hola Rodrigo Oh almost there Good evening I call this meeting to order at 6:17 p.m Directors present tonight or director after director director Tyler and myself director Ramirez meaning we have a quorum Thank you to our
interpreter Astrid would you please share the interpretation instructions with our participants and then we can turn on the interpretation function Thank you The first business in order is the approval of the agenda Directors are there any proposed changes to the agenda
i would like to please pull off something from the consent agenda Is this that time now or is this later that we have later my bad Sorry Thank you Okay Um do I have a motion to approve the agenda as presented
i move we approve the agenda as presented I second All in favor say I I I Our next agenda item is our opening celebrations and updates by our superintendent Dr Anle All right Good evening I want to
let the board and community know of a couple things going on in the district Celebrations May Friday May 2nd Next Friday is school lunch hero day So we will be celebrating our food and nutritional services staff on this day and want to appreciate in advance the team of dedicated nutritional services
professionals working hard to provide consistency quality and innovative options to students The board will hear a presentation from uh nutritional services director Tavio Mise at the second May board meeting And until then I want to extend our appreciation in
advance to the team um and looking forward to celebrating them next Friday This time of year we're wrapping up a lot of teams and so want to take a minute to thank uh the student superintendent advisory councils April and maybe a few are lingering into May
but um want to really thank all the student the students at our high schools who have participated So this was a much more formalized process this year So once a month almost every Tuesday often executive director of schools Joel Hathaway who's here assistant
superintendent Dr Park and I met with students at each high school pretty much every Tuesday throughout the school year Uh we met during lunch to talk about a range of topics Students always had the open forum and they could could kind of direct the agenda as they wanted first
and so they often brought issues and questions to us and then um we also brought to them various policies and practices that we needed their input on So a ton of thanks to the student leaders who participated this year It was a volunteer service Um it really is just a leadership opportunity for
students And then also want to thank the high school deans counselors principles and APS who helped recruit and importantly remind our representative student diggers to attend Are we doing okay i think so
Do you know why they echo well keep rolling Um also want to thank in in terms of making the student superintendent advisory councils possible Want to uh share gratitude again for the nutritional services team the high school nutritional services team in addition to their normal meal
preparation meal serving meal cleanup duties on days that we had the advisory council they actually provided an entirely separate meal of like pizzas and salads for that committee It saved us money Um and it was just a great service and it was the kids loved it and
we we didn't get sick of it So it was it was great Um so many thanks to their leadership and creativity there Um assessment season is continuing Last week we wrapped up CAMASS PSAT SAT testing This week and starting into next we head into the NWA endofear testing
window So this math and language arts assessment for 2 through 8th graders provides a pretty quick targeted feedback for teachers on student achievement and growth And it's used consistently by our school leaders now and teaching teams to drive instruction
Uh additionally um high school students taking advanced placement classes will will jump into the testing for that AP test taking requires a massive effort in complex test administration from high schools So big thanks to assessment coordinators leading the work and best
of luck to students taking AP tests in the coming weeks For employees uh next week kicks off open enrollment and so want to appreciate in advance our HR team that as the board is aware is running our second open enrollment of the year as we had to pivot away from self- insurance
to CBT midyear We ran an open enrollment November December Um we are well aware that this will be a difficult enrollment period as the cost of health insurance plans especially for employees covering family members and spouses has increased
significantly Um so we're grateful for the work of our health insurance advisory team IBB leaders our HR team and partnership with CBT and all staff as they take the time in the next week or so to educate themselves ask good questions as they um contemplate the
benefit plans options as we head into open enrollment And then finally I want to just finish on reminders for families that um I'm if you're a parent like I am you have been uh hopefully being reminded again and again that the parent uh family survey
is open through the end of April And so we really want to encourage families to submit feedback Data from the district there's there's actually two surveys There's a district survey and then a school survey Data from the district family survey is aligned to strategic priority number four student centered partnerships And so we have some real
goals around both participation in the survey and responses around uh communication and trust And then data from the school-based family survey is integrated um by school leaders into their school strategic plans and unified improvement plans So it's really
important data really encourage families to uh share their feedback And then finally for uh parents and guardians of rising first through fifth graders want to just remind folks that summer advantage enrollment is open Programs are offered this summer for five weeks
at uh Glowman Springs Elementary Crystal River Elementary and Basalt Elementary this year Transportation is included food is included Um big thanks to Summit 54 and Summer Advantage for support of this program And folks should reach out to their family leaison for support with
enrollment Thanks Thank you The next business in order is a bullying prevention presentation from Joel Hathaway Thank you I wanted to start tonight by thanking the board and thanking Dr Cole and Dr Park for the opportunity to discuss a
topic that I feel is greatly important actually that I know is greatly important to our collective goal of working towards schools where all students feel a strong sense of safety and belonging early prevention
So our goal is to update the board of education on progress towards implementation of bully prevention steps as outlined in policy JICDE which I know you remember was revised in December of this year Part of that policy states
that the board will be updated annually on student perceptions of bullying So that's also going to be part of this presentation So just a little reminder or overview of this policy in general Um the policy supports secure positive school climates
that are conducive to teaching and learning and free from threat harassment and bullying and promotes consistency of approach in a climate in which bullying is found unacceptable One part of this policy that we have found is absolutely crucial in
supporting students and families and schools is this definition of bullying which is excellent The use of coercion or intimidation to control to obtain control over another person or to cause physical mental or emotional harm to another person And it goes on to talk
about how bullying can can occur It talks about how bullying is repeated and happens over time how it's one-sided and involves a power imbalance Those are all very important points and keys to the definition And just being clear on the definition of bullying generally helps
folks work through situations just to have a common definition Okay So here's a data snapshot which I'd like to give you just a minute to look at It actually tells a complex story I wish it were a little bit easier
to to to see patterns but I've tried to identify a few I've pulled four different types of data that we have collected about bullying and the perception of bullying The first one is the reported incidents of bullying per
infinite campus incident reports And that means in general when a school leader is dealing with an incident that's being defined as bullying and reports that through state reporting mechanisms and as you can see incidents
are significantly down this year from last year But then you look at safe to tell reports of bullying And I thought that this was an important measure to pull because this is where students and families can anonymously report I feel
like this is a bullying situation This is what's going on And when you look there incidents are up We can also point to the panorama survey which asks the question how often do you feel bullied at school so the
numbers here are reported it's it's considered the percent favorable students that said I feel bullied at school or only once in a while do I feel bullied at school and you can see the
comparison of fall 24 to fall 23 just about the same in the lower grades just about the same also in the upper grades except you'll see that the in the upper grades the number of students that report
almost never or only once in a while is much higher than with younger children And then the last point comes from healthy kids 2023 And as a reminder Stacy's doing
something to mess with the microphone As a reminder healthy kids survey is is every other year So we'll have some fresh data that I'm actually really eager to see in the fall of 2025 maybe December of 2025
Yeah Is Yeah we'll take it in 25 and that data will be reported just a little bit later So this is old sort of except it is the most recent healthy kids data we have And um the percent of students
reporting that they've been bullied in the past year middle school students is at 27% and high school students is at 14% So one kind of trend that you can see in this somewhat challenging or complex data is that in general you
could make the statement that our older students and our sec particularly high school but secondary compared to elementary report bullying less frequently Usually when I look at data it just leads to questions for me more than just definitive answers because you
always need to do more digging before you can make definitive answers But it makes me wonder is this attributed to is part of this attributed to the fact that what we're doing works and so what might be an issue in younger grades
gets resolved more by the time the students are older or is this back to the definition of bullying and maybe older kids are more able to look at that definition and say "Yeah you know sometimes people are mean to each other." And sometimes people say or do things that we don't
like but it's not exactly bullying It's not a it's not a power differential It's not happening over and over and over Maybe that's just a little bit easier to process that definition And then a third like sort of theory that I have is maybe it just takes a
while for students to work out their differences in a lot of cases So people that drive each other crazy like in third or fourth grade by 10th or 11th grade they're great friends cuz our schools do represent small communities and it's often the same students
So I wanted to present some strategies that align to the 12 goals that are found in policy JICD I discussed this with school leaders and with the deans of culture at all of our schools to ask like what is
it that is really working in your schools and I found that at all levels of schools elementary middle and high schools you have counselors leaders and deans of culture that work with the targets of bullying They work with students who bully the families that are
involved to change behaviors and find solutions and retach We see whole class resets solution circles they're called in some places If there's like repeated incidents going on at one in one particular spot like a grade level or a
classroom we find that across the district school teams and district level teams are analyzing the data similar to where um where I just was with you They're noticing trends and resetting expectations And we see an emphasis on
safe to tell or anonymous reporting Other things that we see other steps for prevention and intervention at all levels include stu school-based student support teams that meet consistently like weekly to
discuss tricky situations that are going on which often include bullying There's monthly collaborations with the district deans of culture team and we always troubleshoot issues and share what's working and use of the the disciplinary
matrix to address bullying consistently and thoroughly is a key in response It's not necessarily a proactive measure but it's a key to response that aligns with the policies And I've listed here the different responses that are found on the matrix and the different choices
that school leaders make or have options for when they're addressing these issues There's also some differences that you see from level to level Elementary and middle schools have secondstep character lessons that focus um either during crew or sometimes in other places but usually
during crew that focus on bully prevention Counselors and deans of culture step into classrooms to facilitate bullyrevention lessons And the three Rs are some common language that you see around our schools Recognize it Is that
