Transcript

0:13:03I'd like to call to the order this regular meeting of the bullet quiet in the gallery. >> I'd like to call to order this regular meeting of the Boulder Valley School District for Tuesday, September 22nd, 2026. Board members may attend and participate in board meetings in accordance with board policy BMEA and state law. Laura, can you please call the role? >> Booker >> here. >> Chavez >> here. >> Medler >> here. >> Quinnland Aea >> here. >> Raj Paul >> here. >> Tu adding >> here. Anger >> here. >> Thank you. >> Like to encourage everyone to turn their attention to the screens for a land acknowledgement this evening. I'd like to remind everybody that the mission of the Boulder Valley School District is to create challenging, meaningful, and engaging learning opportunities so that all children thrive and are prepared for successful, civically engaged lives. Good evening, everyone. We're glad to have you observe and participate in our meetings.

0:16:09Board members, is there a motion to approve tonight's agenda? Moved by Lania, seconded by Jorge. Laura, can you please call the vote? >> Booker, >> yes. >> Chavez, >> yes. >> Medler, >> yes. >> Quinn Linua, >> yes. >> Raj Paul, >> yes. >> Teamu adding, >> yes. >> Anger, >> yes. >> Motion passes. The first item on tonight's agenda is a superintendence report. Dr. Anderson, good evening. >> Thank you, board president Raj Paul. Board members, want to start by thanking everybody um for joining us here today in person and online. Uh board members, as you know, we have significant business to do this evening. So um I'll be passing on my remarks for this evening, but happy to answer any questions. >> Thank you, Dr. Anderson. >> Given that brief update this evening, we will now move on to public participation.

0:17:05The board respects the rights of the public to speak on matters concerning the operation of the schools. The board does not endorse the comments of individual participants and remind all those who speak that you are responsible for ensuring your remarks are suitable for an audience that includes kindergarten through 12th grade students. Furthermore, this is an opportunity for the board to hear from our constituents. It is not a time for the board to engage with or react to speaker remarks. Speakers will each have two minutes to speak. You will see a yellow card when you have 30 seconds remaining and an orange card when you have 10 seconds remaining. If you run out of time or would like to have share additional information, you may always email the board of education. We do read all of our emails.

0:17:56With that, we will move on to our first speaker this evening who is Tanner Mayor and Laura if you have a printed copy of the list I would appreciate that just so I can check them off as I go. So, Tanner Mayor Tanner does not appear to be here. So, we'll move on to Hazel Harrisberry. Hold on. Um, can you push the button on the microphone? And also, there's a little um >> Hi, my name is Hazel and please don't close our school because it would be better to close the school if there was an accident. >> Thank you, Hazel. >> Hazel represents Community Monastery. Thank you. Our next speaker this evening is Claraara Dinski. my name is Clara. I'm in third grade at Douglas Elementary. When I first moved to Colorado and had my first day of school at Douglas, I was so scared. But I have lots of teachers that helped me learn to be brave. Mr. Woler knows the name of every kid. Miss Vosper helped me get comfortable taking off my headphones in the hallway, helped me be brave about making friends with other kids. It's and feel less shy about making friends.

0:20:05Mr. Goldman helps me with my word sounds. Mrs. Diamond, Mrs. Bennett, and Miss Gibson helped me learn to be smart. Miss Smith has helped me express my feelings and finish my work. At Douglas, each kid needs help learning in a different way. Douglas treats us like we are all important. That is why I feel brave now. I am trying to be brave today. Your proposal is making a lot of kids sad and mad. It's unfair because you're making us go to three different schools and giving our school to other kids. Why do you think those kids matter more than us? Don't do this. Do the right thing. Don't close Douglas and vote no. >> Thank you. >> Our next speaker is Victoria Marrian. My name is Victoria Marrian and I have been going to Douglas Elementary for 5 years. I have ADHD and if it weren't for Douglas, I would not be able to read like I can today. My third grade teacher, Miss Seeds, helped me help me read better now. I love to read. I'm not happy about this decision because this is an awesome school. Think about the kids that are on their first year. One of my best friends might even have to move back to California because of this.

0:21:32Douglas, no. This has a bad effect on a lot of people. Compare the effect this has on you to the effect it has on the people at Douglas. Douglas is our community and you are separating the people in it because of what you think is right. Douglas is home to the kindest teachers and kids of all times. Douglas is also home to many people such as students, teachers, and their families. Here are some reasons why Douglas should be saved. One reason that Douglas should be saved is because Doug is because Douglas provides the resources we need and also has good education and some awesome teachers. The reason another reason that Douglas is worth saving is the parents are so caring and nice. And also no all Douglas teachers, students, and parents know that Douglas is a place where everyone makes their best memories and their best friends. That is why I think this is the wrong thing to do. So think carefully about what you are doing to our comm community. Please vote no.

0:22:34Thank you. >> Thank you. Our next speaker is Sequoia Garcia. Hello, my name is Sequoa and um the reason we shouldn't close Burge is because so these people just made like a bike thing for our school and then it's going to close. So those people did hard work to make that. Thank you. Our next speaker this evening is Nate Holau. >> Is it this? Okay. Good evening. My name is Nate Holouser and I'm in the fourth grade at Birch Elementary. three schools in three years. That's my projected plan. If this proposal goes through, I will complete my fourth grade year at Burch and my fifth grade year at Cole, and my sixth grade year at Aspen. My mom and dad will try to open enroll me into Aspen Creek for my fifth grade year to reduce the number of schools I will have to attend.

0:24:09Since Aspen Creek is already at capacity, doesn't seem very likely that I will get in. My fifth grade year is supposed to be fun, exciting. I have finally made it to the top of the ladder. Said my fifth grade year will be in a new school, not knowing where anything is, not knowing who the teachers are, and my friend group split up. If you were a parent to who to a child who is going to have to go to three different schools in 3 years, would you be standing here where I am? Please reconsider this proposal until more research is done using the correct data and including the lowincome housing next to Birch. Those are my friends and they matter and you aren't counting them. Give yourselves time to make the best decision for everyone, not just for yourselves. Birch is an amazing school and I am very hopeful that I will continue walk to school every day next year. Not just Birch, but all these schools are amazing. And if you were a kid, what would you do? Would you fight for your school if it was going to get shut down? I am. Thank you for your time. Thank you.

0:25:26Our next speaker is Kora Holleshouser. Hello, I'm Cora Hoser, a former Birch student. I now go to Aspen Creek. I'm 11 years old and I want my voice to be heard. I believe that together we can save our schools and change your minds. Birch is a great school. There are so many good things that will go to waste if you shut down Birch. All the teachers strive to make healthy and happy connections with the students. If you really want the best for these students, you won't shut down those connections. Birch has so many tools to help kids who think differently. And if you shut it down along with so many other schools, you will be the reason those tools are lost. And you can't just district everyone to Emerald, Cole, and Aspen Creek. Those schools will run out of room. And what about the kids who don't get into one of these? Will they be tossed aside to figure out something else? It just doesn't make any sense.

0:26:21The negatives outweigh the positives about this proposal. I have a younger brother who is still at Bir. I was so excited for him to start his fifth grade year. There is this old tradition we do at Birch where at the end of the year, the fifth graders get to run through the halls and high-five all the lower grades that look up to them. It's a truly special experience. My brother and so many others won't get to do if you shut down Birch. Birch is the school who loves everyone. Birch has let the dogs out and we will not be silenced. Thank you for your time. >> Thank you. Put it like this. The vine's already on. Hi, my name is Ensley and I'm a fourth grade Douglas dolph dolphin. Last time I said that this is the wrong way to fix what the district wants to fix. Here's why. At school, my teacher doesn't just give me an assignment say go do whatever you want. She gives me a rubric. The rubric says what I need to do to show I learned what I'm supposed to learn. It tells me what she thinks good work looks like. And that's what I think is missing from the resilient schools plan. You are the teacher. BBSD is a student and you

0:27:28gave them a really big project. You said the project needs to include some really important ideas like making better learning environments and using resources better, but where's the rubric? How will you know if BBSD picked the right way to meet your big ideas? How will you know if these changes actually make school better for me and other kids like me? Because right now, I don't see how closing Douglas and sending me to Heatherwood makes my learning experience better. Dr. Anderson even said that Heatherwood will still have less students, too much empty space, and being a bu and be in a building that's better off bulldozed than improve. Closing Douglas gives you somewhere to put high peaks. That may make it easier for some kids to go there, but it also creates a problem for students who go to Douglas. That isn't fixing what the district wants to fix.

0:28:06It's just moving kids from one problem to another. If my teacher gave me a big project without a clear rubric and turned and I turned in something that didn't meet her learning goals, she wouldn't just give me an A and say, "Good enough." She would say, "I don't think you understood this part of the assignment. Let me explain what I'm looking for." Then she would give me the chance to fix my mistakes. Please give BBSD better instructions and then give them the chance to fix their mistakes. Make sure that every part of this plan makes school better for all the kids at impacts. If it doesn't, you can't give it a passing grade. Vote no. Thank you. >> Thank you. >> Our next speaker is Kelly Keeler. And I want to say our students speak as fast as I do and are giving our interpreters a run for their money.

0:29:02Kelly. Hello. My name is Kelly Keeler and I'm a proud parent of three Monarch PK8 Mustangs. I'm also a teacher at Monarch PK8. And I'm not the only one. We have um Oh, I love uh our PK8 and I'm not the only one. We have 348 students who choose to open enroll at Monarch PK8 specifically to be part of our community. And of those 341 open enrollers, 68 students come from out of district and choose to commute to our school. Monarch PK8 is a prime location for families who want to build community along a pathway from PK to 8 and on to 12th grade, especially with Monarch High School in our backyard. Like all of you, I listened to hours of public comment two weeks ago. Representatives from many Boulder Valley schools came to advocate for their teachers, their kids, and their schools. We all love BBSD. It really is the place to be. I understand the problem with declining enrollment is a real issue. I also understand that the easiest solution is to close or consolidate schools. What I'm asking you to consider is the following. Is the easiest solution the best solution for our students? I wouldn't be an amazing teacher if I didn't come here today to advocate for my students and my kids.

0:30:19Can we come together to come up with an innovative and creative way to solve the problem of declinging declining enrollment that does not involve con closing or consolidating schools? If you vote yes on the resilient schools plan, I guarantee we both the teachers and students will experience trauma. As a teacher, I have seen what happens to students who experience trauma. Trauma alters our brain development, disrupts our emotional, cognitive, and social growth. What will happen to our CAMASS scores after this traumatic event? How much class time will be spent dealing with emotional dysregulation instead of learning fractions? Schools are our safe haven. They are the heart of our community. Please don't take our schools away. Thank you. Our next speaker is Avery Nelson. I'm concerned that public participants will not hear their name called. Um Avery Nelson.

0:31:23>> Uh good evening board members, Dr. Anderson. Appreciate your attention here. Um I'm here today to talk to you about financial rigor. Uh I agree with a lot of the other points here, but I feel like this is an area that has not received enough attention. And I detected in uh last week's meeting that there were some concerns there as well by some board members. Uh I was surprised last week how few financial questions were asked by board members and I'm surprised that BBSD is not being more forthcoming with information about your financial planning at a more detailed level. In last week's session, I heard that BVSD will have a recurring annual savings of three and a half to four million, possibly another million dollars after a capital investment of $10 million. However, uh the saved money isn't actually a savings because it's being redirected uh to support the student experience. Now, I also heard that BBSD uh took in $44.5 million less uh this year than 2019. And if I heard that right, then that's about a 10% reduction in revenue um over the period.

0:32:29Now, I did a basic calculation and if we assume we're going to have a continuing enrollment decline and I think the number that I heard out there was 1,700 students at $12,000 a student means that in five years BBSC will be taking in annually uh 20.5 million less and that is on top of the 44.5 million together that's $65 million. So board members what I'm asking you today is does this sound right? is having $65 million less in revenue without a documented plan to offset that revenue um something that's of concern to me that's fuzzy and uh you know I think that there are risks to students currently in school around that and I would ask board members to fill your fidiciary obligations. >> Thank you. My name is John Williams. I'm a parent of a third grader and preschooler at Mesa Elementary.

0:33:52I am gravely concerned with the inequity inequitable impact on Mesa's openen enrolled students in the proposal to close Mesa and merge students into Bear Creek. As presented, the combined school would be at or near capacity. At the September 15th working session, it was clarified that Mesa's open enrolled students would be quote unquote sent back to their neighborhood schools and required to apply again with placement at the combined school only if space is available. If the building is already full, that means many of these students will not be accepted. The leadership team described open enrollment as a lever to control numbers. While new enrollment decisions are a lever, current openen enrolled students should never be treated as a lever to manage numbers. These are children with friendships, routines, teachers, and a school community. Superintendent Anderson stated in that same meeting, they will be returned to their home school. For most open enrolled families, Mesa is the only school community their child knows.

0:35:03This proposal doesn't return them anywhere. It painfully displaces and alienates them and fuels fuels inequity. Sending the open enrolled children somewhere else while all their friends move together to Bear Creek will cause irreparable damage to their mental health and is plain cruel. And for the any family, why would they open enroll their child in BBSD in the future if they knew this is how their child could be treated? I urge the board to either vote no or require an amendment to the proposal. So all current Mesa students, including all open enrolled, can remain with their peers through the transition. Thank you. >> Thank you. >> Our next speaker is JC Long Bottom. So, I think the place to start is this is what we're experiencing tonight. This is the beginning of engagement. We have something for you, board. We can share it with you. It's a list of almost 6,000 signatures on a petition.

0:36:29We have open-ended comments and we have community members far and wide that believe not that we don't have challenges but that we don't have the right solutions today. I thought a lot about one of the students mentioned bravery. Bravery is sometimes staying the course but bravery is also knowing when to slow down. What we have on the table tonight is trust. And is there anything more essential than the trust between parents and their school district? In your positions, all that trust requires is to say, "We heard you. There are things we haven't answered and we must answer those things before we move forward." That brings trust back. Courage tonight, leadership tonight is making that choice. If you go through with this, we never go back. You've heard it here. The facts are clear. closures are bad for kids. Find a way forward that we don't have that outcome, that sure re researched outcome. So, be leaders tonight.

0:37:31Take a beat, listen, and acknowledge the fact that we have too many unanswered questions. And in doing so, find the opportunity, one, to tell these kids what you haven't yet, that we will be thoughtful and we will think about you and you will be okay. And secondly, you will be okay because we have the courage to stop and learn some more. Learn some more and be leaders tonight. Help us. And we are ready to help you. Good evening. My name is Gloria Handyside. I'm a Douglas parent of seven years. Douglas is half a neighborhood school for Lafayette through Indian Peaks and half a neighborhood school for unincorporated Boulder County. Its convenient location on a busy distributor road lets it serve both purposes. There are three schools in unincorporated Boulder County. Three. the 11 student schoolhouse in Gold Hill, Heatherwood, and Douglas. That's it.

0:38:48Gold Hill was excluded from the review because of the school's rural nature, but neither Heatherwood nor Douglas were. Since the closure of Douglas as a neighborhood school was presented as the only solution to the city of Boulder needing only 10 elementary schools, the district has admitted that they didn't consider the rural nature of unincorporated Boulder County or that Douglas and its students aren't even in the city of Boulder. I don't even know one Douglas family who lives in the city despite you calling our school a Boulder school. This feels like a pretty big oversight and would have become clear if the district had ever spoken to our community or our elected representatives, which they did not. The recently adopted Boulder Valley Comprehensive Plan passed by the city and the county um includes the unincorporated parts that surround the city like Gun Barrel.

0:39:40Does the district realize this? Because they didn't speak to the county. The plan preserves unincorporated rural lands for low density rural character just like the mountain areas that the school district excluded from the resilient schools proposal. Again, the district did not consider this when looking at our community. As a public service, which takes 55% of my property tax, the district has a responsibility to serve people in rural areas, which means people spread out over a larger geographic area. Without all the information, it is impossible for the board to make an informed decision, one which irrefably impacts the educational outcomes and mental health and well-being of hundreds of children. Thank you. Our next our next speaker is Rishi Raj. Hi, my name is Rishi Raj and u um I want to speak to the relationship between a school, the community and the whole country. America is not one community. America is a collection of a thousand communities and each community is glued together with a neighborhood school.

0:41:11That is where it started with the homesteading and that is what is true today to a great extent. If you kill a school, you kill the neighborhood. To me, it's an act of violence. I feel I mean my neighbor came to my house and you know she was crying. She said you know they're going to close flat irons would you know she was in tears. Is that fair? >> I mean I want you to look at all these people and feel their pain. It is your decision. You hold their happiness in your hands. Now let me come to the politics of it and I I want to read a couple of excerpts from the Sunday's newspaper and it says um uh those sessions they they added seem designed to lead parents to the conclusion that closures are necessary instead of working with them to consider all the implications and generate creative alternatives.

0:42:24has not been done. We have to be our own lobbying firm for our schools. It seems like there's no intent to listen. I mean, that's what's going on, you know. So, um I want to say a few words about money. The way we solve our problems is if there >> drowning. >> Your time is up. Thank you. >> Our children, our grandchildren. >> Tyler Haney, are you here or >> Great. you guys. >> Hi, I'm Ty. I'm a Flat Irons parent. And on behalf of the kids and families that have helped make this district one of the top ranked districts in Colorado, look around. Our kids are not suffering at school. They're thriving. And tonight, I'm asking you to do the courageous thing, the hard thing, and vote no on an incomplete plan. Yes is easy. Yes ends this meeting. Yes. You say you made a hard call, but yes to this plan does not fix the goals you set. Yes splits kids who begged you to keep them together. Yes spends the trust of entire neighborhoods for savings that barely register. And yes tells every parent watching that you chose the easy answer over our kids. You asked for feedback. More than 6,000 of us showed up with it. If you vote yes tonight, the process was not honest engagement. It

0:44:17was a performance. Rob has talked about a second wave of closures in five years. Guess which kids this affects? All the ones in the room tonight outside and watching from home. If you cut tonight without measuring twice, you're not solving a problem. You're booking the next one on these same children. Request a better plan. Have the courage to vote no. Not because it's comfortable, because it's the right thing to do. Because the cost is not on a spreadsheet. It's on a generation of kids with no seat at this table. We're ready to roll up our sleeves and help you build a plan that meets your goals without breaking the trust of these communities that are with you. That's how you earn a legacy, not by cutting once with no plan B. By measuring twice. Vote no and we will have your backs.

0:45:26Good evening. I'm Sarah Barry speaking for the community Montasuri PTA. Two weeks ago, we brought you five specific asks. Tonight, not one has been answered. No enrollment math, no operating agreement, no staffing floor, no preschool plan, no word on our bus routes. What has moved is a second resolution in front of you tonight. The option for our families to give up the focus school and enroll straight into their neighborhood school, of which Flat Irons is closing for my daughter. Let me be clear. I'm glad you're protecting the families who choose to leave. But that resolution asks families to decide by a deadline this winter to stay or to go. Before you have even given them a single answer they need to make that choice, you're asking them to choose in darkness. Our survey of the community monator families found that nearly half of our families are still waiting on those answers. They're not families who want to leave. There are families looking for a reason to stay. Give us that enrollment math. Give us the preschool plan. Give us the staff backing before that deadline. And most will stay.

