In the work that our human resources team is doing to really strengthen services and, response time, they're executing a soft launch of the IIQ ticketing system for HR inquiries. This is about supporting our thriving team, strengthening customer service. This this work this new system will enable us to gather customers customer service data, strengthen response times, accountability, and overall, service to staff. We anticipate launching this process with the entire staff next month, so really want to thank the HR team for implementing this new feature, and to the tech operations and
facilities teams who use it already and have demonstrated the effectiveness of this tool over the last few years. Also relating to operational excellence, want to celebrate the finance team. We haven't heard much from finance. That's because the team is working diligently towards the audit. So this is we're heading into audit season on calendar, on time. And for most of our finance team, this is the first formal audit they've experienced from their current position, so it's a big lift. Also grateful for the finance staff's dedication on audit reconciliations and then completing title reporting
through the state's new GAINS system. And I wanna just name that, you know, when we often talk about the district office and the work we do here, and how that shifted over many years, the GAINS system is a new launched last year this year, a system from CDE that tracks grants, spending, money. And although we used to do reporting, the GAINS system itself has created an incredible additional amount of work across our teams.
And we just did a I just did a quick survey of staff, how many more hours because of this new system that CDE has implemented, which should streamline practices, but our lived experience right now is that our staff estimate this this is taking more than it's an additional two forty staff hours than what we have ever done before on this sort of accounting. So when we talk about accounting systems being different than they were in the past, this is one small example and that impact stretches across school finance, ACES, our CLDE program, our family resource center, and our admin team.
It's a lot of staff time when we talk about why the DO is staffed the way we are. That's just one example. Also I'm gonna lift up in terms of operational excellence. In September, this is a cool number, the food and nutritional services department reached a new benchmark of 93,000 meals served in a single month. This milestone reflects not only the continued number of students who rely on nutritious school meals each day but also their enthusiasm for the evolving menu offerings. This increase also underscores the vital role our meal programs play in supporting student health,
focus, and success, and the department's ongoing commitment to providing meals students truly enjoy is upheld every day by our dedicated kitchen staff members. And then finally, a celebration alignment to strategic priorities one and two. I want to thank, Basalt Elementary School, Carbondale Middle School, Roaring Fork High School, Bridges High School staff for hosting the first of the fall board director visits. There's a whole bunch more coming up as you all are well aware and so just want to share our gratitude for staff and leaders hosting, the board directors and
admin for these biannual school visits. We've gotten to look at school specific student data, talk about school strategic plans and initiatives, and most importantly, get into classrooms. Really appreciate that the conversations I think doctor Park and I are lucky we get to go to all of these, and so we get to see them all. And the conversations thus far have really focused on our district our school priorities that are aligned to strategic priorities one and two. We're talking about student engagement, rigorous instruction, school culture, family partnerships. So I just really wanna celebrate and lift up this work. It takes a lot of time, and it's also really important.
So that's what we got. Thank you. Great. The next the next business in order is a superintendent report, which will include a CLDE program review presentation from Amy Fairbanks, director of the culturally and linguistically diverse education department and doctor Park and a presentation from doctor Park on the district's unified improvement plan. Great. Thank you, everyone. We're gonna start actually with the CLD program review. Amy Fairbanks is here, director of CLDE, to present. We just had a lengthy work session, on it, and so we have just the
abbreviated first slide, and then I will skip over the other 70 slides to get to the UIP slide at the end. So it was a lot. Even though it says discussion after the CLDE presentation, we won't have a discussion until after I present on the UIP, if that's okay. Mhmm. Thank you, everybody. Alright. So this is the board policy, and I do wanna thank you again. I I already thanked you, you, but I'm gonna thank you publicly now that, for working on the the culturally and linguistically diverse education board policy and how it brings
to light all of the things that we've been doing before and making it, endure in the future. So I really am thankful for that. And that board policy has asked us to come and share about our program models, our achievement data on language proficiency data, annual results analysis, our summary of our district trends from our program reviews, and then our district wide action plans for the future. So here we go. Alright. So our CLD programming has bilingual education in different kinds of forms and, those and
also English programs that, use Spanish as a leverage, but maybe not have an an instructional time for Spanish in those English programs. We have dual language at VES and Riverview School, and we have Spanish literacy or Spanish language arts in English at some of our other schools. Like, at GSES are working on implementing a biliteracy program in English and Spanish where all the students learn literacy in both languages and here today.
So that's exciting. And then we have literacy based ELD and SLA at those schools as noted in the slide deck along with literacy based ELD, specific at those schools. Our program doesn't just stop with literacy based ELD or with Spanish literacy and Spanish lang English language arts together, but it goes to the rest of the day. So everybody is actually part of the CLDE department. And the rest of the day in our English programs is in English, but they
use a translanguaging pedagogy to leverage students' languages, to help access academic content and discourse and engage in, reading, difficult texts. Right? And then the rest of the day for our dual language is a fifty fifty. So they are learning Spanish and English in all the content areas and heterogeneous mixed groups, and that needs to be corrected to 11 schools. We have CLDE coaches and 11 schools.
Our access data this year was excellent. We had an, for our district, we had an overall of 57, median growth percentile. The goal is always 50 or 51. And then this is the breakdown of the grade levels and what their median growth percentile was. And as you can see, there's a fifth grade there that says 44, and we already have a plan and a team in place to address that, with through collective efficacy. We're going to work on that that issue. And then over time, you can see our schools and how they performed with me
with the access test, the median growth percentiles over time. And they continue to just amaze me. To get over 50 that many times in a row, let alone be in the blue at 60 or above, is quite an accomplishment. So I wanna show what kind of accomplishment that is. When we compare our district with life like districts with similar numbers of emerging bilingual students with growth scores, You know, I took a we have a 67 students that had, growth scores, and we got 57 median growth percentile compared to other districts that
have about a thousand students and what their median growth percentiles were. It's also important to look at percentage of students who are emerging bilingual students. So when we compare with like districts with percent similar percentages of emerging bilingual students, we are really outperforming those similar districts with similar percentages by four median growth percentiles or more. So that is a testament to the dedication of our principals, our APs, our CLD coaches, our teachers in the CLDE department, and all general ed staff for making prioritizing
the needs of emerging bilingual students when they have them in their classes. And this isn't just a fluke. It happens, it's been happening for quite some time. So in 2013, of all the districts in Colorado, we had the highest median growth percentile score with 67. But with similar districts with similar numbers, there were 19 districts with similar numbers, and we were number one of all of them. So you can see the the ratio the the number of districts that were similar
to us and where we ranked. So we've always ranked between one and three of similar districts with similar numbers and percentages. That's just relentless consistency on the part of everyone involved, and it has been an honor to work with everyone. So now how do we jump 70 slides? Well, is that the last one? Or is there a little more? Oh, yeah. So we have some trends. We do annual CLD program reviews. And a trend that we saw in all of the schools based on their data dialogues and comparing, their strengths and recommendations with the common components.
