal to them that the
transition is not only for their child but for their family as a whole and to really just affirm that helped, you know, families, you know, um take a big deep breath and um and it's and it's an investment in our families. You know, we we've been talking a lot about MLO. I I
was listening to the board presentation this evening and the importance of an of an MLO and um and we do need our our families to invest in us so we can continue to invest in our kids. And I believe that experiences like destination graduation and many of the things that you hear tonight are an
investment in our families. And so there's some some mutually um responsive investment that is necessary if we're can continue to um strengthen belonging and outcomes for students. Yeah, I'm excited to see what happens. You four four and five years. If you have a student who this year goes through
kindergarten, you know, that family goes through the kindergarten transition and then knows that there's something waiting for them when they're getting ready to transition into middle school and they know that there's a support there when they go to move to high school. over the long run, I think the community building that can happen in that space
>> and just the feeling of secure um connection with district resources, I think just really valuable. So, thank you for doing that work and sharing it with us tonight. >> Thank you. >> I just want to echo the gratitude. Um, this work is meaningful and it it
strikes me during graduation season when we see kind of our big comprehensive schools, but then we also see the schools that don't necessarily get the attention and the programs that are making true impact in our families and um and it starts with the work you're doing. So, Miss Harper, would you please
help Director Kenworthy and I keep an eye out for the CASBY call for um because I think it comes up here in like June. I actually received it last week. I will go back into my email, find it, and send it to all of you.
>> Perfect. Um, thank you. I I miss it every year, so I appreciate you doing that. >> Um, >> yeah, just gratitude >> to your team also. Like it it's a really um really a unique and important aspect to the work that we do.
>> Thank you for the support very much. Thank you. >> Thank you. >> Thank you. >> Okay. Next, the board will receive and discuss monitoring report on executive limitations, which is board policy EL-11, school safety. This will be
presented by Miss Julie Tullson, our chief legal counsel, Jeff Pearson, and Magdalina Deandria, our director of school safety. Welcome everyone. Um, we've allotted 45 minutes for this report. Please do reserve time for our
questions and then before I turn it over, Superintendent Dorland, is there anything you'd like to add? Yeah, just want to thank these guys for the report and the incredible work they do every day um and your teams. Uh, I also want to highlight for the board um that uh Miss Tullison has come side by side with
these guys to add a special update around systems to prevent and address grooming and adult sexual misconduct. We have had many questions from board members which I appreciate about this topic. We've sent resources related to student safety our shared responsibility
which has been an initiative um that we have been undergoing since 2025 for so for about 12 months. And so we've provided all those materials for our board members to review in various weekly updates and other communications.
Um, but we just know that there are a lot of questions about this topic of grooming and adult sexual misconduct. And we've invested a lot of time, energy, and effort to um address this topic and and this um focus in our system. And so, Miss Tolson has come
side by side with these guys to add a special section to your update tonight just so that the board members and others who are interested can hear about those efforts. And so, thank you, Miss Tullson, for doing that. Really appreciate it. And with that, I'm going to hand it over to Mr. Pearson. Good evening, Board of Education
Superintendent Dorland. We appreciate your time tonight. It's ironic. It's my I think my last presentation for you all and it's just been an absolute honor to serve in this role. And I want to start and I'm going to talk a little bit about celebrations and awards because I think
we don't get to do that enough. And I think especially with our team, we wait till the culminating event at the very end of the year and then we talk about how proud we are of so many so much of the work that we've done. And so I do want to highlight some of those areas. First, um we were able to have our annual safety awards night um just two
weeks ago and Superintendent Dorland and Chief of Schools Drew um Mr. Coleman were able to join us and what an amazing night. If you're ever able to join and be part of one of those nights, you just feel I feel so proud of the culture and
the family that we've built. Um, we put a lot of work in every day and and it's stressful and we don't get a chance often times to pat each other on the back and say good job and all the work that we do. But we get to get one special night where we get to get together and just celebrate not just our
teams but all of our mission partners and the people that have made the work so special for us. And uh just a few of the highlights up here um in in photos. Obviously, Miss Lisa Ru is there and we were so fortunate to to celebrate her as our school champion and and it's a
difficult choice, right? When our team sits down and looks at all the leaders across our district that are mission partners, we try and find who do we think makes has made a bigger impact and it's so hard. There's so many and there's so many people that we could acknowledge in that way. But we were so honored to bring Lisa aboard and
celebrate all the work that she did and the advocacy and and the work especially post tragedy. Lisa was an advocate. Lisa was there with us doing her job and really navigating the world with us and supporting the evergreen community through that tragedy. So we felt like it
really made made a difference and and we wanted to support her and recognize her. Uh our SRO of the year. We know that our agencies are so amazing and this is the first year we went into an IGA and a 50% sharing with them. I was able to attend the chiefs of police lunchon today and we got great feedback and I think
there's some ideas going forward. How do we continue to improve that and and make that a part of what we do every single day. So we were able to celebrate our esro of the year and and and Mr. Lewis from Arvvada is amazing. If you ever had a chance to meet him or know anything about him, he's just an absolute
