(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
(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
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community comment twice. And there's a part of me that in my heart wants to be able to give all the things. And I also know to your point of having those community engagement sessions.
We've heard folks come to our podium podium crying out of fear because speaking in public and on camera is terrifying and wanting to give them an alternative space for that
voice. I've also heard folks who have concerns because it won't. The public record isn't the same. We're not posting those community engagement sessions. They are recorded, so they are
on record. They're just not posted the same way. They're not videoed like these are. So I on the one hand, I understand that it's not as easily accessible as
these meetings. At the same time it is available. And so I'm trying to grapple with I want to respect the desire for community comment. And I also want to
appreciate the people who come and give us information that we need, in addition to the folks who come to community. Comment. I want to respect that if we are, our intention is to have a student help us make decisions.
I want to make sure that we're using their time as effectively as possible. You know, we're essentially sacrificing if our community commenter is correct,
and we have 300 minutes or 5 hours of community comment time that we would potentially be saving, and we're giving back a minimum of 12 hours. So it's
still a trade off. But I think the conversational piece is really important. My first two years on the board, there was a person who came to every single meeting wanting back and forth dialog, and we're finally
getting to a space where we have a plan for some consistent back and forth dialog. I'm really proud of that. So that's my
$0.02 at the moment. I think the other part to consider with sorry to jump in, but I think the other part to consider too, with the community engagement
sessions is not only are we talking about a dialog between people so that we can have that better understanding, but we're also talking about doing it in the schools and doing it within
the feeder systems. So it's a place that parents feel comfortable. They they know their school, they know their their their building. And by doing it at two different
schools on the same night, we were giving multiple opportunities for parents and community members to be able to come in and speak to us where they are at so they don't have
to come here. So it's our effort to go to you, which is what people have been asking for. So there's you know, we do understand that there is some
hesitancy on this, and we just want to explain the reasoning there. So. Other thoughts. First
of all, I had a question. So would it be similar to what we were doing last year with the community sessions where we would split the board three and 3 or 3 and four? Yeah. Go into
those. Okay. Yeah. Okay. I, I have a lot of thoughts on this. I'm shared them with everybody here on the board. To me public
comment is about transparency, accessibility to get for us to also to hear what the community has to say, what they're concerned about. Somebody
earlier said that this is the one chance for the entire board, the superintendent and the cabinet to hear those points. And I think the fact that, you know, we're doing community outreach and those community
sessions, that's great. And I thought those were fantastic last year, and that I get very frustrated here because I want to have the back and forth. So I love having those sessions. I am
in favor of both and keeping both. Community comments, because a month, a full month is a long time to be able to assert
an issue, especially if that issue is about to come up for vote. If we're going to hear a community comment and then vote that same night, that's just going to be a useless community comment, because we've already
decided by then. So I really like the idea of having having both. I get the idea that we're pressed for time and we're all
volunteers, but this is what we signed up for. This is the gig. This is the gig. You're running for it, man. And it's part of the deal. I was told early on
some of these meetings go six hours and that was not wrong. And I prepared my family for that. And it sucks sometimes. But guess what? So do some of the issues that everybody else
is dealing with. We owe it. This is public service. I want to hear all the time and emails get lost. We've seen it with the school closures. We got hundreds
of emails and we try to read them all, but you can't get to them all in email. There's nothing more powerful than a person talking, a kid talking
about the heat in their school or an important issue to them. I have a couple quotes here. Thomas Jefferson said government closest to the people serves the
people best. This is exactly that. I think I looked at some of the old the videos that are on. I think there's it's great
to have access to that. I think people who have kids at home, young kids at home, they can't come to these meetings, they can't come to a community session. Even they have to watch these YouTube videos to see
what's going on. At the school board meeting. And I think it's really important to look at that and see how we're using our time. Resolutions and
recognitions can take over an hour. Sometimes our community commenters sit for an hour and a half out there just waiting, and they're told they have to get here right at the beginning of the meeting, or they're, you
know, the actual rules say if you're not here at a certain time, you're not going to get up on the podium. So I think that's a disservice. I think we should change it so that they're able to get up here quicker. If
they're taking their time out of their night to come here, we should honor that. And I love the recognitions and the resolutions. I think it's great, but an hour and a half sometimes, like it's too much,
that's where we can cut back. Casby told us that's where we should cut back. They were surprised that we did that, so, but I did. I looked at some of these, some of the comments only
lasted. I think the one in May lasted 12 minutes. It was a total of community comment. That's not a burden. That's fine. 20 to 30 minutes. That's that's about the average because
we get about 6 or 7 commenters each time. Sometimes tonight we had 14 sign up and only ten spoke. That's 30 minutes. Not a big deal. So I think that's the
most important thing. I have no doubt about the intentions of this policy. I don't think they're bad intentions, but I think the perception is that it
violates the spirit of rebuilding trust that we talked about when in 23, 24, we were talking about closing schools and we said we have to rebuild
that trust. I think it's one thing that has been stated in some of the. Information that was provided before this meeting was that, hey, the school board
has the right to determine how their meetings are run. We can choose to public comments not required, so we don't have to
have it, but we ought to. It's the right thing to do to show the community that we respect them as partners, and we want and need to hear their opinions, both positive and negative. And
so the resolutions make us all feel good, and the comments also can make us feel good, but also can make us feel bad. But guess what? I've got a list. Community
comment has been essential for changing policies from teachers and students advocating for heat days. That really worked. That's a big deal. It's happening right
now. School closures. That discussion was monumental to the future of this district in more ways than one. Getting awareness
about dyslexia, integrated services issues, solar panels. We've been talking about that for quite a while. Beautiful thing happened. A student came
here and talked about the how easy it would be to bring scoliosis screenings back to schools. It's not expensive, but it's really a powerful thing that needs to be done. And we're
doing it. It worked. We got we got that implemented right away. People might remember James Campbell. He's an assistant coach at Lincoln Middle School football. He came in and talked
about the accessibility issues for his his own handicap. And grandparents kind of come and see a game at Lincoln Middle School. We're working on solving that problem. Public comment
made that happen. It made that work. Last thing I'll say, and this is about tough things that need to happen. You have to speak truth to power. And that's
what the public comment does. Frederick Douglass said power concedes nothing without a demand. It never did, and it never will. So please keep those words in mind when you're
thinking about changing these policies. Thank you. Jim. Yeah I'll go. I had a I had a big sheet prepared and I'm going to
throw all that away. I want everyone to know be clear. We're not voting on this tonight. We're voting on this next. Right. Okay. So that's just everyone's clear on that. I
think what might be best for me, rather than go over some of these things, is just to talk about a personal experience I had with community comment. Okay. I think that would be worthwhile. It was about a year
ago. Scott, we're pushing for a okay. We want to get for a past. And Scott and I decided to have a coffee session, okay. And we go to a coffee shop and invite
anyone that wants to come. Okay. It was kind of disappointing because really the only person that showed initially was Nate, a former board member. So not what we were looking for. But
eventually Anna's husband came and then Anna came. Okay. And so instead of talking about foray, we talked about dyslexia, which was awesome. Okay, this was the
first time for me that I'd really spent time with Anna, although I'd listened to her three minute snippets for a long time. Right. But like Anna said, it's hard to pack that into that
little bit of time. Okay, so we had a great discussion. Okay. And I left kind of feeling energized and like, wow, I really understand now where it's coming from. So that's great. And then as we were, we had
stood up, I think. And I had to say, because the purpose of this meeting was to talk about five a right for a whatever it was was to talk about that, you know, getting the bond done. And I
said, you realize that if this doesn't get passed because what Anna wants is a lot more resources put toward dyslexia and that kind of thing, you realize that this doesn't get passed. We're not in add mode.
We're in cut mode. I mean, that was just a fact, okay? That that's where the district was. Okay. So and Anna seemed to understand that. And then we all
went home and okay, so I come into the next board meeting and Danny went ahead and she said, Mr. Brackish, Director Brackish,
how dare you bully Anna with for a. And Taylor you did something similar. You said, how dare you bully Anna with for a now I've
been called many things, but anyone that knows me knows that I am not a bully. In fact, in high school I think I'd have been voted the guy least likely
to bully anyone. Okay, that's just not who I am. Okay, to make the situation worse, well, Danny and well, the two of them were
presenting. Sabrina had her cell phone out and she had it focused on me. And why? Why would you do that, Sabrina? I think it was to see what my reaction would be to
this community. Comment. Okay. And the whole thing, it just made me sick. I went home that
night, I didn't sleep, it was a terrible night. So I don't know which way I'm going to vote on this yet. Actually, your comments and Scott's comments
put me a little on the fence here, so I may vote against this proposal, but what I expect from you is respect. And respect does
not look like this. And in addition, I took the high road and went back to Anna and said, Anna, wow! If you felt bullied at all because of anything I
said, I am sorry. So this community comment thing goes both ways. Think about your
behavior and think about your tone. I'm done. Okay, Kevin, I had some thoughts on this subject. My own thinking has
evolved since we and I remember our discussions being somewhat informal about it. Being the former classroom teacher in me, I tend to be sometimes I know I'm type A, I know this about
myself. I'm self-aware. I tend to be a little more militant about efficiencies and how we use our time. So it was sort of in that vein that I was thinking this, this issue. And then since
then, like any issue, talk to other people, talk to people who are going to be affected by it, talk to neighbors, talk to people who have read it and just get a general sense of how people are reacting to it as I'm
forming my own thoughts. So the first thing I want to do, and that's why I wanted to have the policy up. Is it, doctor, is it possible to zoom in on the first paragraph so people can read it
a little bit easier? My old eyes. I can't see it from Becky. I've got it on my screen. But yeah, just want to look at the first paragraph for now. Yeah. That's perfect. So I thought it'd be helpful to read some of
it since we're talking about it. So the board policy begins. All regular and special meetings of the Board of Education shall be open to the public, except in certain circumstances. The board is not required to provide an opportunity for community
comment, however, because the board desires to hear the viewpoints of all community members through the district while balancing the need to conduct its business in an orderly and respectful manner that assures the regular agenda
of the board is completed in a timely fashion. The board will generally schedule time during the. The change being the first regular board meeting of the months for brief comments from community members and then down
below it says that it's I believe it's typically allotted 45 minutes. So I think it's helpful to ground both in the language of the policy. I agree with a lot of what's been said on both sides. One, this is
again, as we're as we're being trained in how to do effective policy governance. It's a public meeting, but it's the board's meeting that's done in public. And so I think it's that's kind of a helpful grounding too. And
the lawyer nerd in me wants to remind folks that First Amendment principles have modified. There's different caveats to different fora. Right. So we're not right now on
a public street or a public parking lot or a sidewalk. And so there are restrictions. We have a designated limited public forum is what this is, means that the restrictions on communication need to be content
neutral. And we can't designate or endorse one view over another. Right? So those are basically the strictures of what we're playing with. But apart from that, the bigger picture here, and I'm going to kind of echo a little bit of what
Director Schoenberger said is that my, my leaning towards this is that it's important. It's important to get input from the community, lest we be, you know,
confused about our role here. We serve our community. We serve our kids first and foremost. I think there's not a single person in this room that would show up tonight for any reason. If that wasn't the North star of why you're actually physically
in this room. So I want to give some some grace and respect to that. And however you're coming into the room, you're coming here because of that word on the wall up there. So I think that, you know, keeping through the
lens of it's a business meeting, and we're conducting the business of the of the district carried out through the board of directors. It's an essential part of that business. Recently, we've explored other avenues to
elicit public input. And, Director, President Draper, you talked about these engagement sessions, and I was a big champion of those, and I still am. I think that it's a different dynamic and that the
community comment is a one way street. It's input this way. And you have no idea how we're thinking. You know, our policy says we ought not really engage directly in the moment. I think that's prudent. But the
engagement sessions, what I, what I really appreciated was the dynamic nature of having a conversation with folks, a completely unscripted, informal agenda. You come to us with what
you need. So it's very similar to a community comment in the sense that you come with your own agenda and then you talk to us about it. And in so doing, through those limited engagement sessions we've already had, my
thinking has evolved on several subjects, but it's also allowed me to push back on certain community members in a different way when I, you know, someone was coming at an issue this way. And then I said, let's, let's look through an equity lens and
see what that let's unpack what that means for kids on this side of town. That's when we got some real honest conversation, which I think is very valuable. So I think that said, this is I think
I also want to honor something. I heard Director Draper talk about, which is this is very much a working board. We carry multiple hats, and I'm not asking for pity or sympathy. We chose this. We jumped through
hoops to, to do this because I, I will say this, I usually make I statements. I'll speak collectively because I think I'm in safe water here, that this is the most important work I think I'll ever do in my life. And I
think that the people that are up here with me would agree with that. So but it's, it's a, it's a third full time job for me. It goes parent attorney, board member not always in that order.