The highest leverage move that came up that was very common across the schools was using the four step process to help provide targeted feedback to students on their writing to help them move to the next zone of language development. And we also want to strengthen coaching in the content areas. That's the rest of the day. And, also, so that's what they wanna dedicate their time to. And for the CLDE department, we want to dedicate our time to the strategic priority
number two, which is, the RFSD daily lesson design that centers the needs of emerging bilingual students. So that's what we're really focusing on when we meet as a department. And now I have to skip Well, I'll have this month. Jonathan, are you able to? Yeah. Can you go to skip to slide 61, please? Oh, it was close to 60. Close. Yeah. Awesome. Thank you. Okay. Thank you very much. I'm here to present our district unified improvement plan, and, you have a copy of the draft, that was a PDF from, of the UIP.
But one thing I do wanna make sure I mention for both the board and and the audience is that the UIP is intended not to be that different from a district strategic plan. And so, just wanna make sure that that's clear. But a a celebration that we shared last month was that as a district, we earned a rating of performance for 2025, and we had submitted a full UIP last year, which meant that as a district, we were eligible for biannual flexibility. And there is the you so I actually put our image of our strategic plan
there just to have make sure folks connect that these are related very related things, even if it doesn't include operational excellence and, thriving team. And the UIP focuses primarily on the academic growth and outcomes. So it really is aligned to strategic priority one, students first, and strategic priority two, rigorous learning for all, and the initiatives there as well. Our prioritize student performance areas are these that are listed above. What isn't actually on the slide but is outlined in the UIP is, you know,
for the student groups that are a focus, our student attendance is one of those evergreen sort of priorities because it is still not where we want it to be, and I don't want to lose that as something that we're continuing to focus on. Primarily, our our, students of color in the high school grades, even though all grades and all schools are working to improve their attendance. Our math growth on CMASS and PSAT, we really do, are focusing on our groups, our students who qualify for free and reduced lunch, our emerging bilingual students or students with disabilities, and our Hispanic and Latino students.
We saw that, just in the data that we shared a couple board meetings ago when we shared our results from spring. And then, similarly on ELA and EBRW, the evidence based reading and writing on both CMAS and PSAT, and then, of course, elementary early literacy achievement. And, again, those, subgroup performance is where we really want to make sure that we are, elevating and improving achievement there. I you know, I I, this is outlined in the UIP as well, but when we think about the root causes, they are they are, again, very similar to what
we had identified previously, both in the attendance when we think about the student's sense of belonging and meaningful representation, time it takes actually to for lasting culture change, takes time especially if, like, when we think about attendance and our wrap around supports for supporting students, we have reestablished and re upped that plan. For our academic markers, math growth, ELA growth, and elementary literacy achievement, root causes included just equitable access to grade level content, and that is across as we're thinking about,
on the day to day basis, how we're planning for it. One of our strategies of our instructional coaching systems with accountability is also one of the key strategies here, which I think I'm getting ahead of myself. Here it is. Yes. And and these initiatives, which are outlined within strategic priority two, are specifically intended to address what we believe to be the root causes and, again, in, close collaboration with our development of the five year strategic plan. And so you can see these, major improvement strategies listed there as well.
What I, the detailed data is included in both the memo from the previous meeting, with all the disaggregated information. And this is really more of the high level in the mission measures where I hope I clearly in the purple showed what our actual results were and what we, our two our year two goals and our year three goals, adjusted for where we, where we have set a goal and what we actually ended up with. And so adjusting that a little bit both to still be ambitious, but, more attainable,
than than may have been previously. So, that is there as well. You can see that for CMASS math and ERW for early literacy and for PSAT growth and goals, there. And I guess there's not a disc oh, there is a discussion. Thank you. Each board member will now have two minutes to share comments or ask questions, and we will begin with Catherine. Thank you. I don't have any further questions on the CLD presentation. The board dove into this for about three hours already tonight in work session, so
we've aired out, I think, most of our questions. So thank you, Amy, for indulging us and for being there with us and getting through that. On our UIP, I'm I'm grateful for this presentation. I'm really grateful for slides 65, 66, 67, 68. I think it's super important for us to continue to say aloud our goals and where we are. I'm curious about how this is being communicated out to SACS, to schools. We heard from the deck, I think, last meeting on this.
So is there any further plan beyond this presentation here to communicate out to our communities about this and the importance of of our our UIP and, relating it to our strategic plan that we're constantly trying to elevate. Yeah. For sure. That's a great question. We have a strategic leadership meeting next week where I think it's it's timely to discuss that because our UIP is actually due for public posting October 15, and so we're bringing it to the session to get questions and feedback from the board. But that's a great push that we'll certainly discuss on how to make sure that
it gets to to key people and actually that we're outwardly communicating that out as well, especially the connection between a plan, participant dashboard, where we are here, even potentially sharing something like this table out, which I think is a little easier to read all at once. Yep. Yeah. Agreed. Thank you. Because that's all I have. Lindsay? Sure. Once again, just appreciation for the time tonight, Amy, and, also staff. Of course, it's a long evening. The CLDE discussion was very thorough. I just wanted to elevate a few things that I took away personally, from that
just for the public. One is that we are kind of in the first couple year first year really of the major changes implemented by policy IHBEA, the update that we did, which includes a yearly and annual up update on the CLDE program, and I think that that's critical going forward to increase transparency and just accountability. Amy, you mentioned appreciation that you were gonna be able to speak directly to us on those issues. And so I just wanted to make sure that community here is, like, we really value that and the time that it's gonna take us and then also staff to present that forward, and I really appreciate that.
I also appreciate the push from staff on that issue to be really intentional about our language when we're discussing gaps in performance and make sure that we don't always just equate ethnicity and cultural heritage with this gap. It's a language proficiency, issue that's really complex and can be easily oversimplified, which doesn't serve us in actually solving that problem. And so I just really appreciate that there is a challenge in front of us to make sure that we're being intentional, not just how we use the words, but
how we are solving that problem and without diminishing the urgency behind it. And I think that by being specific in how we address that achievement gap, we're gonna find our resources can be directed more strategically if we're careful even just how we talk about it publicly and between ourselves. So thank you for that. And then again, just for the public, the board, you know, really deeply believes in finding the best fit of program and school, to reach the needs of all of our learners and that this is just one more big change that we've made in the past few years and that we're looking forward to continuing.