amazing. He reminisces about uh Gordon Beasley and he talks a lot about what Gordon did and how the SRO program has come to fruition and he emulates everything that Gordon Beasley stood for and what we what we really look for in the SRO program. So we celebrated him that night. We were able to also talk
about um two of our training consultants. Um Centurio training and consulting is our uh is our main training consultant. Um AJ DeAndrea is the uh CEO happens to be Malena's father but he's a big consultant for us but he also has doing done all of this the
tactical training for our division since its inception so many many years. So we were able all of our armed officers and all the tactical training we get we get from one of the top companies across America. And I think it says a lot about uh the the training that we receive when we go and train with our law enforcement
partners. They always talk about how highly trained our team is and that we're as good as as the law enforcement, which is why they partner and respect the work that we do. In addition to that, Nicoleti Flatter and Associates, they do a lot of our threat assessment work. If we ever get to the point where we need to bring in an outside
consultant in, um, Dr. Nicolleti has been in this space for years and years. And he's one of the most renowned professionals when it comes to threat assessments across the country and does a lot of this work with law enforcement agencies. So we're able to have them in our back pocket and be able to utilize them in many many ways. So we were able
to celebrate both of those those groups as better in our better together category. And then Tom Burns um as you all know the tragedy you know hit us and Tom was a brand new community superintendent just came off being a principal and man Tom was running and we
were we were keeping him busy. He was keeping us busy but he just led with such integrity. He was communicating all the time. He's just advocating for the work. So we wanted to make sure that we were able to identify that individual and celebrate Tom Burns that night as well. So we really had an amazing night
just kind of celebrating all the wonderful work and all the individuals that really made the the year in a big difference for us. They also celebrated you. >> Yeah. So if you don't you all know but I'm going to say it out loud. Uh Jeff is
retiring. Jeff is retired but he's back for the semester to help us finish out. Um I think your last day will be the June 30th. >> I think so. >> I think so. And Malena has um offered to step in as interim uh executive director. So thank you for your efforts
there too, Metalina. And while we continue our search uh for a more permanent um position, somebody to fill the position permanently. But Jeff was celebrated that night um just for his service to Jeff Co in many capacities as high school principal um as well as um
on our safety team. So thank you for all of your service. Absolute pleasure. Thank you. I'm going to turn over to Malina for our next step. >> As we dive into the monitoring report itself, when we focus on E11, it is really the superintendent developing a safe schools plan following consultation
with school and school district accountability committees, parents, teachers, administrators, students, and when appropriate, members of the community that provides for a safe learning environment conducive to the learning process and free from unnecessary disruption. This year's report has specific updated content in
our threat assessment data, our safe to tell data, our staff, families, and students. Jeffco listens data, as well as updates on our safety protocol for extracurricular activities, our secure vestibules and visitor procedures, updates on our campus supervisor team,
our armed R1 patrol officers, our emergency alert system pilot, and grooming ASM prevention and detection measures. Now, Jeff is going to dive into some of that updated data. As we look at our staff, um, Jeffco staff, students, and families, they had
the opportunity to complete the Jeffco listens employee, student, and family feedback surveys, um, over the course of January 21st through February 20th. The survey results, a total of 4,255 Jeco employees responded to the survey. Most of these employees also indicated how
safe they felt at work over the past week. As shown in the figure two point two figure two 58% of staff members reported they almost always felt safe at work. One point it's a one point percentage decrease from 25. An additional 29% indicated they felt
frequently felt safe which also is a 1% point higher from 2025. That's significant. When you take a look at the size of our agency, 14,000 plus employees, and we see that many that just feel safe, we feel like we've at least engaged them. We've put some
things in place to make them feel secure. And I know you heard earlier about recognizing students by name, strength, and need. It's no different for our employees when when they feel welcome and they feel respected and they feel like they're a part of the team and they're honored in the work that they
do. no matter what they do, they feel safe and they feel a part of what we do. And I think our team has really resonated the culture of what we do to make sure it it's inclusive of everybody that we see every single day. So, we're really proud of that data. Moving to the next family school
relationships, family school relationship survey results. The family survey included an overall safety topic with five separate questions. 10,368 JECO families of students of PK through 12 answered the survey shown in the table. About threequarters of families
responded favorably regarding their overall perception of safety, which was the same as last year. Elementary families reported a higher favorability for the school safety topic than our secondary families. The questions with the highest favorability were around children feeling safe and drugs not being a problem at school, which I think
you also heard in Miss Pena's report earlier. Just over five and 10 respondents answered that they rarely worry about violence at their child's school. Unfortunately, that's three percentage points lower. And I do when we get done with these slides, I do have a little
bit of ideas and some thoughts around some of that data. Please note that the percentage favorable is measuring the positive responses from our families. For example, overall, how unsafe does your child feel at school? The large majority, 87% of families reported that
their child feels not at all unsafe or slightly unsafe. And you all know, and I see your heads nodding, sometimes these these data points can be very misleading. So, I just want to make sure that pointed out. 87% feel that they really do feel safe at school.
