t (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
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(CC1/S1) Scrolling caption. Thank you everyone. For those who don't know me this summer
my wife, my child and I, we all moved from Texas to Colorado to give our LGBTQ teenager a better life. Life in our sleepy
suburb of in Texas had gotten very political, especially in the school board, and it had made things much harder for the community. And unfortunately,
life for my child had gotten very dark. My child cannot help who she is. This is not a choice for her and she is who she is. So just like we all are,
the contrast between Texas and Colorado is night and day, and my child's former peer group in Texas this year alone, there have been three suicide
attempts that we're aware of. In addition, things Texas has done for the school district have made things very hard for the teachers, let alone the students. I don't believe that
those are always in well, I don't believe they're in any of the children's best interests. My wife watched the Poudre school board meetings on YouTube before we moved out here. She's better about this
than I am. She was vetting the whole area for our family. She saw Kristin Draper's laptop stickers so she knew she watched you approve. Transgender. The Transgender
Day of visibility for the district. She researched the schools, talked to many of the people, including emailing many of you on the board. We chose this community based on the atmosphere that you've created.
And we know Fort Collins is a district, but we know nowhere is. But it is much better for our child. Our child has transformed from never leaving the house and only talking to people on discord, to having an
active, very involved group of friends all within three months. Our child attends a school that has pride stickers indicating
that hate will not be tolerated here. Her teachers are kind and address her by her pronouns and her name. She's having the time of her life and she is having the time of her like a best high school experience that I
believe she's ever had. Please don't stop fighting for the LGBTQ kids. As parents, we're worried about what our child's life will be like, and it is much, much better here for her. We need a community to accept
her and we really appreciate it. I'm I'm blown away by this meeting tonight just to ramble on and on. But this is not to bad mouth where I was from that badly. But the love in this
room and the initiatives that you guys have put forth, I mean, are touching, very, very touching. Thank you. Thank you.
Next up we have Brittany Conant. Welcome. My name is Brittany Conant. I have lived in Fort
Collins for nearly 25 years and raised two kids, both of whom attended the amazing public schools in this district and both of whom are part of the LGBTQ plus community. My
youngest is transgender. She's a young woman now, and she is an extremely quiet kid. She always has been. But only two days after she told her family
this news, she walked into school and told each and every one of her teachers. Two she shared this news with them, her
authenticity and transparency in sharing this extremely personal update with her teachers and classmates was made possible by the shared values and culture in Poudre
School district. Last night, I reread SDS Principles of Community, one of the cornerstones on which this district's culture is built.
These values, as they are expressed in the behaviors, attitudes and actions of of the SDS school board members, teachers, staff, and students
are what create the open minded, compassionate, and empathetic culture of PSD. Here are just a few of the statements that I find particularly resonant and
meaningful at this moment. We embrace the values, strengths, points of views, and differences of all individuals. We actively include all voices and ideas in pursuit of
positive outcomes for all individuals. We actively listen with open minds and receptive hearts. We recognize that vulnerability and openness make
us stronger, and we believe in making a difference. I see these principles in action in PSD. It took courage for my daughter to open her heart to
her teachers and classmates, to trust them with this new knowledge, and they embraced her with receptive hearts, showing empathy, compassion,
and kindness. The values of PSD are alive and well in the classrooms and hallways of our schools. Your actions as a school board make a difference
in keeping them intact and in practice. Some members in our community and beyond may want to exclude different points of views, and may want to reject
the idea that there is strength in listening to all voices. PSD is proof that a culture of respect, inclusion, courage and action works. PSD continues to
be in the top ten districts in Colorado for math and top 15 for English language arts. While culture is not the only thing responsible for the student's academic success, it
is a vital element that helps SDS success endure over time. I want to thank you for upholding these principles, which create an environment in which my
child and every child can thrive, and I want to urge you to continue to take action to protect and nurture these principles. Please keep up the
good work. It matters more than you know. Thank you. Thank you,
thank you. Next up we have Reggie Johnson. Welcome. Hello. My name is Reggie Johnson. My
pronouns are she her I'm the president of PFLAG Fort Collins, whose mission is to create a caring, just and affirming world for LGBTQ people and
those who love them. I was at the September 9th board meeting to speak on behalf of transgender and non-binary students, and to thank PSD for
your policies, procedures and direct actions taken which allow the students to pursue a quality education unfettered by the roadblocks based on who
they are. Since September 9th, an unbelievable amount of anti-trans activity has transpired. In case you do not follow these activities, the federal government and the
Supreme Court are considering lifting bans on conversion therapy, creating barriers on gender affirming healthcare for
transgender people of all ages, enforcing restrictions on transgender participation in sports, interfering in the ability of transgender individuals to update their
passports, and prohibiting public display of support of the LGBTQ plus community. And all of this in the last 28 days,
a majority of these provisions are hidden in the current negotiations to reopen the federal government. They are, however, overshadowed by the concerns over ending the
Affordable Care Act. Transgender individuals are likely going to be thrown under the bus as political pawns in order to find that common
ground. And on top of all of this, the FBI is considering classifying transgender people and their supporters as domestic terrorists. I mention
all this to highlight the massive burden being carried on the shoulders of transgender individuals. Students at PSD, their human rights and their
very existence are under attack and they feel it. Malcolm X has stated education is an important sorry statement in the struggle between the human rights. It is a means to help
our children rediscover their identity and thereby increase their self-respect. This is the charge to you as the board and the district in general. LGBTQ
students are depending on support at school, especially students who do not have that support at home. I know this is a frightening time, but you are not alone. Jeanne Manford, the
founder of PFLAG, stood up for her gay son and consistently had bricks thrown through her window with death threats. That was 1973. PFLAG is still going
strong. Parents, families and allies of the LGBTQ plus folks are here for you as you are here for our students. This is an intense and scary work, but
if we don't do it together, who will? Thank you. Next up we
have Janet Wright. Welcome. Good evening, and thank you for the time to speak. My name is Janet. I use she her pronouns.
I have three kids in the Poudre school district, and I'm on the board of directors for PFLAG of Northern Colorado. On our PFLAG website, we have our board
directors names, pronouns, and their favorite sayings. We used to have photos and a little personal information about ourselves, but we removed those
due to the current administration's obsession and vitriol focused on the LGBTQ plus community, with an emphasis on transgender people.
Now more than ever, it's easy for people to make threats and doxing attempts, even to children, and to try to intimidate family and supportive community members.
And sadly, our school board members are not exempt. But back to the quote. Mine is attributed to Doctor Martin Luther King Junior, and it is.
Darkness cannot drive out darkness. Only light can do that. Hate cannot drive out hate. Only love can do that. I
have it on my desk where I can see it on a regular basis, because I really need to see it. I need that reminder. It's hard. It's hard knowing that there
are people out there, possibly in this very room, who think they know better than the medical community. Do think they want to harm someone, or
take away their rights simply because they don't understand or know a transgender person. It's incredible to me, very sad and frightening to say the
least. Transgender people don't bite. Well, mine did, but she was a toddler and she doesn't anymore, so it didn't last long. But through it all, the LGBTQ
plus community is still standing. We're here. We're not going anywhere. Thank you to Poudre School District for standing with all of the
students. As you heard from other parents, PSD made the difference in their lives with their acceptance, leadership, and kindness. I am grateful
every day to be here, to be in Colorado, to be in Fort Collins, and to have my kids in the Poudre School District. So thank you to the board and every supportive employee in
the district for being a light in dark times. Thank you. Next
up we have Wendy Bergman. Welcome. Hello. Good evening everyone. My name is Wendy. I'm a proud GSD employee and a
social studies teacher at Rocky. I've had the privilege to speak to educators across Colorado and the nation while they're at work. I've heard about what's going on in our busses and kitchens and classrooms and in
integrated services departments. I've heard directly from those providing this vital public service. Two things stood out to me in that year of my life. One, that our schools are
working so hard to meet the needs. Although they are criminally and chronically underfunded, and that most of the critical staff are often not consulted in decisions that shape their working conditions,
and our students learning conditions. Collective bargaining is a powerful tool in creating a school district where students and staff and families needs are met. It creates a level playing field
between district administration and bargaining unit staff. It fosters an environment where everyone knows what is expected and knows what to do when something goes wrong. Collective bargaining and
strong Democratic employee unions ensure that working and learning conditions where staff stay and students are supported. We are blessed in this district to have a strong union of
educators committed to creating thriving schools. With the board and community, educators are critical in finding workable solutions to the issues our families and staff face. We may not be paid six
figures, but we are more than capable of addressing the complicated road ahead. I'm asking the board and district leadership to to include the collective voice of educators
in all decision making spaces, and to bring the issues of our working conditions through the public process of collective bargaining and respect our voice. I'd like to publicly invite all members of the board
to attend our negotiations sessions this year, and see how the process works, and how your negotiators and ours are representing this school district. Public education and collective bargaining are under
attack in Colorado. No one is coming to save us. It's up to us to come together and to fight for our schools. Our students are short $4,500 per pupil in per pupil funding per
year, according to the state's adequacy studies, and four districts have ended their collective bargaining agreements with educators over the last few years. In Colorado Springs District 11. This has
led to the turnover of more than 400 teachers, a health textbook arriving to high schools with a chapter cut out, and the removal of Frederick Douglass's writing from the Ela curriculum. The educators in
D11 are going on a historic one day strike tomorrow to save their public schools. The leaders in D11 and many running for school board director positions across the state, do not wish to create thriving public schools. They want
nothing more than to destroy this vital public service and sell it back to the community. While privatizers profit off our children. I hope in this district we can work together
to protect public education. So listen to us. Whether it's a high school science teacher telling you to move the calendar back, a shop teacher telling you they need more resources, or elementary educators asking for increased
planning time, please stop leaving us out of decisions till it is convenient to you. We are committed to this district and we'd like to see your commitment to us. Thank
you. Thank you. Next up we have Aaron Green. Welcome. Good
evening. I attended the listening session based on a promise of back and forth discussion. After waiting patiently, it became clear that the topic of outcomes for children with special needs would be ignored. Just as the
disparate outcomes for students with IEPs have been ignored for the past five years, the claim that these sessions might be a better way to engage public comments proved false, as
several community concerns were not discussed. Although there were willing parents and community members looking to have those discussions. At least tonight, I have three minutes to advocate for the
thousands of children in this community who are having their future potential crippled by this board and this administration. When Mr. Kingsley says disparate outcomes, what he means is that he and his cabinet are failing
to meet the district's mission of every child, every day, please evaluate him not on the successes of the middle and upper class white students, but on the outcomes of children who are poor, Bipoc or disabled.
Four years into his tenure, IEP graduation rates are among the lowest in the state, 20% below similar districts, and currently declining law enforcement referrals for IEP
students are 40% higher than neighboring communities, and 16 of 17 open federal civil rights investigations involved discrimination against disabled students. Last night at the DAB
meeting, Mr. Kingsley insisted that the outcomes aren't due to teaching quality. So are the community's children to blame, Mr. Kingsley, or is it you, your cabinet and your
administration? The truth is, this district under identifies 4 to 5% of its population for IEP services. That's over 1000 students denied their federal rights. The multi cat review
showed teachers and parents overwhelmed with caseloads, Gen ed teachers failing to provide accommodations, IEPs not being fully implemented, and pairs needed more training and more
pay. Teachers and special education staff are forced to triage and deny fape because they are overworked and under-trained. Graduation rates. The 84% multi CAD percentage
CMAS scores are all a symptom of a larger problem that we refuse to acknowledge, and that's the identification of children with special needs in this district. Is directors blaming annually coding issues
that does not affect other districts or blaming parents for scamming. Respite care is simply a disgrace. Expecting those who built this problem to solve it when they won't even
acknowledge it, does this community no good? I joined the many voices calling for an independent third party audit of the Is programing of Poudre School District, and please
consider the optics of sending a representative who publicly identifies disabled children's rights as a luxury instead of a right, and violates the civil rights of parents advocating
for disabled children. As a representative of this board.
Thank you. Thank you. Next up
we have Danny Lawrence. Welcome. Tonight I'm going to share some vulnerability on behalf of my
son in response to what I heard was said about me recently by a board member, my family moved here in January of 2021, and it was an automatic fight to have my son accepted with his disability in the general
education environment. He needs some accommodations and accessing educational materials by providing online documents that are screen readable. Now imagine that he's at the finish line of a senior year, and the
independence and hard work it took for him to achieve the 3.9 GPA, and being the only student in his high school who is in the National Technical Honor Society member as an in agricultural sciences, he's
also one of the worst students in PSC to have earned the Seal of Climate Literacy. As a junior, he accomplished all of these things without his parents. He is super independent and highly motivated. And then he brings
home his graduation paperwork, all of it on paper, every bit of it in font sizes smaller than he can see, a violation of his 504 and his civil rights. Again, the transcript paperwork
for PSC is on a hot pink paper in eight point italicized font. Can you possibly grasp how disrespected and infantile he felt, the moment that his mom
had to complete his college transcript paperwork last year? He didn't even want to apply for college, accepting that the world was just as inaccessible place because everything here
at PSC has been such a bizarre fight. Following the NHS pledge on a post-it note, he spiraled into a deep depression and it took a year so that he could actualize that. It wasn't the world itself that was
non-inclusive just this place. So I've heard that you all find me impatient, that change takes time and that the wheels grind here slower because four years, 56 months, three lawyers, 60 public comments made, two
states complaints and several Office of Civil Rights investigations did not exhibit enough patience on my part. Will I find you all unwilling to learn and ableist? How many civil rights investigations for
the same offense at the same school do you need to see before you realize there's a problem? Because I can write them every week while I patiently watch my son work ten times harder than his peers, challenging his disability
daily because you simply won't provide him with the online access to documents. There isn't a single year in this district that you've given him a student handbook in an accessible manner either, and we've asked, but students shouldn't have to ask to be
included here because no other students have to ask to be included here. It's assumptive. It's their civil right. So every child, every day, I'm just not living it. You guys. I think it's BS. I think it's an outright lie. How many years
can you tell people that they just don't belong in your community? There are 225 days left before my gloves come off, because you won't be able to retaliate against my son anymore. 225 days until you see
what impatience and anger and yelling truly looks like. You have 225 days to start to do something meaningful for disabled students before my patience runs out. I don't go away. I plan to be unrelenting
for PSD for years to come based on how you've treated my child. So start learning about inclusion now or be embarrassed into it later on. And Mr. Kingsley, I do feel like you owe my son the respect of an
apology, sir. Thank you. Thank you. Okay. All right. Thank you all for taking the time to
share your thoughts during community comment tonight. We appreciate your engagement and feedback you provide, and look forward to further discussions at our next engagement session on October 16th, which will be at Linton Elementary School and
Eyestone Elementary School. So we hope to see you there. Moving on to the consent agenda with any board members, like to pull an item from consent.
Board topics. And I'm sorry, my mistake, I skipped that. Yes, board topics and committee meetings. This agenda item is an opportunity for board members to provide an update on committee work or speak to board topics. Do any board
members have anything they would like to report? Thank you for catching that. Just briefly, we will be meeting for the Comprehensive Planning
Commission, and that will be on Monday at 7:30 a.m. here at the office. We just got the agenda today, and we'll once again be looking over our enrollment
numbers. We had a discussion on that, I believe, last meeting briefly. This is where we are actually going to get deeper
into the weeds on that. Thank you. Anyone else? Andrew's
going to go okay. I had the opportunity to be at a fundraising event for the Wellington Community Center over the weekend. And the food
bank that's coming up, and it was actually went really well, which is of course, great news. But I wanted to point out a couple of groups that were there, which I wasn't aware that were going to be there and
just make sure I get language right. The Wellington Middle High School Student Council and FCC LA helped the catering team at the gala and the Wellington String Quartet, which is a
student initiated group, volunteer to play as well. The student council has been partnering with the Wellington Food Pantry, both volunteering at the pantry and running the pantry through the school every
other week. And I just wanted to share that with everyone because it's for me, it's it's going to be really great to see all the things that our students do. As as I serve my
term, and I thought this was a great opportunity to highlight a group that went above and beyond, and they did an amazing job. Thank you. Go ahead Scott.