0:46:47If you don't, the exit ramp you build tonight becomes a highway. Give us answers before that deadline. That's the whole ask. Thank you. >> Thank you. Our next speaker is Erica Costus. >> Hi, good evening. I'm a parent of a third and seventh grader at Monarch PKA. We live in Lafayette and we're open enrolled to Monarch, as is nearly 50% of its students. The PKA model was the number one reason that we chose Monarch when we decided to move into BBSD and out of a private school. I wanted my kids to have the same community for longer. be together for longer and a smoother transition for middle school. We enrolled at Monarch as much for the middle level as we did for the elementary years. Now, if this passes, Monarch will be split three ways. I hope my son gets into one of the receiving schools, but even if he does, in two years, we'll go through this open enrollment process again, now without priority, just to go back to the school that he's already at to go to Monarch for middle school. Um, I would prefer that this plan is voted down and rethought, but if it's accepted, I think there should be an option for um, open enrolled kids displaced from Monarch PK8 to return to Monarch for middle school.

0:48:01Additionally, several Monarch teachers live out of the district and they bring their kids to school with them. These are amazing educators like Miss Keeler um, who have invested in our community not just as teachers but also as parents. They face open enrollment before even knowing their future job placements. VVSD should ensure that these educators children can be enrolled in schools that make sense for their families and their new jobs and eliminate the uncertainty that would come with an open enrollment process for them. This plan focuses on resident students and does not factor in open enrolled families. Even though 30% of the districts are has even though 30% of kids are open enrolled, open enrollment families didn't end up here by default. We chose these communities actively and we invested in them. BBSD asked us to choose these schools and it's time to stand by us families who did. Thank you.

0:48:48>> Thank you. Our next speaker is Kelsey Ross. Hi. Uh first of all, thank you so much for the opportunity to speak tonight so close to what will be a monumental decision. Uh my name is Kelsey Kandle Ross. I'm a parent of three kids at BBSD and a former BBSD teacher. Um, I recognize the pressure that you have been under. Um, and the enormous amount of information that you have been asked to absorb. Uh, tonight I'm not bringing you another proposal. I'm asking you con to consider what you still need to know before making an irreversible decision. For six weeks, we've heard a lot about making hard decisions. But governance isn't about making just about making hard decisions. It's about making informed decisions. Um, have you been giving have you been given meaningful alternatives with their costs, their trade-offs, the impacts on children? Are they clearly laid out? Do you have enough detail to explain to every family affected, not just Douglas families, why this particular plan is the right plan for BBSD? Because a decision of this consequence deserves more than questions and conviction. It deserves skepticism. It deserves a willingness to say, "I don't know yet.

0:50:05Show me." Our children have been asked to be resilient again and again and again through COVID, through the Marshall fire, through enormous disruption and change. Tonight, I hope that we remember that resilience can be asked of our district leaders, too. There is still an opportunity to bring the right people to the table to use the data everyone trusts to examine real alternatives to build a long-term plan for BBSD that our community can understand. When we all go to bed tonight, I hope that every single one of us, parents, administrators, board members, we can say the same thing. We did our very best for our kids. All of them. Thank you. Thank you. Our next speaker is Rhonda McManis. Good evening. My name is Ron Mcmanis and my son is a first grader in the IAN program at Douglas. I've emailed every single one of you about him. Before he came to Douglas, I was getting phone calls every single day. He was out of the building. He was out of the down the street, down the block. I would see the call coming from school and I would start to cry. I already knew something was wrong. He was only in kindergarten.

0:51:24He wasn't a bad kid. He was a little boy completely overwhelmed by the environment who didn't yet have the words or skills to tell me what he needed. Then he came to Douglas and he came to the IAN program and almost immediately those phone calls stopped. The running stopped and of course he still has some hard days but now he tells me about his friends and all of the community that we have there. He loves his school. This is what the right environment can do for any child. Tonight's proposal would move I can to Heatherwood, an open concept environment. We talk a lot about equity in this district and equity in this situation means we do not start with the kids who have an opportunity anywhere and then figure out how to accommodate everyone else. Sometimes we need to start with the kids for whom the environment can determine whether they can access school at all. So I ask again, where's the analysis showing that Heatherwood's environment was evaluated against what these children actually need or at Birch or at any of these other schools. All of these families are here to say we should not decide where these children move and then study what happens afterwards. I already know what happens when a child is placed somewhere that doesn't work for them. I've lived

0:52:43those phone calls. And this isn't just about my son. Again, families across the district have finally found the environment for their children to succeed. I'm asking you to vote no tonight. Not because of nothing should change, not because nothing should change, but before these children, we need to know what's >> Thank you. Our next speaker is Jillian Waters. BBSD claimed it would listen to the community before making decisions. Instead, we saw a process where district leadership developed a path, consultants managed engagement, and some elected members of the board spent their time selling and defending this proposal instead of independently evaluating it. To the board, I ask, where is the oversight? A school board does not need seven educators to be effective. In fact, the board benefits from having members with different professional experiences. But if you don't have experience working directly with students, you must be willing to ask harder questions. If you don't have experience running schools, you must be willing to challenge the people who do.

0:53:58So the administration tells you this is the data. Your responsibility isn't to accept it. Your responsibility is to interrogate it. Ask what was excluded. What assumptions were made? If everyone who needed to be engaged was engaged, whether standards applied appropriately or equitably, what alternatives were genuinely considered, and what metrics were used to rule them out. More than asking, you must feel confident that those questions were sufficiently answered. Because accountability isn't something that happens after a decision. It's what should fuses engagement with fuses engagement with feedback and members of a board who have forgotten their role in this process. It belongs to all of us. This administration works for the board and the board is accountable to us. We still ha I still have hope that our voices will have been heard and our board will do what they know to be right. But if not, it's on us to remember every day going forward that our voices are loudest every time we cast a vote.

0:54:58>> Thank you. Our next speaker is Holly Kelly. Good evening, members of the board. I am a Birch mom and I'm here to urge the board to pause the current proposal and adjust the boundary lines to allow walkable Birch families to attend Aspen Creek as their neighborhood school now and in the future. If you look closely at the geography and operational efficiency of the current proposal, it directly violates the district's own strategic plan and green BBSD sustainability priorities. Foremost, your strategic plan promises to prioritize student well-being. Yet, this plan actively strips families of their established safe routes to school. Kids who are currently within walking or biking distance of Birch Elementary are utilizing safe neighborhood pathways. With this new proposal, they are now being forced out of their neighborhood pathways and onto school buses and cars to be driven to Cole Elementary.

0:55:55Furthermore, the mathematical logic of this proposal simply doesn't make sense. Right now, BBSD buses elementary students from Lakamura directly down Miramonte Boulevard, driving right past Cole Elementary, to drop them off miles away at Aspen Creek. This creates a double negative. The district is paying to bus one group of kids away from their walkable school coal while simultaneously forcing walkable Birch families into buses to drive the opposite direction to coal. You are doubling transportation costs and carbon emissions for two separate sets of students. How can the district justify the carbon footprint and transportation waste of this layout while refusing to let walkable Birch families attend a school right in our own backyard and across the street in Aspen Creek? You asked us to support a resilient schools plan built on logic and data. A resilient district does not manufacture logistical inefficiencies. Please do not wait 5 years to correct the significant imbalance of school boundaries in Broomfield. Please realign the boundaries now to keep walkable broomfield communities intact, reduce transportation waste, and honor the neighborhood safety you promised our children. Thank you.

0:57:10>> Thank you. Uh, push the little button. >> Oh, yeah. Great. >> I'm smart. Okay. I'm the parent of a first and third grader, and in my day job, I'm a strategy consultant to school districts, which I understand is not the most popular profession right now, but I have seen this from the other side. So, I know declining enrollment is an issue nationwide. And I believe the mistake too many districts make is to act in haste. and in doing so propose a facilitiesbased solution to an education challenge. And that's what this proposal does. It's a missed opportunity to do something innovative, inspired, and values aligned. If we were to prioritize community and continuity of care because we know they're important to teaching and learning, we might consider a phased approach to consolidation rather than scattering Douglas kids across at least three schools. realistically more that would be innovative. If we were to do right by our special ed students, that would be values aligned. Instead, we are displacing ICAN students to make room for our highest performing test takers.

0:58:33If we were to show we value neighborhood schools as much as focus and charter schools, that would be inspired. And if we can't do any of that, we should at least be honest about the disruptions we will see in teaching and learning for both receiving schools and for displaced students. We could put forth a real plan for support, not like a bullet point about additional support. If any school district in America could do better, it's BBSD. We have everything going for us. But not if you vote yes tonight. If we vote yes, we'll be stuck solving one of the biggest education challenges of our time with an ultimately insufficient facilities plan. And we'll be back here in 5 years when these same kids are in middle school. and we probably won't have the same academic distinction to fall back on because it will have been so disrupted in our haste this year. We can do better. Thank you.

0:59:28>> Thank you. Oh, hi. I'm Lee Corson. So, thanks for listening. Thanks for being here to put in the hard work. I'm a product of BBSD all the way through. Mother to three BBSD kids and a former elementary school teacher and I believe uh I'm here for the better of the district, the whole district. I want to support all the kids in the district and I want to make BBSD the place to be. So, let's work together for the best plan. I don't know anybody who is disputing the fact that BBSD's enrollment is in fact declining. I hear this from many. I hear they support changes, but you do not need to support this exact proposal to support changes. I really want you to ask yourself and answer us how after listening to all the public comments, reading all the emails, taking all the calls, meeting with all the folks, reading all the news, listening to our city council members, listening to our state reps, how could you vote yes on this? And why are are the kids your main focus here? If they're not your main focus, then we have lost all perspective and all direction. We're talking about kids. Put yourself in their shoes. All the social emotional work these kids are doing on a daily basis with BBSD curriculum is

1:00:39rooted in empathy. Each and every impacted kid needs fully resourced buildings, support staff, and teachers who are present 100% of the time. I agree. But this proposal does not do that. On 9:15, Dr. Anderson, you said it yourself. The schools not listed on your slide to receive funds for facil facility modifications will still be underenrolled, underutilized, thus not worth the investment. Those are some of the schools that you are sending these Douglas kids to. Dr. Anderson, you also said that you'll readress these issues in 5 years. That does not ease worries about the future of our for of our district for these families. That just shows that the same round of students will face future uncertainty. Work for these kids now. The kids that are here in the present. Just how resilient are you asking these kids to be? Please say no to an incomplete plan. You're not just erasing communities by closing schools and moving families out to two and three different locations. You're putting more value on some communities over others. The focused schools in this plan get to move together to stay together regardless of their size. That is what most are asking. Let these kids stay with their community. I'm going to repeat that. That's what most are asking. Let these kids stay with their

1:01:39community. There are many plans and there's many different solutions that could accomplish that. Find a plan that works better. A plan that doesn't >> Thank you, Lee. >> Lee, thank you. Your time is up. >> The next speaker is Lynn Pearson. Lee, you're taking Lynn's time. Lynn Pearson, you are up. All right. Um, I'm a primary care doc and at the beginning of this year, my institution put me in an impossible position. I'll spare you all the details, but basically they were looking at a problem with blinders on, focusing on the financial and political ramifications while ignoring the human cost. I had to stop and look at things without those blinders on. And I realized it was a very bad path and I had to make the decision to leave and start my own practice. We can do hard things. We can find ourselves on these bad paths, maybe paths that were put in front of us because of our CEOs or superintendent, but we can stop and pivot. BBSD has had blinders on for a long time that we must close schools.

1:02:48So, the district is ignoring that in January 25, the district's senior plan planner sent an email that birth rates declining for the district was leveling off and actually there was growth in Flat Iron's neighborhood in Netherland. In 2025, Rob Anderson sent emails that small schools wouldn't be allowed anymore. And by February 26, he was already emailing the Museum of Boulder about using empty school properties. And so the community sessions after that were performative and run by biased firms to support decisions that were already made. This is a clear violation of our public trust. You need to look at everything. This is a harmful plan built on a process that was not transparent. We should be investing in our schools with things like preschool integration, letting all neighbor schools have a focus program. At a minimum, a plan where consolidations don't separate kids. This plan doesn't create resilient schools. It is forcing our youngest students to be resilient for you. And it weakens our district. Listen to the countless community members, city council members, state representatives who have spoken up and to the families who have said that they will leave the district. Take off the blinders that are allowing your willful ignorance. commit to being innovative and conscious leaders in public education. Thank you.

1:04:00>> Thank you. Our next Our next speaker is Paige Collins. Hello, my name is Paige. I am a Birch parents and BBSD alumni. During childhood, we spend so much time telling kids that they are safe, that they belong, and that the trusted adults around them will provide them stability they need so that they can learn and grow and become secure within themselves. For my daughter, Birch Elementary has been so much more than just the building that she goes to learn. It has been one of the strongest constants in her life, and she's not unique in that. There are children in this community who experienced loss, financial hardship, family upheaval, parental incarceration, and various other challenging circumstances out of their control that even many adults in this room could not relate to. When you remove a place that has become an integral part of that foundation and security, children don't experience that loss as a spreadsheet data or enrollment projection. They experience as experience it as losing their teachers, their routines, their friendships, their trusted adults, the people and places that told them that you are safe here and you belong here.

1:05:28And when a child has already learned that foundational parts of their world can disappear unexpectedly, another loss is not abstract. It directly impacts their worldview and who they grow up to be. Our children's lives are not just numbers on your spreadsheet. And I ask each of you to take a moment to reflect on that tonight before voting. And as Mr. Roj had mentioned earlier, he asked you to take a look at all the families here tonight. And many of you barely even glanced out. >> So I would like to use the last 24 seconds here for you all to take a look at the families tonight and look at who you are impacting. Thank you. Our next speaker is Chase Laferie. Hi, my name is Chase Lafrey and I am here tonight as a stair parent to Sequoia Garcia at Birch Elementary.

1:06:50I understand that enrollment numbers and budgets are a real issue. And I understand that difficult decisions have to be made, but I want to ask that before we look at this strictly as a financial decision, we also look at what these smaller campuses provide that larger campuses can't always provide. I grew up in a very small town in western Kansas. My entire middle school and high school combined were 50 students total. And I can tell you from personal experience experiences that it was a real advantage being in that environment. Our class sizes were small. Our teachers knew who we were and we knew them. Not just our names, but who we are, who we were, where we struggled, where we excelled, and when something wasn't right. We had significantly more one-on-one time with teachers. And because of that, it was much harder for a student to disappear in the background.

1:07:41I believe that made us more present, more engaged, and ultimately ultimately more successful in school. So, when I hear that the solution to low enrollment is to close smaller schools to merge students into a larger one in order to save money, I struggle with that idea that bigger automatically means better. I completely understand that those are two different worlds coming from small account small town Kansas to Colorado, but it doesn't necessarily have to be. Let's look at the real reason parents aren't enrolling their kids in BBSD and take accountability in yourselves that may be truly impacting these numbers. Sorry, I lost my place. There is a reason parents and kids choose to come to VBSD and you guys can also be a huge impact of why they are leaving. These decisions affect everyone in and out of this room in so many different ways.

1:08:33Some may have to quit their jobs, move, adjust work schedules, and lose out on hardearned money to adapt to their kids' education because that's a priority. That's a priority to us. We make sacrifices for our kids. It may not be an easy decision for you to make. >> Thank you. Hello. Um my name is April. Um, in summary, we have heard you say repeatedly no to smaller schools. To achieve this, your plan is to close our neighborhood schools, push the capacity of the consolidated schools with resident students, and thereby displace the large majority of open enrolled families that have chosen to go to Monarch Birch, Mesa, and Douglas Elementary. In your discussions, it has been acknowledged many times that this plan will greatly limit open enrollment at many of these new consolidated schools as their class sizes will already be at or near capacity. The proposal drastically reduces our options to choose the best fit for the needs of our students, families, and teachers who live and or work in the Boulder Valley area. This plan is disregarding open enrolled families who choose BBSD schools and still pay high taxes to live and or work here. According to Mike Wilcox, each year the district receives close to 5,500 open enrollment lottery applications, of which 60% are granted annually on average. The remaining

1:10:02families and siblings are then put on waiting lists. The number of applications will grow much higher if you vote to close our schools. Fewer spots will be available for our kids and their siblings to attend school together, especially after closing preK8 schools, creating a logistical nightmare. We moved to the Monarch neighborhood so three of our kids could attend the Monarch Elementary, Middle, and High School together. Recovering from the isolation of COVID, we were then displaced after the Marshall fire. These resident numbers are not inclusive of all residents who were impacted due to the fire. Many of us were forced out by the loss of a home, a rental, fire, and smoke damage. Fewer homes in higher costs have prevented or slowed our return as residents. However, many of us have made the choice to open and roll at Monarch for stability, to support our community, ease of pickup, and drop off at one location in addition to the K through2 resources and leadership opportunities. Taking away our choice and splitting up our kids and community again is not building resilience. It will push many of us to leave BBSD for nearby school districts, charters, private or home school. Please reconsider a large BBSD open enrollment population and vote.

1:11:08Thank you. Dear board members, put yourself in my shoes. Imagine you're at soccer practice with your kids and you learn their school will be closed without warning. You gather more information that night and have less than an hour the next morning to tell your kids before they have to go to school. Then imagine having to explain that actually the school will still be open but their seat but another kid whose parents chose not to chose not to go to their neighborhood school gets to take their seat. What you what you know to be true but can't tell them is that now they need to go to a school further away where only a few friends will be. no teachers they know and the resources promised by this whole proposal won't actually be there because there aren't enough students at that school to meet that requirement. There's no guarantee. You look them in the eye and try to say it's what's best for Boulder, but you know it's a lie.

1:12:04Douglas is a special place. It's rural and zoned for low population density by long-standing land use code. It serves Lafayette residents, helping prevent overcrowding at their schools with continued growth and development in that city. It is sought after by many and serves more IEP students than many other schools. A stark contrast to the school that would be replacing it. Utilization needs to improve. We all know that. Do it the right way without blindsiding anyone. And with all stakeholders and municipalities at the table, don't ignore the thousands of voices actually affected by this proposal now and justify that by saying you listen to the masses in the spring. As a reminder, your survey response rate for parents was only 9% accounting for 2,936 voices. One of them was mine. Our Save Douglas petition has over 2,000 signatures, while the district-wide Better Plan BBSD petition has over 6,000. And all that took place in less than four weeks. You have the opportunity to restore trust in BBSD and preserve its reputation. You have the opportunity to show the people who voted for you that you put children first in each decision that you make.