really bullying by our definition report it and refuse it Refuse to participate High schools of course look different And in high schools we have different um student leader programs such as link leaders where older high school students mentor freshmen and create relationships
across age levels and grade levels We see studentled initiatives like anti-hate speech microaggression lessons There have even been times that student groups are teaching the staff like on ERW Wednesdays about these things And then of course restorative practices
like whole school reset the solution circles I actually think a lot of the work that we see in the high schools that's studentled and relies on student leadership is really powerful work because I think our students are passionate about um about these types of
issues about treating each other well and about bully issues Briefly there has been communication involved in the past year about these steps the tiered intervention plan which is linked now to um well it's linked in
this presentation but can also be found on our website under safe and welcoming schools and it outlines a lot of the steps that I just described Also there's a bubble prevention presentation that I presented to the district family advisory council group
and it led to just a wonderful conversation with the families that were there This resource has been shared with leaders across the district as a resource for further community and family presentations There are of course
challenges I've outlined just a few Aligning the understanding on the definition of bullying is always a challenge And that's why I think that the language in the policy is so helpful to get people on the same page Often these situations are not clear-cut
There will be a student that says that they're bullied and then when you start to interview and ask questions and talk to other people you will also find that that same student is being accused of bullying the person that they were saying bullied them It's just not clear-cut Often times these issues arise
with friendship troubles that start at school and then spill over in that start at home excuse me and spill over into school which makes things more complicated Social media certainly makes things more complicated I usually tell people of a certain age like our age
that when we were young these sorts of issues like you could go home and get a respit from it If you were being bullied at school you could go home and get a break And now you often hear kids come and they're you know you're like when did this horrible thing h like when did this start when did somebody say this to
you 1:00 in the morning on Saturday on Snapchat It makes it really hard It's like a 24/7 environment for our kids I think that a challenge is when unkindness is increasingly normalized in society with the rhetoric that we hear people use I'll leave that right
there And of course there's context for words languages and actions that can be um changing across cultures which speaks to the need for cross-cultural understanding and just asking questions about motivation and what do you
mean so there are also several next steps Strategic priority 1.3 social emotional learning integration will include a component of age appropriate evidence-based bullyrevention education particularly for high schools where we
see a gap from that secondstep programming in elementary and middle schools Right now the plan is not completely baked but the district student services team is in the process of developing those plans We plan for staff training on bully
prevention policy this fall of 2025 That'll look like the director of family and student services and me training the district's student support team which is counselors deans of culture and family liaison And it'll be a train the trainer model where we start with that group and
then that group can train the teachers and staff of schools and a hopeful next step is to expand school level teams and potential community partnerships Thank you The last slide is for board
discussion Each board member will now have two minutes to share comments or ask questions We will begin with director after Sure Thanks for the presentation and the work on this topic Um I've got a bunch of
questions I'll just go through them in the order that they came to me if that's okay Um your slide five you mentioned infinite campus reports How does that work i know how safe to tell works What how does it work with infinite campus does that mean something happens in a school and an administrator puts it in
infinite campus yeah exactly that Yep It's just like it's the state portal It's our state portal for data collection that goes to state databases and states have um codes for certain offenses and bullying has its own code Got it So it's based on a conversation
that an adult has with a kid Yeah It's generally I would say it's generally based on like there's an incident that happened at school like maybe something I don't know disruptive in the cafeteria two two students were clearly upset with each other and you know the more that you dig into it you find out that
there's a backstory to it Got it Um on the data snapshot slide I just wanted to clarify the last bullet It says percent of students reporting they have bullied in the past 12 months Is that a typo or is it correct it should say have been bullied Y I didn't know if you were also
asking kids if they are bullied No that's not on healthy kids survey It should say been bullied That's my fault Sorry Oh no worries I thought that would be an interesting you know you look at something a thousand times Um do you see a school when you look at
disagregated I I assume you look at disagregated data about each of our schools and so if you do that do you see that schools with deans of culture have fewer incidents of bullying you know that's a really good question And I would say that's a hard one to answer
because with one exception our deans of culture are all in our secondary schools Oh right And so the elementary schools are the ones without one And in general they tend to have fewer behavior incidents of all kinds but they have higher reported rates of reported rates of bullying Yeah
Self-reporting from students right um also on the data snapshot the these numbers like 15 reported incidents this year 19 unsafe to tell in your in's experience at other districts like those numbers seem kind
of low to me Is that is that right i mean how do they compare to other how do they compare to other districts well sorry Like of comparable sign right are these numbers concerning to you yeah
I don't know exactly because I don't have access to other districts Infinite campus reports are safe to tells But you know another part that I think is interesting is that this is about under 5% of disciplinary incidents reported
which actually doesn't feel that off to me under 5% of disability What does that mean well there's a lot of different categories and codes that a school leader could use And like a category like disruption of class would
be one that would have more incidents reported than that Okay Like a significantly a significant amount more Oh do you see what I mean under 5% of total disciplinary are coded as bullying I see
Okay I just was trying to understand if these numbers are like a red flag for us or if this is they didn't shock me in terms of the amount Um you touched at the very end on cyber bullying but anecdotally it seems like
that's a big problem Um not here but I guess just um in the country Yeah Do you know like are these incidents it sounds like they might be tied some might be originate as cyber bullying or you would wrap them within the cyber bullying yeah there's not a separate code for cyber
bullying and so this would represent bullying of all kinds and I would agree with you that a decent amount of that starts at least with cyber bullying Yep Betsy to go back to your last or uh director after to go back to your last
question I think what's more alarming to me is definitely not the the number of incidents I don't feel like it's alarmingly high or low but that discrepancy of students that say you know there are times that I feel bullied
at school versus the number of incidents that are reported To me that speaks to the idea that there could be students that feel this that don't ever report it And there could be students that feel I know that there are students that feel this or experience this and they go to
counselors first like school counselors and school counselors help them work through it And they work through situations with friends before it becomes a like an actual bullying incident so they can help kids Like that's what we want to see right we want to see school counselors give students
the strategies to um to relate to each other better to speak with to each other with kindness so that it doesn't like boil over into this But still that discrepancy is what makes me ponder Yeah Yeah I mean the definition of bullying here seems like a
it seems good and thorough It also seems like a pretty high bar to reach Like it seems like a kid could be could have many incidents happen and it would it would be hard to like reach this
pretty severe threshold of of bullying Yeah And I mean I think it's part of like it's part of what the reason why I think the distinction is important is when you're helping an adolescent you know figure out how they relate to the world and to other people
Yeah And all of us know even now that there are times that you encounter really mean people or you walk away from a situation like why did that person say that but to think about that as just like this is a part of life and a part of the world and we need to learn how to address those things for for our sake
and for the other person's sake versus what is actually by definition it is a high a high bar bullying Okay Yeah Thank you Thank you for your questions Yeah Thanks so much Director after I mean director defies um thanks for bringing this presentation
Sure This is this is very helpful I appreciate that we're following through on the goal we set too to check in on the implementation and the information we gathered So thanks for that consistency Um quick question Does new teacher training in the district
currently involve specifically focused around bullying or do you share this information with new teachers or how is it how what's the professional development arm of this work look like right now uhhuh Right now it's not wrapped into new teacher orientation
except it would be wrapped in there like kind of couched under the idea of school culture in general and classroom management and who we are as a district and the the kids that we serve in terms of like our demographics I think that that would touch on it but there's not
like a certain part that's like bullying and how to address it The I think that the start of the professional development around this is actually in the fall with that really influential group of counselors deans of culture family leaison the people that have like
this immediate contact with students and to have that group who are just very highly qualified and um really good at what they do they're the ones with relationships with kids Um to to uh to
have that group train teachers who are also the ones that are that our kids love and that are the closest to them so that teachers can have all the information that we do Thanks And then along with that I just wanted to say again like I appreciate this work I want us to keep moving
forward Um obviously the board feels very strongly that bullying is I mean some people like to dismiss it because it's perception or you've felt bullied or whatever but safety is a perception and you can't learn if you don't feel safe So thank you I agree Yeah
Director Tyler thank you for your presentation My first question is how often are those secondstep lessons taught at the elementary and middle school and are they usually taught by the teacher or is it the counselor who then like comes in or
the or the um the culture i don't think the best way to answer that question is about the frequency of the lessons but it's more about like the series of the lessons There's like a series of hi I don't want to steer you wrong on
this uh director Taylor but there's a series of like five to 10 secondst step lessons specifically geared towards that so those will be taught through the year and in our elementary and middle schools and crew that we see a lot of different opportunities like almost daily to
discuss um to discuss strong character and friendships and how you treat other people and how you expect to be treated Those things might be less formal In general the uh second step lessons it
depends on the school There are some schools where at Riverview for example I know the dean of culture and the counselor they went through every home room themselves within the first two weeks of school to teach these lessons At some schools it would look more like
crew leaders that are teaching the lessons coached by uh counselors and deans I would be just curious to know more like kind of consistency with that because from my experience I've seen
maybe it not being taught that much and it's a little shocking to me when I look at the numbers because it says how often do you feel bullied at school and once in a while doesn't count as being bullied So in the elementary school it's
saying that 50% of the students feel bullied on a regular basis not just every once in a while because that one's not included So I just feel like this is something that continues to need to be
dug in and addressed maybe on a more um I don't know what kind of level some kind of level where it's held to some kind of like accountability on how that is taught Yeah I feel like we've made a lot of
