I would like to call this meeting of 10/08/2025 to order. Roll call, please, Ms. Harper. Ms. Applegate. Here. Ms. Kenworthy. Here. Ms. Parker. Here. Ms. Reid. Here. Doctor. Varda. I'd like to welcome everyone participating in tonight's meeting, whether you're in our live audience, joining us virtually or serving as one of our valued presenters or participants, we're glad you're here. A special thank you to our live simultaneous Spanish interpreters for joining us this evening as well. Please note that we are also live streaming this event. Would you please stand and join me in the Pledge of Allegiance.
I pledge allegiance to the flag of The United States Of America and to the Republic for which it stands, Is there a motion to approve today's meeting agenda? I move to approve today's agenda as presented in BoardDocs. Is there a second? Second. Any discussion? It has been moved and seconded to approve the agenda for today's meeting of 10/08/2025,
as presented. Roll call, please, Ms. Harper. Ms. Applegate? Yes. Ms. Kenworthy? Yes. Ms. Parker? Yes. Ms. Reed? Yes. Doctor. Varda? The agenda is approved. Please note that we will take a ten minute break at approximately 06:05 p. M. This evening. On the at approximately 06:05 p. M. This evening. On 09/30/2025, the Board held a study session that included the following topics: the fiscal year twenty twenty four-twenty five fourth quarter financial report Monitoring Report 1.1 and Instruction on Assessment Literacy, policy updates to enroll GEFCO and policy updates to SB
2,565 relating to library materials. The board also held a virtual lunch and learn on Thursday, October 2, that included updates on the TD Pack and GEFCO Horizon, the new ERP system. I encourage you to watch the recording of these sessions to learn more about these topics. You can also visit our Board page on the GEFCO Public Schools website, where you'll find a host of information and links to both BoardDocs and our livestream platforms. Our first agenda item this evening is a presentation followed by board action to approve
the district unified improvement plan and the priority improvement and turnaround plans for certain district schools. The Colorado Department of Education requires all public school districts and schools to complete a unified improvement plan or UIP. These improvement plans are designed to identify priority challenges and develop major improvement strategies to meet these needs. District staff worked closely with District Accountability Committee to develop the twenty twenty five-twenty six District Unified Improvement Plan.
This evening, the board will hear a presentation on these plans from doctor Andrew Coleman, chief of schools, and doctor Carol Eaton, executive director of instructional, data services. After the presentation, the board will then take a vote to approve the DUIP and to approve the UIPs of four GEFCO schools in priority improvement or turnaround status. Presenters, we have allotted forty five minutes for this presentation. Please reserve ten minutes of your presentation time for Board questions following your remarks, assuming we haven't used up all your time with our interjected questions.
Before I turn the time over to the presenters, superintendent Dolan, is there anything you'd like to add? Thank you, president Parker. I would like to welcome our DAC member who is here tonight. Hannah, welcome to this meeting. Thank you for being here, and we'll let you introduce yourself once we begin, once you once I hand it over here. But I just wanna welcome you and thank you for being here. I also just want to, share with the board that we're real I'm really excited. I don't know, miss Eaton, if we had how many, schools we had who needed to be presented to the board and accepted by the board given the priority improvement
or turnaround status in 2021. But I believe, if I'm correct, that it was more than what you're gonna hear about tonight. It's something I'm proud of in terms of moving more schools off of priority improvement, and turnaround in GEFCO. In fact, I believe in GEFCO, we should have zero schools in priority improvement and turnaround. And, so I'm really excited. That's my highlight. That's my headline for tonight, and I'm really proud of that work and really proud of the schools that have worked so hard and the educators in the classrooms doing
the hard work with kids every day to make sure they're growing at rates that they deserve and that shows up, in in ways on a on a UIP or the SPFs that we can celebrate those schools. So thanks to the educators and the principals in the schools that have, improved over the last four years, and last year especially. And with that, I'm gonna hand it over to mister Coleman. Doctor doctor Coleman. This is new, by the way. Like, a month ago. A month ago. We we shifted from mister Coleman to doctor Drew.