Patterns. Um, I think you heard some disagregated data earlier from Miss Pena, but I want to talk a little bit about some of the patterns um from our from our data as well. Families were asked to provide descriptive information about themselves and their eldest child in particular schools. Families with students in grades 6 through 12 are more likely to
be concerned about violence at schools compared to families of elementary students. Hispanic and Latino families were the most worried about violence compared to other families of other racial ethnic groups. The only group with below 50% favorable. Families of students with English language learners
were also more likely to be worried about violence compared to families with learners in other social programs. Similar to last year, families with children in early grades indicated it would not be very difficult to get support if they were bullied compared to secondary students with a gap of over 10
percentage points. There is a similar pattern for online bo pattern for online bullying where families of elementary students indicate a much lower likelihood their child would be bullied online compared to secondary students. That gap was about 30 percentage points. Concerns about drugs are virtually
non-existent for elementary families. I think a portion of this data as we all know what happens in society pushes and forces its way into our schools. And when you look at our secondary students and you look what has happened, especially over the course of the year,
I think across the nation, the pressures of what's going on, society through society has pushed into our right into our schools and our students are feeling it. Um, another piece of this data, and we've talked about this for years, is it's really unfortunate that we ask five questions about safety, and they're very
broad scope questions. And I always talk about two analogies I always give my team is a student can answer this and feel unsafe walking to school on a busy street because they don't have a bus, they don't have a ride or they're riding their bike. So they may feel unsafe. Another student might answer the very
same way because they feel threatened every day or bullied. But we're seeing that data in the same category. And so we've talked a lot about how do we disagregate that? How do we get in deeper? How do we gain a student's voice and really work harder to figure out what makes you feel safe at school? what
kind of things make you feel unsafe and really try and dig in further. It's really hard, I think, for us to really take some of this larger scale data and really dive in. I think there's important emphasis in certain areas around bullying and some other pieces, but that just it's it's hard to take a lot of that data because it's just so
largecale. I'll get off my soap box there for a minute. Next, I want to talk about the Panorama student survey for grades three through five was administered the third time this year for secondary students the fourth time. More than
12,000 elementary students competed completed the survey with safety perception results provided in the table. For elementary students, just over seven and 10 respondents had a favorable perception of overall safety topic. That's pretty that that's pretty amazing. Seven and all of our of 10 out
of 10 of all of our kids are reporting really favorably in safety. I I would really I'm really proud of that that number. Questions about likelihood of being bullied online and frequent frequency of physical fights at school had a relatively high favorability 85 and 83% indicating most elementary
students do not perceive these issues as a safety threats. However, the majority of elementary students answered that people were often disrespectful of others at school with 45% favorability. secondary students. 25,000 students who completed the survey, a little over six
and 10 responded favorably to the overall school safety topic, one percentage point decreased from the prior year that all safety question results from secondary student surveys responded in the table. The majority of the questions had nearly seven and 10 students, once again a great number,
responding favorably, except for people being disrespectful of others at their school. similarly similar to the elementary survey results. Once again, unclear data. I think when it comes to disrespect, when it comes to bullying and some of those things, as a former
high school principal and having kids go through the system, there's so many things that feed into the disrespect of what's going on that I think uh I go back to the mantra that we talk a lot about and and Superintendent Doran, there's two themes that we've really adopted from what she's brought and it's
a part of what we do every day in in in the culture of of school safety and it's better together and it's known students by name, strength, and need. We've embedded that in our culture. It's what we do. It's what we talk about. And when I talk about that knowing students by name, strength, and need, a lot of this disrespect of the things are going on
are kids saying that guess what? This is happening, but I'm able to tell somebody it's happening or I'm reporting it and I'm able to say that, hey, this I hope this gets fixed or hope it gets notified or some things change. And that says a lot about our kids. Safe to tell numbers
you're going to hear shortly have gone up. And and I'm just so proud of our kids are are willing to say something when they see something. It's a big deal. I'm going to turn over to Malina. >> As we move into the items we've operationalized, we'll start with campus safety. Our campus security team is
deployed throughout our high schools and many of our K8 and middle school campuses. They are highly trained in mental health, first aid, deescalation, search, camera access, and intel, and are assisted by mental health and safety personnel as appropriate. As we move on to safety checks, Jeffco's emergency
operation plan or EOP continues to be operationalized with modifications occurring when necessary over time. In the 202526 school year, we completed annual full safety checks at every school. This is fire drills, lockdown, shelter, evacuation drills, um verifying
school response team member information and credentials and other pertinent information. And this is to be fully prepared for any type of incident. When it comes to emergency response training, building administrators and superintendent are scheduled to complete their annual mandatory safety training
for the 202627 school year in July. And food services, transportation, secretaries, paraprofessionals, and facility managers are scheduled to be trained in July and August on safety best practices and responsibilities. Additionally, cabinet and our other
Jeffco public schools instant command system teams are scheduled to complete a large-scale scenario-based training in August. Our threat assessment model when it comes to the oper oper excuse me oper operalization of this um Jeffco
implements the threat assessment model identified by national best practice which requires the following all of which is in place in Jeffco. So this is establish a multi-disiplinary threat assessment team. Define prohibited and concerning behaviors. Establish and provide training on central reporting
systems. Determine threshold for law enforcement intervention. Establish assessment procedures. Create and promote a safe school climate. And provide training for all stakeholders. When it comes to community education, the Department of School Safety and Security works with school best based
parent organizations to present safety best practices and to answer community questions through school-based structures. Our student review team is a multi-disiplinary team meeting weekly to make balanced decisions regarding response to severe student behaviors. The consistent use of the discipline
matrix. All school-based administrators have been trained on the newly revised student discipline matrix and are using it to inform discipline decision-making. And last in our operational our operational category, our emergency dispatch center um redesign. The department of school safety finished its