And I got to I got to shuffle a lot of those things. So I hear what you're saying, Jim, about the respect going both ways because we're people too, at the end of the day. And I think sometimes that it's easy to
forget that. I think cabinet are people, too. And so it's easy sometimes to be too informal or to be too sly with our comments both ways. And so I want to remind everyone that, that we are also modeling and
demonstrating for our students how to have an exchange of ideas and how to advocate. And the people standing behind that podium have moved me before. I agree, they've also challenged
how I think the way I, the way I phrase community comment often is it's the agenda item. That's the tough look in the mirror. There's a lot of things in there that that are hard to hear. There's a lot of things that I learned for the first time, and
I don't for one second think I need less of that. I think I need more of that. The challenge being, though, is that we've got a lot of business to do. And it's not just that portion. The I think the point that was made,
which is a good one, is that I remember in June I had a trial starting the next day, and we had three board meetings. And so someone's got to give their and that's either a disservice to my clients or a disservice to my
health, or disservice to the amount of energy that I'm going to show up in this room with. So my thoughts and this is my own sort of tweaking of this language. I'm in the camp now. I've come a full 360 and where I
think it should be a fixture at every board meeting, especially when we're going to be discussing action items or things that involve people's lives that are going to have they're going to feel a consequence of the decisions that we make up here and that
have been made prior to that. I do propose restricting it to a set time of 30 minutes with the understanding that if we have more than ten speakers, sign up. If it's 12 to 15, we can always
have discretion to allow more. I think that's that's appropriate to if we get 60 people signing up for a community comment, then we need to rethink that. We need to probably allocate more time. But I think that's fair. I think
the other fair thing that I've been pushing for that I'd like to see in our agendas is timestamps of when things are going to happen for multiple reasons one, to be transparent if community comment and some
people have other obligations and they want to show up just for this, or they want to show up just for an information session, and they they care about the other things, but they need to be in the room to hear
the discussion on those things. I think we owe it to our community to say that's going to happen from 610 to 620, and then we hold ourselves accountable to that as best we can. And I know I'm talking a long time, so I'm
violating that rule and I'm usually the biggest culprit. I mea culpa, but what I can say is that when we have timestamps for things, that is one transparent, it holds us accountable. It also is a respectful of our own time
as well, but also allows the public to understand when things are going to be happening. So I think that's a more efficient way of doing it. I like the ideas too. If again, if we're looking for efficiency gains, we're looking for time savers,
which I think I think is how this conversation started. One idea and I'm not going to take credit for it, but I really endorse, is I really believe that the resolutions and recognitions have a very important place in this room as
well. I don't want to say if that, then the other. What I'd like to do is both and, but I think there is some efficient ways we can go about that as well. So one idea is for the recognitions component, and I
think about the families and the people who come into this room with their Sunday best on, and they're being honored by their school board, by their local government. And there's cameras rolling and it's they get to share it with their family.
That's a huge, important moment. And we need to not forget about that part of our small experiment of this American democracy at the expense of what's happening nationally, because that's really important, and it's really important to me.
And it's moved me to tears a couple times, too. So what I'd suggest is for recognitions to happen once a month, and I would flip the script as far as the policy for community comment and have resolution or excuse me,
recognitions and honors from a five to a 530 time slot where we can do a lot of recognitions at once to a limited audience. And so those that are wanting to come for community comment or other business, they know that
ahead of time they can participate or not. But we reserve, we hold that space for the families and the community members and our staff and the people who are being honored. And then there's a brief intermission for ten, 15
minutes, and then we can conduct the normal business at 545 or 6:00. I like that that's also efficient. It dispenses with those in an efficient manner, but also still holds space for them. I think the same can be
accomplished through resolutions, although I have been a proponent of thinking that resolutions need to be more. And I'm not saying they're just performative, but I think there needs to be more than a
performative aspect of it being read once, and then we don't hear about it, at least from up here. We don't what I'd like to see, and this is going to take a lot more cooperation with our district leaders and principals
and teachers is that we have a we have a reading resolutions similar at a 5:00. We may not have presenters for those, but then I would like to see that we
incorporate those either principles. Hold space on a PA for an opening morning announcements. This is the resolution that the board passed as you're going about your day. Hold space for this. What does
that mean as you interact with your fellow students on a day to day? What does this mean as you interact with someone that you don't know as much about? What can you learn from that person as you go through the hallways? Similarly, teachers at the
beginning of a of a homeroom period, or I'm thinking of a beginning of a first period class, we pass this resolution. Let's do a think pair share. What do you think this means? Turn and talk to a neighbor. How can you incorporate that into
our classroom today? How can we make that our values in our day to day? How can we live up to that as a school and then share out what we've learned and then check in with that a couple a
couple classes? That's that's the meat of what we're trying to do. Right? That's that cascading effect that we're talking about with the with the with the unified improvement plan that we're going to talk about. So those are a lot of my thoughts I
think that. So I'd like those changes. I think a reasonable compromise here at least to alleviate some of the time constraints you're talking about. It would be setting it for 30 minutes. And if there if there are additional requests, we don't just knock them off. We
can we can have some discretion because I think it's in the board president's purview as far as the discretion of some of those things, as my read of the policy. But that that way we understand that it's business.
It's 30 minutes, you know, and I think, too, if we're going to hold space for 30 minutes, let's say we have three speakers, then we can also have the discretion to say, all right, well, you're going to get four minutes today because we only have four
speakers and we have that. We'll still save time. But you're going to have a little bit more time to the extent you would appreciate it. I think that's a respect that we can offer to our community that have come up here
and has been brave and stood behind that podium and said things that there may be unpopular, that that we you know, they thought that they didn't, that we didn't want to hear, etc. So I also like the time stamps on our agenda. I
think that's important. And my, my vote would be to tweak other portions of our agenda to be a little bit more efficient. And with that, I will avail myself of the pulpit. Thank you Kevin. And just to speak to the time stamps, we are working on that
as well. So that's going to be a both and for this as well. So we are trying to make sure that we this is not the only way in which we are trying to make sure that we are efficient. This is
just one of many ways in which we are trying to do that, because as as I like to say, no good decisions get made after 10:00 PM and that's, you know, what's been happening. So the this is just a small part, but
it is a part that is in our policy that we need to change publicly. The, you know, the aspect of putting in a time stamp is not something that we have to change a policy for. The aspect of doing resolutions is
not something we have to change a policy for. This is. Yeah. So it's a just to keep that in mind, that it is a common in combination with many other things that we are trying to do to be more efficient for not
only those who are sitting here and sitting there, but for you all, because this is just something that, you know, not too many people will sit and watch a three hour YouTube board meeting. It's really not that
exciting. I can't understand. So what we are trying to do is make sure that we get to the meat very quickly, have those really good discussions like we're having right now, and then make
sure that we come to a, you know, either if it's a vote or a resolution of some sort, then we do that, but we have that good discussion and we're not doing that when people are tired and
not maybe in thinking in their best, at their best. So that is the that is the crux of this. Go
ahead. I think. Oh, Jess, I think, I mean, I was going to piggyback one thing off of what you just said was, I mean, we're starting at five and the meeting actually at 530, like we've
sacrificed the dinner session in part to get this to be more efficient and timely. And my next question, actually, you're going to lead right into it because I wanted to know what you thought. And Connor, what
you thought. I guess I'm going to get have fun playing the rookie card a little bit here and being in a very different situation than the rest of you all. So one of the first things
that Carolyn suggested that I do was to read all of the board policies. And in doing so, in first line in 3.2, item number
one. So presumptive, that's the most important one. Don't know. But given that it's number one, create the link between the ownership those in the room and the operational organization,
which obviously the roots through through the superintendent. I think about organizational behavior and performance and the way to create links when we're in this role fundamentally comes down to
listening. When I think about it. And I love how that jives with who I am as a person, because as I've shared with many of you, there's no single person that's in the room who's as
smart as everyone put together. And so the only way to find out what others are thinking is through a course listening to them. Am I personally a fan of the community comment? I think I'm in the same boat as some of
you. I hate the one way nature of it because I don't feel like we get that, but we're adding in the two way nature. I can go and enjoy a good cup of coffee as well. I'm going to be doing that
probably the entire time I'm on the board. And so I think, especially when we've heard, as others have said, about building trust, this feels like the season when we need to be
listening in as many ways as possible. Will we change it in the future? Let's have a discussion with the ownership once we've added different things and see how those things are working. That's what it feels like to me right now,
because I'm hearing different things from the community about if we don't have that, or there are other ways to put in input electronically. We heard tonight about is their zoom meetings and some of those things like that,
the fact that the PTA actually put out a statement on this, I thought was actually really important as well, because I don't recall having seen that routinely. Okay, again, rookie card, you guys have way more experience about whether they
have weighed in on different pieces as well over the years, but it nonetheless strikes me as very important that one of the biggest organizations within the district that works for the district, obviously is saying,
we don't like this. And so I'm very cautious about wanting to make a change to that. And if we do make a change that's being about more open and more aware of what our ownership is saying
so we can become a better district and what we all want it to be. Thank you. And who we
haven't heard from you. So before I become Debbie Downer again. And I'll volunteer more
of your time because I already did that earlier. But the expanded community engagement sessions were probably the highlight for me last year,
right? Because there was the two way dialog with everybody. It's that's quality engagement, right? And I mean, we could have community comment for three
hours. We need, you know, to have that actual conversation with the community, in the community at the schools, because not everybody can get here. Right? I think that's
really important to say. And those were well attended. The ones that I were at, I think that, you know, there was always over six people there. And I think that's maybe that's a low bar, but I think that's pretty
good turnout. So I'd like to see us do, irrespective of how we come down on this, more of those. On the Debbie Downer
side, I think I've probably been privately the most vocal about reforming kind of what our I consider our work sessions when we have the big circle, we're
falling way short on that. A work session is actually where your director should be sitting around and having engaging conversations about where they
are, not where we're running through business, where we're doing consent agenda, where we're doing rewards and recognitions. Extended community
comment is not the only reason why we're running late. It's definitely not. One of the reasons why I think we need a broader reform package of what
we're doing at those work sessions is we should model our session off of other places that are doing it well. City of Fort Collins. Their work sessions are
very efficient. Larimer County Planning Commission that I'm on really efficient. Two discussion items and sometimes they do go really, really long. But it's the director's hashing it out
where the whole public can hear and see what you're doing. There's never there's never a binding votes in those. Right. And then that's kind of acts as the first reading. Then it comes
up in front of the board where there would be community comment later on so that people can listen to those online or in person, and then provide community comment about what was
coming onto the agenda, I think we can package this in a way to where we become more efficient in our work sessions, but it
really does hinge upon us spending more time with our constituents in the community. I'm, you know, I'm I'm for changing it. If we can get that
broad package, if we're just going to ask community comment, then then no. Right. Like that's that. And I think that's kind of how the optics of this is looking right now. And I'm not I'm not comfortable with that.