1:13:05Vote now. Go back to the drawing board and get it right. Then look your child in the eye and tell them you saved our schools. >> Thank you. >> Hi, thank you. I'm a BBSD parent to three kids. Today I want to speak about bilingual education, specifically about University Hill. Our request is simple. equitable treatment, equal information, equal opportunity, and equal protections. We understand the difficult work of closing and consolidating schools. But if you vote yes tonight, you have to acknowledge that you're voting on an incomplete plan and the left the part that is left unresolved unfairly affects bilingual families. University Hill does not have the same information as other affected families have. In the open enrollment process, we're being asked to recruit and retain families without being able to tell them what the future of our school is. That uncertainty has real consequences that all of the board has acknowledged.

1:14:17Families making decisions may now choose a how will they choose a school without a clear future and lower enrollment will mean lower resources, greater staffing challenges, and loss of families for years to come. There is also a fundamental equity issue. BBSD has stated that school performance is not a driver of the resilient school process. Yet bilingual education has been singled out to demonstrate its effectiveness and bilingual schools serve some of the district's highest need communities. Three of BBSD's five Title One schools are bilingual schools. If performance is not a standard being used in other schools in this process, then why is bilingual education being held to this? review our schools, but do not disadvantage our children and our families. Priority enrollment and protections are being given to other affected families this year before University Hill families even know what is happening to our schools. You cannot recreate priority in years to come.

1:15:17That's the meaning of priority. If you vote yes tonight, acknowledge that the plan is not complete. And board members, please ask these questions for bilingual families. Can you give us the same information, protection and fair treatment being provided to all the >> Thank you. Our final speaker this evening is Sarah Felner. First, uh thank you to the board members who have genuinely engaged with families, asked questions, challenged us, and listened. You've shown what healthy disagreement and real dialogue looks like. For everyone else, I'm going to be direct. Dr. Anderson, this is your administration's proposal. Families have brought data, questions, and alternatives aimed at solving the same problems. If those alternatives are wrong, show us where. If the if this proposal is better, show us why. Trust the process is not a substitute for showing your work. Nicole, you are the president of this board. Leadership means more than managing a meeting and a vote. Families have repeatedly asked substantive questions and from our perspective, meaningful engagement has been painfully limited. You do not have to like us, but you do have to take the substance of what we bring you seriously. Alex, you have publicly talked about protecting children from unnecessary trauma. Then the question is simple. Before asking children to embrace a new school community, have you established that dismantling the one

1:16:44that they already have is actually necessary? Whatever your opinion of Douglas parents may be, it's irrelevant. Evaluate the numbers. Evaluate the alternatives. Explain your conclusion because families are not asking you to ignore declining enrollment. We are asking you to prove that this particular solution is the right response. If this is truly the strongest proposal, it should survive a no today and the opportunity to go back to the drawing board with the right people at the table with all the data and facts. The kids have done their part. Families have done theirs. Now the responsibility is yours. If you cannot look at every single one of these kids in the eye tonight, if you are voting yes, then your answer should be no. If you can, I mean, that's on you, right? But let's all get together and do the right thing. Thank you.

1:17:28>> Thank you. >> That concludes today's part public participation. On behalf of the board, I'd like to thank everyone who took the time to be here tonight in person to share your thoughts and experiences with us. We will now move on to board communication. Um, and Alex, because you are remote, I will give you the opportunity to go first. >> Uh, thank you very much. First, let me apologize for not being able to be there in person. Uh, I made a work commitment to be uh, facilitating a meeting in out of state uh, when I thought the calendar was different uh, for the decision. So, I apologize for not being there. Um, I just want to say uh first off that um had a great deal of communication with folks in many different ways um over the last few weeks and I have a deep deal of respect uh for the parents and community members and public officials who've weighed in and I've given a great deal of thought to the issues that they're raising and um I uh respect the feelings of our community members about how this um affects all our students uh including those in the schools that are closing, relocating, changing their configuration as well as those in the receiving schools and those schools aren't even

1:18:45changing. So, I just want to express my gratitude for the deep uh level of engagement. Um, I take very seriously my responsibility uh to act on behalf of all our students and in particular of our most vulnerable students and think about all our communities including those that are intensely affected including that in my own neighborhood uh in the southwest Boulder area as well as everybody throughout the district. Um, I think we've got a lot to talk about. Uh, I look forward to discussing the proposal and the amendments and um, uh, I think that's what I've got to say for tonight. Thank you. >> Thank you, board members. Looks like Laney is ready to go next. >> Hi. Thank you guys for coming tonight. Um, and thank you to all the people that I spoke with. I had a lot of hard conversations. Um, and I hear that most of you agree on a need for closure.

1:19:44Uh, I hear that some a few people don't even agree to that. And I understand that everyone has a right to feeling like small schools or big schools could be uh what they would like. Um what you guys also saw tonight is how each community uh can come forward with what might make this better for their specific community and they're advocating for their specific community. >> Quiet in the audience. Quiet in the audience. So you guys, I listen to you. So I'd ask you to listen to me. Okay. >> You didn't listen to us. >> Quiet in the audience. The board members listen to your feedback. You can do them thus the respect of listening to what we have to say as well. So I did listen. I talked to lots and lots of people. I sat through four and a half hours of public comment and I sat here and looked each of you in the eye.

1:20:50So I would ask humbly for your respect where you could at least listen to me speak. So if you can't then I guess I might as well not bother. Is that is that what's better for everyone? >> Because the board is going to be here and make a decision and you might want to understand how we decide things. So, I'll try again and I guess if I'm interrupted, then we'll we'll go from there. But I was not disrespectful to any of you. So, I do feel that people have asked me for differing things for their specific communities. I've been asked for GT and 2E students to be specifically thought about. I've asked I've heard people ask me for boundary changes for their specific situation. I've heard people say, "Please slow down," and we want a phased approach. I've had people say, "Open enrollment's going too fast."

1:21:55I've had people say, "Open enrollment is going too slow." I've heard from people at the dual language schools come down. I've heard those people come down on two different sides. Please decide now so we know what the plan is. And please don't decide now because our community has not been engaged enough. I've heard for calls for for removal of each and every individual school in this plan from community members. I've had discussions where folks have given me their list of schools they think should be closed. people would like a priority for open enrollment and they might even like an additional priority upon that. So I've had those discussions as well and in contemplating all of these things so everyone understands how only I am making my decision not I do not speak for anyone else on the board. This is my board comment mine.

1:23:00I reflect on two schoolboard service premises that are close to my heart. The first is I am honored this community entrusted me with this service. But it was not just the people in this room. It was the whole community. I was elected by the whole and I serve the whole. And it would not be right for me to think of any specific pocket of this community and leave out all of the rest of the students. That isn't the way that I'm going to work. That is not my obligation. Nor was that my oath. I would humbly ask you who I do report to, but I'm going to say that I would ask my community who I report to but is bigger than district D where I reside to listen with your heart about all of the students.

1:24:00And that's how I'm going to make my decision. Um, second, I'd like to give you guys a little bit of distinction on roles for a board. And this is the what versus the how. The board's job is the what. We sat here last fall as a board, all seven of us, and we instructed Rob Anderson and his staff to come up with a proposal to do to handle declining enrollment in a regional fashion. We were clear that small schools were no longer okay with us. That is what the board that is the what of the board. Every single person here was here for that meeting. The how part of the equation is done by our employee who we hold to metrics who we review and his staff of experts. The how is theirs. And I know everybody here wanted a panacea where there was no pain. And I hear that. I wanted that panacea, too.

1:25:08Frankly, it just doesn't exist. If it existed, there would be all of these school districts across the nation wouldn't be going through the pain we're going through. If there was a panacea, our staff would have found it. And it doesn't exist. So, I would ask for you guys to give respect to my to my I don't need a finger wagged at me. It's unappreciated. I didn't wag my finger at you. >> I I you know what? I'm I'm not on a two-minute clock here. Thank you. >> So, I would ask that you respect my fellow board members enough to not interrupt them as they speak. We didn't interrupt you. Who would like to go next? >> Jason. >> Um, thank you, Elena. Uh, I just al, you know, I also wanted to acknowledge um the many uh folks in this room tonight and previous meetings, I've probably met with half of you over the phone. And so, uh, for claims of lack of engagement or lack of listening, I listened. Many of us listened. uh it might not have been the answers or the resolution that folks wanted, but there was a sincere, genuine effort to listen to what people said and the concerns they raised and obviously hear about the impact on people's kids and their community. Um, you know, I've

1:26:35I've mentioned a few times it's been great to get to know people. I'm sorry that it's been under these circumstances and I hope that we can whatever the decision is tonight uh we can channel a lot of this energy into making this should there be a transition this transition a positive uh productive transition for our kids and families and really you know come together to do that. Um but I you know like Lena I I do come back to I think there's been some misunderstanding about you know representing districts. I've been accused of not defending the schools in my district. you know, you're you're abandoning us. You're not looking out for our interests. And like Lenia, I happen to live in district, but I was elected by the entire uh community. I think 40,000 something votes that most of us received in that election. Uh and I my I take that role very seriously as well to represent the interests of all the kids in this community. I know this is extremely painful. This is really hard. It is very hard to listen to particularly the students talk about this transition. But there's a lot of other students and we've seen this. I've seen this in my three years on the board and years before in this community that

1:27:41are not being served at the level that they should be at other schools at some of the schools that you represent at other schools and that is a real concern for me and that is something that I take very seriously that there are yeah all of our kids uh are achieving at high levels but if your kid has a need whether it's a gifted student whether it's a student with special needs whether it's uh you know not having the full range of specials not having a principal there full-time these are serious needs needs and these schools are still performing regardless of that. But that is not how we want to run a district. And so I take these these concerns and these challenges very seriously. And I'm I've balanced these uh thoughtfully, I think, and with an open mind and open ears uh an open form of communication uh with as many folks as as possible over the past few weeks.

1:28:27Uh and so I those are the things I've weighed and continue to weigh as we head into this meeting. Um but I just want to acknowledge you know thank you first for the for being here uh for um your engagement and uh you know as as Lenny and others have said I I think there was a real sincere effort um maybe above and beyond I I met with you know I think over 150 parents over the phone or in person uh over the last three or four weeks. Um and that that's I don't I'm not asking for kudos for that. That's part of my how I see my job here. Uh, and so there was this really sincere effort to listen and to understand the concerns and I take those very seriously and I have taken those seriously, but I also am weighing larger district concerns because of the 40,000 people that elected me and others here on this table and because of the 30,000 students that we represent, uh, near 30,000 students we rep represent across over 50 schools. And so trying to balance all of those needs and all of those responsibilities and all those obligations uh for this district to you know ensure that we are leaving this district in a stronger more stable place you know next year and beyond. And so uh

1:29:39I I'll just close with that. I again thanks for for being here. Uh I'm sorry that many of us have had to meet under these circumstances for the first time. I look forward to working together whatever the outcome to make this district stronger. Uh I appreciate this level of engagement. Um but I just wanted to share more on um the things that are in my mind as as I weigh this really difficult decision. >> Thanks. Um board members, would anybody like to go next? Deian, >> I was hoping to talk about um the great work that was done through the bond project, but it seems irrelevant right now. So I'm going to leave that for the next meeting. Um, I um I'm going to start with some uh words for the kids who are still here.

1:30:33And I want you to know that you are loved. You are enough and you are brave enough to survive whatever happens. I believe in you. You've showed it here. standing up and speaking for what you want is a really important thing to do. So, thank you for to all the children who have um written speeches, overcome great amounts of fear in order to speak at that microphone. Um I was with you on that. Uh, second, I want to tell you that I have I was not here for the transition to the geographic method. I It came after Anna and I were here. So, I did not we did not all vote for that. Um, just want you want to be clear about that. Um, so that brings me to my worries and I'm going to talk about my district.

1:31:39I woke up the other morning crying about Monarch K8 because I spent so much time helping that school open and I knew all the teachers who helped open that school and I spent hours and hours and hours training teachers and being part of that community and then my own daughter went there and I just kept wondering will they save the wall? Do you know the wall I'm talking about? The wall where all the retired teachers are put on the on the wall. I hope they will, even if they're elementary. I do understand what that needs to be done there. Um, I've watched that happen. In my 20 years at Monarch High School, every year less and less and less and less kids. Um, every year more and more kids open enrolling into Boulder, which to some degree, although a lot of you are taking advantage of an open enrollment, it has done harm.

1:32:42So recognize that some of this is we knew would happen. We knew we'd this would happen when open enrollment um was suggested to the school district. Um, next I want to say that um I'm going to open discussion uh when we get to the proposals and I'm going to propose two amendments. And as many of you know, we're not really allowed to meet beforehand in order to talk about what we're going to do. But I would really appreciate it if people would uh second the motion so we could at least discuss what's in there. so that they don't just disappear. And um I think that that'll finish my comments for you. Thank you for all the people who are here tonight, all the kids who need to go home any minute in order to make it to bed on time, right? Um I heard what I heard is a bigger problem than just the school district closing schools. I heard that we are in u we are stuck in an economic system that keeps us bound to sack. It keeps us bound to free preschool.

1:34:07It keeps us bound to afterchool sack because parents can't work if those things aren't there. And so it really is our livelihoods that this is affecting. And not knowing where those programs are going to exist and how many spots there's going to be and if they'll if your kid will get in is really causing a lot of stress right now. And I heard that from every single school. There wasn't a neighborhood where the parents were so wealthy that only one parent worked and they could just ignore these things. These are working families, two parent working families that need answers so that they can plan for the next year in a time that's really difficult for Americans to plan. So that's what I really heard over and over again. I'll turn it over to the next person.

1:35:25I want to echo board member comments, thanking you for being here today. Um, thank you for your messages, for your data, for the conversations, for your thoughtfulness. I appreciate it. I I recognize that you're passionate because you're advocating for your kids and and I recognize that. Um, I also want to thank the administration for the work in developing this plan. uh for the last five plus years of work that's gone into looking at this issue of declining enrollment that we've kind of grappling with. Um it's not something that we're facing only in BBSD. It's across um much of the nation and across all the districts around us. Um I value the conversations, the the thoughtful discussion. It can get emotional um as we do this. Um but I want folks to know that um I've weighed all the data. I've read every email.

1:36:17I've gone back over every conversation, gone through all the data in my decision-m and I'm weighing the overall our overall service to our students and the conversations that we did with every school, every school in the district in elementary school in the district, talking to teachers and the emails we've gotten over the years about our inability to serve students the way that we want and how we can better achieve that. And I want to say that um thank you to the our board members here who I have faith in and trust that are committed to helping all of our kids, not just certain kids and who want to do the right thing and are working with our superintendent who I value for his commitment to serving our kids in this district. Um, we may not get to the same place where we all agree, but um, we are doing the work and I thank you for doing the work that you're doing um, and for advocating for your kids. Thank you.

1:37:21>> Thank you. First, I want to acknowledge the tremendous amount of work that has gone into this proposal. I know that these recommendations were not made lightly and I am incredible incredibly grateful uh to Rob, the leadership team, our educators and especially our families that have spent countless hours engaging with us throughout this process and I understand what we are trying to solve. We have limited resources. Declining enrollment is real and we have a responsibility to make sure that those resources are reaching our students in a way that gives them the strongest educational experience possible. And I don't take that responsibility lightly. I'm also still thinking about the people who are not in this room. thinking about our immigrant families, our Spanish-sp speakaking families, our recently arrived families, and families who may not have had the time, the language access, familiarity with our systems, or ability to show up meeting after meeting. Their absence from this room does not mean that they are absent from our community. And it certainly doesn't mean that they will not be impacted by the decisions we make tonight. And again, that weighs heavily on me.

1:38:42I was elected to represent all of BBSD, but Broomfield is my home. That is where I live. That is where I'm raising my family. And that is where I was elected to listen and to represent this community. Over the last several weeks, I have spent a lot of time listening to families, educators, and community members, and I continue to come back to the same concern. I'm not convinced that we have the full picture just yet. Our our educational our educational landscape in Broomfield is changing around us. Since this process began, Adams 12 did put forward in its own its own proposal to close schools another elementary school in the next neighborhood from Birch, creating an educational desert in the heart of Broomfield. And we do not know exactly what impact this will have in our enrollment here in BBSD. And I do not want to pretend like we do. I am very active in my community and I see what is happening in my community. I see new families moving in. I see recently arrived families establishing their lives here. I see young families. I see growing families. And those observations are not enrollment projections. And I want to be clear about that. I'm not counting that as like hard data, but they do give me reason to question

1:40:09whether waiting could give us a clearer picture of where Broomfield is headed. Closing closing a school is incredible, incredibly difficult to undo and waiting a little bit more is not without consequences either. And I recognize that. But given the changes that are happening around us, I believe that there is a value in giving Broomfield more time for making an irreversible decision. And before I close, I do want to recognize the families, the parents, the educators, and the community members that have engaged with us throughout this process. Civic engagement is how I found my voice when I was young. And I learned that change does not simply happen because we hope for it. Change happens because ordinary people decide to stand up to come together and speak truth to power and refuse to believe that their voice does not matter. The lessons that have stayed with that is a lesson that has stayed with me throughout my entire life. And that is why seeing families and especially our students rise up, find their voices, organize and advocate for something that they care so deeply about has made me incredibly proud of this community. And I hope that your engagement does not stop here. I want you to keep showing up. I want you to keep asking questions.

1:41:33I want you to keep holding us accountable. I want you to keep engaging us. We need your voices. we need you to run for for these board positions and we want you to continue engaging to help shape the district, the future of of of our school district together. Um, and I have listened to to our district. I've spoken with many parents, uh, several elected officials and have listened to our educators and our colleagues and have listened to our to my community. And I've also tried to remember of the families whose voices I may not have heard throughout this process. And I know the responsibility that we carry tonight. And for me, with everything I know and everything I still believe, I will also be making an amendment for Broomfield. Uh not ready to close the door just yet. And I do look forward to engaging with my board with this board tonight um during our action item section of our meeting. So, thank you all so much for being here.

1:42:49As always, I have the pleasure of going last. Uh, I want to thank everyone who contacted the board about the resilient schools proposal over the past month. Even those that reached out were a little bit spicy. As Lynn has said a couple times in her board comment, those of you that reached out early received responses from me. And as is the case with any topic that generates a lot of interest as my board me several of my board members have meetings, respond to emails, as emails can increasingly become copied and pasted and autogenerated and as lawyers are hired, my communication via email generally ceases. That does not mean that I did not take the feedback into consideration. And it does not mean that I did not consider this the feedback heavily. In fact, two of the early amendments that I made to the resolution were directly related to feedback around the importance of school age care and some confusion around our focus schools.