I'll be very brief. I just wanted to reiterate we have a exciting thing for those of you interested in food, cell phone and technology policy, along
with the research behind what we're learning recently about about how those things affect our kids, there is a screening of the documentary called Screenagers Growing Up in the
Digital Age. It will be tomorrow night at Fossil Ridge High School from 6 to 830. I encourage you to bring your student with you, because it's a great way to start the dialog
about how to set boundaries. The movie itself is about an hour long. There'll be a group discussion afterwards and Q&A
with the audience as well. And I think it's make sure you guys all know it's free. And for anybody who's seen it in the
past, this movie's been out for probably about ten plus years. This version has just been updated for 2025, so it is the most recent relevant version.
So I saw it those many years ago and it's an excellent documentary. So I encourage everybody to come out and and check that out. Thanks. Thank you. Okay Kevin, let's keep the
waterfall going. I will not be brief and I make no apologies for that. I am who I am and some of you pulled the lever for me regardless, so. Okay, the first thing I want to do, I
do want to echo Superintendent Kingsley's comments concerning October 2nd, the National Custodian Day of Appreciation. We are kind of exchanging some personal stories of growing up with some of our interactions with some of our custodial
staff in the dinner session. So just I want to echo those comments and say to all the people that work in our schools, outside our schools, behind the scenes, cleaning the floors,
serving nutritious foods, bus drivers, helpers to all those that work on our playgrounds and they're often in our facilities before kids get there. After long after kids
get there. You are the engine that drives this school district to, and the purpose and pride that you take in your work is seen and it's valued. I've had the the blessing to serve alongside you on two
different occasions serving lunch, both with Superintendent Kingsley and President Draper, and the immediacy of the smiles that you see from the kids that interact with our custodial
staff and with our our, our, our food workers. It's incredible. That is such an important part of our kids day, every single day. And that could be some of the most positive interactions that they
get. And so I want to say honor you and thank you for that. Secondly, for principals month, to zoom out a bit, the leaders, the experts, the gurus of our schools, thank you for your tireless work and everything
you do every single day that will be unseen and the things that you are scrutinized and criticized for. We see you and thank you for for leading our schools. Third topic I want to
talk about we did have a Board of Engagement session, engagement session at Oleander on October 2nd, 2025. We had approximately 25 to 30 ish people. Some came late and some
left early. I'm thankful for staff for making that a possibility for our security officers who were there outside of working hours or normal hours, I should say. So I want
to thank you for your time. So I hadn't thought about this, but I think it's probably an important point to do this is to at least address the format that we adopted in Oleander. And again, this is all very
organic and I'm open to suggestions. But it's you know, and I said this as, as sort of the master of ceremonies at that one, that it's the former teacher in me, I can't help myself but keep the trains to
try to run on track as best I can. So this is what we tried and we've had some success at previous times, but again, with a group that's a little bit bigger and a sort of compressed time constraints, we do the best we can. So what I find
helpful is that we introduce or we have people, to the extent they're comfortable, introduce themselves what their connection to PTSD is. If they've got kids in the district, if they don't, if they've had, you know, if they teach in the district, etc.
what their connection sort of is to PSD. And then the important one for us to know is, why are you there? So if there's an issue that you want to talk about that gets discussed, if there's an update
you're looking for, if there's or if there's just, you know, no topic whatsoever, it's helpful to know that. And so then we the directors in real time, try to, you know, cobble together some topics, cluster them together, figure out as best as we can to address those,
or at least have the conversation start there. And again, understanding. We've got about an hour and a half to get all that done. So the topics and these are I think these are mostly sequential order. And when they were raised and I'll
give just a quick touch points of what we discussed more or less. So there were a lot of folks that showed up that were still looking for updates from the board directly about
consolidation from last year, next steps, and what we're doing with foray and the sort of clustered those together. There was a subset of conversation regarding $4 and
how they're being allocated, how they're being spent. And then there's a conversation underneath that about the bucket of money, the $4 million for small neighborhood school fund, how that was decided,
what we can do. I relayed that from our discussion last time that that was a start, not the end of that discussion, which is what I recall. I do I am very interested in continuing that discussion. And and as we
have more time to approach who ought to be included in that, another subtopic of foray was the ongoing support for schools that were named on the consolidation list. And what
we're doing as a district and collectively to address declining enrollment. We we talked about some of the new marketing initiatives that we've undertaken, thanks to John Cope and his amazing staff. Again, we've talked anecdotally
about some word of mouth marketing that is very pervasive and very important in our school district. What the district is now doing is support individual school websites. There were some some
concerns expressed over choice schools within our district. So choice schools being able to solicit families of neighborhood schools and sort of what we're going to do to to address that, didn't have an
answer. I thought it was an important point. The next topic that was discussed was integrated services. There was some concerns expressed from graduation rates among our students, with special needs
being alarming. And what are we doing to address that? Some of the comments were that we need to start asking the right questions about why this is happening and not offering excuses as a district, really
wrestling with the numbers. We will be receiving a more fulsome report from Director Ramos. I understand on November 4th at the Board of Education meeting, and I do look forward to a more thorough discussion about this challenge and what
we're actually doing to address it. We're also asked, and this was out of sequence, but some people didn't know what exactly a Board of education is or does. So it was a little bit of an existential question for us all
to somewhat address. I think we fumbled through as best we could. It's important to note, though, that some of the composition of our listening session included both former board of education directors who had served two full terms,
who still showed up for that engagement session, as well as three candidates for some of the upcoming seats. I personally am very appreciative and thankful of their time that
they both, from a longevity standpoint, are still vested in what is happening in our district and making sure that, you know, it continues its ascent. And also the three folks that showed up to get a
pulse of the room and see what our community is discussing and what's important, I think I think that was great. We spent a lot of time talking about calendar and heat. One of the comments I thought were really
resonated with me personally, was to push for more equitable considerations around our communication. So to get granular, when we had our early release that started this
school year and we I think we all know this, but it put a considerable strain on working families, especially single working families that had to shuffle for for childcare. Again, this was, I think, Friday afternoon this was
announced. And there's certain things we can't do. We can't control the weather, obviously. But I do think one of the things that was suggested that was interesting to me was if we're not going to move the
calendar, which is another subject we'll return to in a moment, is to maybe preplan an early release for the first week or two, because the other the other good data point there is that kids actually, that
were going back to school had an easier reentry because of the shortened days. And so it tended to be good for students, which by this parent. But having the communication, being able to plan even a week more
in advance would be a huge reprieve for working families. And then we also talked about what are the impacts of trading a longer school day for a shorter calendar year. I know
we're going to address this in instructional minutes. Information session again, resoundingly. We kept hearing move the calendar now. Don't wait. Don't, don't poke and prod and wait. Two more years,
three more years. Give, give families. Give our community some reprieve. Now, even if it's a matter of weeks, which also precipitated some of that conversation about maybe we lengthen the school day if
we're going to have if we're going to move it in the fall semester. So I'll just kind of leave that for now. Dovetailed nicely into instructional minutes conversation. There was a lot of support in the room that I saw. And correct me if
you saw something different, Jim and Scott, about lengthening the school day, especially for elementary schools. I know it's a it's a it's going to be a big conversation that we need to have. But there was support
from I'm trying to remember the room. There was a teacher advocate, family member that had kiddos in the school and some others that in unison seemed to be very interested in
lengthening the school day to address some of those issues. It may also offer better planning time, better for working families and parents as well. There was also general
appreciation for the district's commitment to rolling out the new cell phone policy. Resoundingly. That was a there was a lot of praise for implementing that policy, parents and teachers alike. And
then to wrap up again, this is we're learning as we go. So more feedback about format is helpful. We're trying not to make it the Socratic wonder of just Q and A with board directors, but part of it is
we're trying to read the room. We're trying to give people what they came or they showed up for, and it's going to be impossible to hit every expectation. But, you know, I was I was surprised at the amount of folks that truly
wanted an update or wanted some sort of report, formally or informally, from the board about what's happening. So one thing that I took away was to use this time to give updates, especially on topics that we're
going to be talking about. So I thought that was important. Again, I expressed thanks for everyone for coming. I believe that these are these engagement sessions are crucial for the work we do for the district.
They're not perfect, but they are, again, really important data points for our community. And in fact, to prove that point at the very end, even though we ended, you know, close to seven on the dot, several clusters of people were
still hanging out and having breakout conversations. And that followed into the parking lot as well. When I tried to kick people out so that people could go home. So I think it's wonderful, especially some of the things that we heard
tonight. Community comment. It's wonderful to see that organically, but also that to fulfill that need that we have in our community for that democratic exchange, to give people genuine discussion
opportunities and, you know, and connection that we badly need right now. So I'm a huge fan of it. I know we can improve on it, but I really appreciate those that showed up. My last point on that is to
stay engaged. If you're not able to make the engagement sessions, please show up to other engagement sessions with the district offers, emailed the directors email cabinet. Call us, tell us what you think,
and especially important given recent events, that we continue to discuss things with one another. We have to keep talking to one another to make this the best district for our students. And so I'm thankful
for those that continue to be engaged and provide us with your insights and thoughts on the business of making this the strongest district possible. And with that, I yield. I'm
sorry I was waiting patiently. No, most a lot of that was also covered hours. I think what I would like to build on are a couple of things. One, ours was
predominantly Werner families or Werner parents, Werner teachers. And so I just also want to encourage folks from across the district, you don't have to just attend the one that's closest to you. You can
attend any of them. The words that came up, I think, with every topic was wanting transparency and accountability. And some of the topics like
Bell times or comprehensive planning or calendar. They were topics that we have had extensive conversations about in this room. But parents were still unaware or they didn't
get the update. They maybe they missed an email or I'm sure these the most exciting parts of everyone's Tuesday. So they weren't aware that we'd even had the conversations, even though it's obviously floating
out there in the community so they know something is happening or some conversations happening, just not that they could watch it. So I would encourage us to figure out, and I liked your idea about having them be a feedback loop too. So
if people are coming to our engagement sessions, we're actually giving them a little bit of information as well. I don't know how we want to format that or if we want to kind of think about it, but that seemed like they really
just wanted information and was like, it's out there, how do you want to get it? And I'm not sure how to answer that question by myself. Let's see. Mill Levy came up build times one idea around meal times. There was a thought that it
could be a feeder start time instead of a level start time, so I don't know if that's something that has been explored or interested in, but I wanted to put it in the room. And then the comprehensive
planning. I think that was the main topic that took up the bulk of our time and energy, which was great. A lot of people wanting an update and Connor being our liaison to that committee, was great and
did a nice job of updating, but I'm really looking forward to the update that we'll get here eventually, and then figuring out how we can share that out effectively. So. And last but not least, sorry, I don't want
to forget. Loved the custodial video and Norma makes me feel like it's home just being in there. So thank you to all of our custodians for making our schools feel like home every
time we walk into them. I don't even go to the school every day and I feel like it's home. So I can only imagine how our teachers, our staff and our students and families feel as
well. So thank you. Anyone else? Go ahead Andrew. Sorry. Oh my bad. Interrupting I was looking this way. All right. Anyhow, I
just wanted to add on to Kevin gave a great summary of what we saw. One idea that came up based off what you were saying in the community comment tonight, it would be helpful, I
think if you're planning to come to the community comment, email us ahead of time with subjects that you're interested in. Then we can make sure we're prepared to talk about them and
that might make things go a little quicker and and get you the best information. Can I just interrupt for one second community engagement session or community engagement sessions? Yes, yes. Thank you very much. Good point. Just oh, sorry.
That's I was going to say so it's kind of tough because again, we're doing this in a very informal way. We're kind of learning this. So again, not taking upon myself as master of ceremonies, but what we tried
to do is say that if there are clusters of topics, we're going to try to dedicate 20 minutes or so. But I don't want to be the traffic cop all the time. As far as you know, there was there was a lot of organic
conversations that were happening, which is good. We don't want to stifle that, and I don't want to just keep sticking to the schedule. So what we what I did, prudent or not, was I would interrupt a couple of times and say, look,
we can keep talking about this topic. It looks like there's a lot more to say, but just let everyone know that we've got 20 minutes left and then kind of leave it to the room. And we're all adults and they can figure
it out. So I think I like the idea of, you know, not screening, but if you want to give us things and we can kind of do that ahead of time. But yeah, open to suggestions. I just want to be clear that there was sending about the engagement sessions so that we have an actual chance to engage
and discuss. So that's all. Andrew. I hear. What Ben shared about his small community from
where he came from, having an increase in suicide attempts. And that one hits me personally. Many of you know that I come from a paramedic background, and I'm going to ask you all to
help keep paramedics board by being there and being the hope for people who might be considering that. And we know we have done a tremendous job with keeping our students from
making that horrible choice. But I'm looking at two of our resolutions, and there's two groups right off the bat that are under duress, whether they're being bullied or whether they're part of a
community. I'm just asking you all to consider being that hope, because that was the one consistent theme I saw a decade after decade, when people lose hope, that's when they make the
poor decision. And I'm asking you to be that hope for everyone. Thank you. Anything
else? Okay. I just want to give one quick shout out to Brandon and the Community Classic. If any of you were able to go last Friday to the football games
that were held at Canvas Stadium, fantastic. And I hear Wellington won. So it was great.
So thank you all so much. Okay. Next up oops. Gotta lose. That is the consent agenda. Would any board members like to pull an item from consent? Okay.
Seeing none, can we get a motion? I move that the board approve and adopt the recommended actions for the items on the consent agenda. Can I get a second? Thank you.
Jessica. All right. Can you call the vote? Jim. Hi. Kristin draper. Hi, Conor. Duffy. Kevin. Hi, Scott. Schoenberger. Hi,
Andrew. Spain. Hi, Jessica Zamora. Aye. Motion passes seven zero. Thank you. All right, moving on to informational reports and discussion items. 10.1 Irish
Elementary Performance Improvement Plan. And I believe we have guests for this. Yes. Presenting the Irish elementary performance improvement plan is there. Principal Lindsay Mosher.
Welcome, Lindsay. Are you going to do that okay great. Good evening. Thank you, Mr.
Kingsley. President, Draper, Board of directors and the PSD leadership community. I would also like to acknowledge my gratitude for members of the
Irish community that are here as well, showing their support. We have teachers, parents, leaders, and one student over there who is staying up late
and delaying his dinner so that he can show his support as well. What I'm going to present to you tonight is the yearly School Performance Framework
process that we go through. All schools go through this and how we use this to design our unified improvement plan at our schools. You're also going to
see what what our current plan is and then what our unified improvement process has been to create a plan for improvement
for our school. If you have questions, feel free to ask me as I'm going along. I've received feedback that sometimes I can get a little technical, and so I want to
make sure that that I'm making our, our case clear. And but there will be time at the end that we can do that together.
So. How do I do it. There we go. So I'll, I'll start with a little bit of overview. Overview of what the school performance framework is. And
so we each year each school is designated a school performance framework based on a percentage of points that they earn through through a couple of
measures. At the elementary level, it is through CMAS. Both growth and achievement, and also through our access scores.
Access is the annual assessment that we use to to assess our students English language acquisition. So those are where
the main sources of data that we receive our points. And so every year the state analyzes how we did in both of our growth and achievement, and
then designate a plan to us. So at the top level, if you receive 53% or more of the designated points from those two measures, you are receive a
performance plan. And then going down from there, between 42 and 53% of the points, that's designated improvement plan between 34 and 41% of
performance points is priority improvement. And anything below 34% of points is a turnaround plan. And so when schools are
designated either in priority or priority improvement or turnaround, what they receive is extra requirements from the state of how they need to plan
their school improvement plans, and also have the opportunity from extra support from the state to make sure that we are meeting the needs of all kids
through our school improvement processes. So this past year, Irish has a new plan and we were identified with a priority
improvement plan, which is part of the reason why I am sharing with you today. One of the requirements that the state asks us to do is to have a
community meeting to share our processes, and our major improvement plan for community feedback, which is what we are relying on. You, the Board of
Directors, to give us after my presentation today. So as you can see, we earn a 41.6% of total points possible. To give
you an idea how much that is overall, the last few years Irish has earned between 5,354% of points would push us on a
priority improvement plan. So you can see from last year to this year that was a pretty significant drop. What you should need what you need to know is how they calculate
those percentage points. There's a weighted point on student growth and what that measures is how much kids grew between really third to fourth
grade and fourth to fifth grade, both in English language, English language arts and math, and also in the growth that
they showed in their English language acquisition. The two points that they look for there is how many, what percentage of kids are on on track to proficiency. So that means are
they growing enough to become proficient in English over time. And also they also measure with a median growth percentile for their English language
acquisition. You can see Irish in the last year for both our achievement and academic growth. We were approaching state
expectations on that. But which is which is a positive sign in our growth and achievement. And you'll see that in the data here that I'm going to show you.