progress and there's still a lot of progress to make just to like I find this little bit this little part here slightly confusing too with Panorama just the way that they report it But the options that they give students to choose from on their multiple choice panel what Panorama
reports as a favorable response is almost never only once in a while So that's what that's speaking to which I I mean I think you get that but point still taken Yeah with grades three to five In this last one 53% of students
said almost never or almost every or only once in a while So 47% have the opposite response Uhhuh Yeah Point taken Okay Thank you Yeah All right I have a couple questions Okay So what are we doing um on the off years where we're
not doing the health kids Colorado to help us capture data panorama The panorama student surveys daily is year not daily that would be a nightmare yearly And do we feel that's sufficient i'm sorry Do we feel that's sufficient i
mean I do in capturing what we're looking for to problem solve I do Um do you schools have the individual like students too yeah Yeah Um and uh when it comes to the um
prevention and intervention that you mentioned how is this being tracked how are you guys tracking that it's happening in all the schools um we track that through I would say that the way that we track that is through these monthly touch points with
deans of culture There's also monthly touch points on the first Wednesdays with our counseling team and there's weekly at least touch points with principles So it's really through like these leadership team structures that
that you know that we're monitoring and tracking that and how are we measuring it for success you know ultimately Dr Ramirez I think it's a great question and I think ultimately success is going to be measured we start to see a significant change in these numbers like through
Panorama and Healthy Kids and Safe to Tell and Infinite Campus like we want to see a significant change but I think that um you know slow change is the kind of change that lasts I don't want to see the change be too slow because there are kids that are affected like right now
and it feels immediate but the I would count as success to see a steady progress in the right direction on this year after year and what is the the goal that you guys have set for yourselves for teacher you know I don't think that one of these
measures is directly in strategic plan but Dr perk is looking right now It's not we it's a it's kind of rolled up into sense of belonging um indicators We are not in the strategic plan
targeting uh bullying as an isolated metric I mean we measure it we look at it but we don't have goals set as part of the strategic I think that would be really good for you guys to consider um for future conversations on the strategic plan If
this is something that matters to us enough that we want to make a change in a move on the numbers then we should probably set a goal and an expectation for that Um has the bleed prevention been shared with the DAC yet the presentation you
guys mentioned that you No it's not it's not really directly connected to the DAX's statutory like um responsibilities So it hasn't it hasn't come up from the DAC as a request I just thought if you guys have a presentation and you guys have parents and teachers that that's
another group you guys could get feedback from I I think it's worth thinking about in the future Um and then for your plans for um high school um in your next steps for
the age appropriate evidence-based what is the timeline for that when will that be done by we're planning for that right now to be in year one of a four-year plan on the strategic plan starts next year
So it'll be done by next year or No 1.3 is not completely fleshed out yet like in terms of timeline but but 1.3 launches next year and so that'll be like that work will start immediately next year but the completion date
wouldn't be yet Does that make sense 1.3 is in reference to strategic priority number one students centered or students first and then priority number like initiative 1.3 You'll see that when we present the year 2 strategic plan with the priorities
articulated So it'll be it'll be baked into the strategic plan initiatives next year We don't currently we haven't done those We haven't done them yet Okay Um and the staff training that you mentioned for fall 2025 is that happening every year it's going to start
this year and I imagine it becoming a part of our annual cycle with it Yeah Okay And you guys will is there a way that you guys are going to track who's taking that or who has done the training yeah for sure I mean this initial one
this will happen before school starts even and we'll have all the members that I um like all the members that I mentioned will have attendance and things like that We'll make sure that there's folks from every school Great Yeah Um and last question how are you
guys um tracking that your counselors and like important staff that needs to be um up to date on our policies and practices when it pertains to this policy how are you guys tracking that tracking or ensuring that it happens Well ensuring I guess that it happens
like is there any accountability to make sure it's it is happening or are we just assuming that they know it's happening and what what what part do you mean it's happening um like for example this policy that you guys just updated Yeah that'll be the purpose of this of this
annual like kickoff with the district SST which includes all those members from every school So we um we use that opportunity to make sure that everyone understands is in in is in alignment with that and then we'll follow up with
um with those teams That looks like a close read unpacking what parts are like I'm going to draw your attention to this section Let's discuss what's confusing about it What situations do you think it applies to so it's like an unpacking right i just think it's important especially to like
the points I think we've all made of making sure that when students are approaching counselors with their concerns of it might be bullying I'm not sure that our staff actually is up to date on what we're saying we're doing in
our policies and practices so that we have like efficacy So you know I think that is something really important for the team to flag of like how are we going to make sure that you know not just one school counselor at a high school is trained but that all the
school counselors Oh yeah Yeah That's the plan is to train every school counselor to have representatives from the deans of culture from the counselors from the family leaison all those all those members at schools that have those immediate touch points and I think that the first most important thing is that
everyone is really fluent in that policy and has the chance to engage with it to ask questions about it and to consider how that policy looks in real life and I appreciate that commitment and again I think it's really important for
us to try to put a goal next to that to make sure that there's follow through Yeah You know I would also add that one of the things that we've really grappled with this year as we've tightened up this policy and have begun to implement it is that in a lot of ways when we think about incidents of bullying and
you saw the percentage of total disciplinary incidents that actually fit into the bucket of bullying If you actually if we go say further upstream and if if we have schools with a culture and climate that is inclusive respectful
where kids feel seen and valued and heard and respected by their peers we are really going to minimize all sorts of incidences including bullying And so there's some tension between how much do we make bullying its own headline and
its own defining item in taking over staff training and orientation when really if we step back and have tighter practices around culture and climate around how we relate to each other how kids become good friends um we're going
to really mitigate the kinds of instances that lead to bullying And so it's been an interesting challenge um as the team has grappled with this work of how do we make education and prevention education and and resources around
bullying not feel like a one-off that we're just doing to check a box when we're not actually fixing the issues that are deeper at school that are like kids are being mean to me kids are mean to each other Um and we have to address that because a lot of kids are calling that bullying and when we investigate
it's not But if we solved for meanness if we solved for the way kids use language with each other the way they talk to each other and interact we could really mitigate this And so you know when we talk about the accountability and the pieces like we have really tight accountability that that uh Joel has led
with the deans with school leaders around requiring that every school has a a school culture plan They're tight There's a lot of accountability there the work he and his team have led around the disciplinary matrix and how we respond to incidences including bullying is incredibly tight and consistent We're
getting much better data We're looking at that data We're tracking that data Bullying is a sliver of that But there are much bigger issues And so I just I want to name that because if we I would say in some respects we have to hit the right balance of absolutely addressing
bullying when it's happening headon doing the investigations doing all the right steps really working to support kids that are experiencing this from either the side of a bully or a victim And we also need to make sure that we're moving things together and
not overdoing it on bullying and missing the forest for the trees if that if that makes sense And so I do feel like the the consistency that has really you know if you remember so much of this work with Joel's leadership his position
deans goes way back to the learning acceleration plan that came about under under previous leadership that was really about strengthening school culture and climate making sure that our school leaders had the time to invest in coaching to drive teacher quality Um and
so this this work I think is much deeper and bigger than bullying And so I don't want us to lose sight of only looking at bullying and failing to look at disciplinary trends and school culture and climate because it's it's in many ways a symptom And if we don't get to
root causes of school culture and climate we're overworking something I appreciate that Um we're going to move into five minutes for comments and questions from the board Anybody have any comments or questions i'll just add thank you to the team for
this uh presentation you know Anna I appreciate uh Superintendent Cole I appreciate so much your feedback and I I think really what's important um to to mention and you know um Joel you mentioned at the beginning and director
alluded to it too of you know having safety like the perception of safety and I think for a lot of families especially in this political climate that feels very differently and we need to be able to close gaps and have systems in place that are good and
are effective And I I appreciate the work that's been done to update this policy and to u make sure that we have a school culture plan at every school I think that's important Um and I don't want to take away from us like working
towards um creating school belonging and our strategic plan Um but I think it's really important for us even looking at this data that you presented today um to re like recognize and really deal with the fact that people students our
students um might not be reporting or sharing or you know necessarily like feeling comfortable enough to bring some of these concerns forward And so as much as I I do want us to like really aim for
problem solving systems I want to be really realistic to where we're at today and I want to make sure that we plan for like having a safety net for these kids I have one other question to you pathway Have you had any kind
of like qu Have you asked staff and gotten feedback from staff about what they feel is the effectiveness of the second step program that they're using i haven't But I know Yeah I know that Dr Park has I know
that Kelly Medina has There's there's been conversations and I think that there's you know there's mixed feelings about that as a program I don't think any one um like social emotional curriculum is necessarily the magic bullet for anything
Um but I think that it's important to I think it's important to have some alignment across the schools on the messages that our kids are hearing I agree The only other thing I would add is um second step units for the entire grade There's 20 lessons total and so that's
not 175 days of school And so sometimes it's like I can teach the lesson I can reinforce them through crew but if you know you're a young or or less experienced person without the language you might be seeking something that you have more often Um I do know that our
all of our middle schools do use it and appreciate it and leverage those lessons too And there we have some elementary schools who are exploring and using trying other things like conscious discipline or the zones of regulation and they all hit very similar things other than the castle framework The only other thing I wanted to add to Dr Co's
point was we had a lot of conversation actually about how many of the metrics from Panorama specifically on bullying are we going to include here and when we pulled out and actually looked at the um uh the initiative goal of integration and it it wasn't necessarily
um address bullying as the biggest problem although again like it is a symptom of it but really thinking about how we're integrating culturally competent strengthbased social emotional skill building and supports in school throughout the day and part of that is what's curriculum that we have what are the structures that we set up how do we