So sorry for the summary, and I appreciate the time. Thank you. Kenny? I would like to start by thanking chief Fairbanks for all of the work and the legwork to get us ready for our meeting today and to congratulate you on the great access growth that you have shown throughout all these years is very remarkable, our district and our access growth. At the same time, though, I need feel it's important to bring up while we're having great access growth and English language growth, our academic success for our second language
learners, our multilingual learners continues to lag behind and hasn't shown the same bump that has been shown in the access growth. And I think it is important and necessary that we continue to practice, research based, best practice, data driven research. And studies and meta studies continue to show that bilingual education is the best research based, instruction when possible with the type of populations to support that.
And so I think we need to continue as a district to make sure that we are pushing in that direction and that, doctor Park, you had said equitable access to grade level content is the key, and I agree. And especially at the k one levels, we need to make sure that we are giving comprehensible input to our learners. So if there's a non English proficient student in kindergarten or first grade, that they are receiving input, that they are able to access the majority of their day and
not sitting there in a place where they are not receiving the academic needs that they need to continue to grow. And I think that is a big push that we need to make sure that we continue to move towards. Thank you. Thank you. I don't have too many questions because we had such a robust discussion for the last several hours, but I'm really grateful for your time in preparing for the conversation tonight and then for sticking through it. And I I did have one question that comes from a place of not knowing
these systems as well. And as I get up to speed, I wonder this might be more for doctor Park, but for either of you. Can you help kind of connect the dot between the CLD programming and the and the results we talked about tonight and the data we talked about tonight and the achievement gap because I that we often talk about as a board because those I know those are not the exact same things. And I think sometimes in the community, it might be equated as being the same thing. Do you mind just kind of explaining that?
Just so I understand the question, you mean the difference between how a student is progressing in language and academic achievement? Often when we talk about the achievement gap in this setting, we're talking about the difference between Anglo and Latino students. And, also, we know that the CLD pro programming is like, there's more Latino students than are than just those in the CLD programming, of course. And so, can you just kind of connect the dots between those two?
Sure. Do you want me to go for it? I can You can go for it. Yeah. Yeah. That's great. So I think when we're sick when we're talking about a gap in performance between Hispanic and Latino students and white students, you're right. Within the broader category of Hispanic and Latino students, there are students in there who range from non English proficient all the way to, they've only ever spoken English, monolingual English. So, when we categorize that as a, like, a monolith, it's actually grossly inaccurate because
there's a wide range of English language acquisition within that group. And so, what we do need to consider is, when we are comparing, quote, like population, when we're doing it by language, it should be where a student is, at who is a language learner is as close to English proficiency as a native English speaker might be, and that's after multiple years in the program, former ELL, potentially monitor one, monitor two status as well. And so, I think we all know, and I've said this, you know, previously in
meetings where we're looking at a non English proficient student taking an assessment that's a 100% in English. They they would we would not expect them to perform in the exact same at the exact same level as a monolingual English speaker or native English speaker. And so we do need to look at as they're acquiring English, are they improving in their academic achievement on English tests? And their proficiency level, lets us know whether or not the student has meaningful access
to show us what they can do on, what I would call it, culturally and linguistically biased assessment. So when we look at data, we must consider the student's language proficiency level and likes, you know, doctor Parkes said, not group them all in one and say all of them are doing this. Because they're not. If we say all other things equal, that actually is a major factor that's not equal. It's not equal at all. So Right. Okay. Thank you. Oh, doctor Park. Sorry. I don't did I use my time, Jonathan?
Yeah. Thank you. Oh, great. One quick question on the UIP. I'm just curious why we, even though you have the option to not do a heavy and probably time consuming state compliance report, we chose to do that. It's a great question. I think a couple of factors. I I personally think it's actually really hard to update a plan every two years. Like, con like, we forget things in context. So I actually I think it is helpful to go through that exercise, and I think I'm imagining October 2026 or August, September 2026, and I've been in that place
before. It's not fun. So I think that's part of it. And, also, I think it's a helpful, like, check, and, you know, all of our systems with our strategic plan to see, like, how how it how is everything aligned. Again, the UAP is intended to be the strategic plan for a district, and it was a good check for that. Great. K. Thank you. We will now have five minutes for open discussion. Does anyone have anything else? Just as one follow-up, doctor Park, you were just mentioning that, language learner will have
a more difficult time accessing assessments at the same way of being able to take in the information as somebody who is fully English proficient. And I think that's just something very important for us to recognize. And as we look at programming, to make sure that we're taken into account because that is the same instance in which not as an assessment form, but when a newcomer to the English language is in a classroom where the instruction is all in English, that the amount that they are taking in and are being able to process
is very different, and that that is a hindrance in their being able to get upon level. And so we need to make sure that we are doing something with our programming that will allow those students to have that comprehensible input. And I know the lesson design that we're talking about is one of those ways, but we need to make sure that native language literacy and native language instruction to be able to increase that academic success is also something that we're looking at implementing
in a broad swipe, a broad stroke also. K. Anything else? Thank you. Thank you. Thank you. Have a good evening. Bye. Thanks, Amy. It's Oh, okay. I'm not there yet. I'm sorry. That's okay. I'm thinking of time. Okay. At this time, we welcome members of the public who have signed up to address, who have signed up to address the board. There are zero speakers signed up tonight. Members of the public who wish to share their views with the board may always
do so in writing at any time. For this evening's public comment, we have received zero written comments. Sorry. I'm new. We do too. Great. Okay. The next business in in order is the approval of the consent agenda, which includes routine personnel, minutes from our previous board meeting, policies b I d slash b I e k d b k l g, regulation k l g r, and a required resolution for the board stipend change included in policy b I d slash b I e. Additionally, a separate vote will be conducted for the board resolution in support of ballot
initiative seven a with director Ramirez abstaining due to a conflict of interest. Directors, are there any other items you would like to pull off the consent agenda for a separate discussion and vote? Hearing none, do I have a motion to approve the consent agenda? I move we approve the consent agenda as presented. Second. Call the vote, please. Director After? Aye. Director DeFriedes? Aye. Director Kronberg? Aye. Director Tyler? Aye. Vote for seven a. Next. Okay. Ballot initiative seven a board resolution has been pulled for separate discussion and vote. Each board member will have two minutes to share comments or ask questions, and we
will begin with Lindsay. Vote for seven a. No. I appreciated the time last week, last meeting that we had from, the folks that came to talk about these and, how important it is. I think we covered all of the issues. I'm glad to see it, brought back to the next board meeting. I'm excited to vote for it, and I think it's a a great investment to support students from a local source, in those key key years when they really need to be able to learn and grow in a healthy environment. And we know that our region struggles tremendously to provide a lot of supports those
types to families that have young children. So, again, I'm just glad to see this back and excited to vote yes. Kenny? I would also highly support anybody to vote for seven a. I think it's very important that we have students coming into our classrooms ready to learn and having had a school experience. In my previous comment about kids in kindergarten and first grade who are struggling with language, who are coming in as non English proficient students, who are having a hard time understanding what is being talked about, told in their classroom, what is they're supposed
to do. Having a preschool experience would be amazing for these children to be able to come in with language, to start at a level that is beyond zero for language would be an incredible boost for those students and for all students. Research shows that the amount of vocabulary that a child has been spoken to in their infancy is directly correlated to how well they perform in later schooling.