However, the the amount, the percentage of points did not meet us to where we wanted to be, which was a performance plan like we have in the last
few years. So that is our current status. And I'm going to show you a little bit next about what data that, that,
that we use to, to, to show this performance plan. So this right here, this all this data is available on the CDC website. So I pulled this directly off
of that. If you look under the school performance frameworks on that website. So what you're seeing is our English language
arts achievement data. Over time, you'll notice the first year, if you can see that clearly is 2020. And there's no data there, because in 2020
that was the pandemic. We did not use CMAs during that year. The other things you'll notice on that data is there are three lines. There's a red line, and
then there's a yellow line and a green line up top. And those are the cutoff points that the state has set to to designate
whether schools are not meeting state expectations for achievement and growth, whether they're approaching those state expectations or they're meeting them. So as you can see over time, we've got a couple
different subgroups that you're looking at. The first one is all students. And then free and reduced eligible compared to non free and reduced eligible and multilingual learners
compared to non multilingual learners. And what you'll also see is our student achievement data. So that is their one year performance. How they're doing.
You can see from 20 to 21 there was a big growth coming out of the pandemic. And what we did from the previous years is we rose in achievement and and
became quite steady in our achievement, in improving expectations for all students and and across our subgroups.
I'm sorry, I did I click on that. So that was math achievement as well. This is our access group access growth. Remember that is our English
language acquisition. Again you can see our post pandemic level right at 2021, which was in the 30th percentile. Over the years,
it has come up to meeting expectations for for English language, for our multilingual learners. In the past three years, the median growth
percentile for their growth in English language acquisition has declined slightly. However, still is over the state line of
meeting expectations for what we want to see for growth for our multilingual learners in their English language development. So you may remember what I said before,
which is the the percentage points based on growth. And actually now I'm not sure I said this, but the percentage points based on growth is
weighted heavily. So it is 60% of our percentage points is is coming from our growth. And and so then what you'll also need
to recall is that's coming from basically two data points. And that's our fourth and fifth grade on CMAs. So so that's a pretty focused point. And so
what I hope you'll hear me say in our process is here is we're not evaluating our our major improvement strategies around just those two data points, because they're not going to
tell us the whole picture of what's actually happening in the school. So here's what did happen with those two data points. As you can see, is our growth over time. What you're looking at is growth
percentiles. Post pandemic we were we jumped up to approaching and almost meeting expectations for growth. You
can see in 2024 we were meeting expectations for growth. But there was a significant drop last year in our growth for English language arts in CMAs. So remember that is our fourth
and fifth graders. And that drop was consistent across all subgroups. Math. The growth
drop was even more significant. And and that drop was also consistent across all subgroups. So when we when we see data
like this, that is that is a concern. And that is a concern that that we as the Irish community felt together. I can tell you, talking with our
parent community, our teachers, and we all feel the same thing, like this is not what we wanted for our kids. And so we took a
lot of time to do a lot of searching of why that may be. So what we did is we compiled a
team of teachers across teams and grade levels coming from different backgrounds, and we took a day and we looked at every piece of achievement and
growth data that we had in the building. So not just CMAs and access, but we were analyzing our NWA map data, which is an
assessment that students take in math and English language arts. Some of our students take it in Spanish language arts as well, three times a year. So
those are it's it's a CMAs indicator that that assessment. We also at Irish evaluate early literacy growth and achievement
through Dibels. And a program called lectura. And so we're measuring for all students both their growth in early literacy in English and in Spanish. We
looked at our connection student data. We looked at our discipline data. And we looked at trends over time and all of these areas and what we what we what we decided as a team is
the trends that we were looking on. If we were to focus on those trends and reverse them, would make the biggest impact
for our students. Growth and achievement in math and English and in Spanish, as you know, and I don't know, some of the some of the board directors I
haven't met yet. Irish is a dual language school. Over 60% of our student population are multilingual learners in Spanish. The rest are multilingual or, I'm sorry, multilingual learners in
English. The rest are multilingual in Spanish. And so the expectation is Irish is that we all become bilingual and bi literate by the time
that they leave. So the three priority performance challenges that we wanted, that we agreed that if we focused on not just for those key grade levels for
growth, but for all grade levels, the top one was the achievement and growth in math. The second one, what you'll notice is it says increased
growth for English language arts. That is, it's one of our state requirements as a priority improvement plan that that we must acknowledge in
that. However, what I want the board to to understand is what that also means for us is growth in all language arts. So this is something that we are
going to be not only monitoring, but explicitly planning for is we would like to see increased growth for Spanish, English or
Spanish language acquisition and and literacy as well. And the way that we would like to do that is when we were looking at our data. And this is both in our formative assessment
data and and our early literacy data, as well as our CMAs data, is that we were noticing that there were trends in student output, especially in writing
and orally. And this was both an access in our formative assessment processes that that the student output was, was
quite low for their oral written, written output. And so what we wanted to focus on is if we can get more from our students, no matter the
language that they are speaking, both in math and in their literacy situations, that we would be able to see growth and achievement in all areas. So that was a main focus that the
team wanted to review. Can I interrupt you for just one moment, please? I'm just curious when you say output, what does that look like? Yeah. So that that looks like
basically what, what we are expecting students to say based on their language level. And I'm going to go into that a little bit when we talk about our major improvement
strategies. So so not only what we expect them to say, but also what we expect them to write. So not just in the writing process, but any time we're expecting them to write in
their in their science experiments, in their math explanations, all of these things, we really wanted to look that that they are showing us grade level thinking and
work no matter what language environment that they're in. So the team, the team did a what what we call a root cause
analysis protocol and basically is when once we have identified those performance areas, we dig deep and and ask the question why? Until we get to a place
where we can all agree that if we address these two root causes, that that would make the biggest impact on our growth. So the first one that that we discovered and that we
agreed upon is that we had not yet aligned our expectations on what that student output should look like based on their language level. So what we know
is what we're given is, is the state standards for communications, and also for how students should be showing their thinking and reasoning in math and also in science. What
does that what those standards. So that is the the grade level expectation for all. What we also need to take into account at Irish. Because at any given
point in time in the lesson, 50% of your students are not using their first language. And so what we need needed to come to an alignment and is what
grade level expectation must look like for a student that is working on increasing their language acquisition. So that is that is the focus area that
that we wanted to come together as a staff to and say, what does grade level look like for a language learner? The second is, is that we're able to give
kids consistent feedback on what is expected of them, and also monitoring with each other how we are, how we know that we are successful for for getting
this kind of stupid student output out of students. And so what we wanted to do is align the process amongst not just the grade level teams, but also
with our integrated services teachers, with our interventionists, with our Eld teachers. And and you'll see in our plan, even with our parents
what, what our parents and families are expecting from their own kids when it comes to producing grade level work. So we decided in committee that we
were going to really focus in on address these these two items to get the best results for our students. So so to that
end, we we designed three major improvement strategies that to address those things, you'll notice some language that you have seen before. That is
because what we know from research that the district's strategic plans around consistency, consistency,
coherence and belonging are all are all the best way to make to close opportunity gaps that we have in our schools. And so we wanted to focus on those
research based ways so that we can do that at Irish as well. So the first major improvement strategy will be aligning our expectations for student output.
The second is to align our systems of monitoring of progress. And the third is belonging. And when we're talking about belonging at Irish, what we're really
focusing on is what our academic belonging looks like, not just with our students, but with our families as well. So at Irish, what any of you that
have been there and many of you have, the first thing that folks notice about our school is there's there is a deep feeling of belonging there. The the families are comfortable.
They can they can talk with anyone. Our our our connection survey data shows that our students feel belonging just as
well as any other student in, in, in our or any other school in our district. And so when we're talking about belonging as a major improvement strategy, what we're really talking about
is does every student know that all of their adults, number one, know what they're supposed to be learning to know how well they're doing in it? And three, that they know how they can
help. And so that's really the focus areas that we were looking for for that third major improvement strategies. So here's how we're going to do it. The first strategy is what
we're going to do is we are going to create a line. Standards based expectations for student output differentiated by the Weda standards. So that's not
something I've mentioned before. Wida is an organization that has standardized what we can expect for student growth in
language acquisition design. So they have different levels, one being non-English speaking all the way up to six being a proficient English speaker, and
all of those levels in between. And what they've done with those standards is they have said, here is what the grade level expectation should be for that student. If they're moving
from a one to a two or a two to a three. And so what we do in at Irish is when we are planning our instruction based on standard, we we separate
what is the language demand of the standard to the content demand of the standard. And then we come up with agreed student outcomes based on what
we're expecting students to show us that they know, based on the content at the level that they are, that we're expecting them to be at their language. So we're not actually
planning that student output based on the level that they are, but the level that we want them to be so that they are able to show that growth. So to
that end, we are aligning the way that we process those standards in our planning through what we call our dual language planning template. So that allows teachers to come to
an agreement of one. Like I said, what is the language demand of the standard? And also then what is the content demand of the standard. And then creating a process that is
research proven to help kids get there so that they make sure we're including comprehensible input. We are including building their background knowledge. We are
including accountable talk and feedback from teachers. So we have worked, so we have planned our professional development
cycles around that every other week, teachers are meeting, meeting together to create, collaboratively create task output that they want to see
from their students for the next week. And that's both for reading and math. So again, we analyze the content and the language demand. We we create an exemplar of what we're all
expecting from them. And and then we go and we teach it. We bring it back the very next week and analyze and see and say, did did the kids do what we thought they were going to
do? Why or why not? And how are we going to adjust our instruction? So what's different about that is we used to do that every 6 to 8 weeks, and now we're doing it every other week. So by that
consistency of planning that we can really create that aligned thinking about what we're expecting from our students and the way we're going to be monitoring progress of that is,
is through frequent walkthroughs and feedback, not only from me and our assistant principal, but also with our leadership team and instructional coaches, so that we can all consistently see
that we're on the same page for what we're expecting for that student output. Next, we are looking for coherence and creating frequent opportunities
for data analysis, feedback, and instructional adjustments. So what you just heard me say is that through our collaborative teaming, we're going to be doing that every other week. But we're also
talking about making instructional adjustments and analyzing data in the moment, in the class with the child. So one of the action steps we're
going to be taking is that the students have or the teachers have had professional development on a protocol that we're calling active monitoring classrooms. So setting the
expectations for what we want to see the students to do, and then giving the teachers the tools to be able to give feedback and take data in the moment so that they know what
they need to do for their instruction, either right then or in the near future to to be highly responsive, responsive to what the students are showing us. Ask a quick question on that. Yeah. When
you say active monitoring, are you also including teachers going into other teachers classrooms and giving feedback, or is this more from admin. So the academic no. The active monitoring what I'm what I'm
specifically talking about here is how teachers are, how teachers in their own classroom are giving feedback to their students. So so that might be a strategy within our
professional development. In fact, we've already done it. Our instructional coach who's sitting right here put herself in the classroom and practice this protocol, videoed herself
and shared it with others and had them analyze like, what did you hear me sing and saying and doing? How were the kids responding to the feedback that they were getting there? And
part of our professional development process is then to, like you said, get teachers to look into each other's classrooms, videoing themselves to see how that they can all
align and improve, how they are giving feedback. We're also including these impact cycles for interventions and Is teachers. So based on what the teachers are saying in their
classrooms, that they can also be targeting their interventions and their feedback to kids to help them build their capacity to be able to meet the expectations that we're looking for in their
classrooms. And then, like I said, our shortened evidence analysis and action protocols, like I was talking about to be every two weeks rather than every 6 to 8 weeks, so that we
can be a lot quicker and more responsive to what our students are showing us that they need. So lastly, and the oh, I wanted to say one last thing about the
last one. So for that strategy, we we really have gotten a lot of support from our district partners on this. So Kim Tymkovich is I believe, I think
her title is the Director of Educator Effectiveness. She's already been working with us. She's already met with us three times and working side by side because in her experience, she
knows this is what works for schools that are wanting to make good improvement very quickly. I've also been collaborating with, obviously
with Doctor Julie, Chaplain, with Susan Thomas, with the directors of LCE. And so this is really been in designing this plan and implementing it,
a big team effort. So I wanted to give a quick shout out to our partners there at the district as well. The last thing what made me think of this is because when I was
sharing this with our parent group, they were they were excited and they were they were really, really passionate about
about helping. The first thing that our parents, our parent group always tells us is how can we help? What do you need us to do? And so we really wanted to leverage that in our
plan to to make sure that that all adults that that are, that love our students are, are on the same page on what we're looking for from them. So we've
always had Irish student portfolios that we use to show student progress over time. But what we would like, what we wanted to do is refine how we
use those portfolios to better have good conversations with parents about those three questions that I told you about. What is my child supposed to be
learning? How are they doing on it, and how can I help? So one of the things we're going to do is add some parent education during our conferences, which
are coming up next week. So teachers will have talking points on. And here's how to talk with your child about it. Here's what to look for in their portfolios. Here's how to
check your child's progress using those portfolios. All teachers at our school have committed to have individual conferences with their students, using their portfolios, so that students are constantly
thinking about where I am, where I am, where am I in my learning, where do I want to be, and what kind of steps do I need to take to get there? So
teachers are having regular meeting. And so in that we've already had several sessions to align how we're using our portfolios in those conferences.
The other thing that we're adding is what we want to do is make sure that all of we have we have a really robust family school, community community partnerships team. And so we do
a lot of things. We do a lot of parent outreach for literacy and taking parents to the library and our annual literacy events, and our two annual
community events that we have every year. And so we give our parents a lot of information, but the only opportunities that we have to get information from
them have been conferences. And so what we've been doing, what our team has been doing, is sending out short surveys after every parent event, asking those three questions so that we can actually see are those
events effective for them and how might we ingest them so, so that they can be because that's those are the three important things that we want to see from them as well. Our kitchen table
conferences come between our conference time, and that's when we send our portfolios home and teach the kids how to be able to talk about them on their own. And the other thing that we are adding for our portfolios is that the students
can talk about how they're doing in their social emotional learning and their academic behavior. So do they know how to get started? Do they know how to problem solve? Do they know how to keep going when
they get frustrated? Do they know where to go for help? And can they talk about what they know and what they don't know? So those are things that we want them to be able to explain to their parents. So we're
going to be doing some professional development for staff on how to teach them that. And, and then how to communicate that with their
parents. So, so that is my presentation. But I wanted to just say in closing that I've had a lot of conversations with
people about this in the last month, mostly with our teachers and with our parents about it. And what I wanted to share with
you is while, well, this data is is not what we wanted to see, everybody that I have talked to in, in, in all the teams that we have been working on this
and problem solving, everybody sees this as an opportunity, and we see it as an opportunity to be able to really be leaders
in what we do here at Irish and in elevating our students their what they know, what the hope that they bring for our community and showing everybody
what they can do. And we're we're highly motivated on that. We also come to this situation
with a lot of strengths, a lot of schools in our position have have much more work than we have to do in, like I said, building that sense of
belonging. But at our school, everybody is on board. Everybody believes the same thing, and we believe that our students are worth it, and they're going to show everybody
else that they that they can do it as well. So that is that is my presentation. Do you have any questions further for me? Anything else I can clarify?
