##VIDEO ID:unique_video_id## Like to call the meeting to order. It is September 19th at 6. P.m. Mrs. Medina. Can we have roll call? Mrs. Cutcher here. Mr. Dock here Mr. Fisher here Mrs. Walsh excused, Mrs. West, here we will be moving items to H and for a through K up on the agenda which will be after the board of education report. So I'm just notice of change and then if we will all stand for the Pledge of Allegiance. I pledge allegiance indivisible. Good evening. So we'll start out with what is this Mr. Dock, we need to get a motion to act on the minutes. Can someone? I'll make a motion to act on those minutes. I s roll call Mrs. Medina. Mrs. Cutcher. Mr. Dock. Hi Mr. Fisher. Ay. Mrs. West. I moving as rapidly as we can, Mr. Terry, thank you tonight. We'd like to ratify the payment of expenditures and the general fund of 9 million, four hundred thirty six thousand, eight hundred, sixty four dollars. And fifty one sense, The Print Shop fund of eleven thousand six hundred ninety seven dollars. 21 cents risk management. Fund of three hundred and fourteen thousand nine hundred and seven dollars in 81 cents nutrition services fund of three hundred ninety, seven thousand, nine hundred, $85 and 53 cents. The governmental designated purpose Grant fund or three hundred sixty two thousand eight hundred fifty four dollars and 89. Since pupil activity fund of 117,000 $692 18 cents Parks and Rec fund of 361,000, $89 and 56 cents, conservation, trust fund, 52,000, $845 capital, projects fund of 1 million, seven hundred and thirteen thousand eight hundred seventy three dollars and 67 cents and then fiscal year twenty four bills paid in fiscal year twenty five of 19,000 $311. 47 cents and then bills paid on behalf of GMC. A in 2024 bills paid in twenty five of six thousand three hundred fifty nine dollars and seventeen cents and then the August payment of JMCA's bills of 8001 or ninety three dollars and thirty nine cents for a total of twelve million eight hundred and three thousand six hundred seventy four dollars and thirty nine cents recommending the Board of Education ratified the payment of these expenditures of twelve million eight hundred and three thousand six hundred seventy four dollars 39 cents for the month of August 20 2014. Or I tried to read fast. I'll make a motion that we ratify those expenses. I'll second that is Medina, roll call. Mrs. Catcher. I mr. Doc. Hi, mr. Fisher. I this is West. I thank you. Also, included in your packet is the general fund compliance report for the month of August. It's recommended that you the Board of Education ratify. The general fund compliance report as presented. Is there a motion? I'll make a motion for that I'll second I s Mrs. Medina, roll call? We'll call from it Mrs. Cutcher I Mr. Dock. Hi. Mr. Fisher. Hi Mrs. West I. Thank you. Okay. Aaron have we received and or acted on all of our correspondent sir? Yes, sir. You've received it all where's the double a triple a 9-volt batteries right here. It's time for the superintendent, go, good evening. We have a couple of Community Partners here with us, this evening to share some great news with our community. So, first, I'd like to welcome Chuck Larson with the Security Lions Club, and some fellow members who are here to present this year's Kidsspree as well as other services, they provide for our families. Welcome, thank you. I want to thank the board for allowing us to be here tonight. I brought a couple seasoned veterans with us. Thank you for being here. Lion, Harvey, Buchholz and Lynelle. Carter have been around a long time. They instituted a lot of the projects were going to talk about and then we brought our new Lion, Lion Julie with us. Nice. So welcome. We we are we just finished a project in the 1st August with the partnership of see the super not superintendents principals. I got a little too far up principals and counselors of all the elementary schools where they identify, any kids that need a little help and we partner with Walmart to provide that. And so the lines raises the funds, School District does amazing job of helping us with identifying them getting their mirror. And registering them due to right to privacy and then we just pay the bill. So that's a been a fun project Harvey and I were talking the other day. We think this was our 40th year. Wow, there are records all the way back but we think it was 40 pounds. Thank you for doing that. You don't look a day over 35 for new. You don't look a day over 35. Well, I know but yeah I wasn't good. No, I was there. We also have a program We go into preschools kindergarteners, was it under 6 years old and Ian Harvey and Lionel started that also back in the day. At least 35 years ago, where we take pictures of kids eyes, and we can identify some problems with them and get them help. And that's where lion Julie's coming in because she works down at impressive eyes who we use to fit eyeglasses. So we pick up eyeglasses exams and glasses for the needy kids and in the district, Often. Let's see what else have we done. We do because we also do flags for first graders. Again, another partnership with District three elementary schools, we go into all nine schools and, and present flag stall. The first graders in April. And that is, if you haven't been in front of a first-grade class, you don't know what fun is especially when you ask for questions. So we thank you all and really, thank the district for partnering with us and so many projects. Well, thank you, and thanks for partnering with the mark with the dignity for all that you do. Thank you. Excuse me. Do we have that? Could you say the number of kids that went through the Walmart program? This year? This year was a little over 100. I think last year was a hundred fifteen or sixteen things have gone up a little bit. It was fifteen thousand dollars both times. So that's a pretty good project for us and test. Yeah, thank you so much. Thank you. Right next I'd like to welcome Holly and Jeff Buchwalter with the VFW Cheyenne Mountain post 3917 auxiliary who will be sharing some scholarship information and other opportunities that they provide for our students. Superintendent Mr. President board members family and friends have School District 3. We come down here tonight from Cheyenne Mountain VFW Post 3917. We offer three programs at this current time and ends on October 31st. The first one I want to talk about is the teacher of the year nomination and I brought some of these so we can get them out to the teachers or to their supervisor through, put them in place so hopefully it all comes down. They go to our department, our State Convention to be recognized and get a monetary gift and so forth. So again, this is these are all three on October 31st. I got to be presented back to us, okay? The to the other two are for the students, for the junior high and Senior High. They have, I'll start with the voice of democracy is for the high school kids. And this year's written essay theme is is America today, our forefathers Vision. So hopefully these will get our students thinking how our America is today, and hopefully they become leaders and make it a better place for themselves for their kids, and for their grandkids and so forth. And also, for the junior high, There is a voice in America democracy so they can write about that and again, it gets them thinking and see, you know, get them in how they want their communities to prosper. And I'll go back to the voice of deomcracy. See the national prize voice of democracy. See is a thirty five thousand dollar prize and they get a free trip to Washington DC and they take them on a trip around there and show them all The Monuments and what actually goes on partly, what goes on in D.C., you know, so they get a better picture. So they know what they're going to be voting for in the future and so forth, you know, so they have a voice. Also, with the Patriots pain, they also go to d.c. They have a five thousand dollar National prize, so that's the end result if they can and hopefully wife it will make it there. It all starts out at our post level, then we do have a district level and then we go to State and it from state. If they win state, they will go to the national no matter if they win or not, they are going on the free trip to D.C. Okay. So I will leave these last thing I have to say is the QR code. That they just go to their essay will be submitted into our post and I'll be back to me and to my wife and we'll get those out to our judges, to get them voted on everything like that. And then from there, we'll send them forward and it just keeps going up. Okay? So again, their line is October 31st, we had the last year's winner was from my field. High school prior to that, it's always been Mesa Ridge. Our kids went to the Widefield high school. So we were happy last year, but your high school, doesn't matter what high school but these are the kids. I thought you know and and and parents, if you don't hopefully you understand where they're coming from, you know, and getting them involved, you know, especially the Senior High kids, they're going to be out there starting in the community, going to college and stuff like that. The application goes through the actual college application process and to secure. So we just need the parents support their parental guidance here. So we get that done and make sure the parents are involved as well. So what's that, you don't wrestle and the process throughout the say, last year, they had the AI program in there. So if it looks like it's AI, it'll tell us that unfortunately. But but we want the kids to their own words, their own ideas. So I just like to leave these so we can get them out to the schools. And this is where we get into the schools. Because I know they got all the He's and stuff like that. And if we show up at the door, like no, get out so because our kids are gone. So who may I leave these with? Okay, thank you very much. Thank you sir. All right, and just a couple quick announcements or Bragg's for us. If you haven't already heard the district has received a two million dollar Department of Defense Education activity Grant to fund our STEM education. This grant will give our elementary students. The opportunity to engage in a robust system of stem. Materials those