And the ability for many students to have that is limited when they are not in preschool. So this preschool experience gives a experience where children are able to be speaking, listening, singing songs, being part of group dynamics, learning rules about how to get along with others that can't be replicated in other ways. And the ability that this will offer students to be able to have that experience
by having funding for both parents and programming and additional slots is. Can't be emphasized of how important it is for our population. So, yes, please, please, please vote yes on seven a. Catherine? Before I start, I make a motion that we approve the resolution in support of seven a. Did I mess up? It wasn't in there, but we should do that before I discuss. So I'll be on a somebody sec to somebody second? I second. K. Now I'll go into my comments now. If we have any amendments, we can amend. I've been very vocal about my support for seven a.
I was grateful for the time to have this discussion last week, and I'm grateful for the team that is pushing this and elevating it into the common discourse and relating it explicitly to education. As I shared last night in my candidate forum, I think that when we're talking about education and some of the major challenges that we have, early childhood education is imperative. And seven a is a local sustainable solution that's going to allow us to address it and make it more make early childhood education more accessible for more children in our valley. So I'm a huge supporter.
I would urge all voters, one, to vote yes on seven a and two, to get to know the people who are on the ballot to sit on the board, and to make a plan to vote on who best represents them within their geographical district because I think that's a really important process, or next step in this process, but it's really a step that's happening at the same time and we can't let that get lost in these conversations. So thank you for being here again tonight. Thank you for the presentation at our last board meeting, and I have my you have my wholehearted support. You have the support of every BOE candidate that was on the stage last night
for early childhood education, and I think that's important to know. This is a common goal for everyone across spectrums, and we all just need to do what's right for kids. Thanks. Yeah. Thank you. Thank you for showing back up. I apologize that my absence last week, I think, required or a few of us weren't here. You weren't here too. Right? Anyway, because there was no quorum, you had to come back. So I apologize for my role in that. I do have a question maybe for doctor Cole. Because we are a declining enrollment school district, I assume we are also a declining
enrollment early childhood land. And so what do you know the plan for, like, are there are there projections in July about, how long this tax will be needed? And if we're declining as much as we fear, is that gonna have a material impact on this? You know, I can only I can only speak to our, like, our enrollment in terms of preschool. And I would say that right now, we are we are limited in preschool enrollment,
not because of kids, but because of staff and space. And so if I I actually think because we're we only serve a small population of students as compared to the whole that we could. Like, we have many more kids coming at kindergarten than we're in our four year old classrooms. Part of that's because there's other programs and there's a, you know, people, there's a lot of choice in terms of preschool and environments. But right now, I wouldn't say we're seeing metrics of declining enrollment in preschool. We see other challenges in terms of access, finance, transportation, schedules, those sorts of things.
So I don't know that we see necessarily correlation between seven a and declining enrollment, but I don't know the extent to which the the coalition has thought through the impacts of if the region, you know, Aspen to Parachute sees that. But I I will name that, like, declining enrollment, does the the ballot initiative is covering a region from Aspen to Parachute, and only Aspen to Glenwood school districts have projected declining enrollment. Western Garfield does not have that demographic projection that we do.
So I I think when you look more holistically, those trends that we're seeing in and in Aspen are not similar in Western Garfield. Does that help? Yeah. Okay. And if, Maggie, I missed anything, shoot us an email. Okay. Yes. Okay. We should now call the vote. Yes. We're gonna entertain motions to amend. Are there any entertaining motions to amend? Hearing none, should we call the vote, please? Director and after? Aye. Director DeFries? Aye. Director Kronberg? Director Tyler?
Aye. K. The, resolution passes. Director Ramirez has joined the meeting. She'll be a panelist in the meeting. Oh, thank you. Okay. The next business in order is discussion on policies AED, CBB, CF, and CH. Each board member will have two minutes to share comments or ask questions, and we will begin with Kenny. I only have one question on my policy on policy c h, policy implementation. It says the superintendent and this is something that director Kuehlenberg had flagged to in
there. It said that the superintendent will involve, as appropriate at the planning stage, those who would be affected by such rule, including staff members, students, parents, and the public. And my question, I guess, is, like, how is it that we do this? I know, like, through the equity advisory council, sometimes that has been brought up, but I've not really seen that, like, as a wholehearted thing. Like, we have policy. We bring it out for input and get that input back to us. Like, how is it that we're hoping to achieve that?
It it depends on the policy. I would say when it comes to getting parents, family, student input, we we really leverage the family advisory council, equity advisory council for those for that kind of input. You know, for example, last year, the dress code policy was worked on extensively by those teams months in advance of when you saw your first draft. I would say when there are specific what typically happens is when we're planning the policy agenda, Jonathan Landon and I will go through the list of what's coming up for different reasons, and then we'll distribute those policies among senior leaders who need to
provide initial review. And then they'll either take those to their teams if we need to get leader input. I mean, doctor Park regularly brings policies to school leaders. They're in in a weekly update to school leaders. They're seeing all of them. So there's that opportunity for them to see what's going on, and then we have more dedicated time depending on the policy. So we added in the language the as appropriate because that is definitely how it's working right now. So we do not take every policy to all impacted parties.