Oh. I like that. Oh, I like to call you doctor Drew. Thank you, doctor Coleman. Thank you. Thank you so much, Tracy, and board. We're excited to present with you this evening. It's good to see you again tonight. I'm gonna turn it over, to our DAC subcommittee chair, and she's gonna start us off. Hi, everyone. I am the DAC, subcommittee chair for the DUIP. My name is Hannah Hong. I use she or they pronouns. I have two kiddos in the Jeffco School District. Right now, a fourth grader at Rudy Ranch Elementary School and a freshman, at Green
Mountain High School. So I'm very pleased to be here. This is only my going into my second year on the DAC, so I had one year of learning and now I'm sub chairing and it's fun and, but luckily there is a great group of different folks, from the DAC who are supporting the DUIP this year. You can see their names on the slide, but it is myself as well as Elizabeth Armstrong, who's our, DAC vice chair, Don Fritz, Caleb Layman, Emily Lovekert, Kate Otto,
Mandy Perkins, Shannon Ream, Katie Rogers, and Autumn Unger. So we have a good group of folks, looking at the DUIP. A lot of, folks that are maybe not new to DAC, but to the DUIP. So it's a pretty exciting group. Okay. So, this is the part that I was there for. In September, of '24, we were starting the the work of the DAC, and we also started the work of the DUIP subcommittee.
We continued to, meet monthly, with Doctor. Eaton and other staff, and received information about the draft DUIP as well as the feedback that had been received from the previous year, along with questions that the current DUIP subcommittee had. In September, we were able to review, the previous year's DUIP, And then in February, after meeting several times, we were able to, get some of the mid year progress,
reports and review those along with the feedback that we've received from the current DAC. And then by May, we had revised the DUIP and, gotten it preliminarily approved by the DAC. We didn't do, a whole lot as a DAC or DUIP subcommittee, through the summer, but we know that, work was being done to align the DUIP with school UIPs, and it was also shared with school leaders.
And in our most recent meeting here for, DAC, we reviewed any changes and updated data from, for the DUIP and, recommended that, the DUIP for board review. So here we are on the eighth and then, upcoming then to, the fifteenth where hopefully we were we'll we will be able to submit the DUIP and school UIPs to the Colorado Department of Education. Thank you. Doctor Eden. So I just wanna thank the, DAC subcommittee.
It's a lot of work and it's all volunteer. And it's a lot to take in the DUIP work because it's cumbersome and it comes from the CDE and we have to follow their rules. And so so it's really great that you guys are patient with that and really working through it with us. So we really appreciate you and everyone on the committee. So I'm gonna walk us through the district performance framework that we got this year. That's a link at the top. So I don't know if you we probably should have mentioned that, but you can click on that and see the whole performance framework. And this is just the first page. So this shows that we're accredited. We continue to be accredited from the state as a district and that we have
improved our points. So we're seeing that progress over time on the DUIP and on that first page. It's not on the slide, but you can see it ratings by by level. And we shared this with our principals, the other day that we're really seeing some improvement on. We had, like, three or four I think four approaching areas before on the levels, and now we've moved to one. So you can really see some progress by level of how we're doing on our growth and achievement on the, district performance framework. This is the CDE process for UIPs.
So it's meant to be a continuous improvement cycle. It has very specific pieces that you follow. You need to evaluate by looking at your data, determining your notable trends, moving into performance student performance priorities, asking why we're getting those results. So those are the root causes. Moving into the plan itself where you can create those major improvement strategies, you develop one and two year targets. And then you move into implementation, which is those action steps of what are we going to be doing throughout the year and how do we know we're making progress.
Those are the implementation benchmarks, which are the adult actions that we're taking, and the interim measures, which are the metrics of how we're making progress for outcomes. So, it's very important that our district unified improvement plan be aligned to our strategic plan. So every year we make sure they're tightly aligned and achieving the goals outlined in our strategic plan. So we look at metrics like third grade reading, fifth and eighth grade math, and PWR, which is really important that freshmen are on track and that we have those concurrent enrollment pieces and PWR, opportunities along with, on time graduation.