resources include kits with science experiments, technology projects, engineering challenges and much more. Or so we'll be sharing more on those kits as they get into our elementary schools. But we're really excited and thankful for that DoDEA Grant. And last but not least, the district, recently opened up a wide filled Family Market to help serve students in our families in our school district. It's a free grocery store that was made possible with the Colorado Community Health Alliance and GoodR. Our families in need are referred by our staff. And then contacted to set up appointment. We are funded to serve up to 200 families a month. And since opening September, We've had 77 referrals. So we're just really excited to be able to give back to our community. Thank you. Moving on we'll go ahead and get to the Board of Education reports for their meetings. Dave if you'd like to Right on mr. Guess here, this evening, there he is, I accused you through Tuesday, in our meeting of being, this kind of energizer bunny, because he, it just is on and on and on and I'm sure he's full of energy, but I can't write fast enough to keep up with all the things that he tells me about, we meet once a month to go over what a lot of priorities are. And I won't get this all exactly right. But I mean, over the summer, there was four main projects that are Our operations guys are facilities, guys, handled including the carpet over it sprawl. There was some walls build over at the Mill, we all know about that Grant and the work that was completed, Janet L with the roofing and the HVAC. And then Whitefield high school with the upgrade in this bed area, which I think is completed now, I believe and just amazing if you get a chance to go, look at that. The exciting news I guess, is that right now as We speak there's a being installed new bleachers in the White Field at the in the gymnasium. So the lower section and I guess it's already turning. I think navy blue seats with some Some white THS and glass. Yeah, great. Yeah, you're so go see that when you get a chance. That's pretty exciting. That was all due to, you know, safety ADA Compliant. I think it's been who knows how long since those have been replaced? Maybe never, I don't know the one of the big topics that Dave and I talked about was that ongoing issue with Mesa Rich, the intersection down there, you're probably all aware of it scares me because it is going to be continually a safety issue for our kits and with all of the growth down there. It's, it's going to be pretty tough. I know, and the community that's going to be walking through that area. I know that I sat in on a meeting with Mrs. Craft a, oh, gosh, almost a year ago. And, and I think she came up with a some kind of 14 million dollar dream that if we could put a walk bridge over the top or I should say only only 14 million dollars. Ask for the doctor, but it was a pretty broad range. Yeah, yeah. And if there's a yeah, philanthropist, I'm sorry, say anthropology in the room tonight. Only 14 million will get us on on the way there, but seriously, we are doing now, we've applied for, I think the engineers have submitted to the state to see Dot and so forth to get a school zone speed limit, not down to the 20 mile an hour but at least down to hopefully 35 mile an hour speed limit sign. Ines and Zoning in there that hopefully will be coming soon. And so that and and there's just numerous projects going on with limited funds. I'm always amazed at what we accomplished especially over the summer when they attack all them, all the projects so there and there's a long list of things to do continually as you all know, that's just the way life goes. So that's my report from Mr. Gish I will, I will just briefly announced next Wednesday morning the 25th. An annual, see you at the pole. I don't know how many have heard of this. You have to pull. It is a starts at 7 a.m. at the flagpole, at every school, it is a student-led prayer gathering, right before school. So God knows we need prayers or students, gather. If the word gets out, we'll see. Hopefully a lot of students show up. Thank you. Mrs. West. Okay, so I will be giving you DAAC update tonight. We met on September 5th. There was a large group 57 members of the community gathered, our new chair, Michelle Hubbard, and our vice chair Tabitha Moneypenny presided over the meeting which included a presentation by Mr. Gish. Well, our facilities director on the educator housing program, which is partnered with Habitat for Humanity, and the Mill, once this project has gone through public comment, and I'll planning phases. They hope to start building those houses by 2026. The plan includes building 41 houses on a tract of land out by Colorado, Center in an effort to attract and retain educators to our district this presentation. If you, if you missed it is available on our website and it offers a lot more information that I'm giving you today. This is just a, you know, summary of that process. But it benefits. It's on the process and benefits of owning a home built through this project. So check that out. If you're interested in learning more and it's it is for Educators in our school district, the Reps from park and rec came and gave an update on programs scheduled at the new facility, but I'll let mrs. Miss Kutcher, give the details on all of those things. James Madison Charter Academy gave an update about things going on in their campus and announce that they hired a new principal Jeff Kacena, who will also be updating their mission statement. Our assistant superintendent concert ticket ask for volunteers from those parent present to sign up to be on a reconsideration committee. This subcommittee, of the DAAC is tasked with reviewing, any challenges brought by the public, through a formal process to books, we have in our libraries and in an effort to be more transparent. This committee will soon be tasked with reviewing any books removed from our libraries through the weeding process due to content in this way. The public can be assured. That books are not being removed on the basis of Tent without being reviewed by a public committee. I'd also like to give an aside to that report as well on Tuesday. September 17th, was Constitution Day marking 237 years of this historic document and across America. And in our district, our students and Patriots gathered to celebrate the most influential document in our country's history in 1787. The founders signed the US Constitution, outlining our freedoms and uniting a group of states, with different interests laws. Oz and cultures under America's first national government, the Articles of Confederation the states acted together, only for specific purposes, The Constitution United, its citizens as members of a whole vesting in the power of the Union in the people without it. The American experiment, my experiment Might Have Ended as quickly as it began. This Charter document has evolved through amendments to address the changing needs of society, ensuring that it remains relevant. And just so please join us in celebrating this momentous and Powerful document by taking a copy of it from the table outside the boardroom. If there are any left and endeavour to read the And that was instrumental in establishing for this country and even the world, the ideas of life, liberty, and the pursuit of happiness as inalienable rights afforded all people, and that's my report. Thank you. Ma'am. Miss, Cutcher. Okay, can everybody hear me? I have to tonight  Miss Donna, Mrs. Donna Walsh is in here this evening and I have her permission to tell you that she as of Monday has received a new knee go Donna. Hi. Hi Donna. Can you see me? Hi, and that she's watching. She's So anyway, she was she was able to go and take some notes but she just wanted to let you know that she will be back next month's for sure. But the main thing that she wanted to let me know, let you know that she is the one that takes the notes and is present for the Security Public Library which she loves to death. And she wanted me to remind you that the between maker Club meets every Monday from four to five ages 9 to 12, and that will be kicking off, of course this month and she will then be catching you up in October okay so Donna I hope that you have a speedy recovery and we will see you very soon. Yes. Okay, onto the Beloved park and rec. Hi. Eric, I know he's watching to. Okay, first of all the conservation Lottery money was used 52,000 of it to finish up field to and they did close up that project just this month. They spent initially four hundred thousand dollars of fitness equipment in the building and they are in the planning work. Works of starting rotation needs. So as the, the equipment starts to get use their sort of, in the planning stage of, of changing that out. They also started a new would say, a new program where they're going to donate one thousand seven hundred and fifty dollars to every Elementary. The beginning of the year to cover Robotics and intramurals for every Elementary School, which is going to be included. In every Elementary budgets, that's very exciting. So on the outside of Park and Rec, they're looking at renovating the fitness patio and that's sort of in the beginning stages at all at the beginning of stages. And so I will keep everybody and abreast of how that is progressing. As I get the news, the other thing I wanted to make sure you knew for sure. Is that the pool I know? No, is going to be closed October 1st and we're a go for sure. I checked with mr. Hulan, and it's a ghost. It's going to be closed for four weeks, because they're going to be painting, both around the pool area and the locker rooms. So it's going to be a done deal, right before, swimming season. So, with that said, the last bit of good news and I believe, I mentioned it last month, but I just wanted to remind you that come October, 6, Park and Rec is Is going to be open on Sundays. 