renovation and technology upgrade um last year in April. We're very proud of this new space. We received a majority of grant funding to renovate it. Um and we partnered with other organizations to bring in that final portion of funding. It is a fully operationalized state-of-the-art space with up-to-date
technology that gives us the opportunity for faster life-saving support for schools in need. As we move to on track, these are items that we are on track and making progress in safety training. We built staff capacity with consistent
messaging and robust safety training across all divisions of the organization. Training to include in-person and virtual online when and where available. Our safety protocol for extracurricular events. We train the department of school safety personnel, our athletic directors and other key stakeholders in the evacuate, evade,
defend safety protocol. This is a best practice protocol for an active threat at a large event. So think exterior or interior sports, musicals, etc. We're developing training content, so videos, community communication, etc. for scale implementation to all stadiums and
school sites. Moving forward, student voice in safety planning and management. This is an area that Jeff has already emphasized. We want to dig in more to, but we have increased solicitation of student voice through the Jeff Co student leadership board in strategic decision-making around safety priorities and planning
our secure vestibules and visitor procedures. We've increased target hardening for unwanted visitors, making our schools less attractive, more secure, and harder to access via secure vestibules, which prioritize school access. Last on um excuse me, we've got two more
on the on track category. First with volume of reports. As reporting tools like safe to tell grow in popularity and usage, our team has experienced a significant increase in the volume of reports. And this requires ongoing monitoring and consistent timely responses, which I believe our team does incredibly well. I want to share with
you some of that updated safe to tell and threat assessment data as we look at this calendar year. So when it comes to safe to tell, JECO received a total of 3,97 safe to tell tips during the 202526 school year. 720 of those tips were
duplicate reports. So, of the 2,377 total tips for individual incidents, here's a specific breakdown of some key categories. We had 181 tips for drugs, 32 tips for fighting, 75 tips for guns,
26 tips for planned school attacks, and 153 tips for threats. Remember, these are just tips. They do not necessarily correlate to actual incidents, but it's great that our students are utilizing this tool and giving us the information. We want these numbers to continue to go up because it means students are sharing information as it arises. When it comes
to our threat assessments for this school year, we had 1,172 behavioral threat assessments that were submitted. This number may seem high, but it's important to note that the screening process ensures that schools and the district are aware of and addressing any possible threats. It is also important
to note that 86% of these assessments were managed and resolved through that entry-level screening process. Now, last in this on-track category is the student safety, our shared responsibility initiative. So, this is our initiative collaborating with local child safety experts to evaluate current safety
practices and implement revisions or new initiatives focused on preventing adult sexual misconduct, grooming behaviors, boundary violations, and child exploitation in order to create a safer and more supportive learning environment for all students. We've also linked our website here as a reference point, and Miss Toulson's going to go into more
detail on this later on in the presentation. Now, I'll pass it over to Jeff to touch about on our challenges. I want to touch on a couple of challenges that we continue to to see or that we're working towards. Um number one, you've heard about it and hear about it often as our campus supervisor
team. We're closing the 2526 school year with just nine vacancies. It's the one of the lowest rates in recent years despite ongoing staffing challenges. We remain committed to increasing the number of campus supervisors to ensure full coverage at every middle, K8, and high school with future consideration
possibly for elementary schools down the road. our armed personnel coverage with a team of 27 armed R1 patrol officers. Our our ability to offer support to buildings that have limited SRO assistance to have an SRO vacancy and our ability to offer support for incoming calls to service with the
broader district as a whole decreases or it gets tougher for us to cover. Centralized budget considerations for safety, cameras, radios, video surveillance and storage. Some nonFTTE school safety investments are funded centrally while others still fall under
individual school budgets, leaving maintenance responsibilities to schools and creating parody challenges. >> Our visitor and volunteer >> Sorry, can I just jump in on that one real quick, Jeff, because I want to give a short update. It's still a challenge for sure, >> but we have in next year's um capital
reserve budget identified approximately 1.2 2 million of capital funding to begin a refresh cycle on some of these things. So, some of our schools who are struggling to sort of have up-to-date video cameras or radios will be getting
some centralized support. It's not enough. Like, it's a it's just a start and we're going to learn a lot through this program, but I wanted to make sure that that was on track uh for next year as at least the beginning of a trial. Um and and if we pass the millie override,
when we pass the millie override, uh the 60 million in capital construction technology and maintenance, a portion that will help us build out a larger portion of the capital budget to be for these types of uh safety measures that are more in the capital space.
>> Thank you, Superintendent Dr. That's exciting news. Next, the visitor invol management community partner tracking. The district currently lacks a consistent visitor and volunteer management process with some schools using systems and others are not, prompting exploration of a district-wide
solution that will require centralized funding. Establishing an emerging technology. Prioritizing school safety requires evaluating and effectively implementing advanced technologies such as emergency alert systems that activate intercom alarms and notify staff via messaging
apps while also addressing the challenge of adapting to evolving needs and securing sustainable funding for adoption and maintenance. I would be remiss if I didn't also state the significance of understanding that there is a fine balance of a physical
technology safety component hardening your schools with psychological safety. That's so important. If you look in the space and all the professionals out there that talk about safety, psychological safety, well-being of students, feeling welcomed, knowing them by name, strength, and need is the
number one component to keeping kids safe in schools. And so there is a fine balance and while we're working hard on that physical barriers and understanding how we keep individuals out that aren't supposed to be there, we still are digging in and understanding that prevention side of the psychological safety. And I know that's not in here,
but I want to make sure that that was reported to you. I'm now going to turn it over to Miss Tullen. >> Thank you so much. Okay. Um, I I'm not telling anybody anything they don't know to say that in
recent years we have had a series of tragic child sex abuse cases in this district. And one of the things that we've done as in the wake of those starting early both in consultation with experts and then as a leadership team
under superintendent Dorland's direction is to really look at those and say why is this happening? what did we miss? What do we need to do? Um, and one of the things that we really identified is there were some more common threads that
connected some of them and some of them are on this side in particular. Um, private one-on-one time between staff and students, a culture of assuming good intentions, you know, I mean, um, educators in particular are to, you