use the language here and we are monitoring things like are we reducing suspensions what kind of disciplined incidents are there because the bullying question is one in panorama of 40 I want to say right and so and each of those questions we can say we really should focus on these we're not going to focus
on any of them if we have 40 so that's all I want to add yeah thank you and I was asking that second step question because I've heard feedback from teachers that have felt that it's not a very engaging curriculum and to make it engaging it
takes a lot of adding to that Yeah And I would agree Um and I think that um especially as an as former elementary school teacher it's often the thing you're like I have six subjects to be teaching I just need something and it is
time and energy So um there are schools exploring other things I think that's great And I would say that that to what you just heard Dr Park and Joel share where we really wanted to start by pushing was consistency that we could answer the question do we have a curriculum that's been adopted
thoughtfully yes we do Um we have talked a lot about an SEAL curriculum adoption process And so I wouldn't be surprised if that shows up in years 3 four or five of strategic priority number one students first um because of that
because qualitatively we've heard that like the second step's still really doing it for us and we've to be honest we we are trying to find um sometimes things like we're trying to choose our battles and not do everything all at once and anal curriculum adoption
process is a big deal and this and it absolutely has been talked about where we started with was let's at least consistently implement the one that we have so that if and when we're ready to do that curriculum adoption process we're all starting from the same place So I think we're still sitting in that place Um and we'll have to gauge
capacity and priorities in the coming years but I I wouldn't be surprised if that shows up because it's definitely been talked about by the student services team Last thing I was going to say is I really appreciate both what Dr Cole and what Dr Park said I learn a lot from
them all the time And and like really the the key message there to me was that talking about just bullying in the bigger context of behavior how people get along social
emotional learning It's kind of like just focusing on like sore throats in the middle of a flu epidemic right there's something else going on You just don't want to be focused on this one small piece And yet that said this presentation was about
bullying Yeah this presentation was about bullying And I really appreciate the amount of time that we had to just focus just on that one really focused small area And I appreciate the attention to it and that that you all care I do too I know everyone here does
So thank you for your time Yep Thank you Thanks Thank you Okay The next business in order is a CFO update from Chief Chcoin We will begin with director DFI Thanks Chief Shcoin for the work we did in the session prior to this on the
revenues That was very helpful and um demonstrates your thoroughess and consideration for a lot of moving parts that are dependent on the state legislature which finally gave us some answers kind of kind of Yeah Yeah And so um again I I really
appreciate your time on that I don't have a lot of questions about your memo Um I also am glad to hear that we're on track for the timeline that we agreed on for the budget That's critical and um thank you So all I have Thank you
Director Titler I do feel like my questions have been answered So thank you for putting out um veryformational little blurb I just want to add for people who might be listening that and
maybe you'll talk about this but I guess not if we're just asking questions about the fact that the state has once again gone to averaging or we believe that they're going to go to averaging and so that is helping us out in our budget a little bit and I also was comforted in
our work session by hearing that um the federal budget that we count on also seems pretty secure for the 2526 school So thank you Great Thanks Um since we had a um
finance committee meeting Monday and then a work session on the revenue side Um I'm up to speed on that and feel comfortable with where we are there In your memo in the second bullet you talked you mentioned um on the expenditure side it looks like the
district can afford to pay for employee only PO9 cost for health insurance for 2526 which is great and I know took a lot of number crunching on your from your team Um can you just say uh a little bit more about when we'll get
like a final recommendation on that so that folks are aware oh thank you Um Anna do you want to go ahead and chime in on that sure thing Yeah we'll bring up a a formal action for the board and that like formal recommendation from the committee to the next board meeting which is May 14th Um we're going to have
to start moving on that recommendation but again we'll have that formal action from you all on the 14th and then of course you you as the budget approvers will have the ultimate approval through the budget process Great Thank you
Mhm Um Chucha Queen is there anything that you feel is pertinent to share with community um I think it was a big push to get to that PO9 and important for our employees to make sure we can rec recruit and retain and that's why we work so hard to
meet this deadline um prior to our open enrollment Um and it actually is setting our our course to be on track with our timelines as you guys have mentioned which I'm really excited about Um it's setting us up for a great budget season
Uh the next uh board meeting in May is going to be a lot more robust on the expenditure side and we're going to be able to start really delving into some of the the board's questions on that Um as we are starting to finalize these budgets shortly So we're going to really
start to get into this finalization phase Um the the focus of this budget year has really been on the general fund Uh and for good reason because we were really trying to rightsize all of our budgets districtwide Um that's a really important goal because right sizing
means that they're the they're the amount of money we're going to spend and it makes sense um in accordance with the strategy of the organization and and trying to make sure that everything is efficient in the organization And so it's a really exciting um thing to
accomplish for this year We still are going to have to do a lot of work on our other uh excuse me our other funds such as the grant fund such as charter school fund and all of these other funds that um early childhood education that we have a big push on yet uh to get to
across the finish line Thank you And um as a member of finance committee I also appreciate so much your guys' time to meet with us to have the opportunity to like dive deep into some of these conversations and ask some of
the questions that are used to prep before our board meetings Um you know I I think um it goes without saying that the board appreciates your guys' time on this topic I know it's been a lot of cleaning up and fixing and readjusting
Um but we really appreciate the time you guys have spent and making sure that we as a board are aware of all of the ins and outs of our new budget and what we're looking at for the next incoming year Thank you Okay Thank you I would just
like to add also I appreciate Chief Shaquoin your attention to detail I appreciate your thoroughess I appreciate how you are open to questions and answer and that you're always ready to answer
the questions and have that great depth and knowledge And I also appreciate you are taking a conservative approach to the budget and making sure that we're keeping ourselves in a strong financial position So thank you Thank you Are there any more
comments or questions from the board okay Okay Thank you Thank you Thanks Okay at this time we will welcome members of the public who have signed up to address the board There are zero speakers signed up tonight Um members of the public who wish to
share their views with the board may also do so in writing at any time for this evening's public comment We received zero written comments The next business in order is the approval of the consent agenda which includes routine personnel minutes from our previous board meeting and approval
of the policies AC GBA GBA GCE/GCF GDE GDF regulations ILBC- AC-R1 and
AC-R3 and exhibits ACE1 and ACE2 Directors are there any items that you would like to pull off the consent agenda for a separate discussion and vote i would like to please pull off ILBC for a separate discussion
Do I have a second oh second Call for a vote Director I director Hi Director RmIrez Hi Director Tidler Hi Okay we will have two minutes to each
board member will now have two minutes to um share their questions or comments regarding I LBC R We'll begin with Director Tyler Thank you Um on the the review and the
implementation of a read plan I have a question about the components of the read plan specifically Um it said at the minimum the students plan will include reference to the students language proficiency status to inform a read plan
And it seemed like that was an addition there Can you tell us what kind of um how is this a student's language proficiency status informing the read plan versus not having that on there like what part does uh how does that students
proficiency status inform the read plan one of the things that we had discussed in a past discussion is how teachers are con considering a student's language levels in the language or literacy goals that they're creating And so in order to
pull it appropriately they would need to know what their language status level is And typically for a student correct me if I'm wrong if they're not an emerging bilingual student then they would have literacy goals outlined in the plan but um may not necessarily have
a separate language development goal And with this language development goal there's also a part in the plan that talks about how the students progress towards achieving this will be at a minimum um have updates to the parents
two times a year during conferences How is this given to the parents like this details about the read plan typically discussed in the um if it's not in the conference then uh they may be sent home and discussed together or the parent
contacts the sorry the teacher contacts the parents to talk through the plan So for example in um sess in situations where there's studentled conferences then the teacher is contacting the parents separately twice
a year to talk about that I mean I can't speak to every single teacher's like uh separate process but the expectation is that the students who are on read plans are communicated with families here and that's typically aligned with
report card time root conferences time Um is there a specific concern or question underneath that yes I guess my concern is that it saying as part of the
implementation of the replan is that um just that the school personnel will be making this effort to communicate with the parents and the guardians and to give progress about including the home reading strategies
And I'm just curious in what form that happens It seems hard to think in a parent teacher conference that that is happening as part of that
progress And I guess I just like what assurances and what kind of um tracking are we doing to see that this is indeed happening Aside from the communication that we send to school leaders and teachers and all the folks who are overseeing
implementation of a plan we do get regular communication about that requirement Um I I don't we don't have affidavit that they sign or anything but I think that um I'm wondering if what's underneath your question is how are we confirming that it's happening yeah
basically Yeah Um I I can't say that we have a hey loop back and confirm and check this box that you've done this but that we do see in educ for example which is where the read plans are housed where they are updated and exited and um or updated and so the teacher would need to
be in there to to do that Okay thank you Director after I don't have any questions Director Depes no questions Um I will just add a thanks to the team I know we've had a couple runs a couple
of conversations around um this regulation and thank you to Director Titler um for um his questions and his effort and trying to make sure that we um included as much language here um we and policy committee discussed um h how
the policy itself um will carry some of that language and accountability that we were looking for and so I just appreciate the team working through with the board to make sure that this regulation um came to this to this place
So thank you for your collaboration on this We'll have uh five minutes of open discussion if any board members have any further questions Okay we call for a vote Director After Hi Director to Freddy's Do we have a motion we're voting to
approve it Oh yeah Yeah Sorry Can I get a motion to approve um I LBC R i move that we approve LVC-R I I LVC-R Thank you
I second Yep Director I director Director Ramirez I Director Tidler Hi Thank you Okay Okay The next business in order is
discussion on policies IHBA JB JBB JF JFBA JICDD and JICDE Each board member will now have two minutes to share comments or questions and we will begin with Director Titler I can interrupt really quick Joining us is Amy Fairbanks who is
the director of the culturally and linguistically diverse education department Amy is um does a number of things across our district but has had a significant role in the revisions that you're seeing coming to IHBA and um she was here So it felt