1:50, including childcare go park and rec. Whoo, okay, that's it. And on a great note. Okay. So The agenda or items for e. F. G, j and k. Okay. Are you ready? Yes. I would like to separate out a data item k. All right, and then item 4K it is recommended the Board of Education approved the appointment of Sandy Elliot as dean of students at the Haven School. That's awesome. Is there a motion I motion? Is there a second? I'll second that All right, Sandy Elliott was born and raised in Rocky Ford, Colorado. She earned her Bachelor's in English at Colorado. State University, Go Rams! Masters in counseling at UCCS and admin, licensure at Fort, Lewis Sandy has served 24 years in education. All of them right here. In Widefield School District 3. She taught six years at Mesa Ridge. High School, including her student teaching Year. Sandy then worked at Discovery high school for 17 years as an English teacher, and then a counselor for the past year Sandy has The tosa at Webster Elementary. Sandy and her husband. Russ have two children, 12 year old, Spencer and 13 year old Britain who attends Sproul Junior High School, both are playing football for the school and for a club team as well when they're not a game Sandy and her family, enjoy camping and boating. It's my pleasure to recommend Sandy Elliot as the dean of students at The Haven School. I know you want to come up and speak. Not yet. Oh come after wheeze have our vote. Okay, Mrs. Kutcher I'm so excited. Yes Mr. Dock, Mr. Fisher. Ay Mrs. West Ay. Thank you. I am so excited to become part of the pack and to support their mission. I want to thank mr. Hoffman in the Board of Education and Caroline for giving me this opportunity, I appreciate your trust in me. I also want to thank they have Haven staff. They don't know yet, but I'm thrilled to work with each and every one of them. I want to thank the interview team and Stephanie, Hal and Jennifer Bonds as well. Who took to be a time to be part of the interview process and then also Shane Skalla. Always encouraging me. I also want to thank the staff at Webster. They've been so amazing and especially Rachel Finch. She was taught me so much and has been so supportive. I've course, I want to thank my family, my husband, my two boys for always being a support system and believing me and I will truly do my best to support the students and staff of wide field. I'm proud to be part of this community as I've been for the past 24 years and so thank you very much. Thank you. I'd like to take the rest of the HR items by consent. Please do. Alright and item for a, it is recommended the Board of Education approved, the resignation of the attached named administrator in item 4B, it is recommended, the Board of Education approved, the parental leave of absence request of the attached named licensed Personnel in item, 4C. It is recommended the Board of Education approved the extension Of Parental leave of the attached named personnel and item for D, it is recommended. The Board of Education approved, the change of date for Parental, leave of the attached named administrative Personnel in item for TV and it's addendum. It is recommended the Board of Education approved, the employment of the attached to named Personnel in item for f and it's addendum. It is recommended the Board of Education approved. Resignation and or termination of the attached name to personnel. In item for G, it is recommended the board of n, its addendum. The it is recommended, the Board of Education approved, the medical leave of absence request of the attached named Personnel in item for H. It is recommended the Board of Education approved. The extension of medical leave of absence request of the attached named Personnel in item, for I it is recommended, the Board of Education approved, the addition and deletions to the substitute roster of the attached name. Add Personnel in item, agenda item for J. It is recommended. The Board of Education approved. The resignation of the attached named Personnel. Is there a motion? I make a motion to act on any second? I second Mrs. Medina, Mrs. Kutcher, I Mr. Dock, I am Mr. Fisher. I Mrs. West, I, Thank you. Thank you. Moving on public comments. So any Resident or employee of Widefield School District 3 is welcome to address the board of education at this time on items pertaining to education and or the operation of the district. Any person wishing to address. The board has requested to come to the microphone and on being recognized, give their name and comment, public comment shall be directed to the board. Not members of the audience comments directed to members of the audience shall be considered out of order. Questions relating to employees of the district will not be permitted. Such questions should be referred to the superintendent and another time. Total time allowed for public comment will be limited to 30 minutes and it's requested that each person limit their comments to no more than five minutes. This is a professional meeting in which district business is conducted board policy. KFA public conduct on school, property, prohibits profanity or verbally, abusive language behavior in and out. Outside the boardroom and on all district property as a model for the students served in Widefield School District 3. So we have three folks who signed up dust and flusher is first on the list. Hello. My name is Dustin flusher and I'm the librarian at Janitell. I'm also the co-president of the Widefield Education Association. This it my first attendance at a Widefield board meeting and it's really a pleasure to see this democracy in action. But like all democracies, there must be some uncomfortable moments and I'm here to bring you one of those uncomfortable moments. I'm going to speak about some emails. That the Widefield Education. Association obtained from school board members via a Colorado Open Records Act request. I'm going to make a few comments about those. Mr. Dock, the community has spoken clearly about diversity, they spoke clearly about diversity in the Magellan Survey in 2023, the district's own survey 81 percent of the public said that it is important to provide a welcoming environment for all students, even those with different backgrounds. This is what diversity, looks like an acceptance of difference. The people of Widefield want, all kinds of people to be accepted in our schools. Such a welcoming environment is not possible when school board members refused to consider perspectives that are different from their own. When a district, teacher asked you to get a direct to get training on queer youth. She did not mean for you to go seek out sources on the far right. The ones that already reflect your views, but that's what you spent most of your time. I'm researching according to your own emails. When that teacher asked you to get information from a different perspective, she pointed to the Inside Out Youth Services as an example of that kind of perspective, but you declined to receive any such presentations, your failure to take up that teacher on a request shows a lack of respect for diversity. This is clear from other emails, your interest in banning books is also an attack on diverse. Same according to the American Library. Association. The public is against book, Banning by a large majority. The public also believes overwhelmingly that Librarians should be trusted to make decisions about what books to include in their collections, the public believes again with a huge consensus that we should protect the ability of young people to have access to books from which they can learn about and understand different perspectives and help them grow into adults, who can think for themselves in your emails, you claim that you work as a board member your work. Is a board members informed by research, but to support your opinions, do you don't refer to any actual scholarship? Instead, you cite religious and popular media accounts that speak of the Cults of the Cults mentality of lgbtq. Plus, you site works that are filled with baseless accusations about the queer community, including the idea of that there is a queer recruitment agenda going on in our schools and that we are promoting the adoption of transgender identities. You seem to actually believe these conspiracies theories on behalf of the association. I'm asking that you simply honor the public's clear intentions, the public wants schools that accept everyone. The public wants, libraries that have books from multiple perspectives, the public wants school board members, who honor the diversity of our people, not ones pursuing their own personal religious agenda Please take the time to listen to presentations from groups, like inside out youth services and please leave our school, librarians, to the professionals who work in our schools. Your authoritarianism is not welcome there. Tina West, there's a long tradition of public school independence from religion, our courts, and our constitution, require the separation of church and state government officials such as yourself can not take actions that violate that separation yet and your emails. You clearly engage with a self-proclaimed expert on teaching, creationism in schools. You expressed interest and ask Mr. Cummings to contact, you separately on a personal email address saying that you hope the other board members would want to see the presentation. Mrs. West, we have many different, kinds of Christian Believers in Widefield. We also have Believers in other religions and atheist to all people deserve to have public schools that are free from religious bias. Please keep your personal religious agenda out of our schools. We want people from all backgrounds to receive a good education in Widefield, not just the ones who believe in your particular views. Thank you for your time. Thank you, sir. Diane's Zelenzinski. Did I say that, right? Good evening, Mr. Hoffman and board members. I am just here to say hello. My name is Diane Zelenzinski as it was said, and I am the school liaison officer at Fort Carson and I'm the conduit, so to speak, between Fort Carson, and the school district here in Widefield. And so, I'm just wanted to put a name to face and let you know I'm here for you all to help with our military-connected students, thank you for coming, we appreciate that. Thank you. And last is Stephanie Zachar. Zachar. How close? Zachar, Zachary. It's just like Zachary without the y? Okay, good evening. I am Stephanie Zachar and I am a teacher at Mesa Ridge High School and also a member of the Widefield Educators Association. So as my colleague mentioned, we did receive some emails through a