Thank you so much. You know, I do have one question and then I'll let other people jump in. But you know, you're looking at an increase in professional development and then collaboration every two weeks
instead of every 6 to 8 weeks. I'm just asking about the time on that. Like, how do we do it? Yes. Where does it go? Okay, so
so what we do for the collaboration, this was something that we've we have done for actually several years. Teachers have always met every
week during planning time to collaborate around student data. The the data analysis point just has been spread out further because between those two points, what we have been
doing is doing a lot of lesson study design. Since we've been doing that for years. We we've we now are using that dual language planning template, saying this is what we're going to stick with and we are going
to just increase that. So the way we're able to do that is that we we provide teachers an extra planning time once a week. So they are above and beyond what's required from the
employee agreement, so that we can take that time to be able to use it for that purpose. So that's one way we the rest of the time we do in two other
ways. What at Irish, what we we have our budget, which I use partially from student based budgeting. Sometimes it's from donations, sometimes it's from grants that we write. But every
team gets what we get a half day collaboration day through substitutes, and we do that once a semester, depending on the team, if they're a new team
or if they're really wanting needing some more time to do that, that is another way that we do it. We also do it during our after school meetings. But we're we're which is are
roughly twice a month, but usually only once. So that's how we do that. And then we also use our building collaboration days that have been built into our calendar.
But as you can imagine, time is tight. And so every minute of those professional development days are already planned out for the rest of the year. So if
you want to visit, you can come and see. But I probably won't give you much time to talk. Great. Thank you. Go ahead. Kevin, thank you for the
presentation and thank you and the staff for being here. One question I had, which is more of a maybe open ended, but in your examination of root cause analysis, I'd like to turn if
you could go back to slide four. This was the trends over time. English language arts achievement. Yeah. Yep. So
looking at the subcategories, the first thing that jumped out to me was if ever there was a visible demonstration or demonstrative of the
achievement gap, this might be it. I'm looking at the free and reduced lunch eligible categorization over time versus the not. And it does look to me
at least that those again, the subcategory for this subset of the data, it seems to be a flat line. So this is the bigger question I've got, which is maybe a systemic question, which is what can we do to
support this trend upwards to get this this category to stop flatlining? What resources would the district supply you with for free and free and
reduced lunch algebra? Well I can you're right. It's a little bit of an open ended question. I can tell you what you're already doing. What you're already doing is is supporting
the district in in those in that strategic plan around consistency, coherence and belonging. Because that is the way that we show that students
that who have been traditionally underserved, students in poverty, multilingual learners or students of color, those are the strategies that that work
for students. So supporting the district work and that I believe is going to work. The other work that you're already doing is, is through your your
your comprehensive planning around and I believe around boundaries, transportation, all of those and bussing all that's coming up is looking for
looking for things in the district that are that are inequitable as a system and addressing that through those things. And I know you're
already working on those as well. I think that that's going to make a big impact. If we can address that, things that are already we can see right in front of us are not equitable
for those kids that that need services the most. I think that I think that that will make a big difference over time. But yeah, it's a longer
conversation. O'Connor close ended question for your multilingual learners, how is attendance been in the last
year? Has it fallen off? Not not that I have seen, but what I have noticed is two things. One is that we we at Irish get
a lot of newcomers, a lot of migrants. One year we had like 46, which is way more than any other school in the district
and even really in the area. And that has really dwindled a lot. So what we've noticed is as as you all know, there's a the enrollment decline for
everyone, but that particular piece of enrollment has impacted Irish differently. The other thing is that we've noticed this year is several of
our families who were multilingual families. They were chasing into Irish based on their because we have the
dual language program for them. And we had five families that went back to their neighborhood schools. And the reason for that is, is because they were driving their kids across town. And what we learned is that
there is there was a rumor that if the more they're driving, the more likely they're going to get stopped, right? And so they wanted to eliminate driving on that. So that's just
kind of another area where bussing, because we're a specialized program, might
address that as well. And Scott, thanks for putting this presentation together. Looking at looking at the data, there's
obviously a big drop. I think it's spring of 25. What what changed? What happened. Seems like you guys are trucking along. You said 5354. Were your
scores in previous years? Was it a staff change? Was there attendance issues? Was there your your root causes? You talk about alignment of instructional processes and
expectations for student output. I would assume that was happening in those good years. So do you have a feel for anything specific that changed, or was it just kind of I mean,
it sounds like if that's one of the root causes, maybe there was more independent planning by teachers rather than coordination, and it just kind of drifted a little bit. I don't know, I'm just curious.
Well, so I hate to sound cliche, however, the what I can say, if I had to put my finger on one thing, it it it would be a
perfect storm of events. So to answer your question, all of those things, there was staffing changes, there was new staff. There was significant significant needs in in a
certain cohort of kids. There was so, so all of those things together, because you're right, you wouldn't usually see a drop like that for no good reason,
especially if we've got years of data to show that that we're meeting that. And so that's really why we are taking it, as I think that we I think that
sometimes we can take things for granted about how well we're doing. And so when when a perfect storm hits, it shouldn't hit us like that. And so we are taking this year as
an opportunity to make sure that it doesn't anymore. Other questions. So all right well
thank you so much. Really appreciate the presentation and all the work that you're doing to get us back going in the right direction. Thank you. And I would like to just put an
open invitation. Please reach out to me if you want to come see. I appreciate. Okay. We are
going to take a five minute break and then we will be back
here at let's see do 745.
Thanks.
Okay. Welcome back. We are going to move on to our informational reports. 10.2 instructional minutes, Action Team recommendations. And I know we have a lot of guests for this one. So yeah we have a
few. So tonight we look forward to hearing recommendations from the Instructional Minutes Action Team presenting this item. Our doctor Tracy Gill, our lead Assistant superintendent, and Bud Hunt,
our Chief Technology Officer. Welcome to both of you. Thank you. Superintendent Kingsley. Board, cabinet and public. When you said we had a lot of guests and I looked around and I
thought, well, these are the these are the real folks right here. I mean, the gallery, it's great. I'm I want to get up and say that, first of all, you might be wondering why the chief Technology officer is
starting this presentation about instructional minutes, and Doctor Gill will join us as we move towards the discussion. But I wanted to name that. The reason I'm standing here and representing the work of some of our team is, is a lot of
folks in the IT department that both count and report to the state many of these things and then work with our sites. So our data analysts have been heavily involved in this work on the counting and the reporting side. And then our
application support team works with sites and schools and leadership teams and their configuration matrices to build schedules and allocate minutes and do those sorts of things. So a lot of those things pass through it. But I stand here
tonight representing some very smart folks on our team, as well as on behalf of doctor and myself, the members of our instructional Minutes Action team, which I'll tell you about more in a second. I thought a nice way into the work, though,
would be to read to you the 32 page work report that is in the board packet tonight. So if we'll all settle in and I think we've got some warm. No, I'm just kidding. What we are going to do tonight is as Brian or
sorry, Superintendent Kingsley said earlier, is we are going to reframe and launch a little bit of this work at a very high level. Certainly we want folks to read the work report, but
this is the start of a conversation. This is intended as an opportunity to inform the system around a problem that happened in some ways over several years of yes's and opportunities and
transportation challenges and things, and in some other ways. Very suddenly, as the state started work on a new data collection, which we'll talk more about in a second and led us to where we are here, this
is the problem statement that the action team has been working around since they started meeting in July. Their first meeting was on July 31st, which is everybody's favorite way to come back from from
summer and join an action team, which sounds a lot more exciting than it really is. Our accessories were not very cool at all, but the the group has been working towards addressing
and looking at and really trying to better understand this problem of practice related to the conflation of some law, some practice and some reporting and all of those yeses that we've talked about
historically to make sure that we can say with integrity that we can meet this collection and report our instructional requirements as they are. But
before we get into the details of the requirements and some some potential ways forward, I just want to sort of frame how we got to here in the spring of 2024, the state legislature
passed a law that that we think is very important around how to make sure that we don't, as school districts, compromise federal plan requirements, IEPs, 500 fours in the context of an
abbreviated school day. And they provided some very specific language that became law and policy as of July 1st this year. And on page seven of that very lengthy law was a requirement to the state
Department of Education to begin a new data collection. Some of the folks on my team get very excited with the new data collection. It's a new opportunity for brushing off and dusting off a fresh spreadsheet, talking about data
elements, and getting into some things. This one had some some interesting pieces to it, but the data collection is what ultimately brought us here. As we started to look at in the IT department, what that data
collection required, the old methodology for reporting our instructional calculations was to attest that we thought they were good. Can you affirm that they're that they're good? And
we could say, yes. The state is now asking a series of data questions that change the way we look at that and required us to do some calculations differently. So we took a look at those. This happened late in
the spring after configuration packets, which are the tools that we use to build schedules and think about the year, were already put to bed. Many of the staff who were involved in that work at sites were already on
their way or already off on off contract, and so the timing suggested a temporary policy change. And so Doctor Gao came to the board in July, in June and said, hey, here's where we
are. We we would ask a temporary policy change. And at that time, we understood the board to say, sure, but this is a short term fix, which gave us the time to do a couple of
additional things, which was to pause the work of our calendar committee as we knew that we needed to have conversations around the length of the day. And of course, if you think about the number of days in the length of days, those things
add up fairly quickly. They they rely on each other. Like many system things, when you touch a piece, you touch a lot of stuff. And so we started the Instructional Minutes Action team to begin to look at this
issue and to do what we're doing tonight, which is to provide some information around what the problem is and some potential ways forward so that we can have a robust conversation. When I was a writing teacher, this is what I
would call a response draft. You have to put something into the room so that people can respond to it. And so that's what we're doing with the document and the presentation and the conversation tonight.
The action team report that you have in your board packet. And that was distributed to leadership. Every school principal has one. It's available on our website right now. You can take a look that was published on the second.
This is our discussion. It's not a decision tonight around this. And then the feedback that you all provide tonight will ultimately likely lead to some direction from the superintendent, which will suggest how our feedback will
continue to go as we move forward. The questions that we'll end the presentation with, I want to just name right now so that your subconscious brains can sort of be chewing on them as we work through. And it's the questions are these is
the board in alignment with the action team's recommendation of a longer instructional day, a consistent length of day for the system? Those are two separate questions. You'll see what they mean a little more in a second. If you share the
values of of the team's recommendations, how quickly would you like to move to get there? That is an easy thing to say, and it might have a complicated set of dependencies as we as we move there. The
action team proposals assume a calendar with the same number of days to the 2526 calendar. As we talk a little bit about the length of the day and how the two different requirements play against each other, there
were a lot of variables on the table when this work started. Pausing the calendar, not touching the calendar, and only thinking about instructional length of day is what gave us the ability to figure out some
ways forward. That said, the calendar and instructional days are part of a system issue. So what feedback on the calendar itself would you like to provide for consideration in
conversation tonight? Feeling good on the questions? Great. We'll get into the overview then. I mentioned this law at the start of the presentation.
But the bill HB 24 1063 is the law that changed or set some new rules and required us to set some new policy around abbreviated school days and their impact on instruction
also required that collection. I mentioned earlier that collection is being put together by CTE right now, and it's in active development in terms of it's in the field. They're asking questions,
they're providing some guidance and working towards the first collection this December, there is a the law CRS 2232 109 requires Colorado schools to be
in session for no fewer than 160 days, and that schools are scheduled for a particular number of instructional hours, independent of the number of days. We'll talk more about the intersection of those things in a minute. But if somebody had
said to you at the start of the year, did a heat day, a shortened school day count, the answer is yes. It was a day of school 160. That was one. It also, because it was
abbreviated, represented a decrease in the budgeted amount of instructional hours for the district to the tune of roughly two hours per day, or 14 hours for the schools that had an
abbreviated heat day. So a heat day counts. But we still have to count each and every instructional minute that occurs in the district and make sure throughout the year that we are in compliance with what
we scheduled and what actually happened. And the law does require us to do both things. Schedule a certain number of hours, ensure a smaller number of those hours was met. The difference between the two is
what provides for a school district with a normal schedule to have some weather related or emergency closures, without causing us to have to have a conversation about either asking the state for extra
permission to not meet the requirement, or to consider things like longer school year or an extra day, or as some school districts do in weather prone areas, they schedule some days that maybe don't get used,
but they make sure they're on the calendar in the event you need them for. For weather. Under that law, that governs the two things that we count the hours and the days. There's also some provisions about what
can count and recess and passing time. We'll talk about tonight. And the law does provide in Colorado through CDE, provides some guidance on how a local district, because Colorado obviously is a local
control state, may make some further determinations about what counts or doesn't count. And we'll talk about that as well. The policy that you amended for last year that provisioned recess as
Non-instructional is an example of a local rule that a district can create. Passing time also lives in that space. And those are the two sorts of things we'll talk about that some local control options exist on
you, as the board historically have considered via ikaika recess to be non-instructional. You're currently operating under that one year waiver of that policy. These are the
hours requirements for K-12. I should articulate to that problem statement you saw earlier, did not say pre-K 12 or early childhood through 12. It was specifically focused on
the composition of the K-12 day, because that's the collection that the state is now asking for. Early childhood does have some requirements. They are handled slightly differently than CDE. Some of the hours
requirements of VC overlap and some of them do not. Excuse me. One of the things that I love about the team that I get to brag on tonight is that in the course of this conversation,
they noticed that some of the guidance that CDE was providing about early childhood hours requirements didn't match our understanding of the law. And so they communicated that to CDE. And CDE has changed some
guidance as a result, because there are a lot of things that move in this space. And CDC, the Colorado division, changed some of their rules in August. So that's kind of breaking news
in the world of data guidance. I'll pause for the no. That's it. Okay. That's fine. I thought it was pretty cool thing. Anyway, our secondary schools, we schedule at ten,
1080 elementary schools at 990. However, at kindergarten we schedule at 900 for full day and 450 for half day. Each of those breaks down to a roughly three day period above the
required attendance. So 1056 is the secondary required hours to meet, which is 24 hours, which is roughly three eight hour days or eight hours of
instruction across, say several heat days. And you can do the math and figure out how many heat days would get you 24 hours. It's about 12. If you want me to do the math for you,
the instructional hours collection that is now required under the law and that CDE is working on, instead of asking that attestation question, do you feel good that you've met this requirement? Yes or no
asks for these data elements today. And I say today because this is an active collection under development, it may change, but they ask for total school day hours, total instructional hours, total student contact days, total
teacher contract days. And so that's 188 on a standard contract. Total recess hours. Total passing hours. Estimated hours planned for emergency closure, which is a math
problem. Using some of the data in this in these elements. And then they also ask some things like when did your school board approve the calendar? We approve our calendar based on a policy that says we do it
roughly by the end of the calendar year, and other districts do it differently. There's another law that I want to mention because it keeps coming up in this conversation, and that's a law around the
state. Physical activity requirements for elementary school students. The state of Colorado does require that we have a policy hours is which requires 600 minutes per month
for a full day student, or 300 minutes per month for a half day student. That's factored into the things we talk about when we're talking about instructional and non-instructional time. And it was a question that came up a
bunch of times, what are the requirements? And the requirements are that we have some time budgeted in these ways. Throughout this conversation, you're going to hear me say instructional and non-instructional. And I just
want to name here, you'll see it in slides. That isn't a value statement about whether or not something is important. These are technically non-instructional hours. Sometimes, if they are in a
recess in a place that has that, or in a physical education class, which is is instructional, there's a teacher, there's a course of study, there's a grade awarded. Right. But that doesn't mean that recess or physical
activity in a classroom is good and after lunch is bad. So I don't want you to hear. And the action team spent a lot of time on this. Two instructional Non-instructional is a classification that helps us
fill out a spreadsheet. It's not a statement about values. And we'll we'll say a little bit more about that as we keep going. This is the ICICI policy that the board has written. It
defines actively engaged in the educational process as time when students are working towards achieving educational objectives under the supervision of a licensed teacher, including but not limited to and we don't
currently name passing time. I just want to name that. Passing time is a thing that we could have made a determination on. Passing time, by the way, is a fun variable in this equation.