really important that you get to speak directly with our in-house expert on this if you have questions related to that So excited to introduce you to Amy Thank you Go ahead Director Taylor I would like to say I appreciate the additions to IHBA
that have been added especially the template for the board review of the CLLDE reviews I think it's a very positive move forward and especially in the information how those data kernels will be able to report out by schools and programs to support that programming
I think that's great and I appreciate the part talking about the inclusion of using um second language as a part of how
um instruction is given I do have a question about the part where um it says that um all program models will doesn't be designed to promote biiteracy and I'm
curious about how that would happen in a English language development program Um so the basis for our English language development programming in our like our traditional English schools is based on a transl languaging pedigogy So even though the class is called English
language development we focus on how do we make connections to students first language as they're adding English to their repertoire So it's based on a transl languaging pedigogy It's not as high quality or not high quality it's
not as um efficient I guess you could say as a dual language program that's really has specific time to teach in that language Um but it still develops bilingual identities and aims to make those
connections for students Okay Um I appreciate also how IHBA was given out to that panel of experts to take a look at My only and I like the input I saw on that My question
about that is and it says in the that was brought up by my asking for a re look at this IHBA Part of looking at that was in my original ask was to ask about how we as
a district are meeting bilingual learners emerging bilingual learners need for having their um input being comprehensible and also asking about how the how different
linguistic and academic needs are for students who don't speak English And with that in mind I'm curious about was that ever brought up with the panel because from the way I understood
looking at it the revisions were by after this had already been changed and there wasn't any input on whether comprehensible input should be included or should there be any different programming because of not
speaking English So comprehensible input is part of pedigogy right it's part of how we instruct um content area and add language at the same time as content standards Um one thing that the the
experts added was culturally responsive and culturally sustaining instruction And that includes things like comprehensible input um and comprehensible output um effective filter all of those things that we know
are necessary to have in the classroom So I feel like it's encompassed in in those big ideas that they suggested to put in Okay Um Director Ramirez I can I ask for a couple extra minutes would you like two
two extra minutes yes please Um I would also ask the question of I'm understanding through the way that future data will be reported to us that we will be getting a lot more
um we'll be looking deeper programs and seeing how that data is disagregated My question is based on the that I'm going to ask of now is is can any of would you some of you speak to what differences are we doing
specifically this year for our elementary emerging bilingual that we haven't done in years past I would say we're really focusing on formative language assessments in the four-step process Um we've been really working on implementing
um it's called the fourstep process and we gather students language samples and we analyze those language samples um through four lenses through the um the language of the the genre like is it a narrative or an argumentative paper and
then and little kids can write those and uh and then um through other three other lenses which is the word sentence and discourse level and then through that anal analyzing of the student's writing We target what is that one big thing or two big things that we could coach the
student on in a student conference to help them move to the next zone of language development We've been starting to put um our conferences in a student data tracker so that we can move them along Um it's kind of complicated It
takes some professional development and and time learning how to analyze student writing through those four lenses So I think that's something new that we're really trying to make routine We've been working on understanding it but now it's it's um this year we've been actually
putting student data and feedback that we've been giving them in a data tracker And is that mostly just on the the modality of writing then or is that in just language in general yeah So we're looking at the expressive writing is
that really complicated language domain that kind of comes towards the end And it we also see that it's what kind of holds kids back from moving to that next zone of language development in particular like level three to level four And level three is like in the middle and four is when we can redesate
students That's the hardest level to move out of So we're really targeting kids that are at that level And I guess the reason I asked this what have we been doing like this year if we look back the last six years that our
median growth percentile for students for the last six years for elementary ELA has been under 50% 50th percentile for six years running and so and including in 2024 it
was in the 42nd percentile and so these last six years have shown us getting further behind further behind further behind year after year after year after year for our um growth for our um language learners
So I'm curious what change we're instituting to reverse that And I believe the writing is a great start I'm curious if there's other things that we're like specifically changing and moving forward with Are you
talking about one school because all the elementary schools have 56 medium growth percentile Are you talking about one school are you talking about access or I'm talking about not access I'm talking about Cass And if we're looking at our CAMASS data which is our big data that we're looking at as far as growth for
six years running we've been 38th percentile 46th 46th 33rd 39 and 42nd And that shows that we're behind six years ago in this data And since those six years we've gotten further behind year after year after year which tells
me that there is some kind of change that needs to be instituted I think what we I can talk to that is our program is not just the EL time in the elementary schools but it's all day And one thing that I've noticed about our elementary schools is that we haven't always had a
a full-time coach in all of our elementary schools a full-time CLLD coach And next year we will have them in all but one And the one school that isn't going to have um a coach has 62.5
million growth percentile in access Um so I feel like that those those experts whose job is to help regular classroom teachers um with job embedded frequent sustainable professional development can help impact the content areas that are
outside of the EL time Okay Thank you Yeah And I would also name that there are other additionally in the same six years we've seen student attendance drop off substantially And when you look at our disagregated student attendance data our
students of color are attending school a lot less than our angle of students So we absolutely in the last year and a half two years have been pushing a lot harder on attendance supports making sure kids are at school because in the same time we've seen that declining performance we're seeing declining
enroll or declining attendance Um so those have been issues that we've also been trying to tackle is getting kids into class regularly consistently every day because we're not seeing it and kids missing 10% of school are missing substantial amounts of instruction Um and so I think a additionally a lot of
the work that we've we've been doing that is maybe outside but again similarly like upstream to the work is trying to get kids in the building um consistently because we're really losing a lot of instruction when we have those interruptions Um there are different
challenges now than there were four months ago for a lot of our families in terms of feeling we talked have talked about safety tonight Um feeling safe at school feeling um that showing up in public spaces is something that can be safe something impacting our kids and
families Um and so in some respects the current context feels like an uphill battle but there are a number I think of other complicating factors as well Um I don't want to imply causation or correlation with this data but I would say there's there's complicated pieces
that also contribute Thank you director after Great Thank you Nice to meet you Thanks for being here on um Sorry I always get the letters mixed
up IHBA Um can you So as noted in the staff memo this was reviewed and um the team consulted with it looks like quite quite a few experts internal to the district and external to the
district in putting this together Um can you talk through a little bit about the process that you use to ensure that this um policy these changes to the policy are appropriate for our district and this kind of high level feedback that you were able to receive by putting it
through this round of expert feedback I sent them our policy and I asked them the previous policy the previous one and I asked them um what would make this a good policy Is there something wrong is there something
missing um I would just love your feedback and if you aren't the expert could you lead me to someone who is and I got a a great response from these experts adding um their thoughts and feedback to it and we just compiled it
all in one I would also add then we reviewed their suggestions and discussed together Is this appropriate does this align for what we need in our district would we keep this or not so it it was a review but not a wholesale Let's accept everything and just do it We did have another round of analysis and review
Then after we looked at it I took it to the CLLE leadership team and had them the our internal people saw it last Can I just add Can you speak to the relationship that you already have with
these consultants that in their familiarity with our programming does that make sense oh yeah These weren't cold calls No these aren't cold calls I I've know I know I've known Jorge Garcia since 1996 and worked with him on many different levels both as an employee and
as a colleague and as a a board director on the Colorado Association for Bilingual Education Um same with Tanya Hogan who is the current executive director of the Bueno Center Um I've known Morgan Cox for about 25 years who is our director at CLLDE Um Dr Sue
Hopewell I actually met her when she was teaching fourth grade in a dual language school and I was the bilingual schools coordinator and she since went on to become a professor at CU Boulder Um Esther De Jang is she's been a president of Cotisaw and has spoken at
national conferences and is now at in Colorado and has been working with me in a small group of western slope directors and and running our meetings with us So I asked her for help Jess Jessica Martinez is the director of CLTE in
Eagle County and I've known her for about 20 years So she's a long-term colleague and we collaborate a lot because we're sister districts Um and then our Roaring Fork schools leadership team are all here and they're all um very highly qualified um
and I respect their opinions and um their expertise is phenomenal So I was glad to have their eyes on this document as well And what was the was there a consensus or a push that they gave you when come when revising the policy did
they feel like it could be more um I don't know what the right word is like progressive or like hold it to a higher standard or or was it was that as it was because it looks like it has a lot of markups and I'm just thinking you know for someone who's not
really steeped in this and who hasn't been um fully part of the process um it'd be helpful to understand like how how going through that process took it to the next level I they they just um I think what they
they come at it with a lens of equity and away steering away from hierarchy and like we have to help and lift up or deny right you can either affirm or support or it's up to us Like words like
empower that we had and wasn't okay with them and they were like that implies something that maybe you don't want to ha have implied right so they just had lots of really good feedback like that to make the work work um the wording
more aligned with social justice and equity rather than having like a hierarchy of of um a dominant culture over another culture or a dominant language over another language and I
really appreciate that from Great Um I have a couple questions about the other policies in the memo Um or I guess one overarching question which is just to confirm from my read on the memo as well as the um individual separate policies is that once again just like
last week we are making technical updates as recommended by CASBY to um to con to conform with title n changes as of the last few months And so this is kind of a compliance box we're checking
for all of the rest of the policies described in the memo Yes And it's just changed from um sex based harassment to sexual harassment Yeah And I noticed there was some um like marital something about family
composition change too That's also being directed by CDE or sorry by CASP title Nit federal rules around title N okay require the changes Okay Um thank you