Colorado Open Records request. Mr. Fisher the emails reveal actions and statements that are not in line with Boards values and beliefs, they are not in line with the board's educational philosophy and Mission. And they are not in line with the majority of Widefield residents, beliefs and values as shown in the district's own Magellan survey. Even though these email conversations, go beyond the pale and challenge, the fundamental principles of public education, you are nowhere to be found in those conversations. You didn't respond to Mr. Docks screed on queer people. You didn't respond to Mr. Docks inquiry about, potentially banning board books, you didn't respond, when Mrs. West invited further dialogue with a person who claims to be an expert on teaching creationism, you didn't respond to a number of other controversies in those emails, you are. In fact, almost completely absent from the thousands of pages that we received, which is not what I would expect from the president of the Board of Education. It also brings to mind the wonderful email updates that we received last spring of the board members activities in the community, where I noticed. Mrs. Kutcher and Mrs. West, and Mr. Doc were at a number of different events for our students and visited a number of classrooms. And your name appeared, maybe once or twice for every five or six times that their names appeared, it appears that you either implicitly condone the bad behavior of other board members or you simply aren't doing your duty and leading the board. Mr. Fisher, the people of Widefield expect leadership from the board president. If you are going to sit in that chair, then we would just ask you to do your job and play an active role in leading the board, and take more of an active presence and getting to know our students and our staff and our events. And I am sure that there are any number of people who would be happy to send you invites to our different events coming up this next month. Thank you for your time. Thank you, ma'am. Mr. Jeff Baerresen administrative report. Come on. Oh, are you doing it? Dave, they're all three, killing all three. Well, that's not want it. Blow as many of you know I supervise the leaders for facilities Transportation nutrition services and park and rec have great conversations Mr. Dock each month, however through cap and all the projects that I get these guys to get squared away, I want to make sure that credit goes, where credit is due and Chef person, Zack Richard of the ones that helped make all that magic happen. So, I just want to do a quick quick introduction of those guys before they get started because they get all kinds of things, taken care of in our district. And they make our old building It's sustainable and functional for all of our kids, even though they're old, they look great compared to many other places around town. So, mr. Jeff Yes, the buildings are old or their old almost killed little bit of both. So I just want credit go, where credit's due in these guys do a great job so they're gonna do their facilities presentation for you. Thank you. Well, thank you Mr. Gish who, by the way, is a wonderful supporter facilities. My learned a lot from Mr. Gish, he's very, I will say patient and just like say a wonderful supporter of our organization and also my name is Jeff Baerresen I am the operations manager of the facilities Department. I have had the privilege of serving in the facilities department for 27 years, just about In several capacities. So there's been a total of five I'm sorry. Excuse me for operations managers or directors, the facilities since the opening of Widefield School District, I am the fourth and I've actually served under all the previous in one capacity or another to my right is Zach Richard. He is the assistant operations manager facilities and just a little bit of history is his grandfather. Don leader. was actually the first director facility for Widefield School District 3. So, we're very proud to have Zach in our presence and does a great job for us. Wait for Paradigm kind of a snapshot overall view of kind of how facilities operates and well kind of go through it. I'll take the first six slides and Zack's going to take over from there. But what you have up there right now is the is our mission statement, which took almost a year to develop, Believe It or Not. Several copies came through several versions came through and we, we finally settled on one. And so, the facilities department is committed to creating a safe and comfortable environment that Fosters optimal education. We dedicate ourselves to supporting and maintaining our buildings to the highest standards and I believe that. Holy so when we say that, we give our all for facilities. So it shows, thank you. Thank you. Click this. Slide here is an overview of our department and how its organized. We are oversight for the warehouse and for the district print shop as well. So, we have 18 employees at the facilities Department. Not including myself. Exact we have three employees in the warehouse to employees in the print shop. And we oversee 64 District, custodians as secondary supervisors in the during the school year and is primary supervisor during the summer and over breaks. Okay. Building serviced, we service a two Elementary School's three Junior High's, three high schools. One Pre-K. 1 preschool. One online school, one facility which is the mill, one public library, and food pantry, and force for support facilities for Total Building square footage or 1 billion 300 1689. Okay, we also have Modular Buildings, we have 14 Modular Buildings at elementary schools, 9 modulars, that Junior High's, one at a Pre-K. And one at a say Wilson, for 60,000 square feet and that 60,000 is included in the 1.3 million and the previous slide. Secret Service, their 70.3 Acres at our elementary schools, there 76.5 at our Junior High's, 73.5 at our high schools, and 27.5 at support, and miscellaneous across the district for to total of 240 acres. And those services that we do are mowing fertilizing overseeding topdressing, striping, our grounds crew utility crew is very So this slide right here, shows a five-year summary of our operation budget, and this number just depicts the money that we have to fix facilities to do. Work orders and different things like that. So I'll let you read those numbers are. And this year, we have about 1.5 million to complete what we need to do over the course of the school year. So, Again, I second Jeff. Dave is an awesome person to to work for him. I'm glad to work for both of these gentlemen. So, thank you, Dave. So this is a five-year summary on what we've spent during cap Reserve cap Reserve. As a budget that we that Dave actually manages. And he's actually been really, really generous for and I appreciate your, your thoughts on all this. And but this shows you what we've spent in our cap reserve the last five years. This is our capital reserve in general fund, completion projects. Saint 2020. We completed. 47 capital, reserve projects 2021 69-61 84 and 85 for total of three hundred forty six projects during 2020. The reason that, that number is lower, is because it was during a kova dear So best grants best. Grants are our districts best friend for facilities. The definition of best is building excellent schools today, it's it's a matching funds program. Grant matching percentage is established from The District's free and reduced numbers State portion of funding comes from the Colorado state land board, Colorado Lottery and marijuana. Excise tax so, All right. So in the in the past five years, we've done quite a quite a bit with best, Grant best. Grants actually helped our schools actually grow quite a bit and then, and I've been a part of every one of those. And it's been a real honor to actually see this District grow that much and five years. So, when you look at the genital new roof and air conditioning, what was the overall budget for that? While you're going to call me out on that give or take? It was It came in about 6.2 million. Okay, know that the Eight million. And it was going to be. We got how much of that are the best Grant is work. Yeah. Okay. Looks like it. Yeah, because it's all a percentage. We're getting a ton of money by doing this. Best Grant, you guys are kicking butt. So this is our percentages. As you can tell, the percentage is pretty pretty much the same. The only only miss miss typo is here as in 2022. We had 52 percent instead of the sixty percent that we put on here, but the numbers are all correct. So either way, we only pay 63 cents on the dollar for that out of our taxpayer money. Money. Correct. And there were getting additional. Yeah, but just just for doing a bunch of paperwork. So that's nice. That's nice. Thank you. Well, as 2.9 Million Dollars of paperwork, that's a lot. So that overall the best grants, we it's about five 23 million since 2019, and we've actually received from the state. So nice. So School, dude, School dude, has our way of conducting business every day. It's our work order system that all custodians and building principals have access to, to get our facilities to be where they need to be. So we started this in March of March, 3rd of 2006, total work orders today to 75,000. Average completed per year is 4055 and average completed per month is And 38 and that's what are small. Very small facilities Department my opinion. It's it's smaller than than I'd I think they do a phenomenal job. Keeping these old buildings alive. So this is the bond Bond issues that facilities has has kind of went to Dave. And we've all, we've all sat through multiple meetings, identified Bond projects that we've come up with, there's air conditioning throughout the throughout. The school district. Is this is one of the things that you'd like to see. Yes, sir, building Renovations everywhere buildings like penelo and all our older buildings, that that definitely could use a facelift would benefit greatly from a bond electrical upgrades. Um places like Whitefield High School still have the original electrical system that was installed in that that building and to get an air conditioning system in that building would require an electrical upgrade. Before that happens, especially as removal. We still we have