1:43:45I also want to take a moment to apologize to the families and staff who this plan has been as who this plan asks to be disrupted. I know it feels like an unfair burden. I know change can be challenging. especially when it comes to something as beloved as our schools. We heard as much during the early community engagement sessions. People knew schools needed to close. They just didn't want it to be theirs. So, I want you to all know that I have been thoughtful. I have been placing students at the center. And after years of working in pediatrics, I know exactly how resilient kids can be and that they will be okay even if their grown-ups don't feel like it at the time. I also want to acknowledge a sense of limbo that families um at Uni Hill and Coline are feeling right now. From the outset, the declining enrollment process of this declining enrollment process, we were clear that schools in Lafayette, Erie, our middle schools, and our mountain schools would not be included.

1:44:45The need to re-evaluate our district-wide bilingual programming, which includes schools in in Lafayette and middle schools, resulted in our Boulder-based elementary schools from being excluded in this resilient schools plan. I hope you also heard me say very clearly during the August 25th meeting that I have asked staff to make sure we have a plan for bilingual education by the end of the school year at the very least. And that we will and I will uphold that expectation. Lastly, I want to apologize to everyone in our community that has been targeted by other members of this community. While I really did expect anger and frustration to be directed at me and my colleagues, I would have never in a million years thought that that anger and frustration would be targeted at people outside of this boardroom.

1:45:34I was appalled to I am appalled to hear stories about families at schools not being able to get out of their car because they are afraid of what their community members will say to them. Appalled to hear that kids were getting bullied on soccer fields. Disheartened that elected officials and community leaders are being asked to weigh in on positions that they have no control over and that some of their candidates candidacies are actively being threatened. That is incredibly disappointing to me and we in this district take B our bullying and harassment seriously. In fact, we're reviewing those policies here tonight. So to all of you that were put in that position because of work that this board has to do, I am deeply sorry. Um, integrity means a lot to me. decisions. Doing what is right over what is easy and doing what's uncomfortable and inconvenient at times is really important to me. And I'm always putting students at the center. And in this district, we have 26,000 students that I am considering um that I have always considered. So that um concludes my public comment for today and we will now move on to action items. Consent grouping 6.1 Personnel item 6.2 2 approval of minutes September 8th 2026 6.3 approval of minutes September 15th sorry 2026 6.4 approval of 2627 district

1:47:04accountability committee membership and 6.5 grant student support services behavioral health Boulder County are there any items that board members would like to pull from consent grouping I would like to pull item 6.4 Four. Is there a motion to approve the remaining items on consent agenda this evening? Moved by Lenia. Seconded by Jason. Board members. Any discussion on the remaining items? Lenia. Uh this uh one of our items here talks about a grant that we got for mental health services from our county commissioners and this is a great example of where we do intersect with a different government body. So I want to thank the county commissioners for um sharing that. Thank you. Thanks for bringing up I was going to say the exact same thing. Thank you to our county um for supporting mental health services in this school district.

1:48:08Alex, I saw I heard your hand go up. >> Yes, thank you. Um, actually I wanted to reiterate that as well. I was grateful for the collaboration and support for what we're doing from the county and uh I'm eager always to partner with all the jurisdictions that also serve the students we serve and appropriately helping the other jurisdictions work on the things that are their domains of responsibility and mental health and our students is one of those domains that we share. Um, and I'd like to um encourage us when we're dealing with one another as different sovereign uh entities of government to remain committed to uh working together on the things where our interests overlap. Thanks >> board members. Any other discussion on the items and consent grouping? >> Seeing as there are none, Laura, can you please call the vote?

1:49:05>> Booker, >> yes. Chavez, >> yes. >> Medler, >> yes. >> Quinnland Aa, >> yes. >> Raj Paul, >> yes. >> Tamu Auding, >> yes. Anger, >> yes. >> Motion passes. We will now move on to action items. Um because there are a bunch of people watching this mo this movie, this board meeting um that haven't participated in action items. because there are some board members that are new and may not have. Also, um I want to reiterate that for an action item to come forward, there needs to be a motion. There needs to be a second. After the second, it opens the table for discussion of which then we will move to vote on the item. If there are amendments proposed, we will take those one at a time. We will ask that those be provided in writing. And again, we need a motion.

1:50:03We need a second for discussion. And if we end up with lots of amendments, as some of these board my board members have alluded to that we may have several, we will work through those amendments and then work back to the final motion for the resolution to make it easier for everybody to un to see what is ex what is being proposed. I request that if you have a motion or amendments in writing that they are provided to the board secretary email that in writing to the board secretary so we can if those amendments are seconded and we are up for discussion we can all see the proposed language. With that we will start with um items that have been pulled from consent grouping which is item 6.4 for approval of the 2627 DAC membership.

1:51:14>> Yes, I make a motion to approve and seconded by Jorge. See, it's good to practice with one that's a little lighter. Um, okay. So board members as you know board policy AE AER governs um the the work of the district accountability committee. Part of that is included in there is the board's um requirement to approve the membership list annually in September. And um looking over this membership list, there are a few items that came um to that I that were I found concerning. So the first of which is atlarge members board policy AER states that ATL at large members can be approved to help u make sure the membership of the DAC reflects the membership of our student body. Historically DAC members have over represent are over representative of our exceptional children. So students that qual that qualify for special education services and students that qualify for gifted and talented. No different here this year. That's definitely the case historically. Also, the representation that DAC struggles with are with free and reduced lunch and Hispanic Latino students. Same situation here. So, um, the ATL large membership is really intended to help level some of those numbers out. And I, as Jorge can probably recall, when this board policy was updated a couple years ago, there was over a years'sl long debate on the

1:52:43board about whether um the ability for atlarge membership should exist. It was inserted at that time because there was concern that that role would be used to carry over members who had no longer been approved by their school as a DAC member and wanted to stay on. So um lots of conversation that really made it clear that atlarge membership was supposed to be used for that purpose. Board policy also talks about that there should be one member from each school that makes us gives us brings us to Senate 56 members. The state statute requires us to have seven. So we really go over above and beyond in the membership. So looking at um this list, it came to my attention that three of the members that are serving at large do not meet that criteria for at large membership based on board policy. One member from a different school has served more than their three the three maximum terms and that four schools actually have two members listed but we are only um supposed to have one.

1:53:44So given that I would like to make a motion to amend the membership list as follows. Remove strike Ali Bruin, Andrew Brandt and Peter Miner as they do not meet the objectives of diverse representation suggested in board policy. Second strike Daryl Mullen from Justice High as he have served for four terms which is in excess of the three-term limit in policy. And then finally, remove the members from Centennial Cole, Peakto Peak, and Uni Hill that have two members listed and allow each of those principles from those five schools to come back with alternative members to serve on the deck. That would be the responsibility of the board secretary. Questions? So that is the amendment I propose. Is there a second? Seconded by Lenia. board members discussion on that amendment. Lenia and then Jorge. >> Yeah, I noticed also that low representation for free and reduced lunch and uh Hispanic population and it concerns me greatly that the atlarge membership does not reflect that.

1:54:57And I I guess I'd like a little bit of feedback to those who served on DAC about how we can do that differently. Um or why why should we have outl members if they're not representing a larger populace? >> Jorge, >> thank you. Yeah, thank you for raising that point. Um it was I was chairing DAC when we made this proposal to create outl large members because we weren't we were trying to find ways to allow greater participation by parents that have been historically underrepresented on DAC and continue to this day. Um so it's a little concerning that um this is not being used for that but just to allow people to stay on longer and that was a concern that was raised by the board at the time that this would be misused um if allowed to continue. So I think we have to be really careful about the ways in which we allow participation and try to increase participation for underrepresented parents make sure that we stick to that with this particular tool. So thank you and I would say in the to the second part of your question both when I was on the DAC and then um observing the deck over time you know concerted efforts to um reach out to different members of the

1:56:09community. I know sometimes we the DAC has asked parents from the Latino parent council to cross serve. They have leveraged vet communities at schools asking um parents to serve. So there's been different mechanisms over over time. And to Jorge's point because this was so contentious. Um I do have a strong desire to make sure that the practice adheres to board policy. Lenia >> and at bilingual schools they can have two members or not. Explain to me how how that parses out. Every school accountability committee is supposed to put forth one member to serve on the deck. So a bilingual school has one school accountability committee. They would put one member forth to serve on the deck. Right. But but in that case, that's where this at large member would fit, right? That you're able to have somebody who might not traditionally have been participating in this process that wants to participate. Um and in some case, we did use uh we asked parents from compell who would do double duty and represent in that way.

1:57:36Sorry, can you hear me now? >> Sure can. >> Um I am grateful I just want to explain um that I am grateful to everybody who serves on the DAC. Uh my wife in particular was in its leadership for I think about 10 years and uh continuity is great but also I really respect the effort of the board and their previous decisions to try to diversify the membership and to keep it workable. So, um I just want to uh express how much gratitude I have for everybody who served um on the DAC and that I don't believe that uh acting on Nicole's uh suggestion right now indicates anything other than um gratitude for the people who have served. So, thanks. >> No, I completely agree. And I also I think it's worth important to not to note that district accountability committees are public meetings and so anybody can attend those meetings. It's just membership limits the ability to vote um and to be on the distribute like email distributions and and um sort of be in that active member capacity.

1:58:50Seeing as there are none, Laura, can you please understand >> call the vote on the amended list that I shared and the agreement that you as board secretary will reach out to those five principles um and shore up their lists. We don't want them to feel like they cannot they definitely need members at DAC. We just need it to be one. Can I say this high level? Okay. Remove three people that are at large. Adjust schools that have two listed reps. So they have one. And remove reps who have served more than two terms. >> Three terms. >> More than three terms. Gotcha. then we would vote on the um the membership list. >> Okay. So I am going to take a vote on the motion um which Raj Paul raised seconded by Quinna to adjust the DAC membership by removing three atlarge members Bruan Brandt and Miner adjusting the schools with two listed reps and removing reps who have served more than three terms.

2:00:18Booker, >> yes. >> Chavez, >> yes. >> Medler, >> yes. >> Quinn Linua, >> yes. >> Rajpaul, >> yes. >> Teamuading, >> yes. >> Anger, >> yes. >> Motion passes. We will now move on to the second and final action item, which is resolution. >> Oh, sorry. See, this is why I asked. >> Now we need to vote. Now we need to vote on the original motion for the membership list. >> And this one was raised by Teu Auding, second by Chavez. >> Booker, >> yes. >> Chavez, >> yes. >> Medler, >> yes. >> Quinn Linua, >> yes. >> Raj Paul, >> yes. >> Teamu adding, >> yes. >> Anger, >> yes. >> Motion passes. >> Multitasking with these things in the meeting can be tough. So, thanks. Thank you for that clarification. And board members, stick with me.

2:01:14Next, we move on to um our second and final action item, resolution 26-27, adopting the resilient schools proposal. Do we have a motion? Moved by Anna, seconded by Deian. Are board members, is there a discussion on this item? Is this where I suggest an amendment if you so choose? >> Okay. Um I have two. The first one, we'll start with the easy one. Okay. Um, amend I suggest an amendment that would include a provision in the open enrollment priorities to allow teachers who have uh to change their work location as either a direct or indirect result of this plan to exercise their open enrollment priority when their new work location is verified. So that's that's because open enrollment will be closed before teachers know their assignments and they have the priority to get their kids in the school they're working at or the neighboring school. So they they're just going to need an exception so that they can still access open enrollment.

2:02:30>> Is there a second? Seconded by Anna. Board members discussion on this item. Lolenia, >> I might ask for some input from staff about the way that this would normally work because I would think that there was always some changeover for staff after the open enrollment time frame. So, how does it normally work? >> I may have to have uh staff come up here uh just to just to double check. Uh so for for educators who um there's an enrollment preference a very high enrollment preference for educators for their kids to be able to go where they work. Uh um this is a little bit of a different situation uh because um with closures consolidations um again we're going to do everything we can to accommodate as many of our educators as they as we can in terms of where they want to go. um with the um with the proposal ahead of in front of you because we will be working on bringing down class size. There should be um that in addition to um your typical attrition could should create lots of space and opportunity. Um and so that's how that would typically work. Um and the open enrollment open enrollment is open beyond the window board members.

2:03:57And so after the window is the original the the initial kind of push for open enrollment. Um and so we open enroll allows students to open enroll up until the beginning of the school year. And so we try to use those opportunities to get folks to where they feel like um that their students will be best served. I'm I'm looking at uh Dr. Neil Anderson just if there's any other anything I miss there. >> Would that give the teachers a priority that they uh they could lose if it hiring is delayed? >> If if they don't know where they're going to be teaching, then that will be outside of the window. And so open enrollment window will have passed before teachers know potentially where they're going to be teaching. And so I don't know that you would solve that with with an open enrollment preference after open enrollment is open because the open enrollment window would have already moved through.

2:04:51>> So maybe not calling it open enrollment would would be appropriate like um preferred enrollment enrollment after the date. I mean maybe I'm using the words that mean too many things. So >> I I I understand the problem that you're trying to solve, right? But we don't have another open enrollment window after the regular open enrollment, which of course everybody's familiar with, and then that provides a lottery to allow folks equal access depending upon their priority. I do believe that when we get to the place where we are trying to um where teachers are having the opportunity to kind of think about where their best fit might be uh moving forward, there may be some opportunities to sync that up outside of an administrative transfer which would be the mechanism. That would be an administrative opportunity to transfer students to to schools depending um upon where where uh where their parents are working. an administrative transfer would be outside of the of the window. I think that what we would have to do board members is if this is something that you all are interested in, we would have to take that into consideration when we open up open enrollment available seats because you'd have to reserve some of those for a potential administrative transfer to make sure that we're we're not overloading the

2:06:14capacity of buildings or class sizes. Can I um I just want to clarify so I'm understanding our open enrollment window opens and it does not technically close until the start of basic it's August it closes but the first round of choice enrollment seats are will start to be handed out before our students know our our staff know where they're going. So, it's not that they cannot participate in open enrollment even with the regular process and have their preference um ranked preference based on policy JCC JCCR. It is just that that first round of slots would be handed out earlier than they know that they're they're teaching assignments. And so, they will still have as always a preference, but it's impossible because of timing of contract language um to to know in that first offering round. Is that is that clear? Is that >> Yes.

2:07:19>> Okay, >> that's right. >> Yeah, that is correct. >> Yes. >> Okay. So, I don't have anything to add beyond what Dr. Anderson did talk about. The open enrollment window uh closes on December 18th. What I mean by that is after December 18th, we are not accepting any more open enrollment on time uh rec requests to open enroll or choice enroll into a new school over the winter break into the first early part of the new year. We sub we send out the offers. You are exactly correct. The staffing component would be coming after that which is our normal practice. Um I hear um board member Booker the concern you have and the wondering you have about if staff are going to find out as President Raj Paul spoke about after the um open enrollment window and as Dr.

2:08:16Anderson spoke about there are open enrollment weight lists that we work through based on space available. will also then know the staffing component and we can analyze that in all fairness and equity when it comes to the other individuals on that weight list as well. We have the administrative transfer process. We can review that and we also have an administrative placement process but that is um on very unique circumstances that's outlined in the board policy as well. So definitely something to study and I would defer to further conversation. Dr. Anderson, >> I would also say that that the vast majority of our schools are going to have open enrollment seats. >> It okay that are going to be so so so if if I'm a teacher and my kid comes to work with me today, right? And we're getting through that placement, there will be opportunities for folks to be able to teach where their kids can can be able to go with them. Uh but uh but you'd have to wait until after that placement um follow following the contract BVA contract to then know and understand what that might look like.

2:09:24But if if a teacher were to say I need to my kids need to come to school with me, I think that our our HR team would do everything that we could to to make that to make that work. Can we put a sentence in that says all efforts will be made to put students? >> This is your resolution. So you're free to >> No, I Well, I just used the word open enrollment and that was confusing. So um we could say all efforts will be made to allow teachers to open enroll their students. me mean to the extent >> that there are new work locations >> to the extent that I've already publicly committed to doing that. I mean if you all would like that in the resolution then you all can work on the language but that's going to be what it is that I would try to do either way.

2:10:11>> I I would like it in there because a lot of teachers are afraid and so those are the people who let me know. >> Deianne, it's your amendment. So I need you to put that in writing how you want it to be and email that to Laura. Okay. Alex, >> you're muted again. Alex, >> two buttons. I really appreciate the spirit of this amendment and I completely support uh our staff being able to uh participate in us able to offer that benefit to our employees. I guess I would point out that if they are currently in a school where they're being relocated from, their child would already have a first status open enrollment preference in our open enrollment system based on what's in the resolution now. So um while they may not know where they're going um for sure, they will at least uh when they are deciding where they want to go, they will already have had one open enrollment preference, which may not solve the problem if they're going someplace else. That's a total surprise to them. But there is that and uh I also respect um the need to manage a a lot of the open enrollment. So I um uh and that when the district administration is working on managing all the preferences and all the process and the timing um I

2:11:28think this is one that they uh I would uh respect Dr. Anderson's commitment to following through on this on the implementation and that'd be something that we as a board should continue to watch, but I'm not sure I can figure out a logistical solution that would be much more of a guarantee than that. >> I don't think it's necessarily it needs to be logistical, but I think it needs to be a statement of our intent. Do you have language to propose >> Jason? >> Um, you know, like Alex, I I agree with this in spirit and I'm, you know, potentially supportive of intent language. I think one thing, you know, that this board has tried really hard over the years to do is to clarify our enrollment preferences and that's been with charter contracts and just across the board to streamline those to make them more equitable. And so, you know, while I understand this particular issue and support that, this resolution offers a very unique, you know, uh, opportunity for families to be able to have priority enrollment preferences. And I I don't want to, um, add any language that would interfere with that in any way because I think that's been um, that's an important piece of this uh, to help families, you know, should this pass

2:12:46with a transition and making sure that they can go to the school that they want to go, if they want to go with their friends, etc. And so that would be my one concern is uh not having language that interferes with that. And I think you're not you're headed in a different direction, Deian. But I just want to make that point. >> Yeah. And my concern comes in the relationship between BVA's contract language and this resolution. And we have not entertained um anything that would infringe on those negotiated agreements um thus far. And I would not be excited about entertaining something that is also It'd make our lives easier if we can take these one at a time. Board members. Uh let me read it. You can word smmith. All efforts will be made to allow children of teachers who are teachers who are relocated as a result of the 2627 resilient schools plan to be assigned to the same school.

2:14:34>> Can you provide >> Sorry. Can you provide that either to Laura so she can put it on the screen for board members? board members. Um, sometimes we allow friendly grammarical amendments or adjustments to happen to board language after the vote, grammar, non-substantive related changes. Um, I think in particular with a resolution where language is written very specifically. Um, are we o open to that possibility or do we want to make sure the word smithing is exactly right on any of these proposed amendments? Lenia, I too have the concern about uh interface with BBEA and our agreements there. Um, so I want to make sure that we do the right thing and I also appreciate um Dr. Anderson's commitment to figuring that out. I'm not sure that we need to put this in the resolution.