I think we would that's that would become my full time job if that's what we're doing. But we do have targeted input for different groups, depending on the policy and and the extent of the changes, to be quite honest. So when they're not substantial, we definitely don't go through a big public review process. Did I miss anything? So I guess, yes, that, as appropriate, I guess, is makes that, I'm trying to
see where that says. Would it help if I provided context to why I suggested that? I suggested that qualifier because this is specifically in relation to regulations, not policy. So policy, we do have a policy on creating policy that includes a requirement to engage with stakeholders in the creation of policy, but this is policy implementation, which is controlled by regulations. Some regulations come before the board, other regulations are more internal, and so it didn't feel appropriate to say that on every regulation that was created, all of those stakeholders
had to be engaged. That seems like a professional decision of the superintendent to determine when people need to be engaged on the implementation of policy in the form of a regulation. Okay. That makes sense. Yeah. Makes a good I missed that distinction. Yeah. And, yeah, I would say even less so on regulations or more so depending on Depending on it. Depending on it. Very detailed, intensive regulations. Yes. We've had many discussions on, but Yes. This one. I did and just the last thing. It was, like, through this policy and then in some I think it was in
the UIP discussion too, there was just that part about bringing it back to our constituents in ways. And it just seems like that's something that is hard to do and to get that feedback and that input. And it's something that, I guess, I just think the way it's written, but I guess that is appropriate satisfies me. So never mind. You know, and I would actually say it's there's there's two ways we do this,
and I think I've got two examples very recently that are that are helpful. Sometimes we go out specifically to stakeholders and families and students and say, hey. Can you give us some feedback on this? We also are very intentional to create spaces, which I would name as Family Advisory Council, Equity Advisory Council, where we are saying to families and saying to kids and faculty, what matters to you and let's work on it. So, for example, when we just launched the Family Advisory Council a couple weeks ago, you know, that team decides their agenda and what they wanna work on. And this year, they identified a number of protocols and regulations related to student discipline
and safety. We weren't gonna go bring those protocols or regulations out to families, but because they wanna work on them, we've created the space where they know they can say, we wanna talk about this protocol. Let's talk about it. So we're getting input when parents and families tell us that they wanna work on stuff. Similarly, at equity equity advisory council, we talked to students. We looked at at policy ADB. We said, what are kind of related issues you wanna talk about this year? And they said, we wanna work on attendance practices and how your, what the regulations are around attendance and how that aligns with equity initiatives. That wasn't on our list to bring to the kids.
They've lifted it up, and we're gonna work on it. So I would say it's two way communication, both being deliberate to share things out and also create spaces where people can bring issues to us, and I think that's that's working. Thank you. Great. Jasmine, are you on and wanting to use your two minutes? Sure. Thank you, team. Can you hear me? Yeah. Loud and clear. Okay. I'm so sorry. I couldn't be there tonight. Thank you, director Aftar, for being able to step in. I, I didn't really have any questions aside from a follow-up on CF.
I, went through some of the questions, and I just wanted to have clarification on on just the conversation around the, addition of, like, the short range cultural and academic objectives and then also some of the questions in regards to, the principal being responsible for the development and management of a comprehensive education program in their school.
And, also, the the fact that we're saying principals will rigorously monitor and modify the program to ensure the students meet. I wondered if there was any space to add anything aligned to our data driven culture in here, and also wanted to just hear feedback on, that conversation on those additions. I can take it. The I think the part of the cultural and academic objectives, you can see that
that was a recommendation from executive director of schools, Joel Hathaway. I think it was really to lift up that our theory of action is that, principals and school administrators need to hold both, that it is academic and cultural and that they work together and our our School culture. School culture. Sorry. Yes. School culture. Like, school norms and and practices. Yes. So that was really where that came from. And I would say the develop I'm trying to think the other part of the conversation you were asking about. Development and management, ongoing monitoring, I think, was really just about the day to day, what lived experience of that, that sometimes they're starting things up.
I don't I don't remember any specific I don't know. Director Kullenberg, I'm looking at your comment on that. If there's anything you recall from that conversation that would help? No. I don't. I would say this this, this is referencing, to your to your point, it's like a proven curriculum and things like that. This is more like, have we created the schedules or the staffing and the and the classes that will make sure that our programs are running. It isn't it isn't. And perhaps this is actually helpful to clarify within this policy itself where they will
independently for every single aspect of the program, like, adopt just different curriculum. We don't you did that. Oh, I did do that. Yeah. With the preambles to that sentence. We put in that clause at the beginning of that sentence that clarifies that. Great. So we don't need to Yeah. We checked that off. K. Okay. Well, then I would just encourage the team to maybe consider I mean, like, I or is this, Catherine, I'm sorry, director Kullenberg, as part of the district standards? Is that what you guys added? Yeah. I made the comment about it seeming odd to me since curriculum there were things
that must be approved. Right? Or there are things that must be approved, and the principal must work within the strictures of the board calendar of district proof curriculum, all those things. And so it felt to me like we had to have that qualifying clause at the beginning of the sentence. Okay. I, personally, I feel like that's still a little muddy. Like, I would not have an I would not have understood that that was or I'm sorry. I did not understand that that was specific to, you know, like, the everyday.
So I would appreciate a little bit more clarity on that. Like but I maybe it's maybe I'm just needing to read this a couple more times. But I had no other questions aside from pointing that section out on the CF policy. Great. Thank you. Catherine? I didn't have anything else. I think you guys can see where I made notes during policy committee. We had a efficient I think it was an a pretty efficient policy committee because these are mostly minor changes, but everything that I flagged has been addressed.
Great. Thanks. Lindsay? Same. I've got to participate in policy committee, so appreciate the notes that Catherine and others have made. Great. I don't have any further questions or comments either. Directors, we will now have five minutes for open discussion. Hearing none. Okay. Thank you very much. Did I miss something? No. No. Oh. I think I'm for the business, but that's fine. The main landing. It's like staying out. Alright. The next business in order is approval of the district UIP. Do I have a motion to approve the district UIP? I move that the board approve the district UIP as presented.
I second. We have already had a presentation by direct doctor Park, and we've already had two minutes of discussion and five minutes of open discussion. Are there any intervening motions to amend? Can you please call the vote? Director Acker? Aye. Director DeFriedis? Aye. Director Kronberg? Aye. Director Ramirez? Aye. Director Tyler. Aye. Okay. Thank you. Motion passes. Great. Come on up. No. It should be. The next business in order is approval of the Glenwood Springs Elementary School Unified Improvement Plan. Do I have a motion to approve the Glenwood Springs Elementary School Unified Improvement Plan?
I move that the board approve the Glenwood Springs Elementary School Unified Improvement Plan as presented. Do I second. Thank you. We'll now have a brief presentation by the Glenwood Springs Elementary School Unified Improvement. Oh, sorry. We will now have a brief presentation of the Glenwood Springs Elementary School Unified Improvement Plan by GSCS principal Laura Smith, GSCS assistant principal Courtney Rangel, and doctor Park. Okay. K. I'm ready. Take it over. Yeah. Go ahead. I'm Laura Smith. I'm the principal. Yeah. I'm Laura Smith, the principal. I'm Courtney Bernal, the assistant principal at GSES.