So it has to be in a much broader package of reform to that specific working session that we have. I think last but
not least, for everybody who's provided community comment, we appreciate it. I think sometimes we come across as disingenuous,
disingenuous because we sit here and we can't engage. And I don't like that barrier. I much prefer the community engagement sessions where we where we've seen a lot of the people who
have serious issues engage with us, and we have good discussions there. I'd like to see more of that, because then we can make better informed decisions in general on that. So if we can
get that all together in and I don't know, what do you guys think in time frame on this two, 2 or 3 meetings out? I'm not
exactly sure. Something that, you know, we can come back and discuss in leadership for this week as far as some of the some
of the suggested changes. And again, it's these, you know, these are just some of the changes that we are looking to make. It's just happens to be that this is the one that's written in policy. Yeah,
exactly. This one. We do have to vote on the other ones we control the schedule on. Right. I'd also say that again, it's not set in stone if it doesn't work. And we start seeing two
people show up at community engagements and we're not getting that dialog, we can always change back. And I think it's important to note, too, that, you know, the engagement
sessions that we were doing, two different schools were happening on the same evening. And, you know, I think the I, I'm trying to think of what the average was for the ones that I went to was
about I think about 35. So I mean, it was really nice to be able to have that, that conversation in one of the schools, we sat around in a big circle and were able to, you know, talk about what our
biggest concerns were. And then we kind of went from there. Okay. The majority of the group said the biggest concern was X, Y, or Z. We'll discuss that. And then the next one came up and then the next one and the next
one. So I felt like those were efficient but engaging. And you know, it's a it's a both. And for that what we want is to make sure that we are hearing and having that discussion with you
and making sure that we're understanding, again, all of those nuances that are coming up with that, all of those details that we can't pack into a three minute session and that we might
not get somewhere else. So I just want to it is a both and as far as making changes to the way we are conducting our meetings,
the way that we are continuing and expanding upon our engagement sessions. And, you know, is this something that we want to continue as well? So, yeah. Kevin, did you have a I
learned something through the course of this and talking to folks and partners in our community. Again, part of this, you're not you're never done learning on the board just because, you know, you've been
on it for a year or so. So again, I, I don't think this is naive of me, but I really thought that the engagement sessions would be better attended or better received than, you know, the exchange at
community comment. And I think, as someone has pointed out tonight, they're different. They serve different purposes. And one one thing that that struck me was that and this is also to for everyone's information, is
that the engagement sessions are recorded meetings. So we have a recorded their their public meetings. So there is a public record which I appreciate. But it's different because there isn't a video component to them.
This room is well equipped and we have someone behind. We have people behind the doors that are making sure the acoustics are good, that the video is, is locked onto people. That makes it more accessible for those
that can't physically be here, that want to participate. So one idea is maybe we can try out. I personally love having the engagement sessions at schools, especially schools that I wouldn't otherwise go to. It's a really nice kind of feel and
it's, you know, it's formal, it's informal, but it feels nice. I wonder if it would be prudent to try to have one of these here. And if we have a bigger attendance that could be streamed and it would be more of
a back and forth, it would be a true engagement sessions would be a public meeting that we could do here, that could be recorded so that people that couldn't participate, that might want to at least see how that that goes. They can engage with
it on YouTube and they can say, hey, look at this clip right here. We were talking about this. I don't know, it's just an idea and I don't want to put more people at work. But I mean, the other thing with engagement,
it'd be nice to think that it's just us committing time. John Cope has been there multiple occasions. We've had avian equipment folks show up on their extra time to make sure that those things run. Doctor Who and I've seen assistant superintendents. I've seen staff
there dedicating more of their own time as well. So it's not just a it's not just us that we need to consider, it's the staff and the resources that we're expending. But that was my big question is maybe we could do
one here. It's definitely a thought. Other other thoughts? Yeah. Go ahead John. Well I I'm more want to get like a temperature check on. So you put
in the room doing 30 minute max. Was that both meetings or just at the work sessions that you were thinking for? Community comment. I was thinking we could do 30 minutes as an agenda item
for each. And the next question is, then how does that land with everyone else? I think that's
that's fair. I like the idea of having the option to expand it. If there's like a, you know, heavy interest in a certain subject where lots of people
have asked to be a part of it, then we can adjust it. But the goal of 30 minutes or less would be a good one, I think. Sorry, one point of clarification, and I'm not being draconian or being arbitrary with that 30 minutes.
So I, I have also been kind of keeping an informal time stamp of agenda items for the last couple of meetings to figure out how long things take. And so I actually, before I re-immersed
myself with the policy, I thought it was 30 minutes for community comment. I learned that it was typically I think the language is typically 45, so 30 felt right based on the percentage of time we were
spending on information sessions, on action items, on information, on recognitions and honors and resolutions that felt about in parity with other agenda items. So it wasn't just
an arbitrary, I'm saying 30 minutes and I'm done. There was some thought behind that. So I think you have to be a little careful too, with the 30 minutes or optionally more, because you
can get into conspiracy theories about, oh, they drove the cut line here because they didn't want to hear from that person. And I don't know, I don't like that part of this. So I'd prefer either 30 minutes or 45 or some
fixed amount and just deal with that. Andrew, you had something. I think I get nervous about time limits because things ebb and
flow when just a year and a half ago, you're having to limit to two minutes per person because so many people wanted to talk, that was a huge issue. Maybe it's a one off. I'm sure you probably, who lived through it,
would prefer it to be a one off and not be in that situation again, but I would like to see. I guess I'm on my first reaction. It seems sensible to
sort of say, look, we're going to have a structured meeting. They talk about meetings that have time limits, are well run meetings. I totally get that. But somewhere back to the temperature taking for if
something comes up and it becomes that big an issue, where do we have flexibility to adjust that time within the agenda for the individual meeting? I, I just feels like that that's back
to good meeting principles that we probably want to have those mechanisms internally. And if we're just not able to do it, figure out how to have a separate meeting. If it's that big an issue or whatever is
necessary. I just think that's appropriate. And a little bit back to probably what Connor you're talking about with the package, to have some of that flexibility to meet the needs of our ownership to serve the
community. Scott. Go ahead. Yeah. One one thing I didn't want to kind of blow past was the point about the student representative, because I think that that is an important point.
We have to respect their time. They it's school night, so we don't want them having to be here for a long time. So I would I would also suggest that with
community comment on those nights, we could move that back. Community committee could be later in the evening. But we also need to make sure we inform the community commenters that
it's okay not to show up until 8:00. They don't have to sit through the first two hours, and that way the student can be here for the information sessions, that type of thing. So I would
because I really value that voice. And that's a whole new thing that we're adding. But I think it would be we need to respect that. So you think about
30 or 45. Oh sorry. Going back to 30 or 45. Sorry I I'm good on the 30. I think that's that's fair. And I think we've kind of
fallen in that most, most times most meetings Conor go ahead. You know all or nothing. Right. If we don't have it, if we're
not running an efficient work session, as I was stating earlier, then whether it's 30 or 40 doesn't make a big difference to me. I don't think we've really bumped up to that 45
limit many times. I know that some of those meetings during consolidation we did, but I also think that was kind of warranted. So if we're not going
to. Look at the big picture here and do a larger package of reform, then I would suggest not
changing the policy and staying at 45. Go ahead. Sorry. All of this conversation has made me also want to remind ourselves, as well as our community, that
while the policy is deciding, is it one meeting, is it two meetings? Is it 30 minutes or 45 minutes as a board and granite, I, I also want to keep myself aware that the board may change
over the years. And so I don't I don't want to change the policy in such a way that. Allows a future board to not honor its community the way that I think we collectively have. But when
we've had the consolidation conversation, we added community comment sessions, right? We added a massive session where we had, I think it was 140 people
come talk to us. We also added at the end of that year opportunities to have small group discussions, and we all sat in classrooms at Rocky
Mountain High and had groups of people talk to us throughout the day. So I think part of where with this particular policy, the reason I'm okay with changing is because I know that the people
here would honor our community. We would do what we needed to do to make sure we were hearing what we needed to hear. However, if we're also having concerns
about future shifts. That's, I guess, where I can understand a qualm of have we always honored folks? Not perfectly, but I think we have strived to earn
back trust. I think we have done our due diligence. Are we perfect? No. We're human, but it's not like I don't want us to get stuck in a corner where we
tell ourselves this narrative that we haven't done our due diligence, we haven't put the effort out there because we consistently have. We haven't done it perfectly, but we've
we've tried to show up really well. And I think I'll add on to that as just a last part of, again, this is an addition. I know that, you know, people are
seeing it as a subtraction, but honestly, what it is, is an addition of seven hours over the course of the year because we will be doing two hour sessions that we can have dialog. And
I'll tell you, none of the two hour sessions that I went to lasted two hours. They were all 3 to 4 hours. Because people just once we get talking, that's what happened is we were able to engage and say, oh, and then how
this connects to this. And so they were not I mean, they started at 530. And if I got home by nine, it was that was an early night. Usually I was home
by 930, 10:00. So those were really important for us. And I want to make sure that we leave space for that, so that we have the ability and the wherewithal
to make sure that when an important topic does come up, it's not that we want to hear, you know, 15 extra people speaking to us about the same thing. I want to hear the
reasons why. I want to hear the purpose of it. I want to hear their solutions. I want to hear what it is that they don't find inclusive or working for them or
whatever it is. And I can't do that in a three minute session. I can't do that when somebody is talking for three minutes and then I get to say, okay, thank you, welcome, next person, and
then write down in my notes, you know, 2 or 3 words as their as they're speaking. That's not to me. It's not necessarily a
productive way to, to work. And it's not that the voice isn't important. It's very important. And we still need to have that time to then dig into that
because it's, it's, you know, bringing it to bringing whatever it is that, that people want to bring to us and then to say, okay, at our next conversational meeting, please come, please
talk to us about this because I want to know more. I want to so much more than you can possibly say in three minutes. And it sounds like you might even have some solutions on this. And so
let's talk about what we can do together to make those solutions work. So it's not again, I don't want to think of it as an elimination. I know that that's what it's been discussed as.
It's a gain of seven hours over the course of the year, you know, and actually, more than that, when we're talking about the right now, we limit it to 45 minutes. If you, you know, talk
about it that way. And significantly more when you talk about it's a two hour meeting but never runs less than three. So I just want us to be aware of
that. Be aware of our abilities here and let people know that this is a package deal. This is not something that we are like, we are not going to do this, and that is all we are doing. We are
doing many other things to make sure that we are running efficiently and smoothly, and making sure that we have what we need to make sure that we have
an efficiently run board meeting. So with that, if there's any, go ahead, Kevin, if there's and then we're going to go ahead and wrap it up to the next one because we're trying to
be efficient. I agree. And what I was going to say too is, is this is both directed at folks that want to participate in community comment. But I also think people that are presenting on information sessions, I it's
I forget who said it. You said it was hard to, you know, not engage with people. I work for judges all the time. And so they're stoic and they don't respond to me. They have won hundreds of cases. They don't
care about mine. My job is to get the information to rise to the top of what I want them to do get in, get out. And so, strangely, I've started to feel a little bit like that up here when we have such an incredible
amount of information. So my, my rule of thumb would be if you're doing an information session, keep in mind it's something that people have worked on in a specific subgroup for a year. It's the penultimate apotheosis of a year's worth of work.
They're presenting to the decision maker for a first read or something. That's one of seven that we may have that night. Ten Power Point slides is my rule of thumb. Please think
about the audience that you're presenting for, and you know it is. It is a little bit of an art and a science of seeing behind that podium. So I still want to give grace to that. But I think to your point, though, there are
ways that we need to, and I like how Director Duffy said it was the total repackage is that I get it's an important thing for that. But then those people that present they're in and they're out and then we're moving on to
the next thing. There is so much information overload, so be respectful of the time that you're asking for. And so I think there's information sessions. We could say let's keep those to 45 minutes, 30 minutes for the presentation, 15 minutes for Q&A on certain
topics like the one that's going to come next. That deserves more time. And I think the end. I'll leave this because I did read the policy again. Discretion remains with the board's presiding officer to interpret the rules and determine the
scope of this policy. So structure is important. Flexibility is the name of the game. And with that I will yield. Okay, the elephant in the room. Can we go ahead. And so we're not going to. Madam
president point of order. Point of order please. Thank you. We have the attorney. Please review the decorum in the boardroom, please. I think we don't need
that anymore. Thank you, thank you. So with that, I think there's a lot to think about here, a lot to chew on. And we have some discussion to do at
our next leadership meeting that we will we will go ahead and discuss that, and we will take a vote next at our next meeting.