So those are some of the metrics that we look at and some of the targets in our plan. Oh, and there's one more slide here. So, the other piece that we do is, again, aligned to our strategic plan around instructional excellence and culture of safety and belonging, which are our two goals in the plan. And that is it's so important that there's tiered work in the schools that align to that. So we work really hard in the beginning of the year to support our principals and our, ALTs to be able to understand what that looks like at the school level, and we provide a great deal of resources on, the website and in open
house trainings, and, people can come and get one on one support to be able to, at the school level, understand what their strategies would look like to align to the district strategies to make sure we have that, seamless work happening to happen at the school level because it has to aggregate up to show district progress. And I'll step in here. I wanna just guide you through the celebrations and and bright spots. This might look familiar because we we looked at this a little bit last week when we looked at monitoring Port 1.1. But I do just wanna highlight, our twenty twenty five CMASS, for our mass math
grades three through six that improved from the prior year. I think that's hats off to our our leaders and to our teachers for the work that they are doing, and how they're supporting our students. Also, our 2025 CMASS math grades improved compared to 2023, and all grades have met or exceeded math pre pandemic performance. And our 2025 CMAST reading, grades five through six have I mean, five through seven have improved from 2024. And all grades, except grades four, from 2023, and grades three, five, six, and seven
have met or exceeded our ELA pre pandemic performance. So I think those are just, great things to call out for the work that our our teachers are doing in support of our students, through implementation of high quality instructional materials, and what we're seeing, in support of our students. I wanna talk a little bit about our major, improvement strategy. Number one, which is the district and schools will monitor and strengthen the instructional core for all students and students by groups.
And what does that mean? That really takes a look into deepening our education educator expertise, which is implementing high quality instructional materials and assessments, ensuring that students are having grade level materials that are presented to them so that they are learning, what needs to be learned for that grade in that grade level based on the standard, aligning the instruction to grade level expectations and ensuring appropriate access and challenge, for all of our students. Ensuring that students are, shouldering the cognitive lift, and doing the work, enhance informative assessments
and academic monitoring strategies, and ensuring that our collaborative teams have weekly dedicated time for data guided instructional planning. In addition to incorporating regular focus observation and feedback cycles aligned to deepening planning instruction and differentiation. So that's our major improvement strategy, number one. And major improvement strategy, number two, is the district and schools will expand a culture of safety and belonging, ensuring that our students, feel safe and feel that they belong.
We are, continuing the work of deep deepening the educator expertise, to leverage student name, strength, and needs within a layer continuum of support. In addition to that is implementing instruction for social, emotional wellness and essential skills for equitable support, access, and challenge. Enhanced informative practices of behavior monitoring strategies to understand students' social, emotional, and behavior needs. And we know that that's very important as we support our students, and so that
they can really achieve to the degree and to the expectation that we will, want them to, but also ensuring that collaborative teams have dedicated time to use climate social emotional behavior, and engagement data. I think it is also last thing thinking of major improvement strategy number two, but it's to incorporate regular observation feedback inclusive of social emotional behavior skills to strengthen supports and those interventions. As we look at our 24, 25 performance target outcomes, this just outlines, our target
outcomes. And so for the REDAC, majority of targets were were met, for students in grades k through three. For elementary literacy, about half of our students are approaching or met. In grade five, most targets, not met. Grade five grade eight math, about half of targets approaching are met. The PSAT and SAT, over half of targets approaching are met. Graduation targets not met, concurrent enrollment goal was met, and attendance goals are met, and
engagement, all targets, met. I said attendance goals not met. Make sure I I corrected that. When we look at our 25, 26 district performance targets, CMAST achievement, increased and met exceeded percentages. Grade three, ELA, from 50% to 53%. Grade five, math, from 45% to 47%. And grade eight math, from 42% to 44%. And academic growth will will meet or exceed the fifth and fifth percentile, including our
specialized populations. Grades one through three, MAP testing, grades four, CMASS ELA, grades five and eight, CMASS math, and grades 10 through 11, PSAT, SAT reading and writing. I wanna highlight our graduation rates. Our four year cohort increased from eighty four point six percent to eighty five point six percent, and seven year cohort from 89.3% to 90.3%. And I also wanna highlight our concurrent enrollment participation to increase from, 5,285 in 5,285