We'll get us started, about our mission and vision. I know we're here to present our UIP, but this is also part of what we aspire and really embodies the work that we do here at GSES. So our vision is we nurture a joyful learning community where every child belongs and is inspired to take risks, develop their and to develop the greatest potential. And our mission here at GSES, we empower every child to become compassionate, critical thinkers through challenging academics, supportive relationships, bilingual opportunities, and a spirit of adventure. And this is something we worked really hard on on last school year and, in
order to represent our current programming and also, new staff that became a part of our school. Great. I'm going to just give a voice over the slide. Reflecting on last year, we slipped into priority improvement from, previously being an improvement for two years. We can see here that we were we did not meet expectations for ELA academic achievement or math academic growth, and we are celebrating that we maintained our academic growth
in ELA and our math achievement and really celebrating our access growth for two consecutive years of meeting and exceeding, even the district performance there. So now I'll talk a little about how we developed our UIP similar to what doctor Park was explaining earlier with the district UIP. We drafted this in collaboration with our school design team, which is instructional leaders, from
each team represented in our school. We then took that feedback and refined it with our smaller leadership team, and we consulted with the CDE. Turnaround network to get their feedback and input, and then we most recently took that to our family advisory board to hear what they think we should be doing and how they can support. And Courtney is going to share a little more about that meeting that happened on yes. I am not allowed. Yes. Okay. Perfect. And Courtney is going to talk about our family advisory board meeting, which is our
school accountability. We just had so many sack acronyms that we changed ours a little. So she'll talk about that. Alright. So as Laura mentioned, I'm just gonna jump to the next slide here. Okay. We had our family advisory board on September 23, and that's where we walked them through our unified improvement plan that included our major improvement strategies. We used what's we call a boxing protocol. So that really allowed families to hear. We presented on each major improvement strategy, and then there was table discussion and an
opportunity to give feedback. Some people are asking really good questions, and they really provided the family perspective that we were looking for to go back into our plan, perspective that we were looking for to go back into our plan, and give us guidance on how else to move forward. So in the end, I know it's not very visible, but I will show you the next slide. You can see, we we had asked them to come up with a gist statement. Okay. We've just presented all of our major improvement strategies. We shared our data, where we're going. And if we go to the next slide, you can read some of their headlines
that they came up with. I'll read just one of them because I really think it does embody what we're working towards this year. GSES strives to strengthen its academic community with data driven collaboration, focusing on skill mastery, consistent expectations, and a great culture. Alright. Important piece of this is to look at our what are major student performance priorities? And we identified those as early literacy performance similar to the district, having students reading at benchmark or above, addressing the widening gap for our third, fourth, and fifth grade
student achievement in literacy and math, and addressing the low growth we're seeing in our third through fifth grade literacy and math scores. So when we dig into why we think those things are happening, when we think about early literacy achievement, we associate that with the inconsistent implementation of tier one best practices and literacy instruction and this isn't in there, but we also did not have
a CLDE coach last year. And so that is part of the puzzle here too. When we think about our widening gaps in achievement in grades three through five, we identified some of our, reasoning behind that as lack of consistent evidence based practices consistently understood and implemented by all of our teachers and all of the content. Inconsistent feedback for teachers on instructional practices, and that was partially due to a lack of having a coach last year, which we do this year, so that's exciting.
And the root cause for low growth across students for literacy and math, we relate that to lack of systems, for teachers, interventionists, and coaches to regularly look at data together, a lack of needing to create plans to remediate or accelerate learning based on data, and a lack of clear structures to facilitate staff collaboration, which had an impact on outcomes. Alright. Okay. I'll walk us through some of our major improvement strategies to address these priority improvements
and root causes, starting with our we call MIS one, our major improvement strategy around school culture. This continues from our work from last year, which was deepening students, staff, and community sense of belonging and joy. And this is really honing in on our rituals and routines. Also, instructional practices, RMIS two, how can we increase planning, tensionality, use of student engagement strategies to improve access to grade level curricula to support all students, and similar to the district, especially our emerging bilingual students, and also really honing in on our data
practices. We need to establish systems for data teams to consistently analyze student work, benchmark data, and make those key adjustments to instruction to positively impact academics, behavior, and attendance. And I can share a little bit more of what we're doing now. It actually feels, like, good to as we're going through this, like, a lot of this we already have in place. For instance, for school culture, we're building school wide structures to support students, kind of making the implicit very explicit around expectations and support, positive recognitions for students as well.
As far as instruction of practices, digging in and really being thoughtful about our using our early release Wednesday time to design professional learning that does center around collaborative interaction and make sure students are talking and interacting and using the target language, unpacking language proficiency levels with our teachers. As mentioned earlier, we can't lump, language proficiency altogether in one and making sure that we have the appropriate scaffolds required to access content, being thoughtful to not over scaffold
and just providing that right amount, and also our data practices. We now have a a common data analysis protocol. We're facilitating with our instructional coach, weekly data meetings across all teams and content areas. So there's a solid goal, action steps, and a plan on how to implement. Great. So our next steps are to incorporate any feedback, and revisions to the submitted UIP. And then we're excited to continue this work with our family advisory board.
We had a good turnout, and they seem real excited to dig in and help us, work through this. So we're excited about that. And there's a lot more details outlined in all the other documents that were shared with you all, but that's kind of the high leverage, overview of what we're doing. Great. Thank you so much. We will now have two minute discussion for each board member and then five minutes of open discussion. Lindsay, will you please start? Sure. Thanks for taking the time to come and talk to us tonight. It's really nice to hear from you.
It's nice to see new roles and getting settled and taking, you know, this building that's been through a lot in the last few years in a direction, that you believe in. And I really appreciated the photos from your family advisory board conversation. And I just had a question. How many folks attend that meeting or or regularly, or could you maybe just tell me a little bit about the makeup of that board? Yes. I can share a little bit more. Let me just grab our data here that we had on that. Mostly just wondering. We always try to do a plug for more participation in those in the community
level, and I wasn't sure where yours was in the Sure. Yeah. So we had a total of nine families. And when we look closely at how they represent comparison to our school, we did 56% represent our Latinx community, 44 were white. We had concurrent interpretation as well. And so if we were wondering if it was more of a consistent from our last year, we're working to build it up. Something we asked our teachers was give us some names. We invite everyone always, and we blast our social medias. But we also wanted to include some extra personal invites, and teachers did that as well.