Thanks Uh Director Defried uh thank you for your time and all the directors who have uh dived deep into this Um with I HBA if we're doing the same thing over
and over again it's not working We can't keep doing that Obviously just at the high level can you remind me what changes have been made to try to improve those numbers um you don't have to go into details but if you what are the changes that we've made in the past 5 to 6
years I would say we're heavily coaching and providing professional development to our content area and grade level teachers um on a monthly sometimes bi-weekly basis depending on what school you're in I think there's been a huge focus most recently on ory and writing
and linking that together so oracy is the language needed to talk about the texture reading and the texture writing and linking those two So those are the two big things that just popped into my head right now Um the presence of full-time skilled
coaches in our schools was not something that was present three years ago Um it was primarily there's either no coach or halftime at most schools and so or um school budgets were allocated coach but didn't necessarily use it for that And so there's me there were many more
supports through that lens our high schools middle schools all have full-time CLLD coaches now Most of our elementary schools do as well And that that focus support plus the development and the expertise that comes in is something that is different and it is a focus I think a common misconception is
that their only focus is on ELD when it's actually the rest of the day and what's happening throughout because um a child's language development is not limited to 40 minutes a day right it's throughout And so that's been a big focus Thank you Thanks for asking that question We're
really proud of the hard work that all of our CLLD coaches are doing Thank you to the team uh for your work on this You know I I think one of the um the realities I think of this board is we we really right now that we're in this
process of refining policies it matters to us deeply that we like have the right language in these Um and so you know I think for us as a board um and as board members like we care deeply that we're trying as much as possible to
um like be able to find solutions and help the district move forward in a positive way for students So I really appreciate your guys's commitment to going out to your networks and trying to find feedback I think that's a really important strategy that we should
continue to utilize when it comes to policies like this Um and then you know obviously just with our stakeholders as well like I think it's so incredibly important for us to really refine as much as possible our policies as we're going through them and be able to really
say like how can we make sure that there is either accountabil accountability language in them Um but also making sure that like what is in there is we're doing it or we need to do it or it's
working Um I wanted to mention just a couple of things I had like an edit Um I added uh board of education to the IHBA just so that it's aligned with everything else Um and then on JICDE I just went over through it We would we
did go over it in policy committee but after a conversation today I just read it with different eyes and I wanted to just add a few edits Um I think electronically transmitted expressions and I added the word including cyber
bullying Um I I think we should um update that And then um oh there was one more um to cause social physical mental emotional harm I think social is important to to add I
feel like that word maybe was missing Um so we can bring this back to policy committee if we want to have a conversation on it That's fine I just wanted to make note that I just added that to this policy right now the first read Um we'll open it up to the board
for questions and comments Um I just wanted to thank Director Titler for the push on this and for the te to the team for um being there for it and I know there was a lot of conversation the back and forth and I think ultimately the product that came
out of those conversations is worthwhile So thank you all And I would like to also say thank you to Chief Fairbanks for all of your work that you brought to the district When I got to sit in on your um PD it was
always very productive and it was very effective and I appreciate the changes that we have and bringing in ory and making that an important part of what happens in any lesson and
the as um Dr Dr Parks you've said and how it's beyond just the 40 minutes or 45 minutes of ELLL that's important to look at and I don't want to take away any of those positive interactions and those great things that are being done
And with the full-time CLLDE coaches I find that a very positive step forward With all that being said we're still not seeing that change when we're looking at our median growth percentile And I understand access scores are
higher and I am curious to also understand the difference why we continue to have really positive access scores but our not access scores Our report card scores are low and they're going down and those aren't together And so I'm
curious as to why those aren't together But I also would go back a little bit to what director defraes is saying is that what ch if we're not making progress we need to do something different and we
have been pushing wars and we know the importance of that and we have been having the CLLD coaches yet in the last three years at the high school our medium growth percentile is down year after year after year at the high school too with those coaches and so if the
changes that we're putting in place aren't giving us that change that we're looking for What other changes are we needing to make and I sincerely believe it is not that the
teachers aren't doing their best job And I do believe that they're doing the very best job that they can and are trying to incorporate SCOP and are trying to incorporate the sheltered instruction and are trying to incorporate the
language models and trying to use sentence and word and all of those things that we're asking Somehow though doing that is still not built in the scales And so what other changes like do
anybody have any thoughts on like what other changes that might be one of the things that we that we're working on right now that's a big change is a daily lesson design from the strategic priority is it 2.5 I think
rigorous learning for all and one of the actions is to um support teachers uh understanding of a daily lesson design centered on emerging bilingual students I think that's going to be a big game changer for us and that's something
that's truly different than what we've done before Has there been any looks at changing our programming as far as times and structures because that seems like something that we haven't per se looked at is been teaching methods more and
fidelity Do you mean program model or do you mean what do you mean by program time groupings time focus and I agree like as you were saying having that time where we have this lesson plan
where they can have language mo language objectives and it's still very hard in a very big grouping to do that Have we talked about groupings and what those groupings can look like so that delivery of lessons can be more focused on the
needs of the emerging bilingual for their needs I haven't sat in on every data dialogue discussion at schools but I know that they're looking at data and then they make flexible groupings particularly in the elementary school when they're like making intervention groups or small
group instruction They're using data to do that But um I don't know about I don't I'm not sure I completely understand the question Do you mean like grouping like uh if I'm an ELD1 or ELD2 ELD 3 having class like that or
something that's outside of ELD class i guess I'm thinking because we do do that Yeah we we have like we have set criteria for groups one class or you're in the ED I understand there's the EL and that's during the ELLL time or I don't think I'm calling the right tech
terminology It's okay Um and that I understand there's that grouping during that time but outside of ELD time it seems like most classes are just your you have your class And I
understand that the teacher can be focused on the needs of the emerging bilingual student but still to focus and dig down and really get into the nitty-gritty of what is needed for that
student is so disparit from what is the need of the Anglo on grade level student that it's very difficult in the traditional way we are running classes to have a teacher have to do this and so right it's hard to
differentiate for all the different language levels So I guess my question is the groupings would be is there something we're looking at doing something where there is more groupings by language needs throughout the day beyond the EL time Yes In particular in
our high schools and our high schools altogether had a medium growth percentile and access of 65 We um we group those students by their uh if they're a newcomer they're in a newcomer cohort So they have math science social
studies um in new a newcomer version of it Um and then strategically um if they're in a proficiency level two the next year they're in heter heterogeneous mixed groups but we try to group them together so that we can really target their needs And that and I
think we do that really well at high school Where are we doing that at all at elementary and middle right we we um make groups for EL by their language perfect right but again it's the ELD and it's not the rest of the day right
i think it's because there's so many students lot of students I think the other things we have to grapple with is if we had our brothers and could staff every single class and course we wanted to that would be grand Um and that's one of it's and I don't say that to say we can never do it in elementary middle but
those are couple balanced with that and are we um ensuring not to unnecessarily segregate kids when actually there we should be really thoughtful in how we're um mixing in heterogeneous groups too what we don't want to have as a situation where we have five different
tracks of kids it's not going to develop your language and so um all of those contextual factors are ones that go into the discussions at schools too when They're thinking about programming classes groupings interventions small group the small groups So but again
we're doing that at high school and we're saying it's okay to do at high school So you're doing that at elementary too for like small group instruction and interventions We look at not just but outside of interventions like in the high school they're like whole classes for like newcomers right
and where is that class set up at the elementary or middle school level where we're running that same type of model when they have an ELD pull out class in elementary school they do grouping space by their proficiency level Right Again in the ELD class but outside of that
time they're in heterogeneous mixed groups We're going to table this discussion That makes sense I appreciate your time Yeah no problem And um if there are any other questions Director Taylor feel free to speak to me or Catherine or Director Kenberg and we're happy to
bring them to policy committee if needed Thank you team Yeah thank you Okay the next business in order is a district accountability committee update from Brian Snow Each board member will have two minutes to share comments or ask questions
the presentation Good evening Thanks for inviting me to uh speak tonight Um on behalf of the rest of the district accountability committee I appreciate this opportunity Let's see Okay
Um just a just a quick refresher about our group Um the DAC is a parent-driven organization responsible for providing meaningful input to the RF school board We exist to provide the district's parents with a voice in board
business One of the DAC's main functions is to provide you all with budget recommendations This looks different across different districts of course Um some do a great job some don't Um here in the Royan Fork School District um when the budget gets finalized late in
the academic year next month or June um we want to provide our input as early in the year as possible to plant our ideas and priorities into the board's inquiries We also want to link our recommendations to another um of the DAC
functions and that's providing feedback on the district's um unified improvement plan District administration has done a great job in bringing the importance of the UIP um to the forefront That said there are recommendations there that the board should track through the budget
process to ensure that the district is providing the resources to implement its plans Or so that has been the approach the past couple of years since that was formed Um obviously this school year has been marked by unexpected upheaval in
our finances our demographics and our planning Accordingly this year's recommendations will be driven by those circumstances But first I wanted to revisit the DAX's thoughts on last year's budget Um in normal times our view is that the budget and the UIP must
be in sync We view the budget as a series of resource allocations that should be driven by that simple approach Is a district choosing the right new priorities do they align with what's outlined in the improvement plan sorry there we go
Um so last year the DAC highlighted um professional development for staff as an important focus of the budget Um in addition we wanted the board to ask why centralized instruction and support activities um were not being directed