facilities, I've been here for 20, this is my 20th year and we have facilities have really done a really good job in the last few years to get rid of asbestos in these buildings. And but we still have quite a bit quite a bit. To go. So that would really that would really benefit the schools of wide field School District to get rid of that. Asbestos boiler replacement again, mr. Gish, and mr. Barisan have really done a good job, helping me to get these boilers replacing these old buildings. Five years ago, we replaced a boiler a white field high school that was built in 1952 and it, and then it lasted until five years ago, and it probably would have kept going. But it's just yeah, getting the parts, right? Yeah, dead man there. Yeah. It was time, rooftop unit, replacement, buildings, like Mesa Ridge, High School. And there's there's quite a few at at French French, French and Sunrise your big like field. High school has some old old drift op units on. That's going to have to be something that we look into as, they're very expensive but it's a huge need and then window and door replacement. Energy codes are changed and we're not, we're not up to energy par right now. So I'd really like to see the tax A Widefield School District, save some money with with energy. And I'll just open it up. So questions, please. Awesome, thank you, thank you. Thanks for coming in. Thank you for all you guys do, mr. Gish, thank you as well, sir. Dr. Houtchens That's going to be a hard act to follow especially because people, I mean, I'm very excited about what data. I know I do have some fella date fellow data nerds in the audience tonight, but this is our annual time to go over our state assessment results, from our spring assessment season well, which was January through, April of 24. A start quickly by just giving you some faces behind the scenes. This is the team that works over in student achievement and Central registration. And they provide support across the district and the areas of all of our student formation and assessment systems are maintenance of our student records. And then also the enrollment of our students. And so July into August is a busy season for the three ladies that are over in central registration. We also Add support for our state assessments, all of our data, our textbook adoptions, written curriculum documents, licensed evaluation. And then all of our professional development that is offered. So we're busy throughout the year. As I promised, I believe that this presentation was shared with you, so I will not go through all of the slides. In the presentation, we went over some of them on Tuesday and you guys now have access to all that information. I'm going to go ahead and start all of our students in grades 3. Through 8, take our see, Mass assessments and the areas of English and or ELA, which is English, language, arts and math. And then students in grades 5, 8 and 11 per Federal Or guidelines for. I think it's Essa right now our current elementary and secondary Education Act. That's the breakdown of students that we had take the test as you know parents have the right to opt their students out of these tests. And so there are some differences between the number of students who took ElA and math tests depending on when those opt-outs came in and then our numbers, if you were to look at an I meant during that time versus this, they'd be slightly off due to those opt-outs that come in. Science is not as high because it's only tested in three areas. The board has had access to these graphs. They look a little bit different and are in different colors but you guys have had access to those now for just over a week. So I'm going to move through. The first slides will be comparison of our achievement versus the state by grade level. On the left hand side, it is our achievement versus ourselves. So we're looking at, how did our achievement change from The spring of 23 to the spring of twenty four just want to point out that that is not a comparison of the same students to comparison of how our each grade level compared this spring to the spring previous. If you look the little tiny pieces of Goldenrod, the little Golden Rod bars. Indicate the change that we saw? So you see they've had a couple areas where achievement dropped a little bit and a couple of areas where our achievement went up. But as I look at those overall numbers, the achievement is is pretty. Pretty consistent and static not very much change there on the right, you can see our comparison to the state and this is a comparison of the percent of students that scored met or exceeded. So, it's not an average, but it is actual percentage of our students that scored in those. Upper two categories with switch the state considers to be on grade level and meeting standards. So you can see there that we are pretty close with the state across our grade level. as for ELA, Math is a little bit more of a struggle for us. Again, on the left hand side, you can see us versus ourselves for grades three through eight and while our achievement versus the state is lower than what it was for ELA. You can see that we had more areas where we increased our achievement across grade levels from Spring of 23 to Spring of twenty four. So, Improvements there for our teachers and our students science. As I said is administered in grades 5 8 and 11. And so here are the comparisons. Again on the left hand side is US versus ourselves and then on the right hand side is US versus the state. Just a reminder, that this is only the third year for this iteration of the science team. S test the standards were updated to align with the next Science standards back in 2020. And this is the third year. The first year, they didn't give us any scores. They gave us percentile ranks. And then last year they started to give us proficiency bands and and we have seen an increase each year as we've gone through for science. So Alright. Now we're going to talk about growth, so the state gives us ratings into areas, they measure our achievement. So the percent of our students that are scoring in the different proficiency bands, and the state has established specific criteria, that students have to meet in order to score within those bands. So that is what we call a criterion-referenced test or Criterion reference measure of the CMS test, but the state also uses a norm-referenced measure and that is the growth measure. I just want to remind everybody that that growth measures. Is more heavily weighted for our accountability measures. So when I get to the end and I talked about our district for performance Frameworks that growth measure or that norm-referenced measure where it's a comparison of how students are doing compared to their academically similar peers across the state. That measure is worth 60% of our Junior High and elementary school performance ratings and it is worth forty percent of our high school school performance rating. So it is more heavily weighted. Then achievement. And when we're looking at growth, we're looking at a median growth percentile. So I like to kind of explain you, when you would take your children to the doctor and they would say, your child is, in the 50th percentile for height. My poor child is not very tall. So she was in the 50th percentile for height. And that means, 50 percent of the population is shorter than her, and 50% is taller than her. So, that's kind of, where do you rank compared to your peers and in Colorado, it's a little bit more complex than that. Because we're ranking them first as to how they compare to their academically similar peers. So we're saying, if you started in the meats category, then you are being compared to the growth and performance of other students who are in the meats category. The state simply the way they do, their cohort model, the state's median growth percentile is always at 50%. So you will notice that I don't these graphs get pretty crowded with all the different information that we have in them. So you'll notice that I Have the state in these because the state is pretty much always at the 50th percentile, there are a couple of college board assessments, the PSAT and sat where they fluctuate between 48 and 49 percentile, but they're still pretty close to 50. So you want to keep that in mind as we're going through and looking at growth again, the graph on the left is always going to be us versus ourselves. So, our growth for this ELA for the spring of twenty three verses, our Our growth for the spring of twenty four. And you can see that in most areas, our growth is pretty pretty stable. With the exception of seventh grade, we did see a dip there and then you can see our math growth. On the other side, US versus ourselves, the spring of 24 versus the spring of twenty. Three. And again, we're pretty close. We have a couple areas where we've seen a dip in growth, but we're pretty close there and the state would be at the 50th percentile. So we do have some areas where we were at or above what would be the state's average. I'm going to go down now into a deeper level looking by grade level, and by school. So these graphs get a little cluttered because we have nine elementary schools. I do want to point out the JMC a is not in these graphs and is not because we don't care about JMC a, it is because their numbers are too low for me to be able to publicly report out on their achievement for their matched data. From one year to the next four students that meet those accountability requirements. I don't have that data to be able to share publicly so it is not in here but they do get their raw data back and we do within our district systems provide access for them to be able to provide services for children as needed to meet their needs based off of and make instructional decisions based off of those scores. So just want to point that even though they're not in there they're not out of sight. Out of mind. We just can't present. You will see that there are some gaps. So I pull this information directly from what the state releases publicly. The reason I do that is so I'm not reporting something here that looks different than what the state has on their website. And for some reason that the State has yet to be able to explain to me, they have some Grand Mountain data