And then, oh, shoot. I forgot my next question because I didn't write it down. You can if you remember it, you can use it. Yeah. Well, come back to me. I just appreciate that you guys are here tonight. And, yeah, I know what it was. What do you need from us? Like, as a board, what do you wish we knew, or what were we doing for you right now? That's a great question. Yeah. Think of anything right now. We've hit we have felt supported, through the process of onboarding us, and we felt the support from our district folks. And thanks for being there.
If we need you, we'll definitely reach out. And in regards to what to know, I think it's important to know we have such a hardworking, dedicated staff. We've got the right people on the bus, and so we're eager for this year to we're just ready. And so, I think that's important to know what talented folks we have at GSCS. Thanks. Great. Thank you. Kenny? Thank you for being here and presenting, and thank you for your hard work and your staff's hard work of moving forward and getting to where you wanna be. I have a couple questions for you.
On your root causes of low early literacy achievement, you said tier one best practices for literacy instruction is one of the reasons. Can you tell me what you all consider your best practice for literacy instruction? Sure. I can speak a little more to that. And I think it's what we would identify as inconsistent best practice. The school district, we are we have, like, a vision of excellence, both for our Spanish literacy classrooms because we are biliteracy and English literacy. And so some of the as we're digging into it, and that's actually something we
did this year, some it's inconsistent what we're seeing, so making sure we're bringing up practices. So it's not happening in specific classrooms, but we can we can say it's happening across the board, in each grade level. So that was one thing we wanna we want to lift up are some of the best practices and making sure, we're aligned, on what it means when we say small group targeted instruction or what so that's And can you tell me specifically, like, what are two or three of those best practices?
Sure. Well, one thing in particular, I would say identifying lagging skills and making sure that we're teaching to the specific skills in small group and being able to assess what they're missing and then moving on to the next thing rather than maybe going through the motions and being really targeted in that. So that's one thing we're getting close on, through our data practices. Mhmm. Another that we've talked about sorry. In our observations as well is, for example, if you're having, phonics instruction and you are practicing the sound, but not actually confirming that every student is getting the practice
and doing that, but moving on. So that's one of the things where we do need to make sure kids are actually saying all the words, saying it correctly, doing whatever the action is if it's blending or decoding. And that was something that was inconsistent or the time and text or transition takes a very long time sometimes. So that might be not actually enough time in the instructional, like, lesson. And it part of it is foundational because the you know, we looked at all the subgroup performance. It was low across the board, and so it was really something in tier one for everybody. What are we improving there?
And that felt really important to name with with this team. Thank you. And then sort of as a piggyback on that, in your instructional practices, as you said, to improve access to grade level curricula to support all students, especially emerging bilingual students. So what are those things that you're doing to make sure that emerging bilingual students are able to access grade level curricula? Yeah. That's a great question. So partly is helping with teachers to make sure that they understand what language proficiency students what they need, like, not grouping all levels together.
Additionally, having so that's one part of scaffolds. We've also identified we wanna increase, collaborative interaction so that students are engaged. And then that also provides an opportunity as a teacher to assess, listen in. Are they understanding, or are they quiet and compliant? Or maybe they're not compliant, but we're, you know, making making sure that we have some way to assess that they're learning. Often, teachers are working their tails off, but at the same time, we need to make sure that students are also actively engaged. And to be engaged, you need to have access so that speaks to the adequate
the right amount of scaffolds. Something that we're really trying to find is making sure there's that right amount, that next step, the next language proficiency level without over scaffolding as well. And that's something that comes with a lot of coaching and feedback and practice. So that's one piece and, you know, we're utilizing part of that, the district lesson plan and trying out some of those pieces as part of our major improvement strategy too, activating prior knowledge and also collaborative interaction. So those are some of the pieces that we have.
And you mentioned that you're doing groupings. Are those groupings happening within classrooms, within grade levels, both? Yeah. I'll let Laura share a little more about that. Sure. So we're looking at grouping students. We are looking at what are their needs, and it's mostly, like, within a classroom. A teacher's doing that, and then we have interventionists that also provide pull out support, and that happens at a grade level. Yeah. So it's both. And I have a thank you. I have a question for you on your Lectura results, especially about the beginning of
the year to end of the year. And, like, first grade beginning of the year was 36%, and then the first grade end of the year was lower. And I'm not seeing that on this slide of how I just copied, but there was a couple instances where so the beginning of the year, first grade was 36%, and the end of year first there's for first grade was 15%. Can you explain what's happening there? I can explain a little bit. I think what you're what we're getting is the cohort. Is that what we show? So this if we look at Anuragatura, this year's kindergarten is 30%, were at grade
level or above when we entered. And then, the end of year, like, our the next column is our first grade cohort. So they had, end of year was 84% I see. Then we get checked first grade. So we're noticing there is some summer slide happening. The lesson measures change a little bit from grade level to grade level for. There's less more, like, it gets more advanced in terms of the testing as well rather from isolated sounds to, like, reading a run pass reading a passage. So that so that kinda shows how to cohort or Yeah.
First year beginning of year 2025 is different from the first grade end of year 2425. Yes. Because it's the kindergarten cohort that moved up to you in first grade now, and that beginning of year is for the 2526 school year. Yeah. The first line is our current kindergarteners, and the second line is our last year kindergarteners are now first graders. Mhmm. Okay. That makes more sense. Thank you. Okay. Thank you. Great. Catherine? Thank you both for taking the time to be here on a late evening, and I know you have to be back to work in the morning.
So I appreciate you providing us with a robust UIP. I think that you've really laid out a a great plan here, and I'm excited to see the shifts in data culture that it looks like you are prepared to to tackle and and take on and bring into your schools or into your school. I don't have any specific questions. Just know that we are here supporting however we can. And as director said, if there's something that we can do to help as a board, please don't hesitate to funnel it up the proper channels.
I guess it's the opposite of funnel. This is the funnel. I don't know. Right. But get it to us. And, it's funny because we're, like, going off the board now, but those of us that remember a time when we didn't get these UIPs and how important they are. And so I just every time we get them to review, I'm very appreciative that we're taking the time to do this and naming our problems because I really believe that without naming them, we can't solve for them. So thank you both.
K. Jasmine? Hey, team. So sorry I couldn't be there tonight to thank you guys for all your hard work. I wanted to ask a couple questions. I know it wasn't too long ago that we had you guys present, something similar to the board, when we had to do a improvement plan for GSES. I just wanted to check-in. Did we, by any chance, use that document as a starting point or as, like, a a a something that we've worked on in the past?