know, assume positive intent, sort of kind and generous folks. And so I think really saying do you understand what you're seeing? Um gaps in information sharing between school districts. And so I wanted a couple of the steps we've taken haven't been probably as well
known outside the system as they are to our principles and HR leaders and this partnership with risk and school safety and the cabinet team. So we did a couple of really specific things. One is define clear boundary expectations and policy. I'm going to show you that. um
comprehensive training to really move the needle on. If you see something, say something, right? Spot grooming um and in-person training. You know, training time in this district is um it can be hard to get that standup time in front of staff because there are so many
demands for it, right? From uh cultural instructional excellence type work to safety and security and emergency response and everything in between. um but investing that time. We specified some reference check expectations and then we've got some enhanced
transparency and policy that I' I'd really like you to see. One of the first things we did back in 20 early 2023 was adopt a policy regulation that really got granular about what boundary
limits that there were regarding our staff student uh contact. I know of no other school districts that adopted a resol regulation like this. You know, we follow the CASBY model policies in a lot of spaces, but um this one was one we
developed on our own and it got really specific around behind closed doors, special friendship, gift giving, rides in cars, being in a student's home, having the student to your home. Um and has a provision in it that says, and if you see these things happening, you have
an obligation to report them. Um, so putting those in a policy regulation. When we amended it in 2024, we sat down with the safe schools office out of the Colorado Department of School Safety. We also looked at the code of ethics that Rston House uses and adopted some of the
standards there to really specify um what is it the grooming conduct. You know, a lot of people talk about, well, you gota, you know, you got to train your folks, and obviously you do, but far too much training, if you look around, really focuses on sort of don't abuse children. Well, I I understand
that, but but frankly, folks that are in that space as child sex abusers aren't going to do or not do based on training. What we need to do is train the system to identify, weed out, prevent, and all of the the things we've done. So, that's a
lot of where GBER came from. Um, the next thing we did, how how many of you have attended our adult sexual misconduct in-person 90-minute training? I don't know if any of you have. Um, this was a really particular, I'm going
to say visionary initiative. Um, in the summer 24, at first we're just like, we need to touch on if you see something, say something. What does grooming look like? And we added a an online module to our sort of vector mandatory annual
training that our employees complete in the summer and fall. And that's great, but there's no substitute for getting standup time in front of people um and for having breaks where they talk to each other about what they've just seen, process scenarios and
all of that. So, it seemed pretty clear that that wasn't enough. In the fall of 2024, the Colorado Safe Schools office came and partnered with us and presented some training that was developed out of Seattle, Washington and and um
presented that to cabinet. A couple of board members came and we thought that is what we need to do to move the needle in Jeffco. So by January 25, cabinet approved this district-wide roll out um legal risk HR professional learning
developed a train the trainer sort of model and trained those presenters and remember they didn't have to be subject matter experts right they were working with a particular module here's content here's a video everyone's going to watch here's
the sort of turnand talk moment they were facilitators as much as anything but the real culmination of which we cannot be more proud is that in August of 2025 um on the same day a professional learning day for our schools after uh staff had
returned um attended an in-person 90minute session at locations throughout the district. Uh in August 2025 alone over 8,000 Jeffco employees participated in this 90-minute training. Since then we've
been offering it monthly for new hires. So, I think now we're up to about 10,300 trained folks. And while you're thinking, I thought Jeff CHCO had for 14,000 employees, remember that list includes people like um game workers who
might work a few hours a year. Um our guest teachers obviously didn't attend the in-person model, but they have a a mandatory sort of 45 minute online that we expect them to do. So some of the other groups that aren't in our 10,300 number are getting this content other
ways. But here we're talking about all of our you know who gets trained. You can see and even list this is just a screenshot right from how we kind of managed it the dates for all of these categories of folks that were doing this training.
Uh what was the focus? Well, you know, when when the Safe Schools office shares that statistic that one in 10 students experiences sexual misconduct by an educator by the end of high school, that is a shocking data point. And um so what
are we going to do about it? First, we're going to work on those awareness pieces, those learning objectives. In particular, I put a green arrow by the one that I think was the real focus is to that know what you're seeing. adult student interactions identified as
green, yellow, and red light indicators, right? Um, prevent, prepare, mitigate, respond. What are we seeing? So, the key learners here, and I won't I won't read them all to you, but it's first understand exactly what kinds of kids are often most likely to be victimized. Understand
what kinds of adult behaviors might indicate sort of a progression towards perpetrating. recognize that uh offenders don't just groom kids, they groom communities, they groom co-workers, they it's always that same
thing we no way, not that person, right? It would have been the least likely I would have ever guessed. So it the training really leans into a lot of those assumptions and really that if you see something say something piece. Um so couple of other quick things. We made
some revisions in hiring practices. First, again, a policy C amendment that I don't know any other district that has done. In the spring of 2025, we added to district policy a specific requirement for reference checks to um include
whether there was an investigation of abuse, misconduct, inappropriate boundaries, and that that reference has to be the most recent supervisor. You know, a lot of times we see on applications somebody's listed. Well, this was my co-worker three years ago and we're
still friends kind of thing that you know, you're going to talk to the most recent supervisor and you're going to ask questions really designed to elicit information about this particular risk. So, that was fall 2025. When workday goes live, it's going to
have embedded in it a couple of questions that applicants will have to answer that are also, in my experience, pretty novel, unique to Jeffco in particular. You know, we've all seen the question where have you been uh terminated or resigned under,
you know, in lie of termination, but this one adds a different one or have you ter been terminated or resigned under and then it adds pending an investigation because one of the things that we often find is that's the piece we skip, right? and also addressing kind
of a similar uh question with regard to non-renewals because those come al up with our licensed educators. Another revision, we will not enter into any confidentiality agreement with somebody being separated for inappropriate boundaries. Um we um won't
suppress or destroy relevant information regarding that kind of an investigation. We'll report to CDE any investigations regarding child child abuse, that's a statutory obligation. and sexual misconduct. That's a statutory obligation, but we added our inappropriate boundaries with students.