from 23, but not all of the grand Mountain data and I do understand because their n value is high enough. So, so waiting for them to explain that to me, but you can see by school On the left hand side, is US versus ourselves 24 to 23. So those lighter blue bars indicate this year, you can see in a number of areas. We've seen an increase in achievement for ELA and third grade by school. And then on the right hand side is our math achievement. And I do want to point out because math is a struggle for us. But when you're looking at third grade math there and you're looking at those lighter gray bars, there are a lot of them that are Higher. And so we're seeing some increase in our growth and math, which is exciting. This is fourth grade. Same information included within those graphs as you're looking Ela, is on the left and Mathis on the right and you were seeing some improvements and some places where we're staying the same and a few places where we are seeing a decrease. This is math achievement and math growth. Remember the math growth is that math and Ela growth. The state is always going to be at that fifty percent, but you can see there for math growth, that we have seen some increases within the math growth, also some increases with in math achievement, I think we had five schools within math, achievement that improved in. Looks like we had three or four there for mouth. This is fifth grade, fifth grade. I will also show science, Ela achievement there is on the left. Looking at the percent of students at met or exceeded Ela growth for fifth grade. Is there on the right again? A mix mixture but not too far off. In most places, this is math achievement for fifth grade and I just want to give a shout-out to Talbot because you will notice that They had a significant increase in the percent of students scoring meets or exceeds, they've been working teachers and students have been working really hard and their efforts are starting to pay off. Not that we're not working harder. No other schools either. But I just want to recognize and celebrate those increases in achievement for Talbot and then you can see, they also had a significant increase in their growth. A lot of times they'll go hand-in-hand, that increase achievement in increasing growth. We do not have science growth data because it'll is only done 5th 8th and 11th grade. And so, the state doesn't track or give us growth data there, but you can see our comparison to ourselves by school looking at science 24 to science, 23. Do you want to point out? It's impressive to pull a lot of these numbers especially since we did not have science materials that aligned with the Next Generation science standards in Colorados version of those, we just adopted those last year. Thank you to mr. Scala and not so been in the work they did with the dodea grant to be able to provide those science kits. I am really excited to see the impact from those kits and that instruction that teachers are able to provide. So This is sixth grade moving into our Junior High's. So looking at our Ela achievement several areas of increased for achievement and then looking at our growth we had some areas for growth want to recognize as we look here at Watson. They were able to move their SPF rating up from Improvement to Performance and they did a lot of intentional work with their math coaches. And then also, With the easy Grant partnering in to make sure that they had effective collaboration and I'll talk more about the impact and high leverage that effective collaboration gives us as we move forward. So, this is looking at math achievement. And again, this is another celebration, if you look here, are sixth grade math achievement is up in most areas from 23 to 24. And that was, I had several Math teachers to have the data yet, you have Data yet several sixth grade math teachers and I was like, I don't have it yet, I don't have it yet and then, as soon as I had it, they were like woohoo, because they've really been focusing and putting some intentional efforts in there. So, and then you can see growth is, is kind of mixed as we look across for Math. And that's kind of the story we've seen for math in the secondary seventh grade ELA achievement is there on the left A little bit of a drop in what we saw in the percent of students scoring meets or exceeds. But if we look at our growth in most areas, our growth is still exceeding, the state's growth. So we are moving kids from where they're coming in math achievement for seventh grade. I just roll seventh grade math. Team is consistently not, not just passing the state. They're like blowing the state, the water and I'll talk a little bit about Of the work we did with our Junior High Math, teachers to scale the success that we're seeing in some areas and bring it into our other areas but also want to look at Grand mountain in the increase that they had from that 17.3% scoring meets or exceeds in 23 to 30 point. One percent scoring meets or exceeds don't ya. Some celebration as we look across here. 8th grade ELA, pretty strong in our achievement for pay. Eighth grade ELA. They came up in most places or maintained and then also again just want to look at that growth. It is in most places above the state's median, growth percentile. And that's one thing we see as we look across our district performance framework and across our Junior High's, they really are one of our strongest areas. So, All right, and so then here is math. And again, the Sproule eighth grade math team is is consistently outperforming the state by I think about 15%. So yes and I'll talk again. We're taking advantage of their knowledge and building that capacity across the district. We did see a drop off in our eighth grade growth. So while achievement stayed strong We did see a little bit of a drop-off and growth so to do there and then this is our science achievement for 8th grade. And again we don't have growth and then this is 11th grade. I have to tell you that in circles, when I'm talking about participation in 11th, grade science, most of my colleagues around the state are astounded because they can't get much above 60% of their 11th graders to participate and we have well over 90% of our 11th graders. Once what I mean, we have opted out so that's not included in there but our students are participating high school principals. I Share this with. You can have all of the graphs, we can. I see you guys my dad on nerds over there, but I'll give the whole thing to you. You can see it. Good. Look at it. Part of what we are required to do, is to look at our disaggregated data. So I want to talk a little bit about these columns. Yes, each column should add to a hundred percent. However, these percentages are not mine, they are the states percentages that we then add up all together to aggregate all of grades 3 through. You ate, because we would probably be here till 10:00 tonight. If we looked by individual grade level at this disaggregated data, and the larger numbers allow us to report more equitably. Because if we start to go down by grade level, we, for example, our American Indian population and our native Hawaiian or other Pacific Islander and our Asian population are all less than 2% of our Total School population and so parts of those bar start to disappear. Once I start looking at individual grade levels. So I felt this was the most comprehensive way to share it with you but if anybody is really excited about data, you go on Colorado School of you and they will show you the missing bars and you can go by grade level by gender, by ethnicity, by disability, by free and reduced lunch. I mean, you can it's really fun slice and dice. It's great. It's A good time. I bet the guys don't. Yeah. Okay yeah okay we do have some good guys. Thanks even if you're just smiling for my benefit I really appreciate it. So we as we look at Ela achievement for grades 3, through 8, these are the percent you can see. So red is did not yet meet orange is partially, Matt yellow. As approached green is met and the blue is exceeded, so you can see the breakdown. As we look there. We have a gap. Cap and achievement for males. And females in ela, we see that quite a bit and then you can see the breakdown among our different ethnicities. Over on the right hand side, I do want to point out that sometimes, especially when you have percentages that are as low as those three subgroups that I talked about, you can see significant fluctuations because it's not a whole lot of kids that were talking about within those bars. As we look at our students who have an IEP and our students have who have been identified as gifted here are where those percentages breakdown. So that we know that That there is support that we need to continue to provide for our students who have who are on IEPs. And then in language proficiency, we're looking at achievement on Ela for students into different categories. One is not English proficient. So these are students that have probably recently moved to the United States and they vary they really don't speak any English and they come from a variety of different language, backgrounds And so are in multi their multilingual Learners. And so our ml teachers have I think I was talking to Natalie at Watson. I think she said in her, we shorten not English proficient to nap and in her nap class she I think had five different languages five different Native languages that she was translating in and providing resource materials and so it is to be expected if you're not English proficient and I test you on your knowledge of English language arts in English since I don't provide instruction in your native language. I expect to have a large percentage of students who are at did not yet meet. You can see for limited English proficiency that drops significantly because they do have some grasp of English language and so they are able to understand and comprehend but as they stay with us, one of the bright spots in our District performance framework is that they are learning English and we are on track. We are at Meats for keeping our kids, on track to English language proficiency. So you'll see a little bit different story when we get here to math. So, the gaps between genders and math. Typically clothes, from what we have seen