If you're passing from an instructional thing to another under state, guidance counts. Unless your board has said something special. If you're passing from something non-instructional to something
instructional like lunch to fifth period doesn't count. We had some high schools this year that we had to change their schedules to get them in compliance. The way we were able to do it is we moved to
passing period after lunch to before lunch. It's it was a trick. It worked. I don't think it changed the integrity of the school day, but it did meet the requirements. And so when I say instructional and
non-instructional, I want you to also hear again, these are these are classifications. They're not value statements okay. In our policy we currently do name that lunch time students spend before
school. Recess time and teacher preparation time don't count as instructional except that you changed in June. You took the word recess out of the policy. You told us at that time it was
a one year thing. As we looked at the requirement, we for the first time, took a deeper look at our elementary school schedules. As we looked at that review, we realized under the
reporting, many. And the slide says most elementary schools do not meet the retired instructional times without recess. There's a roll up in the prison or in the sorry,
excuse me, in the work report. That is a school by school, grade by grade spreadsheet that shows you exactly what that looks like. But at a very high level, 19 of our schools. And
you have to calculate for every grade in a school, we're out of compliance. Five out of six grades, three were four of six non-compliant, one were three
of six, four were two of six. One only had or was had five of six. Sorry, one of six grades was out of compliance, and we had five elementary schools that were completely in compliance. That by itself
suggests some difference in our system. The you're going to see several bucket pictures like this. I would love to tell you that this is a technical term.
It's just the word I like to use when I describe this rectangle. What constitutes a school day is 3 or 4 things, right? It's the instructional stuff and it's the non-instructional stuff. The really big variables are
components. Here are the classroom time, testing time, assembly time. That's instructional. The recess at elementary or the passing at secondary schools. Non-instructional lunchtime
Non-instructional the they're all I'm going to name. Again, not a value statement, just a way that we have to classify the time. People need breaks. People need lunches. People
need time to to play and be outdoors and experience all the things that you want to experience in a day. The state or our board, depending on which thing we're talking about, has named those instructional
or not. As we put this team together and we're going to look at their work in a second. Just wanted to name that a big piece of this work was thinking about all the groups of staff and all the folks who are
essential to building out a school day. And so this was a representative group of folks in the district to help us have a conversation to get us started, not to finish. And you can see that we have representatives from it,
transportation, Nutrition services, early childhood directors, their human resources. The co-chairs of our calendar committee were involved in this work because they will get to pick up a
piece of it next. We had some secondary schedulers involved, some elementary school teachers, some integrated services staff, and curriculum and instruction staff as well, because that instructional non-instructional
is bigger than just the blocks of time, we want to make sure it's high value time throughout the day and as the team worked, and you can read a lot more about that in the report, they named several values that that
bubbled up in our work, and that we validated with various feedback loops that we'll talk about a little later. Because again, while we were starting a conversation, we wanted that conversation to be informed by others throughout the district.
Consistency within and across levels was a value that kept coming up in this conversation. Instructional time and Non-instructional time are both very important. The group said that again and again, and it
took us a while to name that it was slippery. There was a sense that non-instructional meant bad or not good. We really had to tease that out, and that's why I've tried to say it as many times as I have tonight.
You know, people need breaks. People need time to play. Recess serves a bunch of purposes throughout a school day. It is both breaks for people, but it is also for some children, part of their IEP time. They really are doing
some of the work of being at school when they're not in a classroom structure. They're doing some some different things, passing periods in a in a very large building. And you know, that's a real need. You
got to get from point A to point B. And if you've just done that during a 90 minute break, you need, you need or a 90 minute class, you need a couple minutes of break. So those are the logistical pieces
there. But we talked a lot about how those are all important. Just some of them are instructional and some of them aren't. And then the group, as they continue to talk about and we experience seven heat days throughout the course of
the action team, which is a lot more heat days than we had forecasted experiencing before we put that team together. We we had some questions as a group, and the team named in a bunch of ways, future
considerations for recess and passing time because of weather issues and how we account for weather. How might we think about those pieces of time that are non-instructional in a way that we didn't count on them to
get to an instructional finish line, as I named earlier, that movement of the passing period felt like a really lucky thing to do, but it wasn't necessarily something we should be building our our schedules
around and we as a district should be considering the difference. When is it a district consistency move and when is it a site autonomy move? Both are important. And so how
might we propose some ways forward that talked about both. What is the floor and ceiling that helps us stay consistent, but also gives sites and teams and leadership teams at sites some flexibility to make the
moves that make sense for their students, their programmatic needs, and the uniqueness that makes up their programmatic work day, which is important. As we were working together and
the team met four times over the course of about six eight weeks, we started very immediately trying to engage every group that we could to talk about where we were, what
we were thinking, and to articulate a lot of the questions about the law. Because if you recall, we were experiencing heat days. Does the day count? Well, yes it does. Here's this 160 and here's the hours. But we're now 14 hours in the hole for some
schools, but not other schools. And we have some time. And where's the time? Like there's a lot in this particular conversation. So we started meeting very quickly with association leaders. And I'm
pleased that they're here tonight to continue this conversation. We've been doing a lot of the work of the action team was to go and talk to the people that they worked with and who they represented, and
make sure they were making sense and representing the the views that they thought they were. And then we started to talk to our principal advisory group, our small cabinet and
DAB academic cabinet. I, I think and thank you, President Stolte, for naming the opportunity to use IR with each other. It was great to be with you all and to have some of that conversation, both
formally and informally, to talk through some of these items. We spent the 18th with our elementary and secondary principal groups getting a lot of feedback there. And then on the 25th, our final action team
meeting was reviewing all of that feedback. And then I spent some time with our association reps at PA last Monday night, which was great. And then the post recommendation feedback is something we'll get to as we
hear how you'd like for us to move forward. In this conversation, I need to define two terms and then we'll get to the recommendations, and then we will get to the finish line of this presentation, I promise.
As we talked about consistently and what consistency and what that meant, we looked at a universe of possibilities. And then we moved into a galaxy, and then we started to move
into a solar system, and two concepts emerged for the team. And that was the concept of a system aligned day. Does everybody have the same length of day? And the other concept was the level aligned day. Do all of our elementary schools
have the same length of day? Do all of our middle schools have the same length of day? Our high schools. So when we talk system aligned or level aligned, that's what we mean by that.
And we we eventually got to the recommendations that you're going to see. And you saw in the report tonight. And if you look at the bottom of this slide, as I orient you to the table, the current length of
day in our elementary schools varies from six hours and 35 minutes to 6 hours and 45 minutes. There are four, if not five. And it depends on if you count some of our K-12 schools as elementary schools or not.
Lengths of elementary school day. That's for a variety of reasons transportation, programmatic requests. Again, I said earlier, a bunch of yeses over a long period of time have led to some of these
differences. Our middle schools have roughly a six hour and 50 to 6 hour and 55 minute day. There's only a couple of variations there, but there are variations. And then we do have two comprehensive high school
lengths of seven hours and seven hours and five minutes currently. So the recommendations that we were starting to put together and really get some feedback on in those loops were a level
aligned day, which would take us to that was the calculation that gave us what we needed to get a little bit more buffer. And that was the six hour and 54 minute day for elementary, a seven hour and 22 minute day
for middle, and a seven hour and 25 minute high school day. The system aligned day was an attempt to see could we get everybody's needs met in a common length of day? And that's the seven hours and 15
minutes that you see. And then it came up enough times in the group. And part of this work was to put out ideas that we thought were needed for their conversation. We didn't have
alignment on whether or not the system should do a late start, but it came up enough that we said we probably should talk about do we want a common and consistent late start methodology? And we use the term late start here. But an
early release, the for the construct that we put together, we weren't defining when it needed to happen. It's just could we build a day that allowed us the transportation infrastructure to provide one
day or a period, a period of time per week, that allowed our busses to run at a different variable so that as many districts in Colorado do, we have four days a week where the
busses show up at this time, and one day a week it shows up at a slightly later time or arrives at a slightly earlier time. If it's an early release, to provide and provision an opportunity for some staff
collaboration, training, meetings. Many of the things that our teachers who never met a teacher who wasn't good at working throughout the day, right that day, continues and continues and continues. But we
have heard frequently could some of those things happen during the day and at some schools right now they do, and at other schools they don't. And that was a consistency question. So we wanted to put
that idea forward. And that's what you'll see in the report. As we move into our final feedback as a group, you'll see that we struck out the level aligned day length. It didn't actually seem to solve many of
the consistency questions that the team was curious about. It didn't have advantages in terms of efficiency for transportation, which is one of the things that we were exploring and curious about,
and it didn't really provide us much in the way of a weather buffer. It just sort of it just sort of got us right to the edge of feeling like we could say, yes, we're in a compliant
space. So as a group, the group. The group named, we want to share this recommendation with you. We want to share the background and the information so that we can continue to talk about it. But the group didn't feel comfortable saying this was a recommendation of the
team, and that's reflected in the report. The team landed their recommendations on saying, these are probably the two models we should look the most closely at. And so that's that's where the final report
aligned. I'm not going to go into great detail here. I just want to highlight on this slide how you can read the rest of the report, which articulates both the day length itself. So
how long is the instructional day. It's seven hours and 15 minutes in the system aligned day model, the instructional time floor. If you recall, I said earlier that autonomy for sites was something we wanted
to articulate. What we would guarantee as a district is, does every day of school have for elementary schools five hours and 45 minutes of time classified as instructional? At the middle, it's slightly more.
And at the high school it's slightly more less. And then that would give the rest of the day for lunch, recess or passing time. However, a school wanted to use it because we saw
that some elementary schools did recess one way, other schools did it a different way, and there was a lot of variation there. We didn't want to constrain that beyond the point of how much of the day a site might choose to use,
because there are some schools who use their recess as a they do some cool stuff. Let me just say it that way. We wanted cool stuff to continue to happen, and certainly where we were seeing programmatic innovation making sense, we didn't want to
say, your recess must be 27.5 minutes, no more, no less. We wanted to say, here's how much time in the day you can budget for non-instructional things budgeted as it makes sense to do. And so that's what the
ceiling is there. So an instructional floor, a non-instructional ceiling. And then that gives you the total annual floor. And then a little bit of buffer above the
requirement. In that model you'll see a similar calculation for the system. Align in the levels aligned. And you'll probably reach the same conclusion that the action team did that the levels aligned. As Superintendent
Kingsley says from time to time, that juice probably wasn't worth the squeeze, right? But we wanted to put that out because we didn't want you to take our word for it. As LeVar Burton frequently says,
although he says it slightly differently and better. This is just a visual representation of that idea, right? That daily bucket has a block of time that's instructional and a
block of time that's not. And you can see that it's slightly different in terms of the way the day is put together, middle and high, but the length of the day remains the same for all
sites. And then that dedicated late start, the only variable there is, we have to show you two different days of school. We show you a four day a week day and a one day a week day to
account for the fact that there would be a different arrival time for children or a different departure time for children. But the calculation remains the same and the transportation impact is the same as well, because they just shift their operations. We
currently have some schools running a late start. Many of our comprehensive high schools, they run them. There's no transportation support for that. So schools have to manage children in that space. They do it a few different ways. This
was an attempt to see if we could build the infrastructure that, as I mentioned earlier, several several other metro area schools do this, some don't. And it really is a something we should talk more
about. So a few other ways to look at that. Again, that same bucketed calculation just have to show you two versions this time, because you can see that one day a week you have a different calculation. You have
to run as opposed to the other four. And now we can get to the discussion part, which is is, I think, more interesting than hearing me talk about time buckets. But the final
recommendation of the committee did come out on October the 2nd. We're here tonight on October 7th. So the future timeline is some other things that we think we're going to talk about that
relate to this, but are not this. Bell times is a topic of discussion on October 21st, by the way, when I frame what other things we're going to talk about at different days, I'm also framing what I'm
probably going to ask you to defer talking about in great detail tonight. So we probably won't talk a ton about transportation changes for Bell times tonight, but it's probably going to come up. And then just so you can be
grounded in how we're thinking about some other things that have to happen this year. Our school choice window opens around November 3rd or not around. It opens on November 3rd, and we need to and have tentatively scheduled our
calendar readings so that they can land before our policy deadline of the end of the calendar year on November 18th and December 9th. That said, of course, all of those things are
subject to change at the will of the board in this group. With that, I'm going to turn it over to Doctor Guile, who will frame a couple of ways forward and return us to the discussion, and we'll then be in
conversation with you. Thank you. Thank you bud. Appreciate it. So this slide together is our best attempt to summarize
the 32 page report. As far as potential paths and implications. So the really in-depth quality work of the action team is in narrative
form in the report that's in front of you. And this one slide attempts to summarize many of those complexities that are in front of us tonight to
discuss. And so as Bud named, it's not just tonight. It's a series of points of discussion to move through how all of these pieces intersect. So the first column that you'll see on
this slide talks about what it would be a potential path and implication if we did nothing. No changes to current lengths of day. Didn't revisit that policy change about counting
recess. And so some of the things that the action team identified as it maintains the variability and inequitable lengths of the day that currently exist in the system.
And there was definitely feelings in the group that that doesn't quite seem right, like we're really trying to become more consistent and more coherent as a system, and we maintain this level of
inconsistency. It also maintains one of the shorter elementary days along the Front Range. That that is some of the research and behind the scenes work that the incredible IT team was doing is like, how do
we compare as far as other Front Range districts, like our other people experiencing the same conversation that we're experiencing and we're experiencing at a greater degree, because we do have one of those shorter elementary
days along the Front Range is what we discovered. And so also a no change would be there's no gains for students who might benefit from additional instruction. So as you saw on that committee makeup, we had different staff from Integrated
Services, our curriculum and instruction team, who really started to explore the possibilities of what might be possible with additional minutes in the day. And so that came up as something of like
that could be really exciting to explore what that could mean. The other important partner in that conversation was our early childhood team. And with maintaining status quo, they do
not gain access to a 15 hour or 30 hour week for Upk dollars. So with Upk, there are certain levels of funding that we experience to paint on the length of an early childhood
student students day. And right now we're not able to access that 15 hour level for an early childhood student, which also equates to revenue for that department, as well as access
to high quality preschool programing and SRD. By maintaining the status quo. The other thing that we talked a lot about in the action team, and there is high, high value
on recess as a system, which is one of the reasons why we came to you all in June to say we don't want to have to make a drastic decision and cut recess
in June when nobody's on contract, and then have this really difficult start to the year of like what happened, where recess go. And so we wanted that pause to really take the time to study and say,
what should we do? And really looked at the definition of that ikaika and really thinking about what does it mean to be actively engaged in the educational process and the
intention of that policy? And so really considering, like, should recess be part of the intention of that policy, the action team really didn't feel like it should be, and we
shouldn't be relying on a policy waiver to address really being in compliance with what CD is asking for. The other things that we also were paying
attention to, while it's not currently being dictated by CDE, they're starting to signal that passing time in the future may not count toward instructional minutes. And it could also be
something that's in our local control. So that's something that we are noticing and paying attention to. But was part of our conversation as well as the weather events. Right? So we did experience weather events
relating to a compression of our instructional minutes and the compliance toward the instructional minutes. So that was something that was very timely as we started meeting as an action team, that those
weather events were occurring. And then this particular lane was not aligned to the proposals from the Action Team. The action team did ultimately recommend that we should do something with what we were
being asked to study. And so the middle column is sort of an opportunity to think about what could be possible for next year and what would be some implications. So if we were to ultimately make a change for
next year and implement a longer instructional day and also a bell time change. So there's a couple of things that we should be thoughtful about and consider. They're not
insurmountable, but we need to be paying attention to how we map out the next series of steps. So we need to be very mindful about all of the necessary feedback loops and
engagement that needs to happen to actually implement a longer day and a new bell schedule. So there's many, many moving parts that are attached to how our school day is structured. And
so we need to start working on this as quickly as possible. If we intend to make a change for 2627. So one of the pieces that we do not feel like we would
successfully be able to implement for next year would be a system aligned late start that we feel is going to require a great deal of community engagement about the impacts of that, because that
would be a significant shift for our community. The other piece that would really be important to think about, as far as the timeline at which we would have in order to be able to actualize that change, we
really need to have all of our solutions and schedules and things developed by about February of 26 to implement for
next year, because a lot of the changes in schedules rely on us then putting personnel and resources toward those things. So when we start building
school based budgets as well as budgets for the coming year, we really start to do that January and February. And so we need to know the implications on those
revenue streams that we have by February. And so that's that middle column is if we were to make a change for next year, if we were to consider a longer instructional day in Bell time
change in 2728, some of the implications that we talked about is there would be also that schedule becomes less variable and more consistent
for staff, and then has a comparable length of day to our district charters and other schools on the Front Range. So lengthening our day puts us more in alignment and consistent with other schools
along the Front Range as well as in our local community. We also do see that there are gains for students who might benefit from additional instruction. So the action team did discuss what are those
possibilities. And we do have the ability for early childhood to gain access to a 15 hour level of service, as well as 15 hours of reimbursement from Upk
funding and possibly a 30 hour week. We'd have to add just a little bit more to that seven hour and 25 minute proposal, but that's the one that gets us closest to a 30 hour week. And
that creates some future funding possibilities for our early childhood program. The other thing that feels like an implication also is we would maintain the intention of the
policy, language and community values while also allowing our sites to have autonomy to make a lot of decisions about how they use their instructional time as well as their recess
time. And so, as Bud described, you've got an instructional minutes floor, and then you've got the autonomy to decide how you're going to be leveraging some of those recess minutes
within there. And so there'll be a lot of site involvement in maintaining those floors and those minimums, while being being able to create schedules that best serve staff and students. And then also in that
final column, we did talk about that. We would have the opportunity to address some of those weather events that we know will continue to be part of the future for SDE, as well as potential changes that CDE
might implement with regarding passing time and whether that will count as instructional or not. And then the other thing that is possible and potential is that a single bell time
schedule change. So we really don't want to do a change in next year and then another one the year after. Like we really want to provide consistency to our families. And so ultimately
the intersection of all of these decisions would hopefully be just one change for this system and for families as well. So there aren't multiple
disruptions year after year. Okay. And so that is back to our questions for discussion. And so starting with review to
discuss where we have alignment with the action team's recommendation as far as a longer instructional day and a consistent length of day. And then if you share those
viewpoints, how quickly would you like to move to get there? And then also anything that you want to forecast or feedback for the upcoming calendar discussions. And with that, I'll turn it over to the board
for discussion. Fantastic. Thank you so much for the presentation. Really great way to summarize what was in that report. And the if you could
switch back to just one slide up potential paths and their implications, maybe just leave that up there for us to use as a discussion starting point. And I think is just point of
privilege. I will go ahead and start off answering those questions. So for me to to discuss that longer instructional day and a consistent day for the length
of the system, for the system, yes. For me, I absolutely think that this is a fantastic idea.