Um, and we've made these shifts in this area in in part even on CDE reporting. If we've made a report and an investigation has been opened by their department, other district HR departments with appropriate permissions, right, can go in that
licensing database and they'll immediately see that that license is under investigation. So that's just sort of another way of ensuring that we're not just passing problems on to another district. So those are the big shifts we've made in policy and practice in the
HR space plus the training. Any questions? >> Board members. Director Marinian. >> Um so I understand that we are tightening our uh reference checks and application process with those questions
that you outlined. Um, I'm wondering if there are plans to sort of go through uh current employees that we have to assess these questions as well. I I would have to ask HR. I don't think
so. I mean, by the time somebody's a current employee, one thing on the traditional criminal fingerprint background check, we get updates if there's been an incident, but in terms of reaching out to past employers for somebody that works for us now. No, >> I also I just want to say like it's not
that uh managers weren't checking references. Um that was happening in our system. There weren't clear expectations around documentation. um there were not um clear expectations around the types of questions that the
district wanted employees to ask. So that for the last three years or so, we've been tightening up those kinds of expectations. Um and to Julie's point, we do uh fingerprint every employee. And so when or if an employee has some sort of
criminal activity going on, we get a flag from the state of Colorado or the specific law enforcement agency. um that's dealing with that. Um and that does happen with some employee, you know, 14,000 employees, you're going to have some issues um that that emerge and our HR team is very responsive to any of
those reports that come in from from the um fingerprinting and CBI. >> Superintendent Dorland, does that um include if this if the altercation were to happen outside of Jefferson County? Is it it's statewide? >> Yes. Yes.
>> Okay. Does CBI connect with other state agencies? >> Not for the reporting notifications that we get. So that is one weakness in the system that every I guess every local education agency faces.
>> Thank you. Um I I want to say and um we have very good partnerships with our law enforcement agencies. So that even though it's not necessarily a required or automatic thing, we do have instances where um a law enforcement agency in Kentucky will call Jefferson County
Sheriff and tell them because they have good relationships with their counterparts in other states. And then because we have good relationships with our law enforcement agencies, whether it says city um police department or the county sheriff's office, they call us and they tell us.
>> I would like to add there's also we have great relationship with the FBI. We have actually currently an agency and working partners right here in the sheriff's office through the county that is our FBI partnership here in Denver and they are always taking a look and looking at some of the national data. So if there's
anything that ever comes up or red flags for us as a district, the FBI is really good and really close and and really navigates that space with us. >> Directors, other questions? Oh, I just have more of a feedback thing because I was looking at this
presentation uh last night and I was looking at like the surveys of the students and I didn't have the context that you provided here during the the presentation see saying that these are favorable responses. So, I'm reading you know how often do students get into physical fights at your school and I'm
seeing 71% and I'm like goodness gracious me. So, um just feedback on that. It was a little confusing reading through the slide deck in advance of of the meeting, but that that's all I have, but thank you guys so much for the presentation. I appreciate it. Dr.
Edveria. >> Sure. Um I also I guess I'll start with feedback as well. Um I did do the virtual training in Vector um back in December and I think it was was that also 90 minutes? You refresh my memory?
you know, the the segment spec specific to adult sexual misconduct in vectors only like >> maybe 10. Yeah. Eight minutes and and and it's an adjunct to our mandatory reporting child protection. >> Okay. >> module.
>> Yeah. So I think um one of the things uh in my family we're we're heavily involved in scouting and as a parent volunteer I'm required to take uh at first a 90minute training and then the
following year you can take the 45minut refresher um but you kind of have to go back and take the 90-minute which is the mandatory reporting and um it goes through the process it kind I personally find it very helpful because it stops you as you're watching the video, makes
you answer questions. You can't just like turn it on, walk away, go cook dinner, come back and say, "Oh, I completed it. Let me take the test and look up the answers on chat GPT." Right? So, I personally taking the vector training for Jeff Go.
I would prefer a training that's a little more interactive maybe um longer more direct on what's happening. Um, additionally, second, I guess this is my question
then. My second question is, are volunteers required to take any kind of training that are working in schools with students on a regular basis or is it only staff members? >> I the short answer is I don't know the answer to that. Um, we do I don't know
of any training that we do for volunteers. And I just want to make sure we clarify that this the 90minute in-person training is being done with all employees. It was done across the system with the majority of our employees last August all on one day,
which is more than the vector. It is an interactive 90minute in-person as Julie mentioned. And we then train all new employees coming in with an in-person 90minute session on adult sexual misconduct that has been in partnership
with the Colorado school safety office. So just know it's not just Vector. Vector provide the Vector training is really about mandatory report training and with a little bit of this added in. >> Thank you for that um clarification. And then um
I guess just clarification going back to Director Monian's question, are people who have been in the district for multiple years background checked again or we just like at what point is there a certain point where say they've been background checked 25 years ago and
something happens? Are you saying that the that we would be notified if it had been done 25 years ago that their records are still on file from 25 years ago and we're going to be notified? Okay, thank you.