for ELA and then breaking down by our different groups. One thing that we are aware of and we are We are looking at, and in fact, we have added practices into our TLC, one of our major revisions was to add in culturally, responsive instruction. But when we look at our Latin X population of students and our black population of students, we know that we need to provide some supports there. And so, if we look at math for our students, who have IEPs and our students who have been identified as gifted, there are those breakdowns. Typically we see our students who have IEPs that are in that did not yet meat category typically have their disabilities connected to math and they usually have instructional goals around math. So we're working there. And you notice that the percentage of students who are not English proficient in the did not yet. Meat category is down from what we saw on Ela because math is a little bit more universal language. The instructions are still in English and The problems, the where the are written in English. So there's some of that barrier there still for our students. Questions about see Mass before I go on. All right. So now we'll get into college board. So all of our students in ninth grade, take the PSAT, 89 our 10th graders, take the PSAT 10 and our 11th graders. Take the SAT, the SAT is also what one of the options Colorado has identified for students to meet graduation competency, so they can score for 70 on the SAT or higher for the evidence-based reading and writing to meet graduation competency or the state just lowered from 500 to 480. They can now score for 80 on the map in order to meet graduation competency. I do want to say as we head into this, if you're not aware the state or college board changed from the paper version to a digital version, it is a one-stage adaptive test and I don't think that the state or college board frankly was prepared to see the drops that they saw in math specifically we didn't really see them as much an evidence-based reading or writing, but in math, there is a great There was a greater impact in a greater drop in scores and the state really doesn't know if that is due to the structure of the test or if it's a due to instruction or student learning. And since they can't separate that out, they've made some changes to their scale scores, cut points for the points. We are in on our DP F in SPF and they lowered the math from 500 to 484, the class of 25. And the class of twenty six, we'll see what they do. as they move forward, past the class of 26, and as they start to see students move through, so, This is our achievement in the evidence-based, reading and writing, which would be the equivalent to ELA on c maps. The big change on the evidence-based reading and writing tests, is that instead of kids reading a long passage and answering five or six questions about that. They now have just a little snippet in the answer. One question. And so we actually did see some positive results for evidence-based reading and writing and think that that is probably an easier. Easier is probably not the right word but students don't have to maintain that level of understanding and going back into the text multiple times for all those different questions. It's just right there and I don't know if that's helping increase our scores, but on the left hand side, you can see us versus the state. For the percent of students that scored meets or exceeds on the PSAT, 89, the PSAT 10, and the SAT. And so Not too far off their the state does not give us growth from see Mass Ela, 82. PS, a TI-89, it's good because they're completely different tests and they're measuring completely different things and so I don't have any growth for the PSAT 89. But again, that median percentile I believe, for the PSAT 89 is right around 49 and so we are One person above that for the PSAT 10 and then I think we're one below, I think it's 49 or 50 across for all of those. So, we're pretty close to the state's median, growth percentile, On the math. All right, so here's where we took the hit, but we took the hit in the state. And so, this is where we're looking to figure out. Is that the constructs of the test is an instruction? What do we need to do to be able to support our kids? Because you can see there's a significant difference between us and the state, even with the state's drop and you can see our growth. Now, they do measure growth from see Mass 82. PS, a TI-89 because Math and they're measuring math. So just for an example, on CMS Ela 8, they have short and extended constructed response questions. And there's a writing component to it, where students actually have to write on the PSAT 89 there it's all multiple choice and so there isn't a writing component so that the constructs of the test really are different. Again, I've expressed to the board. The state statistician is a pretty solid lady and so if she's saying she can measure growth. She's got my vote of confidence in her to measure that for math. So are interestingly enough, the PSAT 10 really didn't? We didn't we didn't see much of a change there in the state. Didn't see much of a change in PSAT 10. It was for PSAT, 89 and the SAT and I'm still trying to figure out is it course sequence, but what is it? And I can't find patterns that will help me understand. So we're still working on that. This is achievement getting down to the school level, little bit easier. Here, we don't have it quite as many secondary schools as we do have elementary schools but you can see a comparison for the state the district and then our for because Discovery and the Haven also have high school grade levels. And so then you can see the percent of students scoring meet or exceed For evidence-based, reading and writing and then for math as well, and we are lower and math and have been lowered math. So we'll talk about that as we get towards the end. Here is just P sat 89 evidence-based, reading and writing us compared to last year. So you see our achievement and that's why I was talking about Archie payment is going up in that area and there's that change to how those questions work but again I don't have growth data for PSAT 894 math. Achievement ninth grade PSAT. 89 was was hit pretty hard. Discovery does not have enough ninth graders for me to be able to report out on that and you can see our growth is slightly down from where it was last year. On PSAT 10. We were pretty stable on the evidence-based, reading and writing, you'll see similar on the math, didn't didn't see a whole lot of change. Their much different story for PSAT, 10 math stayed with me, which leads me to believe. There's something within the test, the is going on. Sat had some areas of increase for And then our growth is is closed, but came up for both of our schools, do not have enough one-year match data for the Haven and Discovery to go into growth. There spfs came from a three-year collection of data because of the numbers of students. So and then here is our math achievement. Again math was an area that the state took a hit on as well and our growth dropped a little bit there as well. Here's our disaggregated data by gender. This graph we did break down by PS, a TI-89 PSAT, 10, and they sat. And so you can, if you can see how small that is, that's looking at our gender separations, for evidence-based, reading and writing across those three tests. And then our ethnicity we combined again, because of those low percentages. Have those three different subgroups easier to combine all of them together so that I, you can still see. Even combining, I can't show some because they're Native American and Asian and Pacific Islander native Hawaiian and Pacific Islander or not included in there. And then our IEP students who have IEPs and are gifted students falling out there. And then this is for Math. And we know, typically are students who are on IEPs in this area of math. They have math goals, and we're working towards those disabilities, to support those students. All right, so let's let's kind of summarize all of this jumble of information that we just saw, just want to give a quick comparison. So our district performance framework is how the state rates us. And so a performance rating is the highest rating. You can earn Improvement comes below that actually, sorry at a district level. You could be distinction and that is Above Performance and typically, I've only seen very wealthy School districts like 20 and Cheyenne Mountain or the distinction rating there are extra points that are embedded within the district performance framework for your students that are meeting a higher bar. So they're scoring fours and fives on AP exams and then scoring higher in some concurrent enrollment courses. So I usually give you guys a snapshot of how our district performance framework compares to our surrounding districts. And I gave you two years worth of data here. 20 24 verses 2223, you will notice we're still Improvement. However, we aren't 52.8% of the points. Last year, we are into 54.6% of the points this year. We get 256, we will move into that performance range. So the performance range is a very large range. I don't know off the top of my My head. I lied. I do fifty-six percent to seventy three point. Nine percent is performance and then that distinction would be 74 percent to 100 percent. Go to that other level distinction is not something that is part of a school performance framework. It is just a district performance framework and so last year Harrison was performance and they have dropped to Improvement. And this year fountain-fort, Carson moved into performance but I also gave you the Set of points earned. We earn those points based off the data. I just showed you. So we earn those points based off of the scales. The mean scale score that we have for achievement in our median. Growth percentile broken down into the state has percentile bands, where they award points for that. And then also disaggregated across our different, subgroups gender free and reduced lunch. Minority status, IEP students, By UPS. So that's where we fall on our DP F. So some of our celebrations we did have some schools seven that increased their school performance framework points earned and we had for that increased by 5% or more, another huge victory