Okay. Yeah. You want to take five. Let's take five. So we
will be back here at it is 715.
So 720. Thank you.
All right I'm going to start calling people back. We're going to go through the Unified
Employment Improvement Plan next.
Are we ready for video. Just normally I get a thumbs up from are we good? Awesome. Thank you.
Okay. Welcome back. And it is now 7:27 p.m. And we will be back in action to action items 10.1 Poudre District Unified
Improvement Plan 2025 2026 school Year. Can I get a motion, please? Information. Point of order. Madam President. I was a little confused by this too. It
looks like we have an action item that follows the information. Correct? Oh. So. Yes. Thank you. We are 9.2, I appreciate that. Thank you. Definitely still have a point of
clarification on that though. So what what is the reason for that? Typically if we're going to vote on something we'll get the information at the at the motion. Can someone explain this please. Because I was confused. Yeah it's a it's a wonderful
question. And as I shared with you in the community in my opening, the presentation that you're about to hear that's informational in nature is helping understand how our District Unified improvement
plan aligns to our district's strategic plan. So our vision and our mission as cascades from this boardroom to our classroom. So it's a little bit above and
beyond added context. Be beyond the UIP. And so we thought that context was important both for you to be able to hear, but also ask questions prior to feeling
comfortable voting specifically on the UIP. Yeah. You bet. No, it's okay and I appreciate that. Yeah, because that is the normal order of operations as we will take a vote, get the information. I mean, get a
motion, get the information. What I lack in intelligence, I usually compensate for powers of deductive reasoning, but they failed me this time, so I appreciate you. Well, I appreciate you pointing it out because I just skipped right to
10.0. So we are actually at 9.2 School District Unified Improvement Plan and Strategic Plan 2025 2026 school year. And Brian is going to do the introductions. Yeah. Thank you. So thanks for the break. We were
able to narrow down our slides from 15 to 10. We got a secret shot clock on Doctor Schmitz here. He's taking the lead on this presentation, but he's joined by a great supporting cast that includes lots of leaders across the system. So
I'm going to turn it over to you, Doctor Schmitz, to talk a little bit around our district's strategic plan, where we are, where we're headed, and how that leads to our district. Thanks so much for being here. Thank you,
Superintendent Kingsley. Welcome. School board president, Draper, director, Superintendent Kingsley, and members of our community. Tonight, we will be discussing updates regarding the strategic plan and present the
district 2526 Unified Improvement Plan for board approval. The PSD, DAC District Accountability Committee did vote and is recommending the UIP
as written to the Board of Education. Okay, I'll be joined later by some colleagues. Assistant Superintendent, Doctor Tracy, Gail, doctor Insoon Olson, Doctor Julie Chaplin Liz
Davis will be joining me this evening to help out with this presentation, but I'll kick us off in the beginning. Before I really kick off, I want to tell you it's a real pleasure to be
here tonight. This is important work. The team that's worked on this is large. There's 30 plus leaders in our system that know this plan as well as we do because they were that involved
in it. So we're just the voices of the planet. And I'm really pleased to be here with you. Okay. So PSD staff and our community have made progress in some key areas. Okay. We'll
start our presentation by reviewing some specific actions PSD engaged in during the 2425 school year, and we'll highlight some associated outcome data following up on that. That
illustrates movement toward the district ends. Then we'll we will shift gears and we'll highlight some of the important steps and the key components of the 2526 Unified Improvement
Plan. So we're going to start by looking back. What did we do and how did it land. And then we're going to look forward on what are we planning to do next okay. We'll finish our presentation
just by engaging the board with questions and answers. And we have a whole team here that will be joining me for that. Okay. So the I'm going to flip this real quick. The strategic plan and
the UIP. They kind of do a dance together right. And they move together. They develop together. And truly in a lot of districts say, you know, it's not going to
be a checkbox and a compliance thing and that we're going to do the thing, put it, you know, submit it to the state, and then we'll look at it again next year. But we actually are living
that we really aren't just writing a document and putting it aside until the following year. It's a true improvement cycle that we're engaged in. And we have the strategic plan in the UIP. The UIP is required,
the Unified improvement plan. I'm just going to be saying UIP a lot tonight. I'm sure we all will. It's required by the state of Colorado. It has some parameters to it. The strategic
plan is a document we choose to do in Poudre School District, and they definitely are tied together and in they work together basically. Right. So they're not for our staff and our community. It's not like we
have these two different plans with two different sets of action items. Okay. So that's that's an important piece to be aware of. Throughout the UIP you
see action steps and you see deliverables. So we're very explicit about what we're working on and when we want to get it done and how we intend to get those types of outcomes that we're sharing. Okay. And that
explicitness and staying with the three priorities that Superintendent Kingsley, I think, mentioned earlier tonight of literacy, graduating with options and mental health and
belonging, that focus and that stability on those three high priorities has really allowed the system to organize itself towards making headway, making
gains in that space. So I want to publicly acknowledge and thank the Board of Education, Superintendent Kingsley, and my colleagues and leadership, as well as our system of schools
and principals, school leaders, teachers, and everybody. On holding to those priorities so that we can organize ourselves and see measurable progress. So
just a note of gratitude, okay? Okay. So as we move on into this process and outcomes highlights, there's an awful lot that SDE has to be proud of. I'm going to highlight a few key areas. This
is not the monitoring report right. So we'll do the monitoring report in a couple of months. And it'll go into much more depth on many more indicators that are important to monitoring our district ends and
how we're making progress. But we will tonight pick a few highlights of some data that are tied very directly to those three priorities. And our
strategic plan and UIP, and illustrate how we are, in fact making progress in those spaces. And we're doing that through a collective action of our whole system, which we'll talk about throughout the evening. Okay. So
I'm going to start with the data side of the slide and then move to the highlighted action side. Okay. Whenever I hear presentations I love to hear first what are the outcomes like are you actually moving needles?
Once you show me that now you've got my interest, I'm curious, how are you doing that? What would you say some of the key components are? I'm generally not as interested in conversations that go the other
direction, because the outcomes, there's a lot of systems that actually can't show you the outcomes to back up the long laundry list of things that they're doing, which I'm sure is all important and great work. But it's nice to start with
outcomes. So we're just going to do one slide for each one of these priority areas okay. So literacy we picked Dibels K through three Dibels eight K through three data for the last
five years. And the numbers you're seeing on that line graph are the percentage of students that are meeting or exceeding what they call the benchmark expectations. Right. Like grade level expectations. When you see
that slide and you see the direction of that line graph, that story is pretty clear. This is this is data gathered for all of our K-3 students. So that's quite a few students. And you
can see that we've got a consistent increasing trend in that data, which is what we want. Obviously I'm not showing you the slide, but I'm verbally going to tell you that when we
pull that exact slide for the CMAs data on literacy, that's grades three through eight. So it's a different grade range. It's a different test. We see a similar consistent increasing
trend. So it kind of validates this data. Dibels eight CMAs. When we pull the data on SAT nine and we pull it on Saturday ten and Saturday 11, that data
also shows this increasing trend. I'm just using the Dibels to kind of make it visible on the bottom half of that graph. And before I move on, I just
have to say that outcome is something we should be super proud of as a system, and it's only due to the work, the collective work of our teachers,
our students, our families, our principals, like so many people, are involved in this story over these years to get our data to move in the direction it's moving. And as you know, we're like a high achievement, high growth district and we're moving
in the right direction. When you look at the bottom bar charts there, what you notice, I think pretty quickly, is that the lowest category that's called well below benchmark is
decreasing year after year. So the percentage of students K-3 that are in that lowest category is decreasing. Meanwhile, collectively the top two
categories above benchmark and at benchmark are increasing over that same set of years. And you can notice that the below benchmark set of bar graphs there is staying pretty consistent at about 10%. Can
everyone see that so that where's the shift happening? Where is the shift happening for the kids that were well below their shifting up to higher categories? Right. And we've got
students moving in the right direction. When we go through the monitoring report, we'll go through that in more depth. Okay. On the highlighted action side, I'd start off with the bottom two bullets because I
know the board's super familiar with that. We made a big investment. I say we you the board boldly made a big investment at a time when it was
hard to make big investments in literacy, which matters to our community. Right. And what you did is you invested in the science of reading, and we did the K-5 literacy curriculum
adoption, and then we did the 910. And then we have other work going on in the system that's really targeted with staff training. And you got a board presentation. I think it was back in February around our
work, around learning challenges in reading, specifically dyslexia. Right. And so we've been investing in staff training in various aspects of targeted
support for the kids that need us most when it comes to learning to read. But we've also invested heavily as a district in our what we call our universal tier one reading
instruction, because we believe in that approach, that when you provide good science of reading instruction, tier one for all students, you can minimize the number of students who need that targeted support. But our
strategy is at the same time we're increasing our our ability to support meaningfully the kids that are struggling. So we're doing both right. So there you go. That's basically what those three bullets are running
through. And again, we can go into more depth down the road. But that's a good high level coverage to that okay. Graduating with options. The second big priority. You've seen
graphs like this. Some of you have been on the board longer than others in the past, prior to four years ago. And I'm going to name it. Okay. Just and I realize that graduation rates are a lagging indicator because
it's a culmination of a long journey, but it really starts in the ninth grade. Whether students are kind of earning those credits or not. Right. But over these last, you can see these last three classes of 22,
23 and 24. We had a dramatic jump. Almost more importantly, in my opinion, is the stability of those three years compared to the instability of the prior years that we're just showing
here. And if we showed more years than that, I think a lot of board members would remember. It was quite like a bouncing ball. Like what that graduation rate was coming in at. So two things happened around the class
of 2022. We got stability, which means our process became more consistent in our system. And we moved the bar up quite a bit on what the graduation rate is. This data. We're looking at this
line graph for these six years of data. Or is that seven years of data is representing all of the PhD student body. We have additional data that shows by
various groups of students. For instance, English language learners, that their graduation rates have also shown dramatic improvements over this last couple of years. Same last like
let's say 4 to 5 years, right? Not to sidestep this. We have other groups of students, like students that receive support with an IEP that have not had these types of graduation rate
increases. Right. And a statement was made earlier in the board room. That's correct, that our graduation rate for that important group of students is below the state's graduation
rate. So I'm being honest with you in celebrating that, we see some data that definitely indicates improvements that have been sustained in our system
wide. Some of those improvements are showing up for various subgroups that we care a lot about, and we track and we try to monitor and support, and in places we're not where we need to be yet. And there's still an
opportunity obviously there. Right. But that's the nature of a strategic plan. Continuous improvement in Uips. You're not just looking for where, you know, you're looking for what I just described, actually. Are
the needles moving for the things you said you were going to impact? And if it's still one of your priorities, where is it that it's not there yet that you're still working on? I'm
just trying to express those components exist in these data. Okay. The highlighted actions, this increase the availability of post-secondary articulated
programs and increase student family awareness of interest aligned college career credit degree certification opportunities, and PSD. We have data on that that shows that we've had about a 20% increase
in the number of students that are enrolled in career tech Ed, you know, pathways and those pathways lead to the opportunity
for a nationally recognized credential. So we've had about a 20% increase in the number of CTE pathway enrollments have occurred over these last two
years. That's been intentional. In fact, Superintendent Kingsley said in your opening remarks earlier, I loved it. Something to the effect of the results that we see aren't at aren't
random. They're by design. So when we see those kind of numbers moving in the direction we expect, and we know we can point back to specific things. And by the way, we could go into more depth, but I'm keeping I
have to go kind of high level with this tonight. But but yeah, those are the big actions we're taking that are kind of yielding some results. Okay. We move on to mental health and belonging.