2:18:05>> Dr. Anderson. >> So board members, what I'm hearing hearing what what you're trying to to contemplate would be language that is not into in the BVEA negotiated agreement. And so our typical uh path to be able to adjust those things is to um to write anou uh with with the association. Um and so with direct so so what you may want to consider um is is directing and whether it's through the resolution or through other directive um a conversation with um with BVEA on this idea and how we would be able to do anou in that regards and I think that our teachers would understand that that's where employee rights are guaranteed uh not typically through resolution through the the negotiated agreement and through a memorandum of understanding. And if I hear what you're saying correctly, Deianne, and just make sure that I'm hearing this, what you are wanting is some is for us to make all efforts for teachers who um whose schools are closed um who are going to be reassigned to a new school that they have the opportunity to consider a placement where their where their their children would be able to attend given the fact that that is something that they have today. Right? if they're teaching and they have I know that we do have a lot

2:19:37of teachers very sympathetic to this a lot of teachers in this position um that that we would make any and all efforts only just because it you can't solve it through open enrollment. What we would have to do is think about teacher placement and student um seats for open enrollment. Uh but I do think that we could write up someou language. I could propose that to our association. I know David's in the back. I hear I see him nodding and so that may be the way and you can direct me to do that right now. You don't have to put it in the resolution. Um and with with David's not I would say that that would be something we could do and then bring back publicly so you all could could see what that looks like. Um and then teachers and and the community would understand what it is we've done.

2:20:22>> I like that proposal, Rob. not having this language in the resolution, but using the vehicles we typically do, which is theou um agreements with our bargaining groups. I'm seeing some nods. Anna, I uh do appreciate what uh Dr. Anderson did just say, and I uh do welcome uh representatives from BVA to come up and just put it on public record that that is something that they would also be willing to um entertain and enter into. Thank you. Good evening, board members. Uh David Stewart, president of BVA. Yes, we would certainly consider anou with the intent to provide that um consideration. >> Great. Board members, any discussion on this amendment before we go to vote? Alex? Um, I guess I would ask in the discussion if we have this confirmation from uh the BBA and the administration to negotiate this through the MOU process, I might suggest maybe we withdraw the amendment rather than vote on it.

2:22:03>> Yes, the person that made the amendment could withdraw the amendment. Otherwise, the rest of us could vote yes or no for said amendment if the person that made the amendment did not want to withdraw it. So, I will leave it up to Deian. >> I will withdraw the amendment. >> Great. Um, do I need to second that and vote on that since it was moved? No. Okay. Thank you. Okay. Amendment number one. Um, board members, any other discussion back to the main resolution? Anna, >> I I move to amend resolution 2627, resilient schools plan to remove the Broomfield region action from approval tonight and direct superintendent to return to the board no later than December 2026 with an updated review of the proposed consolidation of Birch Elementary and Cole Elementary, taking into consideration updated enrollment and res and resident student data. the impact of any school closure decisions made by Adams 12 five-star schools, updated choice enrollment information, and any other material changes affecting enrollment in the Broomfield region. The board would then separately consider Broomfield recommendations following that review. And um uh board members, that was my official um uh amendment that I sent over to Laura. And my intent with this amendment isn't to disregard any of the work that has been done and the very real uh

2:23:34resource challenges that we're trying to address. I'm just asking for a little bit more time because the educational landscape around Broomfield is changing in real time and Adams 12 is going to make school closure decisions on October 7th and we are entering another choice enrollment cycle. And I believe that there is going to be information that we will have very soon that we just simply don't have tonight. And we've already recognized through our dual language that sometimes this work does take more time and more community input than um that is necessary because um before making any recommendation. So I'm asking us to give Broomfield that same opportunity not indefinitely but long enough to understand whether the changes happening around Broomfield because Broomfield is a part of four school districts um to materially affect the assumptions that we're making tonight.

2:24:27Is there a second? Seconded by Deian. Board members, who would like to begin discussion on this amendment? I'll start. When we this plan was brought forward, uh it was pretty clear that the maneuvers worked in concert and that one manu changing any maneuver would have ripple effects to the other um to the rest of the plan. It's also the case that our decision has nothing to do with Adams 12's decision. and like you're asking them to go first, we could also make the decision first and they could understand what we are doing and how that might impact Adams 12. So, this is not um an amendment that I that I would approve. Um and I don't really love putting one school above all the other schools in the plan regardless of where we live. So, I have great discomfort on the success of the overall plan with this. Um, our choices need to be made for what's best in BVSD, not in regard to what's happening in our neighboring schools.

2:25:48>> Alex, sorry, I heard you. >> Yeah. Um uh I agree that us um delaying our decisions for the other districts to do it until after the open enrollment process is through puts this off for a full year. Um I believe that would subject us to like ongoing opportunity costs. I I believe strongly that delay is not a costless uh proposal and I also um support uh trying to make our decisions um together collectively as Nicole said because I think they all fit together. Um, I think there's a ton of issues to consider during implementation and transition of our plan that affect all our communities. Every community has dynamic things going on. Uh, we could have Encar shut down tomorrow in Southwest Boulder and a lot of people lose their jobs and leave. So, there's many things beyond our control. I think we have a a big plan that fits together.

2:26:37Um and I also as I'll be saying after whatever action we take tonight that there is a great deal of work for many of the concerns that people have raised over the last uh um two years uh or four years of this work that we need to adapt and consider in how we implement and make the transition. So, um I believe that it would be better to not spend another year uh debating these issues in the community and to act as whole on them and to ensure that everybody who's affected by it has equal access to a full knowledge what's going on during the next open enrollment period rather than putting uh the Broomfield community at a disadvantage by not letting them know in advance what's going to happen to their school. Deian, >> uh, I have on my list of things that I was worried about was, uh, birch, uh, the birch and coal move. Um, because the implementation of a transition to move birch to coal is so reliant on public resources and um, nos um, in order to keep students and families protected and able to work. And so if in order to make that happen, we needed a small delay, I think it would be appropriate I think it would be appropriate not to go through um maybe

2:28:02not to go through um open enrollment period, but maybe to wait until right after we know what St. Vin is doing and we can make some better predictions about um what's going to happen in Broomfield. at Broomfield is an very interesting community because it's it's sitting there in different counties and different school systems and it's very difficult to figure out which uh which students are impacted when when things happen. So I would support it maybe um I don't know what the calendar date would be but something after the 7th which I assume is a Tuesday. Do they meet on Tuesdays? So maybe we could go up to the 14th. >> So you would have to make an amendment to the amendment if you want to adjust the language that's been proposed. >> I'm so glad I'm getting a lesson in Robert's rules tonight. Um I'd like to make an amendment to the amendment to adjust the date on this amendment to only carry to October 14th.

2:29:14>> Is there a second? Seconded by Anna. Board members discussion. >> Jason, >> I guess just a a clarifying question Deian on that amendment. So changing the date from December 2026 to October 14th >> and and this is entirely around the decision of or the scheduled decision around ad of Adams 12 >> uh just so that we can study what implications might be available um to this plan based on that very complex community that abuts all those different school districts. They'll study on they'll vote on October 7th and then we'll study for till the 14th. I mean, I'm just I'm just trying to I don't see the edits. Okay. >> I don't think we could study until the 14th >> if that's what you're asking. Go ahead. >> So, it would be the 21st, right?

2:30:22Uh I I agree with with our board members who are concerned about breaking up the proposal and setting the Broomfield area separate given the regionality. I'm concerned about the timeline of pushing this back that close to the start and close of open enrollment. I'm concerned about wait delaying this that prevents us from moving on the transition for our students and providing support and having a clear plan and removing some of the uncertainty. Um, so, um, I I would not be in favor of this amendment. >> Board members, any dis additional discussion on Deian's amendment to Anna's amendment, which would change the date from December to October 13th. Seeing as there are none, Laura, can you call the vote on that date change amendment? >> Okay. Note of clarification. October 13th is a Tuesday. October 14th is a Wednesday.

2:31:22So, are we doing >> Deian says the 13th? >> I think we need to study on the 13th because we'll know and then vote on the >> on the 14th. >> On the >> on the 20th is our next regular session. >> Okay. So, can you restate your motion to amend the amendment? How do you how would you like me to state it? I move that we change the date in uh the previous amendment to reflect um October 13th as a we have a study item on it and uh action on it by October 20th. So, you're asking the resolution to also dictate the board schedule in our agenda. >> Yes, I am. >> Okay. Okay. Um, and so I've got motion made by Ber, seconded by Tamuading. And this motion is to change the date in the amended Broomfield resolution to reflect the October 13th date as a study and action on October 20th.

2:32:54>> Booker, >> yes. >> Chavez, >> no. >> Medler, >> no. Quinn Linua >> no >> Raj Paul >> no >> Tamuading >> yes >> Anger >> no >> motion fails board members discussion goes now back to the original language that Anna had proposed with a December timeline any additional discussion on this language as you can see on the Green. Seeing as there is none, Laura, can you please call the role on this amendment? >> Booker, >> yes. >> Chavez, >> no. >> Medler, >> no. >> Quinn Linua, >> no. >> Rajpaul, >> no. >> Teammuing, >> yes. >> Anger, >> no. Motion fails. >> Board members, we're now back to the original resolution. Any discussion um further? Alex? >> Yes, I uh we were discussed at the last meeting and I forwarded a written copy of a proposed amendment to the resolution. Um maybe uh Laura could bring that up. It's one of the attachments for tonight. Um it uh reads amendment to resolution number 26-27.

2:34:23add an additional bullet point under the implement policy JACCCR for the 2027 2028 school year such that and then it has the text that's up there I'll read it students enrolled in high peaks or community monastery that choose to enroll in their assigned neighborhood school rather than attend their school in its new location and who notify the district of that decision prior to December 1, 2026 will be enrolled directly in their assigned neighborhood school. These families will not have the priority preference to apply to another school through the open enrollment process for the 2027 2028 school year. >> Thank you. Board members, this was attached to the meeting documents because Alex had submitted this earlier. Members of the public, you can also see that there. I don't know that we need to floor it. You can find it to project that is great. But in effort to be we would need a second if there's a second for this resolution that you can see in front of you.

2:35:19seconded by Anna board members. Any discussion? Lania. So, um, to my fellow director meddler, I did some numbers, and I'm sure they are never going to be as, um, good as your numbers because you're better at this than me, but I I found it almost impossible for the folks from High Peaks or community monitor story to not be able to get into their neighborhood school. I I find it almost um impossible given the numbers and you might be able to tell me differently and also I think it comes back to um what I feel like is not looking at the whole picture of whole district and it bothers me. Um so I I want to give you an opportunity to respond. I spent a lot of time thinking about this and I only wish you were here in person to explain it, but I'm glad that you're online. Um, but at first glance and with some study, I'm not able to support this amendment.

2:36:45>> Alex, I will let you go and then board members that want to weigh or provide some discussion. >> Thank you. I appreciate I appreciate the question. Uh um for me the the issue that's different for those that have openen enrolled into their choice school that's different from uh the people who are in a neighborhood school that is closed is that the folks who are in a neighborhood who school that is closed um are guaranteed an enrollment in another public school. um and it's the one that they're assigned to and they have the opportunity to open enroll to choose to go elsewhere. The students who are enrolled in the school the focus schools that are relocating um may very well not be interested in moving six miles to a new location of their school building or elsewhere for logistical and family reasons. and so they would not have a neighborhood school to return to um except through the open enrollment process. So what I'm trying to do is provide an equitable opportunity for the students for the families who've open enrolled in these schools to be treated on at the same way as someone who's having their school closed would have. So um in the same way that someone's going to flat iron uh they don't have to um open enroll in

2:38:05Whittier or um Foothills. uh they will be able to to go there for sure. The students who choose not to relocate six miles to a new location at from High Peaks would then have an equal opportunity to attend their neighborhood school as the people who had been at Mesa and had been at Flat Irons. That's the primary thing for me. and that uh if they don't have an opportunity to return, then they're getting uh less of an opportunity to make the appropriate adjustment for their child that our students enrolled in the other schools are. >> Okay. Thank you, Alex. Board members, I think Jason, >> we'll go to Jason next and then we'll go back to Lolina because I know she has >> um Alex, we've been on the board together for three years. I know this issue is a priority that you've raised in the context of a lot of different meetings and a lot of different discussion. My concern and I share a concern with Lenia is, you know, this plan provides a very unique preference for families impacted by this. And while it's unknown how many kids would be impacted and there are some special circumstances, for me, this still gives the appearance of a special preference that we're providing to just two schools and not to others. And so I would rather

2:39:25uh knowing that your your long-standing interest and passion in this, I would rather discuss this uh in the context of out of the context of this resolution and in the context of this of a policy where it would apply districtwide and not unique to this particular situation. So I'm opposed to this amendment. >> I agree, Jason. I know this is something Alex has advocated for for a long time. We discussed this preference of his when we did last look at JCC, JCCR. Um, our families who have choice enrolled in those policies, they already have the first preference. Aside from the super preference of being impacted by any school maneuvers, they do have the first preference to return to their neighborhood schools. And I also have concerns like Sarah Barry brought up earlier today that it's asking a community to make a choice well in advance of everybody else. and it boxes them in um to a to a decision and removes their ability to have that um priority preference for this school year if they exercise that right. Sometimes people change their mind. Sometimes they they might conditions might change. So I'm also concerned about that. And then also the appearance that it it elevates or gives um members from two of our schools sort of double preferences in

2:40:45some way. I think that that is not agreeable to me and as a result I am not in favor of this. Um and we can watch if when it comes should it come to a vote that's kind of those are my major concerns around this language. Lenia, >> Alex, will you tell me a little bit more about the numbers and um because I found it almost impossible for anybody not to not be able to go back to their neighborhood school based on this. And I'm not saying there aren't there aren't probably a few exceptions, but statistically I found it super unlikely. So, I want you to talk to me about that. And then also um I went back and watched our meetings on JCC-R and I agree with Jason. I'm totally glad to come back to that policy and dig in again. We haven't dug in for two years there. I just don't think that this is the right vehicle.

2:41:52>> Board members, any additional discussion on this amendment? Alex? Yeah, I I would just say um this is a different proposal than we talked about in JCC, but it's a similar dynamic. I appreciate that we added the preference for this as well as the preference for the families of students for the students whose families uh relocate outside the district. This is unique. This is not changing JECCC. This is not u making a change that's permanent. It is like many other changes we've made to the enrollment process that are related to how big the changes are for this proposal. So, this is a one-time change that wouldn't affect precedent moving forward, but that and it's not an extra privilege for these people. It is not having two preferences because it's explicitly makes them lose the second preference they already would have had.

2:42:39So yes, they'd have to make a decision earlier, but I believe those that would want to make the decision would be capable of making that decision earlier and that they would uh perhaps exercise that. So I it's not a double preference. Uh your talking points that this is somehow reopening the same thing. It's like totally different. This is not changing the policy. It's doing so in response to a very different circumstance. We've made other changes to the enrollment policy because of these changes that are designed to accommodate the needs of the families who are most directly affected by it and that these are a group a small group of likely families that are not uh that are also affected by it. So um uh I'd encourage you to still vote for it. Uh it was asked for us by uh it's one of the many things I heard from the community of affected people. So for me, this is also being responsive to the input we've received over the last six weeks, which is in addition in addition to not instead of or trying to double back on my earlier proposal. This should be a long-term change, which I don't back away from. It should be, I believe, but this is a very different proposal and I'd encourage you to vote for it.

2:43:45>> Board members, any additional discussion on this amendment? Deian, >> I think that um in this time of chaos and uncertainty, anything that we can do that will make families feel they have some choice is good. So, I would support Alex's amendment. Jorge, >> I I went back to JCCR and I appreciate um recalling now that that already is the first priority preference on our open enrollment policy. Thank you. >> Any further discussion? Board members. >> Laura, can you please call the vote on the motion that is on the screen, which I believe was seconded by Jorge, right? or second that one. >> I have Medler and >> they both sort of seconded at the same time and I don't I want to make sure you're clear on who >> I didn't get who I was.

2:44:49>> Yeah, I thought it was Anna. >> Okay, Anna. >> Okay, perfect. Because we do need to be clear on these things for the minutes. >> And this is the um amendment as shown on the screen there. Okay. Booker, >> yes. Chavez, >> no. >> Medler, >> yes. >> Quinn Linua, >> no. >> Raj Paul, >> no. >> Teamu adding, >> no. >> Anger, >> no. >> Motion fails. >> We are now back to the original resolution. Board members, any additional discussion on this resolution language? DM. I move to amend resolution 2627 to remove the closure of Douglas Elementary and the relocation of High Peaks and Community Monitor. >> Board members discussion on this um amendment. >> Make some comments to let you know what uh what I was thinking. Um, I know there's a regional approach that was um created by y'all, the five of you that were on the board before, but I think there's um there's a regional fallacy in the way that the the map was produced.

2:46:13And it wasn't an error by anybody who was working on the on the plan, but it was an error of misinterpreting the region. So Douglas Elementary should be redesated by the school board, which CDE tells me we're the ones that do that, as a rural school and treated as such since the school cannot and will never achieve the proximity enrollment numbers. The community of Douglas is not formulated by any municipality. So the school is a shared center. Removing the school from the equation removes the only community center in the area for the past 75 years. On our own web page, we have a lovely quote that says, "Boulder Valley, we take it from the Boulder Valley community, honors its history and legacy surrounded by open space and rural lands while striving to create and preserve a truly special place. Boulder Valley, this is from the Boulder Valley Comprehensive Plan, but it is on the BV BVSD website.

2:47:27Um, CDE allows school boards to redesate which schools are considered rural and I think if we had done that then they would have been included with the mountain schools because so many of the students are bust. They are not walkable. That's correct and they never will be. Um, just to point out a contrast of mere 8 miles north of Douglas, there would exist a school that's in St. Fra. It's called Nywad Elementary. Has almost the exact same demographic problems as Douglas in that it has high enrollment from other areas and it has a smaller um number of local students and it is designated as a rural school. And so if you go to that uh school to try to enroll, they will tell you it's going to be a small school that has a rural focus. And I'd really like to see us return to that reality.

2:48:31If I could take you all back on a tour of Boulder Valley schools 20, 25 years ago, you would have seen there was actually space between the cities. There was Boulder, then there was um ranch land. I live in a in a neighborhood called Steel Ranch because it used to be a ranch. Um and even when Monarch High School opened, they displaced a ranch in order to put that in. And I think we need to preserve the rural community as we can. I got some emails from community members who stated some pretty ugly things about the people who live in that area. Um, and they were wrong. They assumed that everybody that lives by Douglas is a very wealthy person who can do whatever they want and it should be okay to do to move their school. And uh what I found is the people who live in the Douglas area are people who moved out of Boulder just like I did to get something cheaper.