>> Director Henworthy, just to follow that, it is our practice now though that if somebody internal moves to a different position that we do background check again. Is that accurate? Yeah. Not not to my knowledge either
because their prints are on file with the Colorado Bureau of Investigation showing that they work for Jeffco public schools. So whether they've changed >> Okay. >> jobs or not, we get those with subsequent arrest notification. >> Okay. >> Yeah. >> Great. Thank you. >> Sorry, I've got one more. Um, so I was
kind of looking at the data from Scouting and since Scouting has implemented this pretty intensive training. Um, they've seen a reduction of sexual misconduct cases, they're less than 1% now. What kind of data does JECO
have showing are we showing that we are having less? Maybe I I understand that possibly now with the training we're having more instances come to the top because more people are reporting. However, at what point are we expecting to see, hey,
we're actually seeing a a reduction in sexual misconduct in our district. >> I don't I can't really answer to what we're we're seeing when with the reductions, but what I can answer to is we I see all the safe details and all of
the information that get shared with us. There's an uptick in, as I think Miss Tulsome pointed out, identifying grooming behavior, seeing something that didn't feel comfortable and students, teachers, and parents reporting it. We're seeing a huge uptick there. That's the first step in understanding and
identifying where some of those navigation pains are with some of those individuals. I think it's probably going to take some time for us to truly truly look at what the what that data looks like. I think this year is probably uh spiked a little bit as we all know. I think next year and the year after that we might be able to see some
indications. But what I think is really important is the is the spike in the reporting and that's important and that's not just kids that's adults, teachers and others that are reporting that to us. >> Yes. It struck me when Modelina mentioned like it's good that we're
seeing this increase in safe to tells because it's it's playing out a little bit that way too. But I'll tell you we have affirmatively had um I'm going to say four but I'm going from memory. um terminations of non-probationary educators, you know,
for example, ju simply based on the fact that we have policy violations of that GBER. We've had um you know, pro 10, 12, I don't know, of classified staff kind of similarly. In other words,
things are being spotted, identified, and and folks are being separated like they're being weeded out and we're making the CD report and doing those things. So, uh, which is its own, I hope, kind of prevention because most of those have not been the kind, right, where it's in the hands of law
enforcement and criminal charges coming. I'm talking about the ones where a co-orker spotted um texts, gifts, alone time, and either an HR investigation or partnership with law enforcement, and we were able to take action. And I think
that's a direct product of some of the changes we've made and some of the cultural shifts we're trying to make. Director Kenworthy, did you have additional? >> Uh, yeah. I just wanted to say adult sexual misconduct has been a
problem for ever since there were children, you know, and and adults who were around them. Um, not an excuse, but it means that we cannot address it until we know that it's going on. Once we know, then we do what we can. um and and
everything that we can to make sure that we're removing those people from access to our students. And I think for our county to have um instances where we are removing people um does not mean that we have a higher instance of it happening
here. It's that we are better at finding, identifying, and removing those people than perhaps some other districts. If there are school districts that have zero reports and they it's not that they don't have a problem, it's that they're not capturing and catching the information that they need to keep
their students safe. That's that's just um I think that's a reality. It's an unfortunate reality, but it is reality. Um thank you for the presentation. Remind me, will this training happen
every year? The 90minute Inerson training. The cadence is an employee will have to have it every three years which is why we're tracking the data in terms of the 90-minute and then otherwise they'll have the vector refresher that that you've seen. So but it's offered on a
rolling basis which makes the data collection complicated. It's being offered monthly for the catchup new hire and otherwise employees will have to be in that three-year cycle. Okay. >> And is the three-year time frame um where does that recommendation come
from? I don't actually remember. It might have been just part of the the cabinet conversation about the reality of embedding this among all the other significant training demands for staff. Um, and it's not set in stone, but it's
in the current plan >> as we evaluate this. And I I am first of all, I'm thankful for all of the steps that have been put into place. I do think um Dr. and I talk about this often. We also are a a family that is involved in scouting and I also take
that um training regularly. Um I'm really glad we put this in place. I do think it's really helpful to name it to show the actions and to just make people more on on alert for it. Um I would be really interested in tracking this data year-over-year. I think this
is something that um would be helpful to show. And I would I would also be interested in kind of from a best practices standpoint from you know experts in the field what is that right cadence um of the full you know I know the vector does a little bit of a
refresher but I'd be curious to see what the um best practices on on refresher I know there's so much training >> no there is one thing about best practices >> um we've been invited to co-present with the office of school safety at the safe school summit in October
>> that's wonderful because what we've pulled together here really isn't existing much in Colorado and their hope is that it can be used as a model. >> That's that's awesome. I I would love to know, you know, on that frequency and again my only
experience is I think it's every other year I have to do the full Am I right on that? >> Yeah, you have to do the full 90 minutes every other year and then you can take a refresher, the 45m minute refresher the subsequent year. Um, any other questions?
I just want to end with a tremendous amount of gratitude. I'm going to try not to cry um for Mr. Pearson. Um, I'm not going to be successful. I really appreciate you. All right. Thank you guys.
Okay. Next, Superintendent Dorland will provide a preview of the items anticipated to appear on the consent agenda for the upcoming June 11th board meeting. Superintendent Dorland, the time is now yours. Thank you, President Applegate. You'll see at the top the typical things that come to the board monthly with employment, administrative
appointments, and resignations, terminations, supplemental funds, acceptance of the monitoring reports that you studied this evening with um Tara 2.2 2.6. You know what I don't see on here, Miss Harper? Is um EL11, which
we just So, let's add that. You'll also have this monitoring report. The safety was EL11. Um so, that'll be good. Um thank you, Miss Harper, for taking note of that. And then, uh you'll have your minutes, approval of minutes for the
board meetings listed here. Uh we'll also be having the JCA contract for your approval. Um that actually is going to be a separate agenda item. It's not going to be on consent, just so you know. Uh and that you're prepared for that. It'll be an action item of its
own. Um you'll have in consent a contract amendment for Lexia, which provides um uh intervention tools for students who are on read plans. Um in addition to a contract approval for a
couple of IT um investments here, one is uh some devices for window our windows uh devices um as well as flat plan flat panel displays um for audiovisisual equipment um and then our athletic
trainer services uh through children's hospital. We um contract for the athletic trainers that are on the sidelines keeping our young athletes safe as they go through um their athletic events and practices. Um shout
out to those folks who take care of my kids occasionally or have in the past. Um you'll also see uh sports officials payments. We we contract with a company named Arbiter to support us with the officiating for our athletic events. Um
and then athletic wear purchases um that we go through for all of our uniforms for our athletes. And you'll have a contract amendment for the for our uh implementation partner for our ERP of workday uh Accenture. Uh
this is related to uh what Brena mentioned during the budget presentation. We've we've want to extend the timeline of implementation so that we can feel more comfortable and confident for smooth um flip the switch
go live and um that's going to cost us some money. We will be talking more about this on on Friday at your retreat uh to explain a little bit more about some of what's going on with the that project, but um I I feel like this is the right thing to do and the right
investment to make for the project as a whole. Um and then a natural gas transportation contract with Spark Energy. Um just to highlight for you as well at your um 11 June 11th meeting will start at 5:00 p.m. You'll have
TDPAC coming to engage with you. The monitoring reports 3.1 and 3.3 will also be something that you study. Tara mentioned that earlier this evening. This is around student perceptions um and student engagement um and making sure all students are
engaged um you know and then cell phone policy hopefully we'll be coming back in a place where the board feels good about it and can take a vote and get that accomplished before the June 30th deadline and then you will also obviously have the appropriation adoption and appropriation of the fiscal
year 27 budget. Superintendent Dorland, two quick questions. >> Um, on the Accenture contract, um, is that a is that based on the hours we think would be needed or is that a that's a not to exceed, I assume,
amount? Do we know? >> Um, I don't know how it's going to be drafted >> materials. What's that? It's it's related to the services provided by Accenture. >> Um, and I did I did have the team I asked the team to include kind of the
why. Yeah. >> Um why the cost? Basically, um because we're extending it requires Accenture to have their team on board for a longer period of time supporting us. >> Probably time and materials. Okay. Oh, and it says not to exceed. Okay. So, it
is a not to exceed amount. Oh, no. We approved the not to exceed amount. Okay. Okay. >> And it's coming out of cap reserve. >> Okay. Um, and then also I know we talked earlier about um nominations to our
committees. Is that are we going to see that in the June 11th meeting or did I misspeak earlier? Would that be its own action item? Not part of consent. Okay. All right. Thank you. Any other questions? >> So, we just need to get that added to Yeah. Okay. Thank you.