Again there's a line graph. This time it's only three years of it appears to be three years. It's really over a six year span. Right. Because the data I'm showing you to start off with is the Healthy Kids Colorado survey
data. Super important data set for PSD. We're one of the districts that has all of our middle schools, and all of our high schools participate in that, which makes us a little unusual. But that's because how much we value that data to get
that information right. And so the top line graph is colored blue. And it's, it's the percentage of students who indicated that they purposefully
hurt themselves in the past 12 months. Those percentages are scary high for all three years. Right. Hence the we've got more work to do. We have not landed,
we have not arrived. And I don't know when we will. But clearly those numbers are shocking and too high for all of us as adults in this community. The lower
graph, our line graph, which is colored orange, is the percentage of students who self-identified in the high school data set that they were considering suicide. And again, those are shockingly high
numbers. We have a lot we have to attend to this, which we are. And you'll see through our strategic plan and our uip reading it and hearing the presentation tonight that we are directly attending to, that we
do see the increases right from 26.4% to 15.3, which is a decrease, which is a good thing. So less students are reporting that they're purposely hurting
themselves. And we see a decrease on the bottom line graph in the gap between the last two occasions of that, a survey from 21.4% to 11.1. So
again, that's a pretty substantial decrease. But that 15.3 in that 11.1, those are shocking numbers. So we have more work to do. What have we
been doing. Well things have changed. Policy and processes change at the state and federal level during the last couple of years. And Poudre School District has made sure that
we're in alignment with those changes and getting in front of them. So we've done a lot of work with our policies and our practices to make sure that we're aligned with and in front of the best thinking on how to
decrease harassment and discrimination in our school setting. We've done that through training of staff specifically, and there's people in the room, Liz Davis, who can speak more
specifically to that than I can during the Q&A time. If you're interested about how many staff and where are we at? Because it's a journey and we are well underway. We've trained a lot of
staff and again, that work is going to continue. That's not over next year or the year after that. We've also really focused on, and I think a lot of the board members know that. And having read through the UIP, not
just this year, but last year, that we focused on middle school a little bit with fourth and sixth grade. And one of the reasons is the data that we get back indicates that that's a
fruitful place for PSD to kind of focus some effort. And again, there's people in the room that can speak even more specifically to that point. Okay. So to kind of summarize policy and
practice, you guys said tonight, which was great. Somebody commented in the board room tonight, you know, policy is just written word basically. It's really the practice. How do we live that policy. The policy
kind of signals the intention and such. But how do we live it. Right. So we are working on both policy and practice. We are doing it through staff training, and we are doing it through direct contact with students in
a targeted fashion, because we do have limited resources. So we can't do everybody all at once. Okay, so all the data, I just ran through just one slide on each one of those priority
areas, and I just picked one good chunk of data that's really a like a robust data view to indicate we are moving needles in the right direction and more work is needed. That's the
theme, right? This slide is about this concept of disproportionality. As you've listened to everybody on this administrative team speak over the last year and a half to two
years, I would say, and especially the last year, you're hearing that word more and more frequently, I think disproportionality what do we mean by that? We mean that when
we look at students, let's say students supported with an IEP, and we see that their graduation rate is less than the overall SDE population's graduation rate, that's a
disproportionality. Why does that exist? How do we intervene on that? How do we disrupt that? Right. If we see a difference between outcomes and achievement for those students who are
eligible for free or reduced lunch, like on the slide, the line graphs on my left hand, on the left hand side for that Dibels eight K-3 data. That's
disproportionality. So knowing a student is eligible for free or reduced lunch, shouldn't, shouldn't predict where their achievement levels are going to
land, right? If it does, that's a disproportionality. That's what it means. So at any rate, we're showing a couple examples here. And there's a couple pieces I want to point out real quick. The Dibels eight data on
the left is the same exact picture that I just showed you in the Dibels eight data for the whole SDE population, K-3. It's just separated out for those students eligible for free lunch, or free meals, or reduced
meals or not, not eligible for either. Right. And what you see are a couple of things. I think. One, those increases in literacy are happening. In fact, for all
three of those groups, like they're all trending in the correct direction up. I can see as well as you can. There's a little bit of drop on that most recent 24, 25, but that overall
trend for all three groups is up. The other thing I want to point out when we say disrupting disproportionality, what would the evidence of that look like? It would look like the change in
the distance between the black line and the yellow line on the left in 20 2021, there was a much bigger gap, 51% to 77% between the achievement levels.
The percentage of students that are meeting benchmark on Dibels eight. Between the students who were eligible for reduced lunch and those that weren't. That's a
huge gap. When you look off to the right, that gap has shrunk. It's still too big, but to about 12% right, instead of what is that, 26%, 26 down to 12? That I
would say is evidence at a high level of disrupting disproportionality. The goal would be for that yellow line to keep on climbing, not for the black line to come down until
they touch. Right. And we want to see the same thing with the red line. Now the red line has also likewise we have shrunk those gaps. That's disrupting disproportionate. That's what the evidence would look like. We
want to see that in graduation rates. We want to see that in our mental health data. We want to see it in our achievement data. We want to see it in the data regarding how many kids are engaging in CTE, you know,
nationally recognized credential type opportunities, how many are getting post-secondary college credits while they're here with us? How many students are getting work based learning experiences and so on. That's
disrupting disproportionality. The graph on the right with graduation rates, that is, we just took our two biggest ethnic groups just by counts, okay. As
example. And again, what I'm trying to show is that Hispanic students as a group have also enjoyed or produced that same
type of graduation rate jump for those same years. So that that graph parallels the one I showed you for the full SDE population. And I'm I'm just showing how it also shows up for Hispanic
students, not just overall. And once again, it's a good example because those gaps have actually shrunk a little bit. So we're moving in the right direction in terms of disrupting
disproportionality. As my colleagues talk up here tonight, all the work we're doing and everything we're talking about, what we've written and what we're trying to, you know, breathe life into in a collaborative way with our
system. It's all about these types of big outcome pictures. And that's why I want to tell you thank you tonight. Thank you to the board. Thank you, Superintendent Kingsley. I believe that we could switch out
every strategy we have with another good strategy that's evidence based. And we might still be looking at these kind of improvements, because what I
think I believe is it was it's the focus and staying focused on the same priorities, so that everybody in this room is elevating those priorities in their language every day. And
our colleagues out there in the schools, the principal, the APS, the teachers, the bus drivers, everybody is able to name those, know what they are so that it
guides their decisions. They make 100 decisions a day. We can never micromanage, right? But if we have a clear vision, which you've given us, if we have clear vision, everyone can align
to that. And that's how I think you get results like what we're looking at tonight. And they're not perfect. We have more work to do. So I'm not up here saying to the whole SDE community, we've arrived, we haven't
arrived, but we definitely have evidence that we're on the right track. In my opinion. That's what I think we're looking at. So I will now turn it over to my colleague, Doctor Tracy Gile.
And thank you. Thanks, Tracy. Thank you. Thank you, Doctor Schmitz. The pleasure of getting to talk about the impact that we
have on children is incredibly rewarding. And I can't thank this team and community enough for being aligned in the goals and vision that we have for students in our community. They
deserve our very best. And so we're hoping tonight that you see the work that we put into the outcomes that every child deserves. So in thinking about
the 2526 vision, goals, strategies, and deliverables, Doctor Schmitz teed this up beautifully in terms of talking about the direction. So setting direction remains the same for
us. The board has given us the district ends, which then have operationalized wildly important goals within them. We've also picked out these three wildly
important goals that drive the actualization of the outcomes that we seek for students in Poudre School District. And so our big, ambitious vision is to live our mission every day that
we every we educate every child every day, and we don't truly actualize that vision until we can say with 100% that all students have reached that
benchmark. And so these three goals really leverage. Going after that all means all, and really centering our work on addressing our disproportionate outcomes for students. And so
those three wildly important goals that we've been centering on for the last two years have been students with disabilities, multilingual learners, and historically underserved identities exceed a year's
growth in a year's time. So the only way to close that gap is to accelerate the growth for the students who need us most. And so that's what that metric represents, is that acceleration
and being very intentional about that. The second goal is increasing our overall graduation rates. The board advised us to increase our
metric from 85%. Had been our goal to elevate that to 90%, and also to close the gaps for students with disabilities, multilingual learners and those with historically underserved
identities. Also, that third bullet is to decrease the number of incidences of harassment and bullying due to ethnicity or race, religion, gender identity, sexual orientation, disability,
physical appearance, and other protected classes by 10%. And so in pursuit of that, we really have data from the Healthy Kids Colorado survey, as well as our
connections data that that is an area of concern for our students that is affecting their mental health and feelings of belonging. So that is a very important goal that we seek to improve upon through the course
of our strategic plan and our District Unified Improvement Plan. So in talking about this slide, this slide is really capturing a theory of action
that we have with our strategies and deliverables. And so the theory of action really starts with the work of Doctor Richard
Elmore, who codified this idea of these three points of content, student instruction and then task at being the center. So if you think about the student experience and really
changing outcomes for kids, the adaptive work happens in the classroom, right? And so throughout our strategic plan, we have been really seeking to try and remove barriers to
access. So last year you heard us talk about developing coherence, also seeking to improve access for all students to elevate the rigor and then create environments that were conducive for learning and
spaces of belonging for all. And so all of that is leading us now to this space of theory, of action, of really paying close attention to what's called the instructional core, that content
student and instruction, and then how the task designs. This is really important deep work that we do with our teachers, in partnership with them, to really
talk about the influence of all of these things, to create a really high quality learning experience every single day in every single classroom. So part of that coherence is that
students should not have the educational lottery of getting different experiences and different classes, that when we do this in partnership, which is why you see that kind of team component, that's how we create
a space of equity where everybody has a high quality experience. And so the three points of this is that student
outcomes improve when we really pay attention to all three points of this triangle, as well as the task in the middle. And so, for example, as Doctor Schmitz talked about the high
quality instructional materials, that's an example of content. So we have to pay attention to the types of content that we're putting in front of students, that it's rich, that it's complex, that it's aligned to
the standards, and that there's space to accelerate within those standards. So students continue to experience challenge in their classroom. Also within that content, students have to be
able to experience access to it and have entry points, no matter where they're at in their learning journey. So that content has to be accessible to everyone in different ways. And so that is one of the core
functions of our strategic plan is paying attention to content. How are we elevating content? On the other side of the triangle is that instruction. And that's the knowledge and skill of the educator in the room to be able
to take that content and then create experiences, questions, groupings, strategies for how kids experience that content in the room and in a manner that
all have access to that high quality, rigorous content. And then that student component is really considering. Now that we've elevated those two things,
how do we elevate the engagement and relevance for each child so that they can continue to do the heavy lifting in the room? We don't want a sage on the stage of a teacher delivers and
imparts knowledge. Students have to experience, embrace and create meaning out of what's happening in their classroom. So that's what this represents as far as our theory of action. As
we move forward into the strategies and goals of our strategic plan this year, is that we have to do all three parts of the triangle at the same time and pay attention to the task that students are
experiencing to demonstrate their learning. So, as Doctor Schmitz eloquently described, we as an academic cabinet and principal leadership and other stakeholders in our community
have been engaged in a cycle of inquiry around our strategic plan, our district improvement plan. We look at results and then we make adjustments to our strategies. That's essentially a cycle of inquiry, right? So we
look at how those three parts of the triangle intersect. And then we analyze what is it telling us so that we make an adjustment here or make an adjustment there. And so what you'll see is
a continuation of many of the strategies that we've started with those fine adjustments in content instruction and student engagement. Okay. So the other
piece that you'll hear in the subsequent parts of the presentation that this focus on in 2526 is really about the universal level, and that's that
core experience that every student, if we're doing our work right, has access to on a day to day basis. So as you see these next series of slides, think about that as being what every
student would would receive in their experience. Right. And so I'd like to invite Doctor Insoon Olson to talk about our literacy
strategy. Thank you, doctor Gale. It is my honor to talk about one of our priorities this year, which is literacy, which you've heard several times. And
we believe repetition is great in education. And so you will hear things over and over. But that means we're focused, we're centered, and we're all speaking the same language, which is a
good thing. And so I'm going to start with content, which is on the left side of the screen. And so what doctor Gale talked about that we want to guarantee a high quality instructional
environment every day. And so for that to take place we need to ensure that we have high quality instructional materials, which you have been a part of
and voted on and gave us an opportunity to really think about, not only how are we embracing evidence based research, but then how are we implementing it? Because we can adopt things all we want, but we
also need to make sure we have a good plan of how we implement them. And so we believe that if all teachers have access to high quality instructional materials,
then every student has access to the grade level content that they are being afforded in their classroom. Every teacher, in one way or another, is a literacy teacher. I am a former high