in 2024, '25 to 5,550 in 2526. And our annual district attendance rate will increase from 91.6%, in '24, '25 to 92.6% in 2526. Carol? So just to let you know, there's a link at the bottom of that slide for targets that shows additional targets. We couldn't fit them all on one side, but those are very similar targets to same area of targets for last from last year. Okay. So now, and our superintendent alluded to this, we're very proud of our schools that
were able to come off the accountability clock this year. It's huge celebration for Jefferson Junior senior senior connections learning center, Lundberg, and Rose Stein. Fabulous work that they did and so proud of them for moving off that accountability clock. So such a celebration. And then this is our schools identified as priority improvement, our turnaround this year. You can see, we have Alameda junior senior entering their third year on the clock. Arvada High School and Swanson is in their first year. And Westgate, we believe, will be a request to reconsider process, and we believe they
will actually be off the clock due to an appeals process that CDE has. So we believe we'll only have three schools on the accountability clock for this year, which is the some of the lowest we've ever had in GEFCO. Thank you. So I think we're good? Yeah. Any other any questions you have, we'll open up to discussion now. Well done. Very exciting news. Thank you for that. Board, do we have some questions? How are the performance target performance targets determined? That's a great question. It varies by the kind of target. So, our academic leadership team centrally has talked about the achievement targets, and they have
set a five percentage point target over two years. So for the CMAS targets, we're looking at a a two or three point increase probably in year one and then the subsequent target to make it five points in year two. For our growth targets, our academic growth targets, we're looking for a very ambitious growth. I think I've talked to the board before around 50 fiftieth is typical growth for the state, and so 55 is where we set the target for all of our students to make sure that they're, growing more than a year's growth and really accelerating
that learning. So those are pretty ambitious targets for us. And when we're approaching those targets, we mean we hit the fiftieth at least. And then fifty fifth is our is our target for some of the academic ones. Other ones like our survey target, we use our Panorama survey vendor, and they tell us what is a typical growth target for a survey for a district our size. And so we use those kinds of targets. So it depends on the target that we're talking about. Are any of them based on, like, probability of achieving the target? Like, if we're doing better, would that target increase?
And if we're not in future years, then I guess would it would our expectations be different? Is it based on our current performance? That's what I'm thinking. It is based on historical performance. So we want our goals to be ambitious and attainable. So you do want we don't want a goal that's so lofty and unattainable by any district in the state of Colorado or the nation that we're not we're we're demoralizing our folks to think that they're gonna reach it. So we do try to look at what's attainable if and sort of a probability in that way. And when you look at our attendance goals, we're looking at prior performance and how
we're doing in attendance. So we wanna make sure that we're not making it so out of reach that it's it's not possible to attain in one year. Thank you. It's this is it's exciting. It's really, great to see as we move in this direction. And thank you for our DAC, because we know it is a volunteer position and so much effort goes into it. So thank you so much for that. I have two quick questions. I know we had, several schools get off of the clock, but I think we also had schools that went from, like, improvement to performance and moved up. Do you have any kind of and I only know because when I did school
visits, the principals were like, look. We moved up. They were super excited. So, I would love to I don't know if you can rattle them off or if you know, like, numbers, but I think it'd be great to to share those. 13 schools moved up, and we just celebrated them in our all principal meeting. But I will actually look them up right now, and if you move to your next update. Oh, that's good too. Yeah. So we're we're very excited for this. Was and we did celebrate them in the principal meeting. Thank you for being able to rattle off the 13 like that, Carol. Lisa, I just maybe getting the board an, update on all the schools in this
weekly update. I didn't know if you caught that. So thank you. And then my other question is, in school visits, I also have principals that are very open and are like, hey. I'm worried we're getting close to the bottom of one of those levels. So are we working with the schools that we know are struggling, and what supports are we getting in so that they're not dropping levels? I don't know the right terminology. Layers. So first, I can call off the 13 schools if you want me to tell you 13 schools, because we actually just celebrated our our principals and the work that that they are doing.