It for all of the reasons that you have listed on that third bar, there more consistent and equitable schedule for all students and staff, comparable
length of day to others on the Front Range. Gains of gains for students who might benefit from additional instruction is huge.
Early childhood gains huge. You know, as far as, you know, recess. I just want to say recess is an important part of
our school day. Extremely important. It is not instructional. And if we were to make recess instructional, that would mean that we would
have standards, assessments, objectives. And simply by doing that, it no longer would be recess and it would no longer be the value that it is, which
is free play. Right? So to me that I just wanted to share that value with you as well. Question number two of how
quickly wow, 20th February of 26 to make all of these decisions like gives me hives like I just can't even my stomach hurts thinking about it.
You know trying. We learned, I hope from our last go around that slow is smooth and smooth is fast, and we can engage our community and find out, do we
want to do these things? How do we want to do them? How do we incorporate Bell times? How do we incorporate all of these other things that need to be incorporated into them? And do
it once and do it right? And so, you know, to me, February 26th is too soon. So I would implement the change 2728 and
then the last question about the calendar is, you know, is there a possibility of us moving the calendar back even by a few days in August? Because we do seem to have a if
I'm not mistaken, we're looking at starting at August 13th date. And so, you know, again, we just with the heat and all of that, if we can avoid some of the heat days and that sort of
thing, if there's that possibility, if there's any play in that at all, I would love to see that. I just I really do think that, you know,
the mantra of slow is smooth and smooth is fast is the way to go on this. You know, we need to discuss the what the problem is with the community,
because this is hard to wrap your brains around about instructional minutes and bell times and potential other things. And how is this school different than that school? I
mean, it's there's a lot there. And I think what we learned last time is that it takes a long time for us to grapple with the problem before we ever
start going towards solutions. So that's my $0.02, and I will now pass it along to the rest of the board who would like to speak next. Go ahead Connor,
I'll just go really quickly. I'm apprehensive of making a decision on any of these without cost. There's going to be costs incurred with each one of these alternatives. We haven't seen that. And you know
something's going to be $10 million. Then we're not going to be able to entertain that option. The second thing I understand that CDC has put these requirements in, but I'd
be apprehensive of making any decision prior to knowing exactly what the guidance is. Because if we make a change now and then they change guidance again, I think that's kind of
disingenuous to the community when I believe and correct me if I'm wrong due to the lack of consistency or communication
from CDC, we could ask for another waiver. Is that correct? We think that's possible, that we do have the ability to say, we're working on this, and so give us some time to work on this and we will gain
compliance. Yeah. Those two pieces of information. Then I think it's better than it better informs me on the decision that we need to make.
Who would like to go next. Go ahead Andrew. I guess my I see a lot of work being done already. So thank you for all that. I see a lot of work still
to come, especially with all of our partners. I'm looking, of course, starting with the three in the back and the groups you represent there, and then we can go to the parents and layer upon layer. So I would share
with with the concern about moving too far, too quickly and again without cost as well. I think that's going to be a critical piece of it. I do have
one tangible question from slide 20. That was the sort of the seven hour and 15 minute day. Just what happens if we have one snow day, because that
feels like we're suddenly out of compliance with elementary automatically again. So I just wanted to make sure that I it may just be a process thing I don't understand. That's why I'm asking. No, it's a great
question. I appreciate the question. The the requirement, as I said earlier, the requirement itself does include some time. So I'm going to use the secondary example. 1080 is
the scheduled requirement, 1056 is the actual did it happen, which is that three day buffer that's built into the scheduling. And then that hours above requirement tab here represents the additional hours
above the 24 hours that we would have sort of in the bank if we needed them. So instead of 24 hours at an elementary school, we would be and I got it wrong. We'd have an extra
four hours above the 990 for elementary, and we'd have 5.3 above the 1080 for the middle and 1112 for the high school. Does that make sense? So it's
an additional buffer I'm sorry. Yeah I know, so I lost track of some of the numbers there. Yeah. Let's rephrase the question a different way. At what point how many snow days does it take for presumably the elementary
since that's got the lowest buffer listed. So I'll just ask it that way. So three days. Three days roughly. Yeah. And I'm saying three because it depends on how long the day is and the instructional hours in
the day. Right. So an instructional day of five hours and 45 or an instructional time of five hours and 45 minutes. Now it's just math. You take
the 24 hours that are baked into it, plus the four hours and 44 minutes. So that's what, 28 or so hours. And then each day of lost instruction is roughly five hours and 45
minutes of loss. Right. And so you'd have five Scots doing the math for me, which is awesome. I appreciate it. So that that hours, that hours above is an extra buffer. So it's it's
extra compliance if that makes sense. What is the average number of snow days that we have? I don't have the answer for that question right now, but just the so my history,
it's varied every year that I've been here. So it's not been a constant. But I think a part of the story is not just snow, it's heat. Right? So when you think about the I think you
represented 14 hours earlier this year with seven early releases, I think both of those combined having a little bit of flexibility built in the calendar certainly would be advantageous above and beyond what we currently have, which I
think is three days. So this would be an increase in two. Yes. Yeah. I guess just in, when we're building the calendar, it feels like five is even five is a little tight
personally. And again, without having the averages and the ranges and things like that for snow and heat and some of those things like that, that at least would be a consideration, it
would seem. Yeah. Okay. Go ahead. Jess. Sorry. Just since we're in this slide range, I had a question about slide 18, two ahead before this. So for
the system aligned day, we landed on seven hours and 15 minutes. I just want to understand how we got to seven hours and 15 minutes. When I
look at the one before that and I have 654, 722 and 725. So what you what you have in the composition is the team worked backwards from a day that
worked in the level aligned, which weirdly is slightly shorter to see. Could we get something that would work across all levels. And so as and they've had to explain it to me multiple times, but the
way that the passing periods were configured, the calculations there and then, I didn't name this earlier, but it's important to note our elementary calendar has three fewer school days in it than
our secondary calendar. That's by the composition of the calendar. That's in our master agreement and some negotiation elements over time to address. You heard tonight somebody mentioning some some plan dis
equity in the system which is real. So you have to take into account different numbers of days across the system. So you end up with basically an
average of that. 715 is what bridges the slightly fewer days in elementary and the longer days in high school. And that floor and ceiling. I that I hope that's answering your
question. It'll it'll get there. Okay. And then I did have a question on slide 19. So right next to it for the system aligned day, there were wait
was it 19. Let me make sure I'm on the right one. Yeah. There was 11 hours and 12 minutes. So. Yeah I'm on the right one. Sorry. There you go. Because the high schools do have that
late start right now. Does that still allow them to do late start even if the rest of the system doesn't? Yeah. The current all of these recommendations didn't eliminate anything. That's an
existing practice in the system, with the exception of some of the higher end recess blocks. And but most, most, if not all
and certainly all of the high school late start schedules as they're currently configured would not be impacted. The autonomy for a site would remain. The thing I would say that I don't think is, is as clear is the ability of other
schools to look at something like that under this flexible model, would our team could help design some of those customizations as well. And this would give us a mechanism
to do that. It would not necessarily provide the transportation infrastructure to do that. And that's something that's a I think both eyes need to be open when we talk about that, because that's another one of the system
elements. That is not necessarily an agreement I've heard from principals. Yeah that's fine. We'll figure it out. Oh my goodness that that's never doable. And I've heard
both things multiple times. Other question yeah. Go ahead Scott. I'll be quick for
Kevin's sake. It's fun to say. What staff implications in terms of what percent of, of our staff is hourly versus
salary. And is salary the right way to say that? That's one question. I have a couple more, but there are three. And I'm not an HR expert, but there are
three different conversations to have in that space. We have employees that are contracted by the day. We have staff who are overtime exempt hourly, which means they are hourly
employees but who are ineligible for overtime. And we have hourly non-overtime exempt employees. So hourly employees who would be subject to overtime after an extra hour
day. So those are the those are the three pieces of calculation. Sorry, it's not just eight hours a day. Yes. Excuse me.
Yes. Yeah. Do you have an idea of, like. Like the contract by day employees? Like how many of those, like, a percentage of our workforce would fall into that category, or. I don't have
a percentage. No. Okay. Yeah, yeah, we can get that back on that. Okay. The late start discussion. Am I understanding
that if we were to say, hey, let's go forward with doing this for the 2026 year, that's not an option for 2026. But if we waited until 2027, that
could still be an option to keep late start in there. Really, the primary discussion point with the system aligned late start was the ability to
engage our families and community. We feel like that's going to need quite a robust community engagement session, as well as connecting with some of our partners who provide
before and after school care, Boys and Girls Club, some of those other groups who would be important for us in provisioning services for
families who needed child care coverage, either for an early release or a late start. Like, we wouldn't want to rush into that without having some of that information developed and
planned for our community, so that that would be a smooth transition as possible. We're not sure we could get that done by February of 26. One last
question. I would say the calendar is a big deal for me, like I would. I'm impatient on all this stuff, but if we waited till 27 on the bell
times and these extra minutes and that type of thing, I would want to see if we could get the calendar addressed for 2026. It
would be great if we could go multiple days past the 13th is crazy in my mind, but I understand there's a lot of problems. I really want to explore flexibility with concurrent enrolled kids. I
probably am thinking of this too simplistically, but we have a lot of kids coming to school events prior to the start of school. Even athletics, football teams, things like
that. Those concurrent enroll kids, I'm thinking they might be able to go before school starts. They can start going to Front Range and that type of thing. I know there's been pushback on that, but that's
something that I think greatest good for the greatest amount of people. That might be a worthwhile thing to look at. So I definitely would like to encourage that. We we look for
a later start to the year on our calendar if we can find a way to do that. That's all I have. Okay. Can I can I say something? So thank you for that feedback along with everybody else who's weighed in
so far. I just think one point this is not me pushing back. It's just context. Director Sean Bauer to one of the requests is that it's important to note that the majority of our concurrent enrolled
students are receiving instruction from teachers who are certified to teach college courses, and that the majority, over 90% of that instruction is happening within our
comprehensive high schools, not at one of the campuses of either Ames or Front Range Community College. It's over 90% of the concurrent enrolled students are taking those
courses within, like actually within the brick and mortar facility of our comprehensive high schools by high school teachers who are certified to teach college courses. Yeah,
just over about 90%. Oops, sorry. The 90% represents of what figure? This is an important one for our graduating high school students. How many of those participate
in I'd have to get back to you, but that number is increased by almost a thousand in the last two years. We've through our graduation with options prioritization, we've continued to accelerate. The number was 40%. Julie, is that close?
Sorry to put you on the spot on the fly. I just want to contextualize what you're saying. It's important point. I'm glad we're talking about it because this comes up a lot and I'd like to be able to. So just
concurrent enrollment was close to 4500 a little bit over into the last year numbers. Yeah. Of our high school students, how many out of how many total high
school students. Oh, it's about 50%. That's about 50%. Yeah. It's a it's a it's about half of maybe even it might even be creeping a little more than half. Yeah. No I think that's
really important. I as a former math teacher I don't like doing it on the fly on camera. So that's why. Thank you, doctor Chaplain, for for saving me there. I think another part of
this story, just as context, is our teachers who are teaching a caseload of concurrent enrolled courses, are not just teaching concurrent enrolled courses. They're teaching courses that
are traditional part of our graduation requirements. So it's it's a hybrid in many, many instances. And then there are some cases where teachers are only teaching those types of courses. So to be able to
flex that calendar is not free. So I just want to it doesn't mean we don't do it, but it would require those teachers working in extended calendar. And I would think that may have some other implications
regarding our existing employee agreement, because I do think the number of days within the school year is explicitly outlined in the employee agreement, if I'm not mistaken. That's correct. So if we were
to extend that, that would require a different timeline. We would need to bring that into the big circle process. And without really knowing what that outcome would be until the
very end of this year. So I just wanted to just level set expectations around that particular piece of feedback. Thanks, Brian. Could I give in one more because I found my
numbers. And so of all of last year, 4562 students participated in concurrent enrollment. Only 237 of them
attend those courses on a college campus. The rest are the 237 of the 4562. So all the
rest of those are on our campuses. Thanks. Thank you for that. Okay. Who wants to go next? Okay. Go ahead Kevin
waterfall tonight or Jim do you want to go. Go ahead. Yeah I'm I'm pretty much aligned with what Kristen said. Is the board aligned with the action team's recommendation? The longer instruction, I am a consistent
length of the day for the system. Yes. How quickly would I like to move to get there? It feels like we're just too late for this year and and going to
26, 27 or 27. It's actually out to right what you said, Kristen. So I just think that's about the only option. And I don't have any specific feedback on
the calendar beyond what's already been addressed. We would all like to start later, but it's complicated. So we're relying on the administration, I think, to get back with us
with some options there. Thank you. All right. Go ahead. Kevin. Anybody else okay. Yeah I'd like to address the questions in order presented. So to get to one is the is the Board of
Education alignment with the action team's recommendation of a longer instructional day? I'd like to back up because I think and I read the report I appreciate the report. It's very thorough. It's exactly
what I expected. I think there are some built in biases already in the report that because you've looked at it so closely with all these people and gone on a hyper quick
feedback loop, there may have been some things maybe missed to get to recommendations. So let's back up for a second and just say there is an option to do nothing, which is which
would cure the jam. As far as how the district got itself in here. So let me zoom back one more, because in a discussion that we've had recently about changing Bell times, which is
also very near and dear to my heart and very near and dear to the heart of our community, we had to do a fix on that a year ago, with the promise of it being only one year. Okay, then the problem expanded and it got
more difficult because logistics wise, changing the Bell schedule was going to it was not going to be cost neutral. It was going to cost us money. We weren't ready or in a position to take on that
expense and to mess with the system in a lightning fast pace, because it didn't feel right, because we needed engagement. Okay. So I set the stage there because we decided essentially, that we needed more time to
address Bell schedules. And then we got into calendar committee and were trying to change the calendar, but that we need more time to roll out, which makes sense if a district
of our size, we need to pull this lever to pull this to go through feedbacks. The problem with all that, and I wouldn't say kicking the can down the road, but delaying some systemic changes, is that the unforeseen happens. I didn't
foresee the CD dropping this ball on us at the end of the school year. I don't think anyone in this room did. I don't think we'd be having this discussion, have we not? Had we seen that coming? So my, my,
where I come out as far as is the BOE in alignment, this kind of dovetails into the very last question about timing. I may be in the minority, but I think if we duck yet another challenge, we're going to find another
variable to confront us with. It's going to make some of these system changes even more stressful and difficult to achieve if we keep delaying. So first and foremost, I think how it was presented to us was,
look, we've got this issue. There's a board policy that dictates that recess is not included in instructional time. If we don't do something that board policy, we will be out of compliance period by the start
of this next school year. None of us we all agreed that unacceptable. So we said, let's give ourselves a year to figure this out to to buy some time, which we did. Hence this complete, very thorough study.