Just for clarification, I missed the response uh to the question. So for the committee nominations, we are is that part of consent or is it a separate action? >> Separate action that'll be added to the agenda. >> Thank you for the clarification. >> Yeah, it'll be like the um approval of the JCA contract. It'll be
its own action item. >> Perfect. I think that's appropriate. >> Okay. >> All right. Thank you, Superintendent. >> You're welcome. >> All right, guys. Um our final item this evening is committee reports. This is our opportunity to talk about what we've got going on in our committees. We heard
earlier how important they are um from our esteemed facilitators. So we have 25 minutes for our reports. The time is ours. Who would like to start? Dr. >> I know that you do not want to stay for 25 minutes, so I'll go fast.
Um capital asset advisory committee met on May 21st. Um we discussed the recommended mil levy override ballot language. Um the members in that group offered some different suggestions um so that voters can clearly understand the intended use of the funds for capital
assets. Um just going quick here um Megan Tarden came to that meeting and talked about the sustainability initiatives. One interesting thing that I did not know about our district was that we actually do have our own things like solar
infrastructure which produce electricity for us that we do not have to pay electric bills on certain facilities here which I thought was interesting. I did not know that we did that. Um, so I'm really looking forward to learning more about the sustainability efforts in the district and how they might be um
able to help Jeco reduce cost um while also being responsible to our environment. Um, Jeffco Kids Foundation uh has two board members completing their terms this month. So like DAC uh Jeffco Kids Foundation is also looking
for some new board members who are interested in serving. Um they will be at the back to school bash on August 8th and they are looking for businesses or organizations that might be interested in sponsoring the event.
If you are a business or organization, you're interested in sponsoring an event, you the sponsoring the event, you can expect um to meet about 1,500 families at the event. So, we would greatly appreciate any help in spreading the word. Thank you.
>> Thank you. Other directors, I will go next. >> Thank you, director Moanian. >> Uh so, I attended a FAC meeting a couple weeks ago. uh we reviewed uh you know the work that was conducted this year and the presentation that the board
received a couple of weeks ago with uh their recommendations about uh the upcoming budget that we're going to adopt. Um there was also conversations had about you know um identifying incoming members, seeing if we can
increase um membership and as well as identifying um or perhaps revamping the processes and purpose of the committee and how that committee can be supportive in their work with the board moving forward. So I'm looking forward to seeing what that's going to look like in
the fall. Director Kenworthy. >> Uh, I will say that the DAC elected leadership positions and congratulations to the new chair Crystal Marine and the co-chair Katie Zbeck um along with other
folks who were elected. I don't remember all of it being that it's 9:30 at night. Um, but they did have their elections and some good conversations about the AR kickoff next year. I think you all have received information about how that will occur via articulation area and so um
that'll happen in August and the EAC just met and talked through the community conversation that they hosted in April um with a lot of positive feedback for the format um and for a couple of ideas around helping people
mix it up a little bit when they're getting into small groups. so that we have a little more I don't know crosspollination maybe for folks not just sticking to people they know in um those circles but anyway great conversation um and those both will be on a break over the summer so
that's it thank you um I attended the TDAC meeting on Thursday the 21st and um TDPAC is really exploring the idea of committees which is kind of um fun to see the like shift across all of our um
committees. And so really some interesting conversations as to what would be a committee because they are not state designated committees as with the deck. Um I'm I'm just really impressed with that group of volunteers. The expertise they bring in tech is like mindblowing. And one of the things that
I'm most excited about is not only do they help us think through our policies, they're actually thinking about how they can help the district run more efficiently. And Jill's like right there like, "Tell us how you do it at your office. tell us how you do it here, how do you use these tools? And so, it's just a really cool cross-section of
experts in this technology space that are not only willing to help us think about the FAA student facing, but also how we operate as a district. Um, and so I'm excited to see um probably a deeper dive into AI and some of our committee work next year.
Yeah, it's a it's really um it's a really great committee. So, um, and with that, um, I really appreciate everyone's participation tonight. This brings us to the end of our agenda. So, the next week the board will be on a regular meeting for
Thursday, June 11th at 5:00 p.m. I will make a note that I will be joining virtually. Um, so, Director Kenworthy will be leading our our meeting. Um, and I just thank you again to everyone who participated. And with that, we stand adjourned. Good night.