So that's just amazing. So we had Adams Elementary, Columbine Elementary, Connections Learning, Center, Dean Elementary, Iber, Jefferson Junior senior, and Lumberg as well as Mount Carbon, Rose Stein, Seacrest, Stevens, Wilchester, and Wheat Ridge High School. So we did celebrate them yesterday and just so you can know who those 13 schools are. And could you ask me your question one more time so I can make sure that I'm answering the question for you. So if we have schools that we know are struggling or might be, like, from going, like, close to performing, going to improvement Mhmm.
Are we getting with them? Are we identifying them and kind of seeing and building in some supports before they get there? Yeah. So we are we've been intentional with our our support. So our community superintendents are, one, working directly with the principal to really identify, what support is needed. We're working directly with teaching and and learning, and going into the school, bringing in additional support to work alongside the principal, working with them in planning, ensuring that they have high quality instruction materials, that they're understanding how to implement high quality instruction materials,
and giving them different strategies to work through. We have a partnership, with TNTP, which we're working directly to be able to support those. So we're being intentional, to not only support all of our leaders, but be intentional with the support, where it is needed. Yeah. Thank you. Thanks for being here. My question is gonna be around major improvement strategies, number one number two, actually, which is about student safety, culture of safety and belonging. And I wanted to ask Hannah what that conversation was like with your fellow DAC
members talking about, that particular culture of safety and belonging. Yeah. I think, a couple of things sort of rose to the surface. I think one piece is really and and it was well reflected in in the infographic that was given to us, us, but, how much that needs to be a component of the major improvement strategy number one, and how much those two really need to work together. You can't have high performance without the belonging. And I think that definitely came up around, a lot of what we would like
to see in terms of, support for our students in our district. Just recognizing recognizing that component. Students are not necessarily gonna be able to do well academically if they don't feel safe in their environment, and they will feel more supported in their learning if they also feel like they belong in their schools. And so that, I think, definitely rose to the top. There are, I think, especially now, there's just a lot of conversation around what belonging
and safety really mean for students and recognizing the diversity of the students that we have in the school district, not to mention just the diversity of the schools that we have as well. And I think that that is something that, we really try to struggle with. Each DAC member comes with their own personal experience from usually the schools that they are are working with. And as we bring together folks from all across the district, you'll see that different
schools have, different levels of privilege and different, like, PTA funding coming in and different parent engagement and all kinds of things. And so to kind of, really define what belonging and, what belonging and safety look like for schools can be really, really challenging for us, I think, to kind of come together as as one group. I do think that, many of our students and, our parents though do, believe that
the district is going in in the right direction, and we're pleased to see the things that, we have been doing. We've been able to hear presentations from our safety and security. We've been giving been given updates from different members of, GEFCO, and I think that, overall we're we're pretty pleased to be involved and know that we're moving in the right direction, and that things are happening. We're taking into account the different identities of our students. We're taking into account national things that are happening, and it's very, I think great
to see that. I just wanna say thank you, and I appreciate you stepping into a leadership position on a position on a subcommittee with the Zach. I know it can be, a big ask. So thank you so much for what you've done. Sure. I'm learning a lot. I wanna add my thanks to you guys for for doing this for us. I really appreciate the information. I'm gonna piggyback onto that same question about strategy number two. So with all of the academic things, we have some pretty clear, indicators. We can look at MAP scores. We can look at CMAS scores. You know, we have these these very clear, things that we can look at.
And I'm wondering, does the does the DAC ever use, like, panorama? What do they use to measure whether or not students are feeling safe and feeling respected and and all of those things? So we do have some specific targets for that area of the plan. And essentially, it is our panorama data around, engagement and belonging. We use that for both elementary and secondary students. We also have goals around attendance. We have goals around discipline, and we have goals around, graduation and dropout.