were not being directly allocated to schools And finally the DACK argued that properly funded in instructional support and service programs are vital for serving all students and ensuring that they thrive in the
classroom That was last year's approach Um I wanted to point that out because obviously this year um we're in a little bit of a different place Um so a couple of weeks back or a few
weeks back um we on the DAC presented our um recommendations on the UIP So I want to tie this all together Um when we presented um here those three recommendations on how best to address
student performance um priorities outlined in the UIP we argued that whole school wellness um would improve attendance Partnering with caregivers and families would further ensure students make it to class Um and we
advocated for um cultivating connections with students that would enhance their sense of belonging and entice them to attend and focus on their academics So keeping all that in mind um I wanted to do Sorry I didn't do a great
job with these transitions Obviously I wanted them to all pop up but I'm better with Excel than PowerPoint Sorry about that Um so keeping that all that in mind um I did want to give a quick update on the current state of the DAC I know um we've talked about this um
in the past but um this year has been a one of transition for our group Um we lost our chair and several seasoned members um at the start of the year We're currently in the middle of a very active recruiting process Um we have added a number of new folks this spring
Um but we are certainly still desperately in need of teachers administrators and other people who could bring expertise and um and a deep knowledge of education to the deck Um we have um you know we brought on
some very engaged parents um but um none of them have um great deal of knowledge about the district and and education in general So um you know we're still getting people up to speed and that's going to take some time
Um so with that being said you know in in prior years the DAC was also given the opportunity to review the budget um early on in the process to allow us time to digest it to come up with questions and suggestions Um but obviously this year was a little bit of an anomaly Um
the numerous versions and updates and the budget that made that um tough Um so what we did um as a group we decided rather than focus on specifics um tonight we would lean in on the accountability piece of the district
accountability committee Um so put together a few things Um so first um I did want to mention that you know
as a kind of connection between schools and the and this board um you know we have been approached and we've heard from a number of parents um community members teachers um that have ex many have expressed serious concerns about
the financial impact um you know both in the short term and the long term of the financial issues that are at play in our district Not that you don't know that Um I just wanted to kind of reiterate that that's we've heard that as well Um from the insurance um issues
to the errors in the budgeting process Many people have expressed um concerns and are very troubled by the significant and avoidable errors that could impact their students um their favorite teachers um and the like one one
question that kept kind of rising up was the the why the what happened Um and then the fall question was always um what's being done to avoid a repeat So that's what the DAC wanted to ask of this board What is the plan
moving forward um are there quality controls being implemented um are there are there systemic improvements built um in in
this plan that would impact all aspects of the district budgeting and planning process Um and so those are the questions Some of the recommendations that we have for this is the DAC would like to see um greater investment in automation
um which we believe would remove some human error which happened obviously um free up people's time to do more and better analysis instead of just data entry Um in addition we suggest hiring additional staff and the finance and accounting teams Um while it may seem
counterproductive um to hire more administrative staff during a budget crunch um we believe it's um a worthwhile investment to allocate more resources to ensure that these budget errors um are not
repeated Um so in conclusion um everybody on the deck myself included um we know that this board and Dr Cole and the leadership team are well aware of all these issues and have taken steps to
ensure and shore up the um finances this year and beyond Um and they have created a plan to address these errors Um but we on the deck want to emphasize that these plans need to be concrete actionable and communicated to the community uh with as
much transparency as possible Um you know we look forward to the next budget cycle So in the fall um when the DAC will have more time and wherewithal to deep dive into the district finances and once again be a voice for parents and the community and what is an
incredibly important process Thank you Thank you We'll begin with director after Great Thanks Thanks Ryan Um this is a good push for us um as a board I'm
sorry I appreciate it and I appreciate your time coming out here tonight Sure Um and all the work you're doing on behalf of the district for the uh in your leadership of the DAC Um since you're on the finance committee with us I'm curious do you feel like that has
been has that been helpful in for you as a DAC representative has that been helpful in um uh understanding some the answers to some of your these questions about what is the plan moving forward and do you
feel like that's been a good because um my understanding is it's the first time we've had a well it's the first time we've had a finance committee so it's the first time that the act has been part of the finance committee um and do you feel like that's been a positive move certainly um I think I had a bullet
point on that I skipped over it but um yes to your point This is the first time um that the DAC has had representation on the finance committee It has been extremely helpful um to be able to distill some of these very challenging
topics into something that folks that aren't necessarily understand you know the complexities of of school finance myself included I am a finance person That's my my job And I still am challenged by the
language is different the approach is different There's a lot of different moving parts Obviously this year is particularly challenging because of all the things that have cropped up Um so yes to to answer your question for certain um I think it's going to take a
few more cycles of that to whether it's me or somebody else to be able to absorb a lot of that data and ask good questions You know on a lot of those calls it's more of a listening session for me Um so I think that you know it's something we're working on We've we've
talked to um Dr Chone or um director Shone about coming to um future DACK meetings so that she can educate us and give us some highle stuff that hopefully the next DAC rep on the um finance committee will have be able to answer
some or ask better questions I think Um so yes it's been very helpful Good Um okay cool Um I still have a minute of questions Um do you tend to report back to the DAC
members on what we talk about in finance committee and so there's a way of for them to get that information as well yes that's always an agenda item Um that will you know again it's it's a little challenging because um other than we have we have
two holdovers myself included three from prior years who have seen the district budget who have gone through this process Um having such new people it's been a little challenging to explain kind of
all of these details and and get them up to speed That's another thing that I think will take a little time as we educate folks Um but yes that is um an agenda item of all of our meetings In fact we have a meeting um on Monday night where we'll be I'll be giving them
the update Yeah Um and I was thinking about this earlier tonight but your presentation reiterated it for me that know when we this is kind of directed at you Dr I know when we start when we we're in now a pretty condensed and crunch period to look at the budget and
to really understand it and I wonder without putting work on you um so this can be the answer might be yes or might be no are we going to see a budget that tells us how the when we look at the expense
budget next tells us how the district is investing in the strategic priorities andor the UIP or are we going to get um a bunch of numbers in a spreadsheet that don't tell a story of how the
district is investing great question I might I feel like that would be a huge lift So maybe it's not No I mean I would say that it needs to be pulled out of the spreadsheets and and better articulated Um you know we've
been and I think that's a really good push um to ask for that and to see it you know we've we've been working on strategic plan communication tools specifically for Spanish-sp speakaking
families because of um pushes from partners and they have asked specifically you know where where is the investments in this work and can you pull that out and it's it's not something that when I look through the existing budget documents is a is clear
Like we can you know I can like sit there and go well this and this and this but it's not clear So I think it's a good push that that is how we need to be sharing at least in the narrative components of it Like yeah you're going to get a whole lot of spreadsheets Um but the narratives that
need to come are going to need to articulate that and where that alignment is because I do I do think you know and sometimes when we remember to to name that through line you know you heard it a couple times tonight when we talked about the role of the deans and the
executive director of schools when Dr Park talked about the investment in uh school-based full-time CLLD coaches Like those are strategic investments that we've you know we made that initial investment We're sustaining that Um we need to pull that out of the budget and
remind folks that this is a commitment to different work and new work that um you know I think sometimes we just we forget that those were initiatives and priorities and ways to address them So it's a good push Thanks Thanks Brian Sure to repres
Thanks so much and thanks for the time that you commit to this It's worth a lot and it's so helpful to know that there's voices and eyes on this whole process outside of our own On that note um I was interested in your your um comment that
you'd like to see concrete changes and make sure those are communicated Um it's funny because sitting here we've heard that whole list of changes that have been made so many times Well of course everybody knows about this Like none of us want this to happen before happen
again And we well we didn't want to happen before either but um and so Dr Cole and Chief Shoin have just made a really like step by step Here's how the process is changing Here's the people we're hiring Here's how we're going to be more accountable and transparent And
so I'm interested if you have the sense that that hasn't gotten out to the community What else can we do should we do to to make that more available because obviously if it's not out there then we're not we're not doing it enough And it's funny because I have seen um
the plan being part of the finance committee so I know the steps I've seen the presentation um kind of been conversations about it over the last few months Um so I'm very aware of that and I've passed that along to the rest of the the team
Um I don't know that that some of those specifics or just the overarching plan I don't know if the general public or the general parent that has a kid in the district cares that there's one more finance hire that's going to help with
this right like those specifics I don't necessarily think it matters It's more the what's the plan what's you know how how are you addressing this in a way in general that it's not going to happen again and I the the conversations we've had at some of the schools have been like we don't we don't understand a what
happened That's a big thing right that's lots of people have asked what had happened and that's a long explanation of course Um but then the next one again like I said is okay pardon my French but happens like that Every organization makes mistakes like what are you doing to make sure that doesn't
happen again and I know um Dr Cole has sent out um newsletters and there's been communications with um folks I think maybe not everybody reads those I I don't know exactly sure how that's getting out there But the some of the folks we have said is like we just want
to make sure it doesn't happen again And how that's articulated that's a little above and beyond my expertise But I can just tell you for certain that some of the um folks that are just not as dialed in as like we all are don't know that
and or need more assurance that it's not going to happen again So I'll leave that to up the experts as to how to communicate that but there has been some concerns So you feel like there's more room that we could Oh yeah that could come up again and some people would still be hearing it for the first time
and it would be a worthwhile Wonder if that's something to think about the beginning of next year again Just it's not over and we're still aware and I don't know Yeah Yeah I mean absolutely It's a right that like communicating multiple times multiple ways I was working on a PI column today that is
retelling the story of rebudgeting and challenges Um the other thing that I think is of real significance to the board is as you all know we have um thanks to Jonathan Landon's leadership and your persistence really been working on policies and invested a ton of time