2:49:41Um and they're two income families and they don't know how they're possibly going to manage their lives with even farther to drive. So, I'd like us to consider um a change to this and um I would see say the Monty story school if we were following the rubric of the district should have been closed, not moved. But I'm suggesting that they are moved back to their building and uh where they want to be. They presented that they did and High Peaks doesn't want to move either. Let's move them back. >> we need a second. >> Yes. Sorry, I I wasn't sure what you're both Yeah, we we need a second to that motion. No, actually, Anna already did second it. She already did sec. She second it right away and then Deian just started talking. So, um so there was a second by Anna. board members. Um, this one's it's not addition of language, it's removal of language. So, can you Dian, can you point to the page number in the wherees and the sections of which you are suggesting striking language?

2:51:29>> Anybody can help me find it. That would be great. >> Oh, thank you, Living. >> Okay. Um, page three. Um, center of the page, close Douglas Elementary, relocate High Peaks Elementary, and Community Montasauri. I'd like to remove that whole paragraph. >> Uh, as in the case with Birch, I'm I'm not interested in playing one school off at another. I'm not interested in making delays that put us through ongoing periods. I'm not interested in having less action taken so that we have maintain the status quo. I believe we've all been working for a long time and my predecessors on the board have been working uh to make significant changes that will allow us to protect the services of all our students in the district. Um I don't believe that framing this as why we should have closed community monsur instead of this is constructive. I believe that is pitting one school against another unnecessarily and one community against another. I received input from the high peaks community describing a survey in which yeah about uh of the 90% that had a position about half of them did want to move and about half of them weren't excited to move. Thus that's why I made the other amendment for those that weren't interested in moving but there are people there who are interested in

2:52:57moving and there's people who dearly love community monastery and want to see monastery offered in this community. So I consider this uh I'm opposed to this amendment. I would also point out that we withheld mountain schools. We did not withhold rural schools. We withheld the mountain schools because from Netherland, if they if a student were to drive from Netherland to the closest school, they would be driving 19 miles and they'd be driving down Boulder Canyon uh to get there. So, um I totally respect the rural nature of our community. For 35 years, I've supported all our efforts to protect our open space in our rural community, but we need to put our schools on top of the community in which we live. and we face declining enrollment in that community like we do everywhere else. So, I'm going to vote no on this amendment. I believe um it screws up or sorry, I shouldn't use that language, but it complicates three different school changes that we're trying to make. Um and uh I'm interested in continuing to offer monastery in this community. I'm interested in allowing more families that asked for more choice options to be available east to do so. And I'm interested in making sure that we follow through with our commitments to be focused on all the students in the

2:54:03district. So I'll be voters. Any additional discussion? >> Like Alex, I same sentiments as Burch. Seeing as there are no further discussions, Laura, can you please call the vote on the proposed amendment? Uer, >> yes. >> Chavez, >> no. >> Medler, >> no. >> Quinnland Aea, >> no. >> Rajpaul, >> no. >> Teamu adding, >> yes. Anger, >> no. >> Motion failed. >> Board members, we are now back to the original resolution. Any additional discussion on that resolution? Anna, >> I do again want to reiterate just my appreciation for um uh Superintendent Anderson, the leadership team, uh the community and the families that have been engaged in this process for several years. Um and uh even though my my amendment didn't pass, um I will be a respectful no tonight. I am looking forward to and eager to doing everything that we need to do, the work that we need to do to make sure that we are providing all of the resources that our our students need. Uh and so I am I am with you. Um just tonight I will be a respectful no quiet in the audience please. Bo members any additional discussion?

2:55:51I have some thoughts to share. There's been quite a lot of dialogue around trust and as the longest serving board member here, it's been fascinating. I will say um every time a new board member is elected, there is this uncertainty about this school district and the people that are in charge here in part because they aren't intimately involved in conversations about the operation of this district and its schools. All of you have had a healthy degree of skepticism when you came in for certain issues and over time have really grown to trust and appreciate the guidance of this team. We regularly rely on our team's data, their expertise, their budget knowledge to make decisions. Decisions that have resulted in this school district being accredited with distinction for three consecutive years. longer than any I mean it's a record for BBSC for sure and it's among the highest in the state. We set out to address declining enrollment. Um, in stating when we set that out to do that, I was very clear and that closing schools would not be without personal sacrifice.

2:56:55Sacrifice for our superintendent, sacrifice for these board members, people lose their jobs, board members face recall, and the ability to work collaboratively moving forward gets strained. And yet the seven of us knew that we could not continue to provide the educational services our students deserve if we chose an easy route and did nothing. In May of 2024, Pter school district after attempting to close schools they the and amid intense public pressure that school board had to bail on their plan. Less than two years later, here they are now having to reconsider closing of schools amid higher budget ch bigger budget challenges and decreased capacity at their schools. If we vote to not close schools today, not only are we saddling a future board with this difficult work, we are actively creating a segregated school district. a school district in which students who live in neighborhoods with a lot of children or who have parents that can drive them to better resource schools will have better and more robust learning opportunities than those that cannot. We will have several schools with multi-grade classrooms, schools with class sizes over 30, schools that don't hack have access to librarians, counselors, or a full complement of art, PE and music teachers, and schools that cannot adequately provide academic interventions without the use of virtual

2:58:13programming. Not only are those conditions really unfair for our students, they are impossible for our staff. And we no longer have the resources to continue to soften those experiences and pretend the impacts of declining enrollment are not real. In voting for this plan, I truly believe we are voting for the best to provide the best learning envir environments that our student for our students and staff. We are committing to create the systems that are needed to support our students and our families and staff through what we know what will be a difficult decision and a difficult transition >> which schools. >> And we are showing the community that we are here to make decisions that are in best interest of the entire school district, not just the loudest voices in the room and that we will always keep students at the center.

2:59:01That concludes my comment on this language. language must be appropriate for an audience of kindergarten through 12th graders. Board members, any further discussion? Seeing as there are none, Laura, can you please call a vote on the motion? >> Booker, >> a respectful no. >> Chavez, >> yes. >> Medler, >> yes. >> Quinnlanda, >> yes. >> Raj Paul, >> yes. Teamu add a >> no. >> Anger. >> Yes. >> Motion passes. >> Oh, board members, we will now take a longd comfort break and we'll be back in 10 minutes. I'd >> like to call this meeting back to order. Board members, we are now returning to board policy. We are beginning board policy study items. We have two policies. Quiet. Quiet. We have two policies to study this evening. The first of which is board policy AC non-discrimin non-discrimination equal opportunity.

3:13:52The second of which is board policy JDHB on bullying. Board members, you will recall we saw these item these policy items several times uh over the course of I think just the start of this school year. um they are coming back to us for one last round of study before action. Um Kathleen Sullivan has overseen these changes um previously. She's not here this evening to speak to them. We do have uh Council Melissa Barber and Dr. Anderson available for any discussions. So um board members, you or Dr. Anderson, would you prefer to kick this AC policy off or would you like me to start that one? >> Uh, thank you, board president Raj Paul. No, I think you all can um as you've seen, we've kind of gone through this and have made some adjustments uh based on on previous uh conversations and uh and so happy to take any feedback. I think board members will will collect that feedback uh and then make adjustments before we bring it back to you for action if there is any feedback.

3:15:00And I I believe that there is uh board member Medler may have an adjustment he's looking for. So, >> Alex, >> uh yeah, if you remember the last time we studied this um I spoke to the desiraability of enhancing our ability to communicate to the families of students who are um uh the victims of alleged bullying, harassment, or discrimination. Um I'm proposing an amendment that I'll give you the language to. I discussed this with Dr. Anderson and I discussed it with Kathleen Sullivan to confirm uh that we what I'm proposing makes sense in terms of federal and state law and that could still respect our obligations to protect um privacy while also increasing our ability to engage with the families when they're at their most frustrated moment after their student has been uh potentially the victim of really inappropriate behavior. So, what I'm going to propose, I don't know if it can be put up on the screen. I send an email to Laura with the language, but uh basically I'm suggesting that the district's policy be to communicate to the families of students who are the victims of alleged discrimination, bullying, or harassment the findings that the district has and investigations.

3:16:18um actions that the district has taken and uh disciplinary actions that the district does to the extent allowed by law and policy. To be clear, under the state version of uh privacy law, there actually is an affirmative obligation to communicate to families about what happens. And under federal law, under FURPA, there are allowed opportunities to communicate, but also restrictions upon it. So nothing in my amendment would change the legal obligations to protect student privacy. Uh they would make it easier for us to instruct district staff and leadership in how to um share empathy with the families. Um, I think one of the indications I saw from our most recent serious problems at Southern Hills are exacerbated by sometimes um less than uh effective communication to the families when a student has experienced something unfortunate. And so I believe uh that this is a way to show empathy and compassion to those families and the students. It also uh protects the families from unnecessary anxiety and burden. You know, for example, um if a student's no longer uh in our schools or going to be, you know, learning online for the rest of their time at DBS because of a behavior, this would allow families to know that they don't need to go pursue restraining orders or no contact orders without

3:17:45actually get into the details of the disciplinary action that the student received, but we can communicate to the families so that they know how to make their own plans and their own decisions. So, uh, the it's up there now, but it says to the extent permitted by law and policy, the school district shall communicate to the family of students who are the victims of alleged bullying, harassment, or discrimination about findings of investigations conducted by the school district, disciplinary actions, and other school district actions taken to address the alleged incidents. Um, happy to answer any other questions you might have, but uh, I do believe legal counsel suggested that this was appropriate given um, state and federal law and that would put us in a position to be able to address some of our hardest situations in a way that shows empathy and compassion.

3:18:32>> Lenia, may I have input from our legal counsel in the room? So, I just saw this tonight. So, I'm not the legal counsel that uh Director Medler um spoke to. I I wanted to point out that in policy or regulation ACR uh which is the regulation implementing the non-discrimination policy, there is a a provision that says um I'm just reading this off your website. compliance officer or designate shall issue to all parties contemporaneously in writing the final outcome of the investigation and steps taken by the school district to take preventative and corrective action in light of the investigative findings. Um so I just wanted to point out that's already in there. Um I might take issue with the um proposed change to the policy around findings of investigation versus what's in your ACR, the final outcome of the investigation. I think there's a distinction there. Um and I've just know from experience I've, you know, there's some back and forth around what is released um and confidentiality issues.

3:19:48So, I wouldn't want to overpromise. Um, and sometimes those are maybe not strictly something that's addressed in statute already. So, um, wanted to point that out. I know the disciplinary action certainly when we have investigations and there that findings are substantiated and you've maybe taken disciplinary action and also put in safety plans, the safety plan piece is certainly communicated to the victims. this strict disciplinary action is usually not something that's um we're going to be allowed to release. So again, I I worry about using language that might feel like you're promising something when we know out of the box that we're probably not going to be releasing that specific information. Um and then we'll be citing like the law and policy that prohibits that. And I don't know, it just I I worry about that kind of language being in policy, but that's just my opinion based on practice.

3:20:47Anna, >> yeah, that was going to be my same concern too about um putting explicit promises into into policy um rather than putting them into um uh like programs or or uh other um um maneuvers that we have or or uh programs that we have within the district. Um, the only thing that I do see in adding something like that in there that worries me, um, is just the unintended consequences of potentially, um, somehow outing someone on any of these uh, terms that they don't want to necessarily uh, have be out there. And so for me, I think that um I wouldn't want to put that into a policy to make it a concrete that we would have to do it, that we would have to report out. Again, board, we were just through a lot of action items and um this is still on for study. So, we don't Well, I appreciate board member Medler putting his uh recommendation on the screen. Um we don't have to vote on that language here this evening. Uh board members, other Deian, did you >> I had a really small word smithing uh problem which I didn't notice last time we looked at this. Under um number two, it says to encourage positive experiences in terms of human values for children and adults with diverse

3:22:34identities. And I just feel like that um verb encourage is really uh very weak. So to create to um >> something to encourage isn't enough. We need to really make sure that we're there are positive experiences for children and adults. So, I just want a stronger verb. Somebody else can suggest it. I have Bloom's taxonomy up here that I'm looking for a stronger verb, but any opinions on that, promote. >> Yeah. >> Elevate. I mean, create. What? It's just a popcorn of verbs right now. Uh, >> promote. >> Promote sounds good. >> I like that. >> Alex, you're muted. >> Sorry about that. Uh, I I just wanted to speak a little bit more. I know we're not voting on my proposed extra language tonight. Um but I did talk extensively with uh our previous council Kathleen Sullivan who I've had the privilege of working with on a lot of the complaints that we get and also of facilitating um the experience of some of the parents who come to me who so often have been failed to be communicated to. So I'd point out that my language says to the extent allowed by law and policy and that includes our own policy. But I think our experience has been in practice that some of the school administrators and the folks responsible

3:24:15to talking to the parents take an overly narrow interpretation of our policies which they should do that and do not communicate enough to the parents to the point where they leave our district and where they're very frustrated with the lack of our complaints and then they sue us and then we pay hundreds of thousands of dollars and have to deal with lots of things. So in uh in previous circumstances, not just those that have made the highest news, there's a lot of parents of kids who experience bullying and harassment and discrimination who are not satisfied with the status quo. So this is an opportunity, I believe, to improve our practices by sending a signal about policy that reflects what we want to do. And while our regulation may say that they should do that, they don't do that and then people sue us and then they leave the district and their kids suffer more harm. So I think it's a fairly easy thing to do. Uh if someone has additional edits to the language that make sure we protect it, I will say that the findings we're talking about are only the district findings of investigations, not other entities investigations and that of course the disciplinary actions taken against student are protected by federal law to Anna's point. So we're not suggesting

3:25:22releasing information that isn't there. But I will tell you uh over my three years of service and my uh previous decades of living in the community, the number of families who have felt like their students interests were uh well taken care of and that the the district was uh taking the appropriate action that just often breaks down. And I believe that more transparency and more focus on the victim of these experiences would be a good step in the direction as long as we also are acting responsibly in terms of law and protecting the privacy uh that kids are guaranteed to have. So that's my case. Um uh I look forward to um talking about it more. I wish you would put it into the law now so I didn't have to do as an amendment.

3:26:04We talked about it twice now. Uh and I think it's the right language. >> Thanks, Alex. Board members, any other discussion on items um in this policy, the red lines? >> Alex, um I'm kind of I want to ask you what you envision happening there because I think if you're te if you are a principal or someone trying to tell a family what happened, um you're going to violate the law. I I I just don't know how you would do it because the parents certainly will know who the perpetrator is and who the victim is and um you're going to expose things that probably can't be. And I don't know if you know this little trick, but there is a thing in the Colorado school law that if um if someone is in trouble in the school and the and the police are called, the principal has to act as their parent until the parent gets there. So there's like a conflict of interest between the principal's roles that's natural and real. And I I just don't know if I just not sure that it would you would ever be able to say much of anything without violating the law.

3:27:30board members. Um I propose that since um Kathleen, our former legal counsel who worked on this um is because she's not here and we have another council member here um maybe the coun our legal council can convene and provide us some guidance at outside of this meeting before we see it again to help answer some of these questions. Dr. Anderson. >> Board members, what what might be helpful is to be able to give some examples in terms of of of things that you could share versus what you couldn't share. I do think that, you know, board member Medler, this idea of ensuring ensuring the victims in situations that the district has done thorough investigations and that there's consequence on the other side if something is has happened. Um, I understand that and I do think that there is a desire for that. And Deian to your point and to others points I think that you know depending upon the circumstances what could you share what you could you not share given um given the law privacy rights. So what might be helpful is to be able to we could we have the language to consider next year next next year next week uh for action and uh what we could do is bring some specific examples of what that might

3:28:42look like and not look like. Uh and then the con the consideration of is this in regulation or is this inboard policy? Understand the desire to strengthen by putting it in policy. Um but then uh would would you then have to add language in the regulation to provide examples of what that might look like? Uh I I wouldn't want to overpromise and underdel on something like this. So you'd want to just tell folks what are the types of things we're saying? The student's no longer in the school, the student's not going to be in you know what what are the things that you could share versus not share. Jorge, >> thank you for that. I think that's really helpful. Um, would it be possible to also consider what we have in regulation already because it already says um the compliance officer designate shall issue to all parties contemporaneously in writing the final outcome of the investigation and steps taken by the school district to take preventive or corrective action in light of the investigation findings. So, it's it's there already. So, does this change? So, I'm not clear on what the implications are for that and where it should rest. Um, >> I won't speak for board member Medler, but I think the idea is that if it's here in regulation right now and there

3:29:55isn't the the it's not showing up in practice in the ways that we would hope. We have to find out what the disconnect is and the clarity for school-based administrators. What are they allowed to say? What are they not allowed to say? I think that um that folks air on the side of caution may be too cautious I think is the is the balance we're trying to to figure out here. So um I think that without having those examples from from Kathleen I think that that would help the board make some decision on this policy. >> Thank you board members. Um moving on to the second policy we I already Alex did you have something? Yeah, one more piece I'd like to say. The previous regulation says that the investigating officer releases that the person who the uh parents are talking to is not always that person. They're dealing with the faith and spokesperson for the school and and yes, Dion, while the police are still there, they have a parental obligation, but after that, they actually also have an obligation uh to be communicating to the family. So like I I don't want to be too limited in saying this is just about an investigation finding um or that this is just something the investigator communicates. I think it's an obligation

3:31:05on us as a whole district in whole to take into account the best interests of the students uh who are the victims of these circumstances. And I think our record of communicating to them uh has not been great regardless of what's in current regulation. >> Thanks Alex. So, board members, um, moving on to board policy, JDHB, bullying, that you will notice that there are two sentences proposed to be added. Any questions or comments on those red line items? Jason, >> uh just a general comment. You know, there was this is uh this issue is how we started the school year and uh I think there were doubts in our community about follow through and um ability to implement these on time. And so I just want to call out um and appreciate Dr. Anderson and team uh for making that happen and making this um you know happen as promised. Uh, and I hope it um, you know, we heard some very difficult things from families and students uh, in those early weeks of the school year. Um, and I hope that these commitments that were announced earlier in addition to the actual policy changes that were uh, studying tonight, you know, will go a long way towards addressing, you know, real issues that have come up. uh and also some trust and

3:32:34confidence that folks mentioned that uh didn't believe that these would happen or be put in place. And so I think it's important to um kind of come full circle to where we are and just uh you know obviously there's still work to do but um just note that uh that these have been um delivered as promised. So thank you Dr. Anderson and team for that and looking forward to approving these. Anna up. >> Uh, no comments or changes. Just again just want to say thank you for um reiterating what Jason just said. uh really putting uh policy into place. uh the rapid response that the uh uh Superintendent Anderson and the leadership team uh took to making sure that we were creating concrete policies that really looked at the things that we can offer that should be offering and that we can put into concrete policy that really um really has the the issues of bullying that we started this school year off with at its core. Um, so I'm very grateful of the balance that we're striking um here in the policy and making sure that we are being very concrete and clear on what we are um what we're expecting of our schools.