So those are some of the metrics that we use. We're hoping to expand those as we dig deeper into this side of the work and have, more accurate reporting on some of those data that has been harder to collect, but we are focusing on it as a district. And at the DAC, we do receive, information from the Panorama survey, and we are able to kind of go through that information. So that's definitely one of the things that we're looking at. But we also I think with the the structure that my understanding is that we've been working on in the deck that we have area articulation representatives working with, three
plus meetings with their area articulate or their articulation area. We're also hoping to get stories and, information boots on the ground from this the school accountability committee chairs that are bringing that up. So we know that, surveys and data are great and, data being data informed is definitely one big piece, and hearing the whole story is an important component. And so really listening to those, SAC chairs and what's coming up at their school
SAC meetings, in terms of questions that are being asked to principals or things that they're being asked to address or concerns that they have, I think, are another way that we're getting at some of that not necessarily hard quantitative data, but some of the qualitative data that I think again helps share that story. I would like to ask, what is the difference or connection or difference between the SPF data, this this, information you've shown us and turnaround status and, those, other categories,
and, the schools that get identified for support through the state and or federal accountability system. So I recently received an email about them, and there's some different schools listed there. So what's the distinction? So we have two accountability systems that we're, having to address, and one of them is a state accountability system. And they use different metrics and different calculations than our federal identification. So you can be a you can be a performance school in the state accountability system and be identified on the federal system for some sort of either comprehensive or
targeted support. So it's because we they're using different metrics and different ways to look at it, it's not consistent. So it confuses our schools too. They're like, wait. If I'm performance, how come I'm identified here? So we try to support them in understanding that for one, we have alternative education campuses. And in the state, they're identified with different kinds of metrics, and we're actually able to supplement those metrics and say, align to this mission of the school. So if I'm a credit recovery program, we can provide some additional metrics for our
school performance framework at the state level that says, this is what their mission is, and they're doing great work here, and here's some data to prove it. And that's awesome that we can include that in the state accountability metrics. In the fed the federal, layout, they don't recognize alternative ed campuses. So that's a very big difference in so our alternative ed campuses are held to the exact same metrics that every other school is, and so you're gonna get some very different outcomes there, because they don't recognize those differences. So we do address both.
We address in our unified improvement planning process. They address the state identified reasons, and they also have to address the federal. So if I'm identified for, say, graduation rate for a targeted group of students like, students, being served by individualized education programs, they would have to put some kind of action step around that from the federal identification in their unified improvement plan. Thanks. That helps. It also said that they have been identified for support through the state and or federal accountability system. So identified for support, at first, I interpreted that as the federal government's gonna come
in and support them or the state's gonna come in and support them, but it it's not that. Right? The federal programs department at the state, Colorado Department of Education does provide some support, like technical guidance. They do give they can give an audit if the if the school would request that to come in. So there's some limited support from the federal through funneled through our state department. Thank you. Any other questions? This is nice. This is really nice and, especially thanks to the DAC team. I mean, this is a heavy lift and, I think it really means more coming
from you, coming from the community and the schools themselves than from the top down. So really appreciate this work. Thanks. Alright. We are ahead of schedule. That rarely happens. Okay. Let's see. Alright. So that does, get us to the point where we will approve the DYP and the UIPs. Is there a motion to approve the 2025 district unified improvement plan as well as the listed individual school priority improvement or turnaround plans and authorize staff to submit the plans to the Colorado Department of Education?
Michelle? You're up. Is there a motion? Oh, nope. It's yours. I move to approve the 2025 district unified improvement plan as well as the listed individual school priority improvement or turnaround plans and authorize staff to submit the plans to the Colorado Department of Education. Is there a second? Second. Any discussion? It has been moved and to approve the 2025 district unified improvement plan as well as the listed individual school priority improvement or turnaround plans and authorize staff to submit the plans to the Colorado Department of Education.