which is right the work of this board What you will notice we haven't touched is any D policies The entire D section is on fiscal management and we need Chief Shcoin's deep investment in the revisions of those policies and I and we
knew this year was not going to be the year for her to tackle those on top of everything else they're waiting for you and for her to have some bandwidth And I do believe that that is where the board will be able to really kind of have that ultimate um stamp of what you you know
and we'll bring you the recommendations from Chief Shaquoin from our leadership team of where we believe we need to tighten up practices and that's really where I think the board will be able to really stamp the accountability the transparency when we start bringing that body of deep policies to you and that is
work that we're planning for next year Great Thank you Sure Director Taylor I would like to echo the sentiments sentiments sentiments of thanks to you and your committee for the time you put in your
questions that you're asking us to look at and thank you for what you've been doing um a couple of the same things that director Defrades talked to sort of as what came to mind of how are those quality controls being implemented and I
think a big way they're being implemented is with um Chief Shakcoin and her experience that she's had in educational finance over many many many years and having her here to do that with us and simple things such as just
making sure department budgets are all looked at in a way with a more fine tooth comb than they have in the past and making sure and just where we are at with insurance now where we were in the past and I think her really digging in
to the details I think is a way that I think we're going to make sure that those quality controls are there and then second point was about just your reminder that we do need to continue to communicate to the community that is something that as the example was given
we hear it all the time when we think we've done it and don't recognize the need to continue to put that out there even though it feels like we've done it repetitively And so sometimes that just gets lost and so it's just a good reminder So thank you
And the thing I'll just say to that is whether it's through a newsletter or however the communication's done it it might behoove you to in discuss the fact or highlight I guess detail the fact that we have a new um head of we have a
new CFO her experience she's she's digging into the details She's really getting into it You know highlight that experience and and focus on the positives right you know I think that's what we've heard is like again people are willing to you know understand that mistakes
happen It's more like what is that next what what is it in the future going to look like with all these um you know quality control in place new team new focus new systems whatever Um so that you know they can be assured that that
this was just a blip and won't be repeated So thank you Brian Thank you for your work for volunteering Thank you for showing up to finance committee Um thank you for being willing to participate in that Um
you know I think it goes without saying that we've all benefited from having a finance committee It's been um such opportunity for us as a board to establish that as a norm And then I think it's also just been really great
that our um our um our CFO has committed to participate and our superintendent has also committed to participate in hosting that and making sure that we're having that as a like a expectation but
also like setting up a new tradition in the school district that we're going to be more intentional when it comes to the budget Um I'm hopeful that in the coming year we're going to have better norms when it comes to like how we do access the
budget ahead of time because we are in budget season like we're in it right now Um and so hopeful that we will get into a better pace of accessing the budget with our team and all of us being able to be
more aligned when it comes to getting your feedback Um I just you know I think it's important to note that the the DAC is the responsibility of us as a school board um of us making sure that there is an accountability tool from the state Um and so you know I I think we as a board
have tried as much as possible to try to support um while we've also been trying to support on our end our team and um our transition Um and you know we really want the success of the DAC to continue and we are so appreciative of the time
that your entire team gives um to make sure that we have a DAC that is like having conversations and is welcoming our superintendent and our CFO when they're available and our team when they're available
Um I just wanted to mention you know I think it goes without saying that a PIO would be really helpful like comms is always a thing like forever on this seat as a board member It um it it's it's
hard because you you feel like you've said it enough and even us as board members and you as somebody who's part of finance committee like we still we have access to the information and somehow it doesn't it doesn't filter somehow Um and so you know I I think as
we start having those conversations in the coming months of um what next year will look like it's just going to be incredibly useful for us to continue having conversations on how we can do better when it comes to comms We've sort of mentioned a town hall
We've sort of had different conversations but I appreciate so much your honesty and saying like it's just not filtering through as well as it should be And I really appreciate your suggestion of having um Christie be highlighted because I do think that is like a really creative great idea for us
So thank you for that Um we'll move on to five minutes of board discussion questions or comments Does anybody have anything else to add i think my only thing is I just hope that continues to feel empowered to ask difficult questions and
to drag those conversations into whatever light they need to be seen in That's the job of it That's it best purpose and we appreciate the pushes that you all can offer from such a different perspective It's incredibly valuable and I think our school district is always going to be stronger for it So
I hope that that level of safe challenging um I don't know just hold the space and and don't hold back Well thank you for that Um I will say that I think the last I've been on the deck This is my third
year and the first couple years were just sort of getting it up and running and we didn't know what we didn't know and and all those things I think this year separate from the recruiting drive and need for more folks This is the first year where at least I have felt a
good partnership between um the district the board and um our group um finance committee obviously the perfect example of that but also Dr Cole's come to our meetings twice um Dr Parks come to our meetings Um obviously um Christy hasn't
been yet but she's coming uh in the fall So I think those connections those partnerships those um um meetings where we're in the same room where we can ask those questions um has been super helpful and that's sort of
new So um you know from a DAX perspective we appreciate that It helps us do our job understanding this is very complex and very complicated So the more we're we have the experts on hand to ask the questions and to give us presentations the better so that we can
then take that distill it and and hopefully push on the things that we think is important So thank you Thank you Thank you We will now move on to our final agenda item board updates and
appreciations Who's next director DeFrates Um most of my updates were related to legislative resolutions committee but they were largely covered in the financial discussions And I think we're going to see a flurry of bills come through in the last weeks Um but
due to budget constraints pet projects and legislative gold stars and cap feathers have been a lot less than in previous years because there just wasn't room to play So there's a few things that maybe I'll share next time once we've seen action on them one way or the
other Um and then um I labor management committee hasn't met We'll meet first Tuesday So no updates there um appreciation for the access after school
program It is a small but mighty option for middle schoolers that we depend on in my household and meets those at risk hours So once again just it's enough to bridge the gap and make me feel a little safer as a mom And there's teachers that
stay and they get a stipen but it's it's just not that much you know and they put up with middle schoolers I mean they get to experience middle schoolers for two more hours every day and that's also an appreciation And I know that the program is working on a shoestring to just add
that extra layer of safety net in our valley which there's just not a lot of them especially not affordably as we are all just still a little too isolated Um so I just appreciate them and I hope to continue to work closely with them as a district
Director Taylor updates is on May 6th we have our next Boseies meeting So that is coming up Tomorrow is IBB final day and I would just like to give a
shout out to all of the teachers and um administrators that are associated with that for the time I know that is going on right now to get yourselves prepared for that and to get those lesson plans ready so that they can be in attendance tomorrow It's a big ask
always And I'd also like to give a shout out to the counselors at our school for the incredible role and an important part that they play in the education of our students From the elementary counselors who so much target behavior
and really are trying to hone in on that behavior to the middle school counselors who so much have to do with the socialization and the need for that at that point and the high school counselors who have just been spending an inordinate amount of time helping
students seniors decide where they're going what's their best decision how to pass courses and just what an important part of our whole system So a shout out there Thank you director Great Um
have let's see what do I have okay Um so the finance committee met on Monday and then just a reminder to the board members that um we posted this Monday's this past Monday's meeting as well as the one on May 12th
so that folks can attend at 4M if you'd like to I think we posted it We're going to um um that's always very informative especially leading up to a board meeting It's actually really helpful to warm you up for um Wednesday night
um tomorrow or tonight I guess right now and tomorrow is the Carbondale Community School big event So I'll be going to that tomorrow Um thanks to the school for inviting me to go Um
the let's see sorry I'm looking at my calendar here Um and then there's a few other things on the calendar including the next week's district accountability committee meeting that I'm covering for director Kenberg and um Thursday May 1st
at CTE ACE advisory meeting So looking forward to a few things going on and then just an update from before this meeting started I'm sure you'll hear about it from CDE but two executive orders dropped tonight on education
relevant here One on um classroom discipline and one on artificial intelligence amongst other gems It's all for me Thank you Um so thank you director after for mentioning finance committee board
members It's really important that we start attending I think we will be having a conversation finance committee just in case we need to add meeting um because this is the time where like this is budget season This is where we are going to um be talking about numbers all
day every day So please if you guys can attend at least one um if possible you know when we meet we will let you guys know if there's a opportunity for another one I think that is the last conversation we had as a team of um
trying to aim for two in May Um I just wanted to mention that we need to have graduations put on our calendar please Um I think that's we like I just scheduled something and I almost made
the mistake So if we could please have that added Um and then I'm trying to think if there was one more thing policy committee I Oh and then my appreciation is for um our food and nutrition
services team and Octavio Maze Um you know I I think it goes without saying that um our school district cares deeply about our students um having all of their needs met while they're in school so that they can be good learners And so
thank you to that team who works so diligently to feed all of our kids um regardless of their needs um and especially when they have dietary needs Thank you to our team for making our
students feel um welcome and able to participate and fed and you know just for being the team that they are I so appreciate all the time um all of our lunch ladies and our lunch staff and um their friendliness and kindness and how they make students feel I think it's so
incredibly important So thank you to that team for all they do every day of the school year for our students Um and then I was just going to mention I have there's some upcoming conferences So I know we've sort of mentioned it to
our colleagues here on the board Um I know that they sent out an email today for that DU um seminar So if anybody's interested um to attend that I received an email that it was going to be a super interesting conversation I think just
with everything happening any PD is good PD um especially when other board members from the state are present So all right if there's no further business and there's no objection the
meeting will be adjourned It is 8:27 p.m Thank you