So there is one decision before we even go on to a recommendation of the next, you know, iterations of this is that do we want to do nothing or do we want to have discussion about what the value of recess time being
instructional versus not? I've come full circle and I'll just explain my thinking a bit. And that as a former teacher, I think recess is invaluable to student growth. Development.
True free play. Adults need a break and kids need a break too. But they learn so much in those free play exchanges, so I would be very cautious to do anything policy wise, either for it or
against it. That would tempt a school or leadership under the constraints of what counts as instructional time to do away with recess. Okay. So that's that's a big value for me at
least. So I'm of the camp. And, you know, I've listened to some smart people too that say if it's truly instructional time, how are we assessing it? What are the requirements that what are the metrics by which we're measuring student growth in
that area? That's going to put an additional burden on instructional staff to even monitor, to assess, to give us the data points that we would expect of a district of our caliber. So I don't think recess falls into instructional.
I think we revert back to the board policy on that. I don't think that I can lend a good vote to say that recess should count for instructional for those two reasons. So that gets us to what do we do with it? Do
we give ourselves another waiver for a year or do we try to confront this now? I'm also of the opinion that if we confront it, we need to address bell schedules or calendar at the same time, because I think
we're going to be doing this one way or another. And to to pick from the report, which really convinced me there were two things as far as the this is from the report and this is
not from the slide deck. So on page seven, the report said transportation logistics are significantly influenced by the length of the school day, with equal day lengths across levels representing the single
greatest factor in route efficiency, which is something that we've been discussing, Dave, in two by twos and in this boardroom ad nauseum for about a year, which will also save us some money when considering alternative
schedules, such as a late start days or equivalent. Collaboration time is important to determine whether busses would operate according to the regular schedule, or follow the adjusted start and release times. These decisions directly
impact route planning, staffing and coordination across schools, and must be carefully evaluated to maintain efficiency and minimize disruptions. So back to, you know, if so, how quickly. So I think I'm on
board to give you direct feedback. I'm on board with increasing instructional day. Again, this is one data set. But even in the Board of Education engagement session,
there were three different individuals that in unison said that would solve a lot of our problems, both from a parent standpoint of having at the elementary level and teachers saying I need more planning time, etc. I don't think we've
closed the iterative feedback loop on that by any means, but I think there is enough generation of interest for me to say I can get behind it. The other big point for me is the child nutrition, which is also
in the report, consistency in lunch times across grade levels supports both equity and operational efficiency. There must be enough time in lunch sessions to serve all children, and allow for sufficient time
for meals to be eaten prior to the end of lunch session. Again, I think about the conversation we had with Irish just now and talking about our free and reduced lunch kids. Maslow's hierarchy of needs before Bloom's Taxonomy. If we're not taking care of our kids and
figuring that part out, we're not going to see the increase. We're going to see continued flatline. So anything we can do to increase child nutrition, to increase time, to guarantee that kids that may have an off
schedule may get to school late, may get to school at strange times I'm all for. So I'm wrapping up. But how quickly could we get there? One thing resoundingly that we've heard and I see in the chart too, and
this is back in the PowerPoint towards the end, page 29. So if we implement longer instructional day and bell time change in 2627. So for the next calendar year, and I get the breakneck pace at which it
feels right now on October 7th, 2025, it says it limits community engagement around the changes, including a system aligned late start. I respectfully disagree. I think if anything, it's going to honor the engagement of community that we keep hearing.
Change the calendar, change the calendar, move it back, move it back, move it back. So I'm of the opinion I'm not trying to sell anybody. But you asked for my opinion. So my opinion is we try to to do both those things.
And even if it's a small, recognizable change for the calendar, if it's moving by two weeks or a week to give some sort of reprieve, then I'm all for that. And if we can park
this by next year, then I say we do it. What feedback on the calendar itself. I kind of went there. So again, I understand, but I, I'm more of the opinion that we need to be. We can do
both at one time if we're thoughtful and we go about it in a smart way, we kind of know at least where the community stands on the calendar. So what's back in the instructional time to maybe address that? And if we don't,
I don't know what curveball we're going to get next year from the CDE or from the federal government and funding and what crisis we're going to be addressing that's going to create this, to say, let's pause it and let's duck this
one, too. So that's where I come out. Yeah. Go ahead, director, thank you for that. I just want to restate back what I think I heard you say, just to make sure that I'm clear. I think you were clear on
everything. I just want to make sure my understanding was clear consistently with many of the other board members of looking for some type of reprieve with the calendar as early as next year, knowing that you are hearing from many constituents
that August 13th is too early. I don't think you said anything different than what some of our other colleagues on the governance team. I think where there was a healthy push was that if we do see a window of
opportunity to push with the bell time efficiencies that will be discussed at the meeting in October, alongside lengthening the instructional day to have parity across our level. So it would be a system
aligned change to consider doing all of that in 2627. If we can afford it, and we can figure out a way to do that in a way that also can engage the community, because many of you are hearing from the community
already. Is that fair? Okay. Thank you. One last thing too. I'll say that I think Director Duffy hit the nail on the head too, because again, cost. That may militate in the other direction. If we can't get
accurate numbers or or estimates within the school year with some precision so that we're at least making this decision, not blindly, then I think that would push back too. But if we can, if we feel like
we can get estimates of, you know, it's really going to be cost, labor, employment costs, I think of the overtime calculation that we're going to need to consider and all that
goes into that. I the one thing I did want to say though, is I, I appreciate that the push for the 2627 and I agree with that. If that does not include a late
start because of the fact that a late start will just I, I think even just putting it out there to the community of a late start for elementary school or an early release for an elementary school once a
week is going to just blow this all up. And we don't have like it's it's the timing for all of those after school activities
that are not associated with the schools, even the ones that are. So, you know, Alphabet and Boys and Girls Club and those things, they need sufficient timing to figure this out of
how they would staff that, because I don't know how you would staff once, you know, once a week, a Wednesday from, you know, 1:00 in the afternoon until 5 p.m. or something every
every week. That's that would be a trick to try and figure out. And I think the. The, the companies in the other, you
know, gymnastics and soccer and you know, I'm just thinking about all the other things that have to then be rearranged. You know, if you were to have your kids going to something like that on a, you know, on those
shortened days. So that's, you know, those are my concerns. And so if we didn't do if we didn't look at late starts for the elementary or early releases for the elementaries,
then I can see pushing to 26, 27. If there's even discussion about doing that. I just don't want to. I want to do the 2728. So that's just my thoughts on that. Yeah, absolutely.
Absolutely. I'd say I'm not a fan of late start model. I'm sorry. I think that it's going to create way too much of a tax on working parents to find, yet again, childcare for one day of
the week, and they may have employers that don't see eye to eye with that, etc. So again, continuity consistency to Connor's point from earlier in the bill change conversation.
If we're going to do it once, if we're going to change it, change it once and let it be consistent. And so I'm not a fan of the late start. For me, the system aligns. Sort of. The middle option to me is ideal.
So if you wanted feedback on that, that's where I stand on it. Thank you okay. Thank you. Yeah okay. Andrew. I need to get a feel for two dates from
you and your team. Brian. Date one. When does decisions on length of day bell schedule and
start date need to be made to support reasonable planning for the 2627 school year and then
the second date. When would all the fiduciary elements be completed? Specifically, thinking about again, impacts on contracts with our unions
and things like that, that if we make any decisions that likely will have a possible impact. I think things like what it would look like for the busses and things like that
probably comes faster. But I'm looking at the two dates and my brain is thinking we could do all kinds of public engagement over the next few months. But there's the one for planning.
Feels like it has to come much earlier than the fiduciary one because of the sequencing of time. Based on what I understand at this point. So I'm just wondering if you have a sense for those two dates,
because I'm going to get really nervous to say we're going to do something without knowing the dollar numbers. And if the dollar numbers come out a few months later and they're horrid, we can't go back. And so I'm
very concerned about that potential mismatch. It's a great question that my staff is looking at me like what's he going to say? I it's a fair
question. I think, you know, we have some high level estimates of what some of those costs would be. Now. I wouldn't feel comfortable presenting them here. I would want to go back
to the team. We have a sense of how many classified staff that are working at an hourly rate, that if we extended their day, how many people times whatever that rate would be, and then
obviously we'd have to take into consideration whatever impact the compensation packages happen through negotiations. But I think we can kind of get a sense of what that might look like. I think at our next board meeting,
you'll have a better sense of what are some of the efficiencies that we'll glean in transportation in the event that we move to a systemic, consistent day that has cost
savings as a result of that. So you're kind of looking at some additions, some subtraction, and we'd have to kind of work through that in real time. It would be really important that us as a team not make any recommendations that are formal,
without knowing that we have the means to afford it. So I just think that's really, really important. Some of the things that we're discussing here tonight bump up against the employee agreement, and
some of them do. And so I think that's really important to that. We have to obviously have this more robust conversations with our associations, their executive leadership teams. And
we as a staff and I know as a governance team are continuing, are committed to doing that. But there are trade offs with that. But I think ideally for families for 26, 27, with the choice application window
opening up in November, families are going to want to know as they're making choice ranks through that process, what potential start and end times will be so they can do that in their best interest. As
I've shared with the community on multiple instances, one out of every three families that are attending one of our 49 traditional public schools is making a choice outside of the school that they're bounded to.
And I do think start and end times play a role in that. We've had a recent conversation around movement analysis that Bell Times plays a role in that, as well as other academic programing. So I think to me we
would want to not act hastily, but to me, we would want to make a recommendation to the board no later than November. Otherwise we have to take a look at looking at our calendar
policy, which requires us to shift no later than December, and we can move that if we need to. It's just not an ideal from a planning standpoint. As Doctor Gail mentioned earlier, having everything in place by I
think you said February was mid-February, I think, right, to make sure that all of our planning and again in prior years, we've bumped up against that timeline too. So I just want to like be really honest. Things aren't impossible, but
they're not ideal. And in a state where we're dealing with a lot of levels of uncertainty, I think a part of this in Director Duffy has been very consistent in various meetings with all of us. You all have
been consistent, but just around the financing standpoint, what's really difficult to predict is the financial uncertainty at the state. We don't know what our budget's going to look like from the state next year, so we would
have to achieve any cost in this area by really looking at reductions within the system in order to achieve it. And I think it's really important that we're transparent about that, not knowing what new
money, if there's any new money. And that's not even including the uncertainty with our federal dollars. I just think that's really, really important. So any type of messaging that you as a collective, especially
if there's a board majority suggesting that we move faster, what that is signaling to me and this team is we have to go find the money. So that's going to be really clear about that.
And that's going to come at the expense of some other trade offs. And we we've done that before. It's not easy and it's a very painful process. And I think we're in many instances, if not close to all, we're not
just into bone in terms of the cuts that we've made over several years. We've made over $12 million in reductions just in the last two years. So we're cutting into kind of marrow. But I think some of the things
I'll close on this, that this board and prior boards have asked is for efficiencies in a lot of different things that some of the things that Doctor Gail Budd and other members of the team just somewhat achieves,
right. Like that. Can we gain? We just heard from our early childhood director that looking at a longer instructional day optimizes our Head Start programing and allows for potential expansion, you have
pushed really hard over the last two years around optimizing our Bell times, and one of parts of that story that we learned last year that was a
hindrance to optimizing them further was we had these hectic start and end times that don't allow for these efficiencies. So this proposal creates a lot of efficiencies that you're
going to learn more deeply about in the next meeting. Transportation. I want to keep talking not just about Bell Times, but it's very rare when we have an employee that has a CDL and they're not all hands
on deck right now. And that's not saying like we're having a really difficult time finding bus drivers. And our supervisors of bus drivers are driving busses, our director of transportation is driving
busses, and that creates a lot of compression within the system when they're not able to do their day to day jobs because they're pitching in. And that's just the reality that if we can figure out ways to reduce the number of routes
that we need, we would be much healthier as a system. I would also say that this board has continued to press around being more competitive with our
competitors and thinking about our instructional day and knowing, especially at the elementary level. Right now, it's one of the shortest instructional days across the Front Range. It is shorter than
many of our local charter schools and other private school options. Creating more competition in that space is also providing relief for many of our families from a childcare standpoint. Now, I know our primary business is to
teach and we do an incredible job of that, but we also function as a childcare provider to many working families in our community. So I think there's something offsets there. I think as our strategic plan continues to be more
focused around disrupting disproportionality, having more time with our students, especially our most marginalized students, helps. It helps. We can provide more instructional planning time for employees while also providing
more interventions and enrichment opportunities for our students. So I think that's really, really important. Many of you have heard, all of you have heard some of our classified staff members, and
they're not representing all of them, but just talking about wanting to make more money within our system and trying to figure out opportunities that they can have a better wage and
have more hours, that they would take advantage of that. I would also say there's a flip side of that where some of our employees may have other opportunities that they're taking advantage of, and so I don't want to say that's a one
size fits all solution. But I think anytime we're paying our employees more, we have opportunities to retain and recruit them in a better way. So that's something to think about too. So in all of these
things too, and, you know, I still consider myself not just a teaching superintendent, but an educator and a teacher at heart. And there's not a teacher in this district that works a 40 hour workweek. We're looking within parameters to
make sure that we're kind of coming in around 40 hours or under. But knowing that teachers plan instruction, these aren't gigs. These are this is a career. And so we
want to be committed to that particular work. But just making sure that we're also staying within a 40 hour work week on, you know, just in terms of that, like we're not
going over that. But I also know that teachers and paraprofessionals and principals are spending a lot of time making sure that the experience that we're providing for our students is first class. I think all of those things is
what you're wrestling with. Like, if we can fix all of that, go, go now. But I would tell you just just the last thing I'll say is that, like, if we want to go 26, 27, I would say that from a change management
standpoint, you're speaking with a lot of constituents. I think our community expects a lot of engagement, and so we would need to think thoughtfully of what that looks like over the next couple of months. But you would be
signaling to us to go find the money, and it would be finding it from somewhere that we currently have it. And that would mean redirecting funds away from something. And I'm not saying that to scare you away. I'm saying this to realize that these efficiencies
that we can potentially glean as a result of what you've charged and asked us to do over the last two years, is worthy, in my opinion. So. Go ahead. Me
yeah. Follow up Brian, because this is I really appreciate the way you contextualized that. And one thing that I'm pulling out, which I think we can address and should address the next board meeting, looking at
Dave sorry, is I'm also hearing correct me if I'm wrong, an urgency in our transportation department too, because the way I'm framing it too, and the reason I push for 2627 is I think there's a cost to inaction altogether. I think
there's a cost to delay. And what I mean is the number cost to can our system handle another year like we've had in transportation? I know it's been better, but I'd be Dave
shaking his head now. And so this is why I'm saying what I'd like to see if to the extent possible. I know you said you're going to find the money, Brian. I wonder if we if we wanted two things if we don't
do something now for transportation, how much more money we're going to have to find to go recruit, train and pull people in from, from central administration to, to run those bus routes. And two,
if we were to run fewer routes, how much more money would that save us? And would those cost savings offset for whatever we're trying to do on the employee backside? Because I would much rather spend our money in a smart way. That's
not going to exacerbate a problem with our transportation folks. Maybe that diverts more money or just shuffles money into the pockets of other folks that are working different hours now that need it. So if there's an efficiency slide
there, that's my urgency. It's the cost of inaction to a system that I think is fraught with. It's just yeah. And it's not just my preference of Bell schedules and timing. It's real
human lives. And the system may not be able to maintain that for another year or two. Yeah. Yeah. I would like to just add a little context to that. We are currently 15 drivers short
right now. And so to your question of is this sustainable? We're sustaining it. But the answer is it's not sustainable. We we are. If we were able to
reduce the routes that lets us live within the drivers we have. So that's very important to transportation. Another cost that has not been mentioned is when we have 15 drivers that
are out, that means people are working a lot more overtime. And so there's overtime costs that you can actually look at to that, that are a drag on the budget because of because of that. And so, so I think you
need to take all that into consideration. But if, if the Transportation Department was sitting here and they had their their way about it, they would want to reduce routes, because that's what actually gets the
department functioning in a in a healthy environment. And Dave clarifies, excuse me, clarifying question on that. Is a reduction of routes, a reduction in service vis a vis
there would be less kids on our bus. I don't know. That's not what we're after. We would still route students that are qualified for transportation. What it does is it allows us to route more efficiently. And like we talked a lot about it
last year where the way the bells get out, we have elementaries kind of getting out at the same time as other levels in the afternoon, and that causes some real inefficiency. So as we
standardize that length of day, we do see those efficiencies that we were talking about last year. And I'm excited to share that with you next time I just have one more. Can you just tell us how many drivers we
have just to put the 15 short in context? Roughly, I we have I would say we have 118 routes budgeted. So that'll give you a
good ballpark there. And did you have a question. Go ahead. I guess date number three that
is up there with the November 3rd. That that essentially is the date we have promised to parents, as I see it. And if we
are going to make a rapid decision, it seems like that's the date we should be targeting to say go or no go. In my opinion, I don't know what everyone else feels like, but
if we're going to say that they're going to make a decision on the next school year and what that looks like, Bell time, length of day, start
date, those three primary things right off the bat, that means there's an awful lot of work to do in four weeks, because we essentially have to, I mean, and I certainly can
commit to going and talking to every single member of the our community that I possibly can between now and November 4th to to be part of that. That's fast for the community, I get that,
but are we prepared to have a reasonable estimate of financial impact? Are we prepared to have all the models run so we make those fully
informed decisions starting probably next week or next meeting? Excuse me in two months, two weeks, because we need sort of the first thing for discussion, feedback and everything like that before we then go to turning around and
making a vote is that that's that's how I understand process. And that's I guess if we're going to engage in a 26, 27 year decision, it feels like
that would be the ask. And I, I it feels doable if if the staff is willing to work a ridiculous number of hours, that's the only way I see it happening.