3:34:03Thanks for that discussion board members. We will now move on to the next item of our agenda which is study items. We have one item to study this evening which is the district unified improvement plan. We will have Dr. Miller and Dr. Alzine present on this. Board members, as a reminder, um the unified improvement plan is due to the Colorado Department of Education on October 13th. So, um have some quick work to do there. Good evening, President Raj Paul, members of the board, Dr. Anderson. Tonight, Dr. Dr. Jessica Alzine and I will be providing you with the district unified improvement plan for study. Our goal is to provide a data update with our current data, identify our current performance priorities, and specifically highlight the subgroups that we need to make progress in as well as address the grad plus attainment gaps across focal student groups. Additionally, we will briefly share a reminder on how the UIP is structured and our identifiers in each of those areas. Our goals are to align the UIP with the goals of the strategic plan that we have diligently stayed focused on and aligned with great intention in the areas of our data that need improvement. An additional step that we take as a district team is to also review the district accountability recommendations.

3:35:35As a reminder, the development timeline of the UIP is as follows from left to right. In February of 2026, we reported on the strategic plan and provided an implementation update. In March of 2026, we continued to use our data sources for the UIP progress monitoring. In April of 2026, Dr. Herszog and I, as the academics team met with leaders, teachers on the instructional expectations, and the assessment calendar for feedback for this year. In May of 2026, the UIP and strategic plan was also presented to the district accountability committee. And then this summer in the months of June through August was the development of this proposed district UIP with the end ofear data and the new assessment data. Working with our team to identify the celebrations and problematic behaviors, which brings us to today, which is the UIP first study and our submission by October 15th. And then in January of 2027, our goal is to provide a mid-year update um on our attainment and action steps in these areas.

3:36:48So first again I want to walk you through the structure of a UIP as a reminder and what I'll do is talk about the components that we have identified in each of those areas and then Dr. Alzine will walk us through our current data and our proposed targets that will help inform you on why we chose what we chose to to so to begin as a reminder the structure of the unified improvement plan is as follows. The student performance priorities are the patterns in the data that we see each year. The root causes are what adults could be doing differently. Um there are a variety of structures that we share with our school leaders that help them identify root cause activities with their staff and we remain focused on what are those adult- centered behaviors not student centered behaviors that we need to address. Our major improvement strategies are the processes of identifying what we will do differently to address the data and root cause. So essentially what strategies are we going to use and our action steps are the specific details of what we will do differently and who is responsible for that both at the district and the school level. And then finally our m our implementation milestones. We have an obligation to check on our progress and

3:38:03identify the ways in which we will know that we have done what we plan to do in each of the areas that we will present to you today. So to begin um I will share the first two student performance priorities. They are very similar to the last UIP cycle. It is are they are our growth and achievement gaps for math and ELA English language arts. The difference this year is the updated target. So that's our data that Dr. Azine will talk about later in the presentation. for ELA and math achievement and growth gaps. We identified a root cause of inconsistent tier one and highquality instruction related to this student performance priority. Our action steps in this area are as follows. To provide teacher professional development on tier one highquality instruction and then just to note as a reminder, we've spent the last three years ensuring that they have materials that they need to teach. And we've started this year and last year with providing professional learning on the instructional strategies with such materials. We are providing principal professional development on observing and coaching for highquality instruction. And this year we have a very intentional plan with our academics department to inventory our current observation tools at the school level and develop a suite of district-wide walkthrough and coaching tools.

3:39:29And for our implementation milestones in this area, every building leader will participate in three colle collaborative site visits with their peers to apply the highquality learning that they will that they have already started actually for this year. And then every building leader will observe highquality tier one three times in their own school and debrief those observations with their school supervisor. Our priority number two is a continuation of the ELA and math achievement growth gaps. Again, we identified the root cause on the first slide of inconsistent tier 1 and high quality instruction. And here we've identified inconsistent MTSS implementation. Our maj improvement strategies here will be focused on a systemwide integration of the MTSS framework for academics and behavior. And as a reminder, that is one framework that we use to address both things, academics and behavior. as a system and at every school, we need to know we need to be a we need to be able to know and understand where students are mastering and where they are not.

3:40:54And more importantly, we're working on addressing that in a timely manner. The action steps here are identified as build school capacity for MTSSB through a teacher leader learning and feedback loops. We're excited that this year our director of MTSS will be starting a teacher leader cohort um where they will come for their own learning in addition to the principles of the school to take back to their schools. We will define clear guidance for identifying and tracking students receiving interventions. We will monitor our sped and out of school suspensions and identification rates. and we will identify district supported mental health supports including high quality implementation. Additionally, we will provide central resources to support building leaders with their UIP's goals that are aligned to the valued and included initiative. And finally, as I shared with you about a week ago, we will complete a district review of the valued included initiatives to clarify our system priorities, our data sources that we use and that we potentially need. Our implementation milestones here um again are ensuring our valued and included supports are deployed and monitored at schools and those are being measured within every school's 90-day plan to decrease and maintain out of school suspension rates for all groups to decrease Hispanic Latino significant learning disability risk ratios and to maintain all of our sped risk ratios

3:42:28below the CDE identified thresholds. Dr. Miller, can you remind everyone what MTSSA is versus MTSS? >> Absolutely. MTSS is multi-tiered systems of support. That is a framework that we use within a school structure to um to review what we're doing in our universal instruction. So, what does every student get both for academics and behavior? And then what we do in a tier 2 or tier three is usually more intensive and a longer duration in both of those areas. Again, we're um we've been implementing for academics and working to utilize the same framework for behavior. Go. The final student performance priority is a revision of the student performance priority from our last UIP. Previously we were focused on workbased learning element of grad plus only. This year we have extended to consider all four pillars workbased learning industry certification concurrent enrollment and the sale of biiteracy. And our goal is to extend our scope in response to recommendations we received from various stakeholders last year speci specifically around equitable access to college credit courses across our high schools.

3:43:56So therefore our student performance priority is our grad plus attainment gaps across focal groups of for all focal groups of students. Our root cause that we identified here was inequitable structural access to grad plus opportunities. For example, things such as master schedules. And then our major improvement strategies in this area again is our goal is to adjust systems to increase equity across grad plus pathways. So, our action steps for this priority improvement will be to conduct a district-wide review of our high school master schedules, which we've already begun and will is being led by assistant superintendent Dr. Neil Anderson and our executive directors of schools to analyze disgregated data across our four grad plus pillars to establish our baselines because we had not done that previously and to increase master schedule alignment in grad plus pillar proportionality.

3:44:56Therefore, our implementation milestones in this area will be to identify and address equity gaps in a master schedule across all high schools and our campus specific plans that are developed to address our equity gaps for all four grad plus pillars across all high schools. And then lastly, this visual shows our strategic plan connection. On the left column are our UIP strategies and actions. Our actions are in the center and the DAC recommendations on the far right. Our job as a team is to first ensure that our strategic plan which you would have heard about but we have delayed we'll hear in more depth in the next couple of months is aligned to the UIP strategies and actions which as you both which which as you already know is driven by the data in which we receive for both growth and achievement.

3:45:50So, now that we've shared how the UNI unified improvement plan is built and monitored, I'm going to pass it over to Dr. Alzine to share the district growth and achievement data as well as our proposed targets for you to consider for study. >> Um, as they're transitioning board members, any questions on the information about the UIP that Dr. Miller has presented? I hear Alex. >> Yeah, a quick question. Um, when do we as a board need to take our vote to approve the UIP? >> We have to turn in the UIP to the state by October 15th. >> And that needs to have been approved by us in advance of the deadline. >> That is correct. >> Okay. I have some questions that I think would be helpful in terms of examples of some of these things, but I'm not sure this is the right it might be easier to do this one, but I would now be a right time to ask for a couple of examples of things.

3:46:51>> Well, if it's an example that Dr. can speak to in our data presentation. I'd say hold on to that one, but I'm not really >> um I guess I'm thinking about I'd love to hear what an example is of a schedule alignment uh problem that we're changing that will improve, you know, the equity of grad plus access. What's an examp what change would we make to a master schedule at a high school? >> I'm I'm happy to to take that, Dr. Miller if that's okay. It's a great question. Uh board member Medler. You know I think that um for the past few years we've done some master schedule and just schedule alignment board members if you'd recall that that schools had different numbers of periods, different lengths of periods, different amounts of instructional minutes, different amounts of planning time. And so we've done some really good work. uh did that through anou group um that that came out of negotiations. Uh and and as we think about where we're seeing students access Grad Plus, some schools are doing some things better than other schools. And so how do you learn from one another? How do you make sure that we have the right work-based learning opportunities across the district? I think that we've done a good job on um students earning college

3:48:12credit before graduation. Um, I think we need to look at the seal of biiteracy and and what are the things that are getting in the way of kids either knowing about or actually following through with that. And then industry certifications. Do we have the right intro courses in our high schools consistently to feed into Apex? And so I think that those are all different examples of things that we'd want to take a look at. And um I know that our team is working really hard in making sure that we're optimizing our master schedules and an optimization of a master schedule allows you more resource to be able to offer different sections of things that would provide um more equity there. >> Anna and then Alex. >> Yes, thank you. My my question was around grad plus specifically around the seal of biiteracy. And so I'm just um whatever you have there cuz I think uh a few sessions ago when we had public comment at Monarch um there was a student that did report that they um hadn't heard about the seal of biiteracy and so that was something that I um was curious about on grad plus. So just whenever you get to it.

3:49:25>> Yeah. One of the examples I think that we can give for seal by literacy, which we talked about with our dual language programming as well, is that our heritage Spanish speakers are not all attaining the seal of biiteracy. And so we're we're working to unpack what what's happening, what's the root cause of that in the transition to 9th grade. Um we're seeing that some students are starting but not completing or not staying with it. And we need to we need to identify what's happening and why that's going on is one example. Alex. >> Yeah. Um, I'd be curious about in the implementation steps on several of these points if we could insert in the official like district-wide UIP, um, the the role of the principles and school leaders in communicating with their Sachs and looking a little bit more that the implementation stuff uh, really reinforced the signal that the Sachs should be up to speed on this and that an obligation of principles is to help make sure those sacks are working well and up to speed about this stuff because I know that we sometimes times have uneven implementation of that. So I think there's sort of a missed opportunity in the develop of the districtwide UIP to not speak to it as the kind of outcome for which uh our

3:50:37leadership in the district central office would be you know tracking and holding school leaders accountable. So if I could I would I would love to see a bullet in the final that is in talking to the role of the school leadership in engaging with and educating the Sachs about this stuff. And I know it happens in practice most of the time, but we've got schools without sacs without not always with functional sacks. And I would love uh us to highlight that in this process so that we can make it more evenly implemented. Does that make sense? And is there a place where that might might fit into this or is it to go somewhere else? Board member Medler, just so I understand what you're what you're requesting that you're requesting stronger linkage between the school improvement plans and the unified improvement plan um with the involvement of school advisory committees as that funnels up through district advisory committees.

3:51:35>> Is that Yeah, I have that right. >> Yeah, that's where I'm trying to go. And I realize this is the district-wide one, but we're talking about lots of school level activity that we're trying to encourage. So, I would love to in make sure that we're calling out that work that goes on at the school level to include the Sachs and make sure that they're getting brought up and integrated into this. >> I will say one of the one of it happened today um our amazing um executive directors of schools, we actually had the principles together today and they were working on their UIPs um individually with our data team uh in a consultancy protocol. And while I did not get to everybody's, there were many action implementation action steps where they part of their steps was to engage their school accountability committees.

3:52:27>> Dr. Miller, so so just to clarify so, so we can close the loop on this for board member Medler, are you finding that that that specificity is better sits in school improvement plans? Um, but maybe there's somewhere where we can we can encourage that in this language because I do think it aligns with what it is we're trying to do. >> Yeah, I think we can take it back to our team and see where it would align for district and then I can work with uh Dr. Neil Anderson. Again, I saw it in some UIPs today. I did not review all um but that is part of an implementation step for many schools. If I may, one of the things I'm interested in promoting of that is elevating the school improvement plans because I believe they are an opportunity for community building on the transitions that we make after the vote we took tonight on school consolidations and moves. And so it's my hope that the Sachs, just like the PTO's of the receiving schools, will be com communities that are able to discuss the interests and priorities of each school.

3:53:27And I'd like the district UIP process to sort of acknowledge that that may become sort of a dynamic where we have school improvement plans that are addressing some of the issues that our community has raised that are important to implementation. So I I'm looking forward to and I'll I'll say this in the agenda setting, but that I I think the UIP at the district and the school level and the Sachs and just like the PTO's and all the other committees have a lot of transition work that we would like to do over the next few years as we implement um our resilient schools plans. So I just think that's something to reinforce at multiple levels. Thank you, >> Elenia. Sorry to kind of be a fly in the ointment here on well-being and cultural competency.

3:54:12Um I've experienced frustration in the last three years on our strategies for valued and included um and our metrics. I um I am not sure whether monitoring out of school suspension rates is the right thing. Um, while I like that information, um, I think that the information doesn't lend itself to me knowing very much. Uh, I also continue to see um that we're having students engage in restorative practices, which I've been a huge proponent of, but we're still not looking at recidivism, which is what restorative practices are supposed to address. Um, and then when I see our complete district audit of valued and included initiatives to clarify system priorities, um, I actually don't think that we need to clarify again the system priorities. I think the system priorities are keeping kids safe in school. There are things we could be doing that I don't think we do districtwide. for instance, hotspot mapping, um, which we are we have a pilot going on right now, um, having strong advisory, which we see work extremely well at two of our high schools. So, I I actually I I don't like that we have until October 15th to submit this because I don't agree that we need to again wonder what our system priorities are and again use these metrics that are not very

3:55:56meaningful to me. >> Thank you for that feed uh feedback board member Quinn Law. Um I would say that in in talking with the team and Dr. Miller, please correct me if anything that I share isn't isn't correct. That we we've heard we've heard that board feedback. We we know and understand that the metrics that our strategic plan metrics around valued and included um are don't go deep enough into some of the things that that that you all care about. And um I also know that we've had a um a strategic partner in this work that uh has done a little bit more of kind of assessing and reporting on things we probably had a good sense sense of understanding. I think that uh the the intent here is to to do a real critical dive on what is it that we're actually doing, what actually works, what's what are we doing that works, and what is it that works that we're not doing. um from an evidence-based perspective and uh um and so I think that that's the intent on the audit is to is to get another set of eyes in here to to you know just some kind of critical feedback um on what that might look like. I do think that um as we as

3:57:08we take this feedback and this is for study that that um that we're going to be able to take this feedback and and and bring something back for you um in October. We we do have a couple of weeks uh that better aligns to to some of the feedback that you provide tonight. So, um hear hear your concerns. Appreciate you sharing those out and I know that our team's taking notes to make sure that we shape this in a way that that is in alignment with uh with board's expectations. >> Yeah. And just to as a reminder, we're kind of working this a little bit backwards because of um some decisions the board made to delay work this topic to allow for greater communication around the resilience proposal. And so I recognize we are under a bit more of a tight timeline than we would normally be. And normally we would have seen the strategic plan first and then the UIP.

3:58:03But um because we elected to spend more time with resilient schools, that is not the case. Um I will also recognize that the next board meeting is October the 13th and this plan is due October 15th. So it's going to be tight. Board members. Uh the other thing I want to say is uh as somebody that's looked at these plans for a long time, I do appreciate the greater detail in your root cause the action steps that are align out outlined. And I appreciate also instead of just focusing on work workbased learning, we are focusing on the full complement of grad plus opportunities for our students and really trying to improve access there. So, u I just want to say thank you for having some some items that are measurable that we can monitor and that really are within the control of the grown-ups in the building because that's what these plans are intended. So, while I appreciate we're not quite there yet, we will talk about those valid included metrics later this semester. I believe we're prioritized that. Um so, that is still coming to us. is just a little bit backwards in a timeline and I understand that is um frustrating and this plan is a two-year plan and and so to board member Medler's point are are supports for the resilient

3:59:26schools transition is really occurring throughout the most of this year and then next year. It's unclear like is it the extent of the two-year plan? I'm not really sure, but I leave that up to staff on um the degree to which any of that is included. Alex, I think you chimed in again. >> Yeah. Um, on that same topic, I just first I want to um agree with both what you and Lennenia brought up. I I support like Lennenia uh the the need for better metrics on are valued and included and I appreciate that we have it on the study agenda, but I would like to see something in the um district UIP that is setting out bullets that will be actionable and prioritized by the district to um commit ourselves to doing that work that we'll be holding ourselves accountable for making progress on because like I'm not satisfied with our strategic plan metrics around value and included and they're big priorities that we need people to be working on. I likewise I I also believe that the timeliness of the two-year UIP thing makes a lot of sense that we would have some sort of reference on the one that we vote on in October that is speaking to incorporating in the necessary steps that happen with transitions. And I

4:00:39think in particular uh from my neighborhood like dealing with the Mesa and Bear Creek, there will be school level things going on in the UIP hopefully about how students with different types of disabilities are integrated into the Bear Creek community and how our ILC's uh and different places that are moving around are making sure that we're tracking the performance and and well-being and outcomes for our students with disabilities during those transitions. So I think it'd be a huge lost opportunity to advance what we want to do around invalued and included and it'd be an opport a lost opportunity if the district level UIP wasn't setting the signal because it sort of falls down to the school UIPs that it's a priority for us to work on these transitions and it's a priority for us to better understand what's going on for our value included um uh strategic pillar. Thanks.

4:01:40>> Good evening board members. Uh before I kind of walk us through the proposed targets for this UIP, I want to ground us in really highlevel summary of the results from uh our state assessments last year uh because I think that will help provide some good framing for thinking about the proposed targets. So uh first this slide has a high summary of our English language arts and our evidence-based reading and writing results on CAMASS PSAT and SAT. When we think about achievement and the percentage of students who are meeting or exceeding benchmark from 25 to 26, we saw very little change uh plus or minus across groups that we would primarily attribute to statistical noise or random chance. things like who came to school on testing day, who stayed home, who came to school to take the test but felt a little under the weather, or uh who got lucky on a couple of items they weren't quite sure about. When we look at the uh publicly available data on the CDE website of mean scale score across all districts in the state, our CMAS ELA scores put us at the 96th percentile and our PSAT, SAT, EBRW scores put us at the 99th percentile.