Did was that document reviewed in creating this one? Which document? The previous improvement plan for GSES. The UIP for 2022? Yes. 2022. I mean, because it was so long ago. I think this was really more iterations of planning from their work with the turnaround network, and built on and collaboratively built this year sorry. At the end of last spring and then this year. So So I I just wanna make sure I'm understanding your question. Yeah. I wanted to know if that document was referred to in any sense in creating
this one. The 2022 UIP. The improvement plan that was presented to the board. I I don't think we specifically referenced that just because it was three years ago. K. And and the reason I asked, you know, well, I guess I'll ask my follow-up question. I wanted to, ask the team. Like, I think you you know, you guys obviously I reviewed the the UIP and, your addition of obviously bringing it forward during your FAB meetings and using that as
the, the place to hold, accountability on giving the community your school community, keeping them up to date. I just wanted to check-in. Is there a goal for, the GSES team for the following FAB meeting on expectations on how many families you guys will have present? Our goal is to always increase how many families are coming and at least maintain. And so it felt like we had a really good meeting where our families' voices
were heard, and I know that makes people wanna come back. And so the group that was there has agreed to the next three dates, and we will extend that to our broader community always. But, if we at least can have these nine families that represent, a diverse group of our student population, then I think we have the right people giving feedback. Well and the thing is, you know, I I really wanna push the team. Like, I think it's great that, that you guys are being intentional about inviting families
and being specific of, you know, having teachers recommend who should attend. But I I do want to sort of mention that I think one of the pushes that we had that first UIP, that first go around was parent involvement and engagement. And, you know, I I would just say similar for this UIP, for this improvement plan, that same push, I think, should be noted of, you know, yes, nine families is great, but you guys, GSES is, such a, I think has so many families
that really wanna participate and has such good family engagement. So I would just encourage you guys to maybe add a metric for where you guys wanna be at your next FAB. And thank you team for all your work. Yeah. Can I just quickly respond to that? So even though we did not have great attendance at that family advisory board, two nights later on the twenty fifth, we hosted our back to school night, which we called popsicles in progress Mhmm. Because it's we'll get their parents there if there's a popsicle at the end. And that went really well.
We, shared real time data with families and gave them strategies and games and things to do with their kids at home, and we had 59% of our families come that night. Excellent. That was Good job. Can I can I comment just one more? Sure. It'll be very brief. Oh, no. You didn't go. Go ahead. Oh, I I cede my two minutes to you, Stacy. No. No. I I didn't I didn't have any specific quest my colleagues asked really good questions, and, I am grateful to you all for coming.
We actually don't hear from schools that often in these meetings, so it's really nice to see your face and for you to be here and present on this plan, which I can tell has, you put a lot of work into it, and it seems like you're ready to, to get moving on it. So, and I would like to ask Stacy if she has something else to say. Yeah. Thank you. I I we included this in the memo, but I think it's important because it's not actually a category in the UIP, but contextual factors that are really important to consider here in in the team. And the improvement in the Panorama survey data from staff was between nine to 30
points, which is really significant. The student attendance has improved from 92% to 93.26%. We all know even, like, half a percentage point is is very challenging to increase. So, and then a big thing, I think, is the staff retention. From year to year, this team, Laura and Courtney, both have, love the team really well just in in the past year, which, you know, was pretty tumultuous in the last couple of years, but the staff retention is almost a 100%. And one teacher who is, returning was a former GSCS longtime staff member who was
gone for a couple years and is returning, and that's really remarkable and I think really poises the school in a place to really move forward. And and I just wanted to make sure I highlight those. I know it's in the memo too, but that goes to it speaks to the leadership, the engagement, the relationships they've built with the families as well, and that's worth noting. And we already talked about access, so just wanted to put that in there. Thank you. That's great. Hey. Are there, oh, five minutes of open discussion? Okay. Hearing none. Are there any intervening motions to amend?
Can you please call the vote? Director Aftar? Aye. Director Lefragnis? Aye. Director Kompan. Aye. Director Ramirez. Aye. Director Tyler. Aye. K. Great. Thank you guys so much for coming. Thank you. The next business in order is board appreciations. And, since we also have an executive session in a minute, I would encourage my colleagues to be, grateful but brief in the, next session. Can we go first? Yes, please. Sure. I don't have any updates.
I'm just deep into campaigning as you all know, and wanna tell everyone to vote, vote, vote on November 4. Appreciations. I wanted to give an appreciation to the BES staff who hosted us today for a visit, the teachers that welcomed us into the classrooms, and the crew that was out gardening, and harvesting food for the cafeteria, and especially to Desiree Pimentel, who is the outdoor education coordinator with BES, who makes all of that happen for the kids. That's all. Great. Thanks, Lindsay. I'd like to offer appreciation for the transportation department. I know they're continually up against challenges, for staffing, for resources, and they've continued to
be accessible to parents and and reactive and helpful, whenever they can. So just a deep appreciation for, transportation lead and staff. Thank you. Kenny? I would like to give a few shout outs, one to chief Chicoine, who was shouted out last night at the, BEF forum of doing a great job, and I would like to second that of what a tremendous job she's doing for us. I would like to thank, the principals at CMS and Roaring Fork High School for
hosting us and also for their passion and integrity and forward thinking point of views that they have. And the schools are lucky for such great leadership that they have with Lindsey Henshall and Michael Logan. So thank you to those schools for hosting us. And finally, I just wanna say thank you to all of us that was in our work session today for some difficult conversations and for hanging in there. Jasmine. Thanks, team. I just wanna give a shout out and a gratitude to our team and to
the union for hosting a forum, a week ago. We appreciate, the collaboration and just wanna give a shout out to everyone who attended, and, thank you Director After for stepping up tonight. I appreciate it. Yeah. Finally, I would like to thank the team at Bridges for hosting a school visit last week. I really always really enjoy visiting the school and, hearing from the leadership and seeing what the students are up to. And I got to observe a, quickly observe a, a great lesson in financial literacy.
And I wanted to thank the candidates who are all the candidates who are running for school board and the teams that they've built around them, which is a lot of volunteers putting in a lot of time. And I love seeing the passion in the community around this important election. So that's it for now. Okay. The next business in order. Mhmm. The next business in order is an executive session pursuant to CRS section 24 dash six dash four zero two four f to discuss personnel matters, specifically the superintendent's annual
review. Do I have a motion to move into executive session? I move that the Board of Education move into executive session pursuant to CRS section 24 dash six four zero two four f to discuss personnel matters, specifically the superintendent's annual annual review. Do I have a second? I second. The board will now move into executive session. The time is 08:46PM. It is 10:04PM, and the board has returned from executive session. If there is no further business and there is no objection, the meeting will be adjourned. It is 10:04PM.