school science teacher and initially I thought I get to just teach science wrong. I get to teach high quality science through quality reading strategies. And so we will work
with all of our staff as we have started that journey around discipline, literacy, which is the ability to understand and analyze and produce communication within a specific
academic area. So we're talking well beyond English language arts. When we talk about high quality instructional materials. And please remember that when we talk about materials, we're
talking about the physical books, novels, but also the digital, which now is a part of our world. And we also need to ensure that we implement
effectively and provide supports with that as well. So moving on to the instructional component of making sure that we're using high quality instructional
materials. We also have to understand at depth what our Colorado academic standards are asking of us. And as you know, various subjects have been updated over the past, I'd say 5
to 6 years. And we are now ready to really emphasize and starting with the middle school level, due to high schools and elementary already having some adoptions in place and working
through some of their content expectations, we will be working with our middle level leaders and teachers this year around leading a coherent instruction and grading, and that starts
with the standard conversation. And so while educators are working through those two components, it is also really important that our students have
evidence based practices and supports within their classroom. And so we also want to ensure that the scaffolds and if you think about it, it works just as well in engineering as it does
in education. Scaffolds are not permanent. They are to help build you up, to be able to access the content that you need to access, but they should also
start being removed so that you learn your own skill set and that you move through your own education, learning as you need to. And so we will continue to
work with our staff on approaches on prevention, as well as ensuring that any gaps that we look in the data helps drive some of those decisions versus just how maybe we just feel about it, or maybe what we
might think in that moment. It is really important that our teacher teams get together with our leaders and discuss the evidence that students are providing so that they can
provide the appropriate supports and interventions as they move forward. And so we do have some adoptions coming to you. So I'm
going to give you a little bit of a prequel. We have a very important K-5 math adoption getting ready to start. We are also looking at world language
level one. So first year in French, Spanish and German. We are looking at an Eld K-12 newcomer program, which also means students who are served in
their first two years in the United States and then Eld secondary. And instead of giving you acronyms, I'm going to spell it out. So non-English proficient and limited English
proficient according to our state. State classifications, we'll be looking at a secondary program for them. And then for middle level, we are beginning the process of a social
emotional learning program. So that is a huge endeavor. We are also continuing the implementation plans that we have already started. And so these are new adoptions coming
around that we have budgeted for so far. And we will provide more information in the future. But just wanted to make sure you are aware that we're still moving forward and making sure that we are hitting those marks around
our high quality instructional curriculum, adoptions and implementation cycles. So next I'm going to introduce Julie Doctor Julie Chaplin, and she will go over our next strategy
okay. All right. Are you with us. Are we hanging in. All right well it's my favorite topic. Graduating with options, getting our students and the great work
that we do pre-K through 12 and preparing them for what's after Poudre School District, which is really exciting. And so again, this really is replicated in the
same three areas. So when we are looking at content for students graduating with options, we really are looking at those courses, those programs, the
scheduling opportunities, the ways that students access those opportunities and really ensuring that all students have access to grade level curriculum. And above, we have
many advanced courses. We continue to expand those, expand those programs, and whether that's through concurrent enrollment, AP, IB, many other
of the advanced levels in all of our subject areas. And then in the work based learning side of it, we absolutely are continuing in that concurrent enrollment piece. But in work based
learning experiences such as internships and apprenticeships, we have several career technical education pathways that have course alignments that really
have we have articulated four year plans for students from their freshman year to their senior year. That helps them plan with their families, all of their courses that they may take
that align within one of those areas. And it's really important to highlight that all of these pathway areas are very much prioritized in terms of the
current community workforce needs. So we have a career technical Education advisory committee, and then we have advisory committees on all of the different pathways. But all
of those are in a collaboration and a really a consultative process with our neighboring districts in northern Colorado and many of our industry partners that help us determine
what should we be prioritizing on and what are the needs of our local workforce, community, and the gaps that they're seeing that we can help prepare our students for future jobs to fill? And so the instruction
piece of that really dovetails with the programing. We have these great opportunities. And how do we how do we make sure we have educators that are qualified to provide all those
opportunities, whether it be from work based industry areas that we're bringing on board to get teacher certifications, or, again, in those advanced
curricular curricular areas as well. And the big piece of that is how we also work with our educators, counselors, teachers, support staff to be
knowledgeable about what the components are and the requirements are of individualized career and academic plans. These are required by the state. They have
been revamped and in Poudre School District, we go above and beyond again, and we not only provide Icap planning and opportunities for students at
the required levels, but we actually start these lesson plans in a structured, progressive way from fifth grade all through their 12th grade. There are articulated lessons.
There are specific. We have specific we have specific indicators of when they must be taught throughout the year. And then who's responsible for that, whether it is a universal
approach or whether some of the milestones require some additional targeted small group supports or individualized supports. And so our educators and that are multiple providers
all need to have continual training and, and acknowledgment on how they help support that and how they help. If they're a math content provider, how do they help students connect that
content to their future plans and to their icaps? And then, of course, the most important part of this is the student. And so how do we then help ensure that
students are the center of that individual career and academic plan process, along with their families? And so that is something that we have continued
to focus on throughout all the years since the Icap. And that's one of the questions that comes on our connection survey. It's always asking students, do they understand what this is? And we
get mixed results. So we're constantly we are constantly doubling down, trying to think of different ways to embed this, to be very meaningful and practical and applicable for
students. And so really embedding everything from what they're doing just to understand their skills and how that might pair with careers. But then being really thoughtful about
their course planning process, specifically when they start ninth grade, and how that aligns and dovetails into their future future careers. As we think about content and some of the
access and the work that we're doing to expand pathways, we have several areas, and I'm sure there'll be questions I'm happy to answer at the end, but I just want to do a high level overview
of some of our really big workforce area needs and some of the pathway expansions. The first is in the health care pathway. That is a huge need in our area, and we have several
schools that are adding additional front range courses for medical terminology. We have a whole new healthcare certification option for students in patient tech
healthcare. We have medical assistant pathways at the Career Tech Center here, housed at Poudre School or Poudre Poudre School District, Poudre High School up the road. And then we
have new internships that are available for students to participate in at UC health, in radiology and lab techs. Those are both really needed and
widely sought after employment opportunities for students. And then internships at Columbine and for medical assistants and students. So a lot of these students will take time as the
medical assistants, as they're working through some of them associate's degrees. And then in college, as they're maybe preparing for other medical medical careers. The second is the manufacturing pathway. We're
excited. We're going to be able to showcase the new the new digs up here at Poudre High School of our manufacturing advanced manufacturing facilities. And we'll be promoting all of that
in an open house. But we've also been partnering with Ames Community College. We started that partnership last year and continuing to expand courses and credits for that for the P-tech
program and the Career Tech Center program. And then the CTE Advisory Committee is, is, is looking to implement extended
extended industry certifications in this manufacturing area. We have a construction pathway, another big need as we see the housing building continues here
in northern Colorado is around the state, but we have schools adding in more of the geometry and construction programs. Poudre High School just built two houses. They partner with
our, you know, local habitat for humanity, habitat for community program. And then we also have adopted a new curriculum that is from the Home Builders Institute
that really aligns with industry certifications in in construction. And finally, I'd be remiss if I did not highlight our alternative cooperative education program expansions and
that program. Those opportunities are for our students with disabilities. Some of them are in high school. Most of these are outside of the high school setting, so they're in
their transition programs from 18 to 21 years old, and they're expanding. We have new project search opportunities for students to work within Poudre Valley Hospital. And then within
our high school programs, we've expanded to a couple other locations that did not have these Aice programs. And so those are some really great opportunities for expansion that really dovetail with the needs
of workforce in our community. So look forward to any questions you have at the end. And I'm going to now bring up our senior Director of Senior Executive Director of Student Services,
Miss Liz Davis, as she carries us home into the mental health and belonging. Okay. Thanks, Julie. Thank you. So how are we all doing? We regulated. Are we
connected. Are we engaged? Are you good? Anyone need a break? You're good. Okay. No breaks. Let's go. Okay, so you're going to hear some language in this space that's very similar to
language that you already heard around alignment. And you'll hear some of the repetition of the tears and the focus on the universal instruction. So the
content and mental health and belonging are focus is really focusing on the evidence based social emotional learning aligned to Casl standards. And those are provided at every
level with an emphasis starting. You heard at the middle school level. And I'm going to share a little bit about why middle school in just a minute. But Castle is a collaborative for
academic, social and emotional learning, and they've been leaders in this space for years, and they're leading organization that promotes SEL in schools and
communities. But really, they look to integrate, right, that social, emotional, social, emotional skills alongside academic instruction. Right. Recognizing that these
competencies work together to support student success and well-being. And the way we in the schools conceptualize Castle and adopt that a bit is we call it the Castle five, though, so I
thought I'd share a does anyone know the Castle five? Okay, we're going to learn new instruction tonight, so bear with me. So when you think of
the Castle five, we think about self-awareness, self-management, social awareness, relationship skills and responsible decision
making. And the beauty about Castle is that they really span all developmental levels. When you think about the Castle five, you can think about that for high school. You can also think
about that, say, at the preschool level a bit, right, and into elementary. So it spans every level. So our focus and
I'll you know, our focus on middle school, there's a reason for that. And we think about our data. So in Student services our seventh grade. So for behavioral
referrals seventh grade is the highest for us. And when you think about suicide risk screeners that we do in our district. And in fact we've done
about last year, we did over 1300 as a district. 70% of those screeners occur in grades five through nine. We want to focus on middle school, and we're so
grateful that we're in a space to do that at PSD. So sixth and seventh grade, as well as our highest suicide risk screeners, and we can get the numbers on
that. So when we move along and think about instruction staff, our PSD staff will use those PBIs systems. I'm going to tell you what that is in a minute.
Right, Brian. That's right. No more acronyms. We'll spell them out. Staff will use PBIs systems and practices that are trauma informed, restorative and culturally affirming, which
create connection and belonging, communicating to students that they are an asset not only in the classroom, in the school, in their schools and in our
community. So PBIs is called positive behavior Interventions and supports. If you didn't know that many of our staff and teachers do know this and utilize that language, but as a
prevention based framework for organizing evidence based behavioral supports into an integrated continuum that enhances academic and social
emotional outcomes for students. PBIs is a framework used in schools to create positive school climates and improve student behavior through proactive, evidence based strategies. Some of us have been
following the folks. I remember going to trainings a long time ago. Rob Horner and George Segui. We kind of geek out about
PBIs a little bit. However, we love this work. We're excited to engage in our universal systems. So also the framework typically involves multiple tiers of
support from school wide positive behavior programs to more intensive interventions for individual students who need extra assistance. So we're excited about this work. So when
you think about our student experience and what they will experience, they will be experiencing those evidence based supports. Think again about the Castle five and those
systems, climate and culture in their buildings. So making sure those supports are provided to students to regulate their emotions, develop positive relationships and experience a sense of belonging throughout
their day. Prevention based frameworks are critical in not only creating a sense of connectedness and belonging, but also, as we know, disrupting those incidents of bullying and
harassment that that we're trying to do, too. So we're excited about the work ahead. Am I changing the slides? Oh, okay.
Thanks. Okay, okay. So you've heard us talk about the tiers, but before I talk about some of these tiers I want to remind us
about, it was named in the UIP and intentionally so multi-tiered system of Supports is our umbrella framework. We talk a lot about that in the
UIP. It's our comprehensive approach that integrates multiple components to support all students, including academics, behavior, social, emotional, learning, and
attendance, all organized in the same three tiered structure. There's no other structure. We're using this structure. We're excited for that. So you'll see kind of a triangle
on, you know, this on its side a little bit. And we call these. And just a reminder for us tier one is our universal expectations and supports for
all students. It's that universal instruction. And we'll provide that to 100% of our students. We know 80 to 85% of
our students will have success in that space. And that's wonderful. And we will layer on additional support as needed in
the targeted tier two area. And 10 to 15% of our students will access supports in that area. We know will more students that need more individualized
instruction. 1 to 5% of our students will access support in tier three. We know this, and our systems are built to support all of our students in this
space. Yes. I'm. Yes. So how they all work together, we can think about our academic interventions, PBIs, SEL,
programing, addressing social emotional needs. We all use the same three tiered structure, use data driven systems as well as lean into prevention and early
intervention. And this framework helps support that for us. So the big picture when we think of MTS, we think of it. We think of it as this complete support
system for students. So when schools implement MTS, well they're addressing again the whole child academic. And I'm saying this again for a reason.