for us is our dropout rate. So this is when you want those numbers to go down, anything below to is considered exceeds and as a district. Went from 3 point, 3 2, 1 Point 9. We've been doing a lot of work across the district in a lot of areas to keep our kids engaged in school. And hasn't, it's never been an easy task, but coded made it that much more challenging. And so for us to start to see our numbers come back to, those pre coded levels is really exciting and really a testament to the work that our students and our staff are doing. We did M exceeds this meet or exceed, the system, the state media, and growth percentile in those areas. And I I see my fingers went too fast, and I did it. I missed that H, and T for fifth grade, fifth, sixth, seventh, and eighth grade ELA as well, as 10th grade evidence-based, reading, and writing. We saw increase in growth there as well as seventh grade math, which was, that huge growth that we saw from Sproule. So now we get to the work. One of the things that we know increases student achievement has the highest effect size on that is collective efficacy, which really works itself out to effective. Relation among teachers. And so I talked with each of you last week about the work that we are doing to intentionally scale, our effective collaboration strategies across the district, following evidence based research practices that will help us to get that collaboration in place and will give us the highest leverage lift to improve what we call. First Master Tier 1, instruction in the classroom for students, so we can limit the number of students needing intervention because Because it's Tricia. And I love to say, you cannot intervene your way out of a two and one, bro. So we need to get our be able to scale the effectiveness that we're seeing in pockets. And so, as I said with math, we have started some of that. So, we're really looking, we've talked a lot to on Tuesday about that conceptual understanding that we need our students to have. So when they take a semester and SAT test, they're not going to be told use point slope form to find slope, right? Right there. Going to be given a problem and no. Oh, I know slope and oh I know how to use it and I know these different ways and I know this way is the best way and so that is a shift. That's not how I learned math. And that's not how most of our Math teachers learned math. And so it's a huge shift and we also need to have the right training and right materials in place for our teachers. And so through our math adoption process that we went through the end of last year. We feel like we put those in place and we are moving forward with providing that support. We also have brought teams together teams that have figured it out and they are increasing student achievement and we've had them be part of those conversations about. What exactly should our pacing and sequencing look like as we are going through. And so we're creating district-level guidance on that. One of the big things that is the focus for that scaling of effective collaboration across the district this year. In our first year with this cohort is that we want to develop a common understanding Ting of what proficiency of Standards looks like. So that we all know the Target that we're trying to hit for both students and teachers. So our next step will be to develop and Implement clear expectations for how we want grade level and content area teams to collaborate. We will clearly Define learning targets and proficiency scales for all of our prioritize standards. We've always prioritize our standards, what we haven't been able to do is that next step of really helping everybody. What it looks like when we reach that proficiency and then we have that targeted training for Math teachers. That I talked about we're not neglecting, I put math in here as a focus because the data you if I'm not putting math in here as a focus, you should be asking me about that. But that doesn't mean we're not still focusing and supporting those other areas are just want to be clear on that. We are still ensuring that kids can read. We're still ensuring, they can problem solve and we're still providing a variety of Pathways for them to find their interest in their passions. so, Questions. All right. Thank you. Good evening, good evening, sir. If I may take items, 58, you see by consent? You may sir. Thank you. So these include the following policy recommendations policy ACA name changes, which is a nuke as be required. Policy regarding usage of student named preferences in schools policy, J KD J. Ke suspension expulsion of students and other disciplinary interventions and policy. JK D JK, e Dash our suspension. Expulsion of students, the hearing procedure, which is the addition of a hearing officer in the student. Expulsion process has provided for your review and discuss. Previously, it is recommended the Board of Education approved. Each of the policies as presented. Is there a motion? Almost into adoptive or second, I second. This is Kutcher, I, Mr. Dock. This this group of policies gives me an opportunity to express some appreciation to Mr. Vsetecja along with I mean hard work on policies along with I'm sure his staff and Mr. Hoffman, there's a piece of this as we've discussed. That came down recently from state of Colorado, has mandated, so we'll do it. There's a couple of areas in there that that affect staff members teachers and parents and I've heard of things happening in other states. I Colorado is recent with the Mandate and my only request is that if there are issues that come back from teachers and staff or parents, we want to revisit this and that. And with that, I will vote. Aye. Mr. Fisher. I, Mrs. West, I have the same concerns that Mr. Dock has a question, some of the constitutionality of the, but I consider compelled speech and government overreach of part of this. But having, you know, given my two cents and in concurring with his And I will also vote, aye. Yes, thank you. And we will monitor. Thank you. Thank you. If I may, why I'm still here, take item 5 e, Please. Okay, thanks includes the following policy recommendation policy GBC a sick leave, which is the update to increase the employee sick. Leave payout amount. So according to the board approved compensation increases for school year. 24 25, this policy is receive item this month for your review. Thank you sir, thank you. Thank you sir. Thank you Mrs. Kutcher. I'd like to make a motion to appoint. Mrs. Shelley Laborde to the Security Public Library Board of Trustees for a term ending. August 2029, is there a second? I'll second that There's Medina. Mr. Kutcher. Sorry, mrs. Shelley Laporte moved to Widefield area in 1969. She attended Webster Watson and graduated from Widefield high school. Mrs. Le board has been a district employee for the past 25 years and is currently the elementary librarian at Grand Mountain School. Mrs. Medina, Mrs. Kutcher, I, Mr. Dock. I, Mr. Fisher. I. Mrs. West. I. Is she with us this evening? No. Okay. Mrs.Craft, do you care to come enlighten us on. Good evening. I'm requesting approval for two students from Mesa Ridge High School to travel to the 2024 FCCLA Fall Leadership Institute in Orlando Florida, October 18th through the 22nd at the fall Leadership Institute. Students will undergo training, centered on teamwork, and Leadership facilitated by the Disney Imagination campus. They will participate in to half-day Disney lead sessions aimed at enhancing their leadership and teamwork. Abilities using Disney methodology. We have two students and two adults who will be attending the students and chaperones will fly to Florida. And then take a shuttle to The Institute and stay at a hotel. Mrs. Jolly the FCCLA. Sponsor will be present at all times funding. For the event is covered through CTE fund raised money by the student group and student and family contribution. The group has completed all appropriate approvals to this point. Do you have any questions? We go. I know we've had a long list of volunteers, chaperones let me tell you. Therefore, if there are no questions, I do request approval for the students and chaperones to attend the 2024 FCCLA, fall Leadership Institute in Orlando. Is there a motion? I'll make that motion. I'll second that. Mrs. Medina, Mrs.Cutcher, I, Mr. Dock, I, Mr. Fisher. I, Mrs. West. I. Thank you for your support. Thank you. Terry. Thanks tonight. We have some donations to recognize here. First, we had a few donations for the Webster fund run in the amount of $500. And then we also had a Vex robotics drone and computer science equipment, donated for value of three thousand two hundred fifty dollars for our Robotics and drone program. At a CT for the CTE boys soccer. We had a six hundred dollar donation from Moab release. For boys, soccer. And King Fun Run of 500 dollars as well as a thousand. Another thousand dollars for Webster, sponge run recommended the Board of Education, ratify. The gifts and donations Widefield School District, 3, for the month of August 20, 24, the amount of six thousand three hundred and fifty dollars. I will make that motion. I'll say Miss Medina. Mrs. Kutcher, I, Mr. Dock, I, Mr. Fisher. I. Mrs. West, I. Thank you. Thank you, sir. Rachel lake. Hello. Hi I have 8 contracts for you. This evening there for Dr. Lee Ann Morgan who provides clinical supervision the stepping-stones group, which is a staffing agency for special education, services Roundup, Fellowship provides Educational Services. And then we have the foundation for successful, living and Goodwill who provide services for 18 to 21 program, it's recommended the Board of Education approved. The contract says presented. I will make that motion. Is there a second? I second Mrs. Medina. Mr. Kutcher, I. Mr. Dock. I. Mr. Fisher. I. Mrs. West, I. Thank you. Thank you. So future board meetings, the Board of Education Luncheon will be on Tuesday, October 15th at noon and the regular Board of Education. Meeting is Thursday. October 17th at 6 p.m. all meetings are here in this boardroom 1820, Main Street, Colorado Springs, Colorado, 80 911, Anybody want to get out of here? I motion that we adjourn this meeting, is there a Second, Mrs. Medina. Okay, Mrs. Kutcher, I, yes. Mr. Fisher, I, Mrs. West. I. meeting is adjourned.