And I don't know that that's a reasonable request accordingly. So that's kind of where I'm coming from right now. And if we had more time than November 4th, because maybe we can wait till the calendar to the end of
the year, that's I mean, I'm no stranger to very difficult decisions in a short period of time, but this is an awful lot of load. It feels like to move
that quickly. And I it is I so I don't want to underestimate that. I think a couple highlights. I want to really commend the work of the transportation division that they're modeling around. This
honestly could be turned on tomorrow if we want it to. So it's not just hypotheticals. They've actually rerouted all of the students in these models. So the work that they have done
around the clock in the last month to get to where we are and be prepared for the next board presentation is just exceptional. I would say. I would hate for our engagement
with the excuse me, I would hate for our engagement with the community to get overly assertive. Prior to you hearing what's possible with the Bell
Times in a much more detailed, concrete way. Because that may change your opinion on how you answered those questions right now. And so I think to me, we need to have our next meeting
still continue to engage with people around what we're talking about here tonight as much as possible, and then revisit this conversation around, do we want to be as aggressive as some of you are
suggesting as early as next year? I think a piece that I may need to lean on. Staff, bless you in this journey is what type of locus of control do we have around the choice
window, knowing we are going to reconvene as a governance team on the 18th? How long is that window open, and do we have in the event that our board signals that they don't want
anybody to make a poor choice decision right around, like the information change, why you already made your suggestions, do we have any leniency there to think differently or is that
pretty firm? Yeah. So our choice window opens. So first round school choice is a a lottery okay. So it really doesn't matter when you get your application in as far as
when you get offered a seat. So that is the one round that's different than from the subsequent round. And so that window opens until December
15th. So it's a it's a pretty good size window that if a family wanted to make a different choice within that time frame, they could. And because it's a lottery, the
time at which they entered their application wouldn't matter. They would have just as much chance as anybody else. So they could, if we told them a
decision is coming, they could at least wait until, I guess you were saying at least mid-November for an additional okay. Right. Thank you. And after that first round. So second round then is a time
stamp. Okay. So then once we move into in January then it becomes a time stamp as far as when you get your application in. Go ahead Scott. So I just
was going to pass a note, but I just asked the question. So does does the window have to start November 3rd? I know our communication has probably said
that, but could we say I mean, I get the December 15th, but I just don't know if we can move it a little bit just so we can explore this a little, a little deeper. So that's one of those
system implications that Andrew is naming. So the processing of applications is largely done by our front office staff. And so we line up the choice windows to provide the optimal amount
of time for front office staff to process those applications. And so it it's a the reason it ends on December 15th is because of the ability to
process all of those applications before the seat offers go out and to allow the an opportunity, an ample time to run that lottery. So we can't compress the length of
that window, we can move the window. But then there are other implications by moving the window to later. Okay. So one of the things that school of choice affords us is that
early window then that feeds into projections, right. So we get a better, more accurate projection for what we need to account for, for student based budget and the IT team who runs
those projections for each school, they're able to better accurately predict, like you're going to have this many students. And so therefore you need this much in your student
based budget. So the further we back that up, all of those systems and processes get backed up. And then that inability to have that good solid projection will back up school schedules and their
ability to do course scheduling and know how, how many students they should expect and how many students they expect. And of course, schedule. So there are
limitations to how far out we can push it. Good. Oh, I was just going to be mindful of the time that it's 925. We have two executive sessions. I would
love to talk about this for the rest of the night, but I know we're not calling the question because it's informational. But before we do that, Jess has not had a chance to speak. And so I want to make sure if everyone had had had gotten. So I want
to make sure that she's allowed to speak. Yeah. No. You go. Okay. I just thought it was funny that he asked me that question. I was like, yep,
that's me. I mean, I did ask a couple of questions early on to for your benefit. No, no, no. You're great. I think in spirit, Kevin, I am with you in wishing
that this could realistically happen. And listening to all the discussion, I had some of the same comments like, what does it cost us to stay the same? Is there a benefit to moving faster and remembering
some of the hard decisions that we've had to make? They are easier. They are done robustly when we have community buy in, and I don't think we have time.
And that makes me sad because I would love for next year to have a calendar that goes later a bell. Times that have more system alignment have a school day that's longer. And I think
to do that robustly, it's probably not realistic for next year. Now, if we get if we get at the second meeting this month and the bell schedules are like the most amazing thing ever and the calendar is the
most amazing thing ever. And you guys have all these meetings in the next couple of weeks that like, everyone's super happy and stoked. Great. I don't see that happening, but
it would be a dream come true now. I think another piece of that would be even when we're going out to the community to ask about the options, I kind
of want to know, are we are we seriously considering the late start or as a board? Is that something like the system aligned late start, or are we really focused on that system
aligned? Because I think those conversations will become very different. And the level of robust outreach for a system aligned late start will require a different level of community engagement, a different level
of community partnership versus if we have just a system aligned day. I think that is a different conversation. So I think that also has implications on the time frame.
The other thing, I just want to make sure that we get in the room, because I think it's been stated in passing, but whatever is decided there are, because the employee agreements called
out explicitly in the longer report that you provide, not as much in the presentation, since this is more an informational thing, but making sure that
whatever time, if we do decide to add to our day, it gets thoroughly vetted by our associations, it gets negotiated for maybe it's plan time, maybe it adjusts the before and after time. Because
for some of these schedules, if we continue to require that 30 minutes before and after, we are requiring our staff to work longer than an eight hour day, and I think that's going to be
a nonstarter for a lot of folks. So just making sure that whatever decisions are made, we are understanding that we're not negotiating ourselves how that time is spent. We are pulling in all of our partners
and making sure that everyone is on board with the same plan, and everyone is in agreement. And we and I think that's also something that will take a lot of time. And if we make a decision for how this works by
November 18th and then negotiations gets kicked off by the end of the year and we end up in a bad spot because we didn't do take the time to do. It is not a future I want to
see either. So I think does that answer? Oh, I think I answered the calendar piece of this as well, but I would love to start later. I think my opinion is well known, but I
just wanted to restate it again. Yeah. And yes. Go ahead. I resonated with what Kevin said and Jess about. Being sure that
I'm sorry. I'm spacing my thing for next. No, it's not late start. It's just this. Yeah,
yeah, it's around the I apologize brain. Yeah. It's late. It's it's around the system aligned late start. And does it help the district at
all for us to decide tonight whether we want to say no late start or does it make your life better for the next two weeks in the analysis you're doing? If we say that tonight, and
then should we discuss that quickly? Because I'd like to make your life easier for the next two weeks. I appreciate that you have an opinion from
the transportation standpoint, the late start isn't as big of a deal for us because we're shifting time. Okay, so but that's that's just a
transportation view. Any other areas? I have an opinion I'm sure doctor. So I think the this community is not ever had
a late start early release. And so just some of the awareness and engagement and like I think we have to do our due diligence to line up those community partners to see if we can
provision the childcare that we believe would be necessary in order to make a late start work, because the benefit of having a
late start for our staff is that they get some of that collaboration time and that job embedded professional learning that we are very, very limited
with in our current allocation of those non student contact days. And so we would want to make sure that it's a win win both for the community as well as for the staff. And so that's
going to take some time to process and evaluate how to best do that. Is it possible and feasible? Yes, I think it could be and I don't know yet
the capacity of those community partners to provision childcare. That's probably the biggest lingering question that I have. Okay. So I'm hearing, yes, it makes your life easier. But the
only thing I would add to that, because I agree with everything she said, is that if this really was an opportunity for the community to have the conversation about whether or not it was a value of the community, I'd hate to close
the door and sort of contradict what we've been saying all evening, which is that we do want some feedback, and one of the reasons the team put it in here is that we aren't in lock. It was not as clearly a
consistent in much the same way I've heard it on the dais tonight. And so continuing to have that conversation I think makes sense. That said, a move like that could be stepped into after a longer period of
discussion and debate. So I don't think it closes a door. I don't think it makes our life much harder to continue to wonder what that could look like, but I would feel disingenuous to the process if
we left the room tonight feeling like, nah, never mind. I know that wasn't the cleanest and clearest answer that you've gotten from me. Oh well, maybe it is. Then I'll stick with
I'll stick with my pushing it out to 2728. Okay, quick, quick. Yeah. I don't feel comfortable frivolously. Just deciding. No
more late start without getting feedback from the people that know the most about it. Our principals, our staff at the high schools especially, and then also what that would look
like to the elementary schools and middle schools if it was added in there. So I would definitely want to hear there's a reason we did it years ago, and I've seen it with my own
kids, the benefit of it, and heard from the staff the benefit of late start in the high schools. So I would want to hear that feedback. I don't feel like I'm qualified to make that decision right now. Again,
if I could complicate that further. I think the decision that Jim was, was trying to do was to take the system aligned late, start off the board, that there's no option on the table
right now that would prevent a school from continuing a practice of late start that they already have. I want to say that like a couple of times, the goal here was autonomy at the site level to make those
oops, sorry, make those types of decisions. So even if there were a clear message tonight that said, we don't think the system should move in the way of a system aligned late start. That wouldn't, in my estimation,
unless I heard it very differently. And Superintendent Kingsley said it. We wouldn't be saying we're going to break up with that practice where it exists already in our system.
Yeah, okay. A quick I'm the one that said it. So I get it. So my only my only caution I hear everything everyone's saying. And I appreciate it because I, I'm of the camp. Two that community engagement is
incredibly important. But I drew I drew something that I that hopefully you can kind of see it's a chart. Can you see this little part right here that's colored in and the rest of the chart? That's not from a
recent discussion we had with Doctor Schmitz. That's your response rate for our community when we're going to put a poll out to the crowd. Okay. So this engagement right here, if we're
going to put a poll out to parents and busy people and busy professionals and others, that's going to be our data point. So my caution is this we can ask our community any
number of questions about what they feel about certain things. But if you a certain point, their heads are going to explode because mine is because if we give them four different
calendars scenarios on top of layering on six different bell schedules of this versus oh, and by the way, the calendar is coming, their heads are going to explode at a certain point. This is what we're elected to
do, is to make difficult system changes, because we are in the weeds and I, we're going to get comfortable with uncomfortable because I think if we if we if our if our only refuge is that the community is going to tell
us resoundingly and with clarity what it is, the value statements are, I think we're setting ourselves up for disappointment has been my experience. That's not a reason not to do it, but to be smart about how we do it. Yes, I
don't think the community engagement piece is just about getting like people to say, yes, I want that or no, I want that. Or which option do I want most? I think what we get most out of
our community engagement is the things that we didn't consider that we want to put into it, or if we find out, oh man, that was a really good idea, that somehow the super smart people in the room didn't consider
because for whatever reason, right, their paradigms, then we have the time and the bandwidth to actually consider it. And how can we can how we can implement it. So it's more than just like, oh, do you like this
or not? And that's where having going to smaller groups like DAB or DAC is really helpful in addition to any survey we might do. I agree with that. I think the discussions are the biggest
part of the the engagement sessions. It's not a survey, it's a discussion. We need to have that feedback we need to know for parents. Is a late start viable? Would they be
happy with that? Maybe an early release is more what they would be looking for. Maybe they don't want it at all. Maybe it's something that staff doesn't want. There are so many unknowns. I would hate to take
that choice away from people. That is what we were talking about, what we what we had done previously. We came with a solution rather than a statement of the problem, and
that did not go well. And so I will once again just state the slowest smooth. Smooth is fast. And so as if we want this to be quick, let's make sure it is
smooth. And a smooth process means that we're going to engage everyone. So I will go ahead and end with that. And thank you so much. It was a
great presentation and wonderful discussion. And thank you. Thank you all. And thanks to the folks on the Instructional Minutes Action Team, as I will close this the same way we try to close each
meeting. May all your minutes be instructional minutes. The nerdiest thing I love that.
Okay. Yes. But but I'd like to I'd like to have you do all the presentations. All right. We have an executive session. Can I get a motion? I move that the
board enter an executive session as authorized by CRS 24 6402 for the following reasons. Number one, to determine positions relative to matters that may be subject to
negotiation, develop a strategy for negotiation, and instruct negotiators regarding a potential Fifth Amendment to the real estate exchange agreement between Poudre School District and Montalvo Partners,
LLC, and two to determine positions relative to matters that may be subject to negotiations. Develop the strategy for negotiations, and instruct negotiators regarding
a proposed change to the intergovernmental agreement related to the Southwest Community Center dated February 20th, 2024. Individuals invited
to join the board in all or part of the session. Executive session. Our superintendent Brian Kingsley, Chief of Staff Doctor Lauren Hutton, lead assistant superintendent, doctor Tracy Guile, chief
financial officer Dave Montoya, chief technology officer. Bud hunt, director of athletics and activities Brandon Carlucci, and general counsel, Autumn Aspen. Can I get a second?
Thank you, Andrew and Jill. Can you please call the vote Jim? Hi, Kristin draper I Connor Duffy. Hi, Kevin. Hi, Scott.
Schoenberger I Andrew Spain, I Jessica zamora. Hi. Motion passes seven zero. Thank you so much Jill. Just as a reiteration, I will be recusing
myself from part two of this executive session. We will now convene in closed session. This is the last agenda item before adjournment. And at the conclusion of the executive session will adjourn the meeting. The adjournment will
be recorde