Academic behavioral and social emotional needs using that coordinated tiered support system rather than a rather than addressing it separately. So I'm
going to talk about some of our deliverables next. So for 2526 our MTS deliverables include building. Again you're hearing
similar language universal tier one instruction for both academic and social emotional behavioral including attendance and social emotional learning.
Supporting data based problem solving and decision making, and focusing on our coaching systems with our school based teams to
identify systems, practices, and data for prevention and response. So when we support schools in creating a solid foundation for instruction that
reaches every student in academics, behavior, attendance, and social emotional learning, and as we build our coaching support for teams to use data and solve problems and guide
school teams and building systems and practices, we do prevent, we will prevent issues and respond and to support the
success for all of our students. So we're excited about this work ahead. And Tracy, you want to close us out here. Excellent.
Yeah. Appreciate it. Yeah yeah yeah yeah. So just I've got the quick wrap and summary I so much appreciate the enthusiasm of our team and the really intentional
focus and alignment that we strive to do in our 2526 strategic plan, as well as our district improvement plan. And that's what it will take for us
to disrupt disproportionality and serve the students and families who need us most, as well as all students in our system, is to center our work on
that and to maintain a focus on those priority areas and that small set of objectives that we strive to implement with coherence across the system. So
with that, that concludes our presentation and open it to questions or comments from the board. Thank you so much. That was incredible. I just
appreciate the in depth that you went into the cohesiveness that was just I do have to and I'm just a point of privilege here.
I'm just going to say, you know, this is my last time I get to hear the UIP, and never before in the eight years that I've been on the board have I heard
it be so cohesive, so intertwined, and so. Watching everybody work together and knowing that this is about the whole child and I like it feels
like it feels like we've arrived at that and it's such a wonderful feeling. I just have to tell you, I know we haven't arrived at the results of that, but we have arrived at the way
we're going to go about it. And it's just it's phenomenal. So I just want to say thank you to you all for that. Thank you to the teachers and the teams that
have been implementing this on the go. When you look at the numbers, Dwayne, it phenomenal numbers that we've got. Again we are not there yet. I am not saying that we have closed the
gaps, but we've identified the gaps and we've starting to close them now. And that what a what an exciting feeling to be able to say. Not only do we know what's going on, but we're
actually making progress in changing it. So I just fantastic with that. Connor, would you like to jump in? Just a couple
of quick questions. Sticking with mental health and belonging Liz, we've heard multiple times pertaining to a grant that has
been canceled for us losing, I believe, seven social workers within our within our buildings. I'm not sure if that number is at its. Yeah up to 29 over the
full program life. Yeah. What plans do we have to mitigate some of that disadvantage that we're facing. Yeah. It's gosh thanks for asking about the
mental health grant. Where are the tissues. No I just I'm upset. Our you know we're it's a hard it was really devastating
to learn that the feds had cut these grants. We were part of a cohort that had maybe 100 of us
across the nation. And it was like a third. We were maybe second cohort. The Department of Ed got another layer, their own
funding in the third cohort. And it's a significant hit to Colorado now and in Larimer County and here in our community. So we are part of a
federal reduction rescission. They eliminated the grant we do have this fall. And. We are
hopeful leaning into. We're hopeful to collaborate with our local community, quite frankly, with the reductions federally and with our state. We are
really hoping to partner and maybe see some supports. Who knows? But what I will say is that we were able to. Unlike
other grantees, for instance, CDE was awarded the grant in the spring. They have to get rid of some of the funds by December 31st. We have had the benefit of
three and a half, I think three and a half years we have. We this fall we will have, you know, close to funding about 30
people in the mental health space. It's a I think we're at 22 schools. That's significant. We have ten interns from the university. We are still moving
forward. We will have our interns all school year. We have them paid as classified staff this fall through the grant. We
are hopeful that maybe with some community partnerships, I don't know, some local supports, maybe we could continue to pay them. But they're doing they can
continue their internship here at PSD, will have ten students for the full year, and there's no other internship to
fellowship program in Colorado, period. We extended the internship experience and frankly, we built it off of the
psychiatric residency from Anschutz. So I kind of when we were writing the grant, we kind of looked at that as a model. Gosh, I wonder if we could support more mental health, supports more students here at
PSD if we could extend that internship. No one else has done that here in Colorado. And that's a value add and a benefit
here at PSD. So we're very upset and grateful that we have had this opportunity. So thank you for asking. And I'm a little
passionate about it. If you can't tell other questions. Go ahead Andrew. Okay. This is where are you going to get the data nerd part of me. And also
where you tell me whether it's in my lane or not. So it was a couple of things when looking at the data that come came to mind and wanted some of it, just to
get a sense of how comfortable you are with some of what could probably only be described as the gaps in the data or the challenges in the data, and depends on which data we're looking at as to whether there's
gaps and so forth. So I'll phrase a couple of different things, and then I'll have one other item right at the end there. Not expecting answers right now because it's they're
very broad sorts of things. So when we go through and look at each of the data, there's some things that I certainly have questions about. So looking at each one sort of has different
things. Most data has an unknown didn't respond to the survey, weren't able to assess, couldn't participate some of those things like that. And so one of my
overall questions is do we have a good sense of the estimates of the groups that participate in one way, shape or form where appropriate? And then for the non participants or the
difficult areas, do we have some sense of the striation of the groupings. So for instance I look at the data we have. This is everything that's there. How
many didn't participate in that. For example the graduating with with options okay. So we have actually let me go on to the next one. Where's the graduation
data. The graduation rates. How do we have the non graduates for instance striated into different groups. Be very easy to think like ESL would be one of the groups that might have most
challenges. Or maybe it's perhaps based on culture or any number of other factors. And so just trying to get a sense for, for those sorts of things, you're seeing data by data
grouping and then how that informs the third part of it, which is how are we? Because we've done great work with the data we're seeing that are that's going after probably more
like the tier one type students. There's a lot of where our success I'm hearing is achieving, and now we're getting into the difficult groups. And so just wanting to get a feel, not expecting a detailed plan,
just wanting to get feel, get a feel for are you starting to get more of a sense of that type of thing we've heard from the community about? Sometimes people can't access surveys because of visual issues or ESL,
and some of those pieces like that. I did have a question about when the 2025 data is going to be added to some of them, because I saw some of them were through 23 and 24. And then
for the national harm one, I'm very anxious to see. Or is there a national benchmark for the harm? One recognizing one student trying to harm themselves is enough already, but how do we compare
nationally? And then I think the only other thing that I didn't see was. When we're thinking about actually starting the dyslexia screening, recognizing we don't have all the tools in
place with all the training to address it within the system, but at least start getting that screening broad scale. And that may be a rookie thing, because I think you're well into it somewhat. I just want I'd love
to see us get to that 100%. So maybe we can add loads of loads of details there so we won't go into the weeds like you've asked us not to, but I'd like to take a shot at just answering a few
of the thoughts that I just heard expressed that are on the data side of things, and then I want to turn it over to Tracy, maybe to talk real quickly to give an update about where we're at with this screening for dyslexia, because that's an
important topic. So let me start with the data one. I heard a couple themes in there. First one, I want to make sure we're all aware of. PSD does in fact demonstrate, you know, we have all of our data visualization tools online that absolutely
allow drill down by all the different kind of classical groups you would look at, including things that you typically don't see out there, like students that are candidates and get services with mckinney-vento like homeless
students. We show groupings of students at lots of districts actually don't. So 11. I want to make is we are very, very transparent. Drill down by school, by subgroup, by grade
level, by assessment, by all these things. And we have that for the connections data. We have it for achievement and growth. We have it for graduation. We have it for attendance. We have it for dropout data. I mean, we just
went to town. This was probably about a five year process. I wanted the IT department and lots of other players who have made that happen. Okay, so there's that part. I also heard in your question, a wondering
about things like we do our connection survey, for example, and we have other surveys we use like Healthy Kids Colorado and all these surveys like those two biggies. There's other ones we do family engagement and others.
But let's focus on those two. Your concern, which is a really valid concern that we're well aware of too, is how do we ensure we're getting the voices from as many people as possible,
even those people for whom maybe the standard protocol doesn't work well, right. So for as an example, in the connection survey, we have family liaisons distributed throughout our system who really are super
helpful. And the schools have a pretty good idea because they're working with the kids and the families, which students, which families may need some additional assistance to be able to access that type of an
instrument like a survey. Right. And so David Autenreith, who's sitting right here, is one of our directors. He kind of oversees that group, but they're tremendously helpful in that. So
we do what we can in that space. The state of Colorado really runs the Healthy Kids Colorado survey, and they likewise have some procedures in place to try to help people access their
survey. Okay. I also want to mention that when you asked a really good question about drilling in, like you and I are going to be good friends, I can tell for the for the time that I'm going to be left here
because you're asking good questions. Like many board members do. You see data and like you see one good display and it raises five more questions, right? We have all the data you're asking about
when you when you bring up do we have data on the students who didn't graduate. Can we slice and dice that data and can we learn from it? Absolutely. The answer is yes. Do we know which
students didn't complete both, let's say the pre and the post on the Dibels eight. We absolutely know exactly which students. So are there disproportionalities in
different subgroup categories on who's accessing and who's not? I hear your question is asking can we track that? Can we explore that? Can we work with that? The answer is yes. So without
getting in the weeds, the answer is yes. On we have strategies to get as much student community voice as we can whenever we do these things, assessments,
surveys and so on. We absolutely have the motherlode of data on the back end so that we can. In fact, one of the reasons we deliver surveys the way we do is because we can tie together data, often with our vast data
sets behind the scenes for these good reasons. So we're aware of what voices aren't we capturing. Right. And a classic technique real quick that some institutions will use is focus
groups like you follow up and you create purposeful focus groups centered on those voices that you think from a part of the community. You may not have gotten right. That's just a different avenue. So I'll
probably stop there on the data questions, I can tell we're going to be good friends, and we're going to have a few coffee chats with your blessing, which I'll look forward to, and I'm going to turn it over to Tracy Kyle. Doctor Kyle, if you want
to let them know where we're at with the universal screening. Yeah, absolutely. Yeah. So just to follow up with one of the data sets. So our dibels data is probably the data that has the
highest participation because we are compelled to by the state. So the state pays for the assessment for us. In turn we give the results to them. And so
there are very few exceptions for students who would not be expected to take the dibels assessment that have to be in alignment with the state guidelines. So we can't excuse a
student from taking that test, that it is part of a requirement, an obligation that we have so that the state can also monitor their high priority, which is foundational literacy and science of reading.
So they have a high investment for us in capturing that data. And so that's sort of the one data set that has the greatest participation. Whereas you'll see participation rates for some
other assessments like CMAs would not be quite as high as far as the dyslexia screener. So yes, the. House, the legislature
and House passed the screening bill, which is fantastic. And we were already on that path of exploring what our screening assessment would be. And so we
intend to pilot one of the subtests that is available to us from amplify. So we have to coordinate with amplify, who produces the Dibels assessment
for us to access the subtests that we're going to pilot in four of our schools this year as a possible screener. The state right now is lagging in terms of identifying what they would
recommend for screeners, but we're going to take a step forward in this space this year to pilot at four of our schools. Dyslexia screener okay. Thank
you. And again, just trying to get a sense for your understanding of the various points of the data and things like that. And I appreciate your insight, because it sounds like there's a lot of things going on
and we're on the good path is what I'm hearing. So I like that. Thank you. Yeah. Go ahead Kevin, if we could go to slide
eight. I don't know which one. Slide eight. Keep going I'll tell you that one. That one. Yeah I like the theme of disrupting disproportionality.