4:02:46When we think about growth in Colorado, we know that's measured with what's called a median growth percentile or an MGP. Every year, Colorado anchors an MGP of 50 to mean that a particular group of students is growing at a rate that is similar to their academic peers on average across the state. MGPS higher than 50 means they are outpacing or growing at a rate faster than their academic peers. And MGPS less than 50 means that that group is growing at a rate slower than their academic peers. Here in BBSD last year for English language arts, we saw 21 out of 30 of our groups have a median growth percentile over 50. When I'm referencing these 30 groups here, I'm talking about 10 particular groups of students at elementary, middle, and high school. Those are our racial ethnic categories as well as the focus groups that we often are talking about. So, for example, our Hispanic Latino students in elementary school, our gifted and talented students at middle school, or our students serve through an IEP at the high school. When we look at where our MGPS fell in the state distribution for CAMASS, we were at the 54th, sorry, we had an MGP of 54 falling at the 84th percentile. For PSAT, SAT and MGP of 60 falling at the 94th percentile. Uh, I

4:03:57want to kind of peek under the hood just a little bit about the math behind MGPS to give a little bit more context here. So when you see that MGP of 54 falling at the 84th percentile, MGPs by design pull large systems toward an MGP of 50. So it is mathematically difficult for a system the size of BVSD to maintain an MGP of 54, 55 and higher for multiple years. Uh to give a little bit more context to that that 54, there were 24 districts in the state that had an MGP higher than 54. 19 of those were school systems that had fewer than 250 students in their growth calculation compared to here in BBSD we had about 8,000 students in our growth calculation. There were two large districts uh that had an MGP higher than ours and they uh received a 55 compared to our 54. So we are right right at where we would expect to be uh doing really hard work that's maintaining over over year-over-year.

4:05:02Uh and context for the PSAT SAT is uh there is no large school district that had an MGP for EBRW higher than what you see here for our school district. Similar similarly for math uh at CAMASS uh sorry for achievement we saw uh steady patterns across year-over-year um we did see one statistically significant group uh for our middle school students overall saw about a 3% increase in the percentage of students meeting and exceeding uh benchmarks me mean scale score in math fell at the 97th percentile and our uh PSAT SAT mean scale score fell at the 99th percentile. Again, similar to ELA, we had 22 out of 30 groups have an MGP greater than 50. Again, those are groups such as elementary, gifted, and talented students or middle school multilingual learners. Our CAMass overall MGP was 53.5 falling at the 88th percentile and our PSAT SAT uh falling at the 93rd percentile.

4:06:06Similar uh kind of fall in the distribution across the state as well. Dr. Alzine, I have a question. Yes. Um, you know, the school district has invested in in curriculum in the past couple years, math really from K through algebra, geometry, geometry. Um, can and I want and I would like a reminder on adoption of ELA curricula. I know we did elementary. Did we do and we have common lit for >> middle school? >> We have common lit. Yes. >> Um and do we have any sense of whether some of those curriculum adoptions are we're seeing patterns show up in if you look by site like elementary level, middle school level, high school. Are we seeing var any variability in the these overall scores that you're presenting on based on school level based on curriculum adoptions that we can speak to or tease out?

4:07:05>> Are you talking are you asking about individual school scores? No, like this is everybody right middle school versus elementary school like where are we seeing are some is middle school doing stronger or weaker than in the past is elementary school doing stronger or weaker than the past >> yeah so we have we've had inter reading at elementary and then common lit at middle school we we I can get the current data for common lit or what was our endofear data at our midyear we had a significant gain I remember celebrating ating that um with uh my predecessor Dr. de la Cruz with common lit um I think we're getting more consistent with our implementation and then similarly with inter reading we're several years in right now and we're seeing some nice trajectories I've recently looked at some also some M-class data um where we're seeing some really nice trajectory data from kindergarten through 2 grade okay so uh here we see the proposed UIP growth targets. So, let me walk you through this and then explain uh how we came to be proposing these numbers this evening. So, we have four groups of focus here. Our Hispanic Latino students, our students eligible for free and reduced price lunch, multilingual learners, and students supported with an IEP. We're proposing setting specific

4:08:29targets in the UIP for these groups particularly because these are the groups that historically have experienced those growth and achievement gaps that Dr. Miller named earlier. Uh in this table you can see baseline year one and year two targets for ELA on the left and for math on the right. So we set these proposed targets based on uh three pieces of information. So first distributions across the state as I just talked about where did the district fall what do we expect to see as reasonable growth targets? uh looking at um prior growth within the district here within our context and then thinking about making sure that we're setting challengeable challenging yet achievable targets. So uh what we are see here for three of the four groups here we are coming in at a baseline that's around or just under 50 um looking to push that up and above 50 by the end of this UIP cycle. Uh for our multilingual learners, we see that we're already at a growth uh rate over 50 and we're looking to maintain at least that uh moving forward. As we said before, it's difficult to maintain an MGP of that uh level for multiple years in a row. That group of students in BVSD is larger than most of the districts that outpaced us

4:09:41last year. And so uh just thinking about the context of how sample size in influences that. And then one other point that I want to um make here is that we talked earlier about an MGP of 50 being uh average growth compared to academic peers across the state. That's agnostic to any particular group of students. These particular groups of students in the state tend to have MGPS more around 42 to 46. So having these targets at 52, 53, 54 is somewhere around 6 to 10 points above what we typically see in the state for these particular groups. Lenia. >> So, what I'm hearing you say there is that we set that target much higher than other people in this state might be reaching already even though we didn't hit all the one-year targets by this point. Will you will you go back and say it's in the 40 42 43?

4:10:41>> Yes. or I would have loved that on this chart just so that I would have context about if we're doing well or not well in this case. >> Yeah. Um so, uh Hispanic, Latino, free and reduced lunch eligible and multilingual learner uh students, those groups tend to have MGPS around 44 to 47 based on subject and level. Uh for students served through an IEP, those MGPS tend to be in the lower 40s. And so across the state on average. And so when we're looking at these targets, they are from six to 10 points above what we ex what the average is in the state for these groups. Yes. >> And did you say free and reduced lunch eligible? I'm sorry. I thought I got >> I kind of I lumped together the first three groups because those tend to be relatively similar. Yeah, I can get you exact numbers.

4:11:33>> No, thank you. I just in the future this that would help me on this slide so that I understand my comparison measure with the state. >> Thank you for the feedback. I want to piggyback a question. How did you identify realistic and then as you restated challenging yet achievable growth benchmarks for these groups? >> Yeah. So um in the context of the multiple things that we've kind of talked about. So the idea of uh pushing to an MGP of of 54, 55, even higher, uh you just don't see those MGPs for systems of this size in the state. So it we we see no evidence of that being a thing that happens. And so that's part of the information that was used in what's attainable and achievable. Um additionally, we look at what we've seen historically in this district. um to expect growth to jump five points in one year uh is in incredibly difficult uh unlikely un unprobabilistic. Uh so looking at those two things and then looking at what do we see in the state overall um and what we know we can do in BVSD kind of a balance of those three things. I appreciate you speaking that because some of the past UAP set very aggressive goals, 5% or more for some of these

4:12:51groups and and they were very unrealistic. So, I'm I'm happy to see more realistic goals, some thought going into selecting those targets. Alex, I heard Oh, sorry, Jason. And then Alex. >> Um, yeah, just kind of to Nicole's point there, uh, I I don't know, and maybe you covered this in remarks, but how does this compare to the baseline? you know, what was the target in the last UIP? Like, where are we compared to what we had uh what our target was for year two of the last UIP? >> I I I wish that we had had uh the timeline of what we just mentioned. I we had a whole whole plan for me to talk to you about that before I came here tonight, but yes, I can let me find that for you really quickly.

4:13:53growth goals on the last UIP for ELA ranged from 47 to 52. Nope, I'm I apologize. From 47 to 63. Uh those were the ELA targets in the last UIP and the math targets ranged from 30 to six 30 to 61. >> Dr. Anderson, >> thank you board president Raj Paul. Um I will say uh you know going back to the results that we've that we've seen which are significant board members we haven't really talked about are is credited with distinction rating which puts us in the top 10 districts in the state. Um the targets I do believe these are more realistic and attainable targets. Um but I I don't think the t target targets limit our striving to do to to reach the results that we've that we've seen. So better targets for a better plan, better um coordinated and and um decided by Dr.

4:15:04Alzine than maybe we had in the past. So thank you Dr. Alzine, >> Alex. >> Yeah, I' I'd also like to offer my congratulations to the whole team. Uh the results are really very good and the the part that's rocking here is rocking. Um like millennia I I think it would help for future presentations on this when we think about it as long as we're you know planning out a couple years to go back a couple years and see how those trend lines have gone not just for the goals but actually what the performance was over the last few years. Um, also, uh, one of the earlier slides where you talk about 21 out of 30 groups, um, being above 50%. Um, I'm very interested in knowing about all nine groups that were below 50%. And, uh, to the other point, I'm interested in knowing which of those were above or below what the state comparison group was for that subgroup. Can you tell me more about what the nine groups are that were below 50% in addition to uh, Hispanic, Latino, FRL, and IEP that we see here?

4:16:03>> Uh, yes. Uh thank you board member Medler. Um I all of these slides exist ready for you uh when we have the UIP update. Uh but I can largely uh tell you that um for both math and ELA there were a couple of groups where the MGP was comparable to the state. Uh those tended to be um at uh our all students well let me hold on hold. So primarily at the middle school level is where we saw the uh groups that had MGPS that were lower than 50 um and where they were sometimes below what their state counterparts were. Um and then we also saw that with our black and African-American uh group of students that we know is um historically very small here and so uh as you know kind of susceptible to bounciness in their MGPS year-over-year.

4:17:01And board members, we're happy to share that information with you, all the specifics, more than maybe you even want to know. Um, I know that we have all that information and we can share it with you in advance of the opportunity to present to you if that's of interest. Okay. Uh, next moving on to the achievement targets. Um, before before I move on to that, I want to ground us that we set our growth goals first. uh because we know that growth comes before achievement and so our resulting achievement targets uh come because we set these growth goals and because of where the baseline distribution is. So I'll I'll talk us through that. Uh okay so here we have the same four groups of uh students and we have the same structure of baseline year one and year two targets ELA on the left math on the right. Uh and so what we're looking for here is we're setting a target of increasing the percentage of students that meet or exceed benchmark by 2 to 4%. On the last slide, we saw that the growth targets are relatively comparable 52 to 54 across these groups. So why do we see this change? Why is the difference here of 2 to 4%. And I just want to point out for us uh that all of

4:18:16the groups that have that plus 4% uh start at a baseline of over 30 and all of the groups that have uh a plus 2% start at a baseline of less than 30. And that is literally due to where on the distribution the cut score falls. there are more students close to the cut score with the ability to spill over into meeting an exceeding benchmark if the distribution is slid closer to that benchmark cut score. Uh so that's that is u um an artifact of the math if you will. I'm going to move on to grad plus if if we're okay. All right. uh our grad plus targets obviously we don't have the luxury of being able to look at uh grad plus uh data across the state. Uh so to set these targets we are again focusing on these four groups because for this outcome they also are those who have uh a a gap in the attainment. Um so what we did here is we looked at the historical trends for these groups. We looked at how they had been growing and how much room they had to grow as well as uh looking at trying to mitigate those um gaps in grad plus attainment. And so that's how we came to these numbers here working with the grad plus team.

4:19:29So all of those targets are the ones that we propose that we name in the UIP as specific to the work there. Um but of course we would not uh ignore monitoring the rest of our groups and so we wanted to present what um we would be thinking about for those groups as well. Um looking thinking about those groups a little bit differently. So, same structure of the table. Uh, and these are the the rest of the racial ethnic categories and um that last focus group of gifted and talented students. And so, let me talk you through why this thinking. So, those five groups of students that are all together in that top row, the all students, Asian students identified as two or more races, uh, are white students and our gifted and talented students. Um, these are the five groups of students that historically have high growth and high achievement in the district. Uh these are the groups of students that have historically seen for multiple years in a row MGPs of over 55, which we've already talked about is is a difficult thing to do. And so we're setting a continued difficult target of maintaining that high pace of growth for these groups. Um our American Indian, Alaskan Native, and our Black and African-American student groups. Um I

4:20:39alluded to this a little bit earlier from um board member Medler's question. Uh these are historically very small student groups in the district. Last year there were 31 American Indian and Alaskan Native students uh in our growth calculations and there were 161 black and African-American students. When samples are that small, they are very sensitive to those random chance things we talked about earlier. Who came to school on testing day? Who didn't? Who was feeling unwell? when cohorts of students graduate out as new cohorts of students come in and then actual changes in student experiences and their learning. So, uh those growth and achievement outcomes for those student groups based on that sample size are going to swing quite a bit. They're going to bounce quite a bit. And what we're doing here is setting a target of can we get that bounciness to happen at least at comparable growth or greater to academic peers in the state.

4:21:36And then similar to before, because we set our growth targets first and where these distributions are, these are the resulting achievement targets. Do you want me to finish? Sorry. >> What are the state numbers for those lower two groups there? >> I'm sorry, I ask your question. >> What are the state numbers for American Indian, Alaskan Native, and Black African-American? >> Their growth? Um I only have that broken out by level. Can I get that for you at a later time? >> Thank you. Yeah. Uh so here we see these resulting achievement targets. Um and for these groups, we're looking at a change of 1 to 2% uh of meeting an exceeding benchmark. So we know we had two perfor two two to 4% earlier, 1 to 2% here. So setting targets that would close those achievement gaps for those historically marginalized groups of students.

4:22:37Okay. And then um lastly, our targets for grad plus overall for these um final groups. Again, uh kind of thinking about historically what have they already been doing and attaining and thinking about sample size. Um that would be the end of that. And then I do have slides for the dashboard. Do you want me to go on to that also or pause here? >> We can pause for any additional questions before we look at the updated dashboards. Um, I think Alex beeped and then we have Deion. >> Uh, thanks again. I'm really excited about actionable, reasonable targets and all this. Um, uh, I'm also sensitive often that we are doing our presentations and our materials that are out for the public too who don't benefit from being able to ask you direct questions. So, um, like in a bunch of these, to the point about the noise from the small n, I think it'd be helpful to present the n size somewhere in parenthesis on a bunch of these so people know that we're dealing with, you know, 17 kids instead of 4,000 kids.

4:23:31And, uh, to, you know, have a sense of either the previous year's trend lines or the um, state averages for those subgroups. And then I have a question in looking at the slide that's in front of us now. Does the 87 to 94 represent generally the different scores of those five different subgroups and that's the range and each of those subgroups is one some number between 87 and 94 or is that a range that all of them in the aggregate have? >> That is uh a range for each uh the first thing you said sorry the the five groups that there's some number between 87 to 94 for each one of those groups. Thank you. That's that's what I thought I just want to understand. >> Yeah, thanks for the clarifying question. >> Oh, this follows up Alex is I don't understand what the um what is being measured in that 87 to 94 on the grad plus is it the percentage of students that are achieving a grad plus credit or >> Yes, it's the percentage of students who earn a grad plus recognition by graduation.

4:24:33>> Oh, a recognition. Okay. Thank you. >> Yeah. Apologies. Okay. Lastly, in the spring, we came to you with some uh mockup proposed revisions to the KPI dashboard. So, I'm here tonight with uh the updated version that will be ready to go live tomorrow after this meeting. Uh so, uh the first major change that we'll see will start in that top left quadrant. That's where we have our uh meets and exceeds grade level standards or benchmark for students. We've replaced the donut or the circle figures with these uh bar charts. So the blue across all four quadrants is uh the reporting for all students. Now we have two shades of green to represent our free and reduced price eligible students compared to non-free reduced price eligible students right there next to each other. And then the two shades of orange are the Hispanic Latino compared to the non-Hispanic Latino right next to each other. Another addition that you uh can see there is there is now a uh horizontal bar over the FRL and the Hispanic Latino uh bars. Those are the proposed UIP targets so that we can see current state as well as the goal at the same time. Um and then it's it's very small here, but there's some gray text that names what exactly the goal is. So

4:25:53you can see current state and goal for the UIP cycle at the same time. In the second quadrant, the top right, that's where we report our growth scores. Similar uh adaptations there where we've got that horizontal line and the gray text with the goal being named. Uh that purple group there added is uh students with a documented intervention compared to students that do not have a documented intervention. And then in the bottom left again goal lines added for grad plus attainment. And then lastly, uh this dashboard has those drill down views. uh along the top is that similar pattern of having uh in-group and outgroup next to each other as well as the horizontal goal lines uh right on the figure. And then what we've added to the bottom for the longitudinal is now you're seeing a shaded area and for each one of those shaded areas again it's it's the in-group versus the outgroup. So, our multiling multilingual learners versus our non- multilingual learners with the goal being over time to make the shaded box get smaller because we're looking to decrease the gap between the groups. Um, and then in the interactive dashboard, there is a dashed line that's in there that you can hover over to see what the goal is for the current UIP.

4:27:10>> I have a question. Um, on that bottom portion in the hovering feature, does it show I mean if you can do the math, but is there in the hovering feature, does it just show you the math like the difference between the two or the difference between the the target and where we are or >> I no it does not. Okay. It just names what the target is. >> Okay. Thanks. >> Yep. >> Board members, other qu >> I just want to say a big thank you. Uh this is a I think a significant improvement and it's um really addresses some of my previous hopes for what we could do for transparency. So nice job. >> Thank you >> board members. Any other questions or comments on the unified improvement plan >> again? Thank you to the team to adjusting your schedule. Board members, thank you for the patience in a little bit of a backwards presentation of this and a tight turnaround.

4:28:04Would it be I know would we go from these presentations to a nicely well CD thinks it's nicely formatted actual written up plan. Would it be able to see the draft of that written plan that we have to submit to the CD between now and the 13th when we will next convene to discuss it? That'd be great. Seeing as there are no further questions, um, thank you so much for your team and your efforts, and I'm excited to see where this new UIP takes us with the two of you at the helm. Board members, we will now move on to our final agenda item this evening, which is future agenda requests. This is the time when we can bring forward items we'd like to include for consideration at our next board priorization meeting, which will be December, January, in a little while. Um, are there any other items board members would like to put forward?

4:29:01>> Alex? Yeah, I don't know if this needs to go on prioritization because I believe we're going to do it, but I just want to call out the the board's interest in talking through the transition and implementation plans and what we as a board can in multiple ways do to support the effective implementation of plans as we implement the resilient schools plan. And I say that in in in part because um I think we took the right action tonight, but I recognize that there's a lot of um healing that the community could do. And I'm hoping that we can engage people in a constructive process of bringing their hopes and aspirations for their schools together, building opportunities for uh new people and existing people in in school communities to be able to start working together um and on things like their PTAs and their sachs or whatever else it is that's appropriate for that school community.

4:29:55So I would like to have on our agenda um sort of an overview of what those opportunities are, what the existing tools and me mechanisms we could use to support that kind of community building and transition planning that can engage our families and our communities um as well as the staff and the central office. So, I don't know how to sum that up, but I want to know about mechanisms to support um transition planning that builds communities. >> Anna, >> uh I just have a question on when we're going to have the conversation of endorsements of things that are up during on our ballot this November. That is another one of those items that has gotten pushed back um due to the change in board schedule. So, we're going to have to have a conversation about when that can be. I know ballots are dropping pretty soon and our timely ability to act timely is probably compromised because of the um change in our agenda over the past couple weeks. So, it is Dr. Anderson and I have been talking about that. So, we will bring that back to you um and see, but it was supposed to originally happen on the 8th and um to be determined.

4:31:17Seeing as there are none, this meeting is adjourned. Good evening, everyone.