So I'm going to stick with that for a moment. When Dwayne presented this several board meetings ago. Please don't take my comments as cherry picking
negatives. That's not my intention at all. But like Dwayne and like everyone in this room, I'm interested in a big question, which I don't want to answer right now. But one thing that I think should guide us to
is it's the first one I wrote down. What are the major areas of growth we face as a district in each of these three ends that we can be and should be addressing in 2025, 2026? I know that's work that's embedded in
what you're doing. So I think that may be an ongoing conversation, but I'm very interested in your thoughts. But given the hour, I've got a specific question that I want to draw attention to. So the first is more of an observation than a
question. But first part of slide eight, the outcome data on Dibels eight K through three. It's something I think we've all know and love, but it's nice to
have numbers that illustrate this one. I do credit the upward trajectory of those three classifications. But to dispel the notion that there is no such thing as an achievement gap in
2025, 2026, that socioeconomic based, I think we've got numbers that disprove that. So there's more work to be done. And I'm mindful of that as we're again thinking big picture policy governance about some of the
other things that that will need to be discussing. And I'm thinking specifically about free meals for all and some of the legislative efforts and what we need to spend some of our money on. Just a comment. The second
part of that, the graduation rates. This is a hyper specific question, but I'm encouraged to see again more of an upward trajectory among our Hispanic
students graduation rates. My question, though, is do we anticipate any drops in that in that graduation rate for
Hispanic students in 2025, 2026? With what we're seeing with immigration nationally, do we have data where we can start pulling attendance rates now and
start analyzing that? And if so, what can we do proactively as a governance team, as a board, as a district, to help support that population of our students?
Really appreciate you. Let me, let me let me. Yeah. No. I like the eagerness that we all this is a really important conversation. And I want to be
mirrored in my thoughts to not stoke fear. But I think it's important that we're honest. Our at risk, marginalized communities have always been at
risk. They have always been marginalized historically in our country, and that is amplified right now. And I think we would be kidding ourselves if we were
sticking our head in the sand and say that they are not being psychologically, cognitively, all sorts of different, financially impacted. Everything
that is happening in our society today. And as we are brave and courageous and proud of the results that we've had, all of the legislative changes that are happening. And I'm not trying to
be political here, I know that, but I just want to be measured and just say it out loud. It rubs up and creates a lot of
inertia with what we're saying matters most, which is disrupting disproportionality. You look at any community in this country today, and disproportionality exists where
you can predict outcomes based upon people's race, their sexual orientation, their gender identity. Their abilities. And
we are trying to be really courageous in a community that has a white dominant culture. And so we are measured and
worried, and we are positioned in some ways to be responsive. I am really, really proud that we measured in January whether we were going to lose a lot of
students last January of 2025, and I really believe because of the work of David and Liz and our family liaisons and the trust, the trusted adults that are in our schools, our teachers, our principals,
families kept sending our children, their children to our schools. Now, whether that's going to change at the start of the school year will remain to be seen, but we will be heavily monitoring that for sure. And we
have systems and structures and human resources right now that are dedicated to go out to families to make sure that we're building trust with them and trying to figure out ways to get
them back and reengage with our school. And that's really, really important. You know, our school system today, on average, receives approximately $30
million a year in federal funding. The grants that we talked about earlier that supported the 29 social work positions, their supplemental on top of that. Right. So we lost
$6.1 million in that $9.2 million grant. There's no way that we can remove $6.1 million. And we don't think that that's going to have an impact. One of our community commenters, we
talked about the impact of that fellow. She was speaking truth. It is going to have an impact. We are all going to have to do more. It's not just teachers. It's our mental health team. It's our principals, our
parents. We're all going to have to try to figure out how to do more with less, and that's going to be really difficult in our community, where we've come to deserve and expect a certain level of service. And as leaders
myself, in partnership with the leadership at CSU, the City of Fort Collins, the county, UC health, we're all going out and having shared presentations to have some level of shared
awareness with our community about these changes, while also leading us to some form of acceptance that there's no cavalry coming. We don't see a
support structure that's going to help replenish some of these things, and we need to be honest about that. We want like we Liz Davis is a human money machine.
If there's anybody that can find a grant, it's her and her team. But grants are not long term dollars, right? So we're in that space where we're wrestling with these different things. And make
no mistake about it, that $30 million that we do have, they are traditionally dedicated to supporting our most marginalized communities. Those four areas of investment, our special
education, Ida dollars. You as a board have already lobbied and know that that's significantly underfunded. Now, I believe that's probably the most stable of all of our federal dollars.
It represents about 6 to 7 million Head Start programing. We support 400 plus children ages 0 to 4 years old and about 76 classrooms in this district.
There was signals from the federal government that Head Start would go away. And then there were changes. Well, we'll bring it back, but we're going to change the registration processes to make sure people identify potentially themselves
in terms of their immigration status. That has yet to play out, but we're monitoring that closely. Child Nutrition Services director appropriately brought up meals to Healthy
Meals for All Act in Colorado that was passed two years ago, significantly underfunded, and we anticipate there may be one or even two ballot measures on this coming ballot in November
to fully fund that particular program. But what many Coloradoans and many people in our local community don't know is that we get $7 million in federal funding to support child nutrition services in every one
of those dollars goes to paying for food. So if that money is at risk, where do we take that money to make sure all of our kids get the meals that we're saying that they deserve and should get? And then the last
piece is our entitlement grants, which are traditionally supporting students, migrant students, students with multilingual learners. It's
supporting five of our elementary schools where they're located, where our highest concentrations of poverty are in our community, and they withheld dollars in the amount of almost
1.8, and then they release them. So the changing landscape is shifting by the moment, and it's incredibly destabilizing, not just from a financial standpoint, but from just a
human psychological standpoint. The level of uncertainty, not just for the families that we serve, but even our employees, and whether jobs will be there. It's creating people having to look to see if there's potentially something else
available. And we heard again about those social worker positions. So the reality is significant in a community that in difficult economic times previously and I've only lived
in I love living here. It's just such a wonderful place. But the story goes that our community once was recession proof, and I think we're learning based upon the major employers. I mean,
we're the third largest employer in our community. Those times are shifting right now, and we're going to have used this as an opportunity to have an entrepreneurial mindset and think differently about our
businesses and not do it in isolation of our city, of our county of UC health, CSU, we need to figure out ways to come together to leverage shared
resources and do things differently, because I do believe there are no signals that we are going to experience a rebound in this space anytime soon, and that is only further
exacerbated by the loss of the, you know, declining enrollment in our community and our school district. We are anticipating losing about 500 students this year compared to a year ago.
That represents the fifth largest elementary school in this district. I sat on this dais a year ago and said, we are anticipating losing 500 students from 2324, and we did. We're
losing an entire school worth of children a year, which is only further accelerating these various challenges. I am really proud that we have extraordinary leadership. We have a lot of
resource in this system for a was transformative. On the capital side of the house, we have family liaisons like systems. I've never seen the army of family liaisons. And I
say that in a just a it might not be the right term, but they they're mobilized and they're trusted amongst our families. The mental health team that we have here, there are other
districts that surround us in the Front Range that would just do anything to be able to have those types of resources. So we are very blessed in a lot of different ways. So I'm not trying to plead as the superintendent that our
cupboards are bare, but we are experiencing pain points that are very real, they're very new and they're all happening at one time, and they're all happening to all of the different organizations in our community,
because we have a lot of government agencies here, education and health care. And that's something that we're all spending a lot of time as executive leaders trying to learn from each other, be
measured. But we need to be real and honest about how we educate our populace about these changes, because it's the way that we're all receiving content right now is just really difficult for people to make
sense of what's what. So I just I really appreciate the question. I'm sorry for the long winded answer, but I think it's important for us to educate people on the changing landscape
and the cost of that. Thank you for that. And if I could just say too, I think what you have stated only amplifies the need
for what you are doing here. It only amplifies. When I look at the slide that says our big ambitious vision. And that's what this is. This is a big,
ambitious vision that we have, and it's for all kids to succeed. And it's not just to succeed academically, but to succeed as a whole child. And what you articulated are the
things that families and children are going through on a daily basis that can affect attendance. It can affect academic, it can abilities, it
can affect concentration. All of those things do not happen separately. And so what makes me so proud of, of the work that you all are doing, is the fact
that you realize that you you see that. And to continue to disrupt this disproportionality, even under the circumstances that we are under now, this is what we'll have to do. We will
have to make sure that our big, ambitious vision continues and that we are looking at the entire child, making sure that if they're not there, why are they not there? Is there something we can do to help them
to get to the school once they're at the school? Have they been fed? Let's make sure that they have something in their belly. So before they go and start to learn if they're struggling, learning, what is it that's distracting them? Is it
something that is organic? Is it something that is that we can help change? If it's a stress related or a, you know, we don't know something, something from
outside is, is in working its way in. There are so many ways in which a child can be dysregulated. And what you're doing here is making sure that
they are regulated to make to be able to learn. And that is huge. And I think it only like I said, I think it's only amplified that this work is only amplified by
the fact that we are in such times that this is so needed. And so again, I just want to say thank you for that. Thank you
sir. I appreciate all of that. I promise you, I do, and I don't want to move beyond. And it's getting a little late. So my brain is a little foggy. But do we have an answer, at least for the attendance inquiry for our
Hispanic students? Are we going to be monitoring that? Is there anything that we can do other than be on what we're doing? Yes. I think we have to start school. Right. So to get our first baseline of where we are
compared to a year ago, I was really encouraged by not seeing any dips in our attendance rates for that population. Now, I will tell you, I have concerns about our system absenteeism rate as
a. So we need people to be in school. So please don't like this really really important. We want people, all students in school every single day. That's the core message here. But once
school starts, we can see if we're seeing any changes in that data. And we absenteeism. Chronic absenteeism is a part of our strategic plan. And so it's things that we would monitor anyway, I appreciate it. I
didn't want to minimize the importance of the conversation you had. And there was a reason I was asking that question too. So I appreciate you both addressing that. And thank you for the work that you're doing. Let's focus on what we can
control. And we do monitor. So right now we're in this period of monitoring enrollment. So there's the projection. And then there's, you know current state of what we're seeing enrollment wise. And so that day to day
enrollment the first benchmark is Superintendent Kingsley said, is that first week of school to be able to reconcile like who told us they were coming to
school at the next grade level in the spring and who actually showed up. So that period of reconciling those couple of things will take some time over the next two weeks, and that
will start to give us a clearer picture of who moved, and that we know where their location is and then who do we not know. And so really centering on that
group of students that we don't have a record of where they went. Right. And so that's going to start that level of inquiry around what there might be a
root cause. That is a theme for why certain groups of students or individual students did not attend our schools when they had planned to. And so that's going
to take us a little bit of time to get that data. If I can just add one thing for saying that, doctor guy, I really appreciate that. I do think we are going to need to continue to be curious
around what our early enrollment data tells us, simply because of the extreme heat that we're dealing with. And this is I mean, we've had that protocol in place now for at least a year.
We not have to use it because Mother Nature was cooperative a year ago. But I would anticipate that this extreme heat is going to have some. It's going to rub
up against our daily attendance for lots of different reasons, whether it's child care needs, whether it's. Yeah, so we'll just need to continue to unpack that, but I. The team provides weekly reports around school
enrollment. And so it's something that is very important to us. All right. Other
questions. Okay. Well then seeing none, may I get a motion? Go ahead Kevin. I'll move the board. Approve the 2025 2026 Unified Improvement Plan as
presented. Can I get a second? Thank you. Scott. All right. And, Jill, can you please call the vote? Jim, I, Kristen
draper, I. Conor Duffy I Kevin. Velda. Hi, Scott. Schoenbaum I Andrew Spain. I Jessica zamora I motion passes seven zero. All
right. Thank you. Thank you all for the great presentation. Thank you team. All right. And believe it or not, this meeting
is now adjourned at 8:59 p.m.
Have a good night, y'all. Fired
up. Ready to go?