Roll call please, miss Harper. Director Applegate. Yes. Director Kenworthy. Yes. Director Parker. Yes. Director Reid. Yes. Doctor Varda. Yes. Okay. That passes. So we will now move, to our next item of study. Please note that the board had originally planned to receive monitoring reports one point three and two point one this evening as presented in board docs. However, due to scheduling changes, the board will receive those monitoring reports at the 10/16/2025 board meeting. So next on the agenda, this evening is, for us to receive an update on
the budget reduction blueprint. As studied in previous meetings, district staff has developed a budget reduction blueprint for the twenty twenty six, twenty seven school year to proactively respond to the financial realities facing public education locally in Colorado and across the nation. Declining enrollment, rising costs, and dwindling federal and state funding have intensified financial pressures in GEFCO, and these challenges require decisive action to keep our schools strong and sustainable for the students who rely on them now and in the future.
Tonight, we'll hear a budget reduction blueprint update from Brenna Copeland, chief financial officer. Miss Copeland, we have allotted forty minutes for this presentation. Please reserve ten minutes of your presentation time for board questions following your remarks, unless we use up all your time in the middle of your remarks. And before I turn the time over to miss Copeland, is there anything you'd like to say, superintendent Dorland? Thank you, president Parker. I'm actually gonna be sharing in the presentation with, Brenna tonight and look forward to, being part of this discussion.
If we just go to the first slide, after this cover slide, wanna just share with the board and those who are listening where we're headed this evening with the presentation. We're gonna, do a quick overview and status of where the blueprint, plan is. We wanna make sure we report out on stakeholder engagement and what we've been hearing from our groups who are advising us. We also wanna discuss once again the reduction target that we're, headed after for this year and then how that plays out in terms of the fiscal year '28, budget,
the second year, so to speak. So Brenda will walk us through what 20 what we're recommending for the fiscal year twenty seven budget and then how that makes, projects out to the fiscal year '28. We wanna talk about studying an, the updated timeline and making sure that the board is aware of where we are after, taking a pause, in the month of September, to focus on our Evergreen community, the schools in that area, as well as our entire GEFCO community. And then finally, we wanna update on the efforts that we've been talking about for
a long time now, which, is to increase revenue in addition to, discussing budget reductions. And spending in line with the revenue we receive, and generate. The blueprint will make us, help us make difficult but necessary decisions, and there will end up being, because of these reductions, impacts to program staffing and services. We are setting out to balance financial sustainability with what matters most, which is making
sure our students receive what they need in the classroom to learn, grow, and have meaningful experiences. And we'll talk more about how we're trying to balance that and make sure that the classroom experience stays robust and meaningful here in GEFCO. In the June 4 board meeting, when presenting, the fiscal year twenty six budget, we did note that the district has this estimated $60,000,000 in rounded figures recurring need beyond what's available, what we're expecting in our recurring revenue in the future.
The component parts that we discussed at that time of that 60,000,000 was about 40,000,000 in general fund expenditures that exceed our revenue, 5,000,000 in expenditures that we are covering this year by non recurring grants, so those will end and we'll hit a cliff, and about 15,000,000 as the board made decisions in its budget for this year, fiscal year twenty six, to defer some recurring capital contributions. And so instead of transferring, you'll recall, instead of transferring our typical 30 ish million
to the capital reserve, we made a decision and the board approved a transfer of 15. So that's the component parts of the 60,000,000 and how we're handling things this year to take care of it. Wanna review with the board and for everyone listening, what the roles and responsibilities of the board are in this project and in this process. We want to make sure the board aligned with their executive limitations of fifteen, sixteen, and 17 have the opportunity to support the superintendent at protecting district assets, safeguarding long term financial health, and aligning our budgeting practice with board ends.
It is the board's responsibility to have oversight of progress toward the budget deficit resolution that you all adopted in June 2025. As you know, when the board adopts a deficit budget, there is a requirement that the board also pass some sort of plan to close that deficit and address it. And so you did that. This board did that through a resolution in June as you adopted the budget. And so really, making sure that we're making progress toward that resolution that you adopted.
We need the board to observe our engagement processes, be part of those processes, and represent your the constituencies that you are hearing from in questions and commentary during your board meetings, and making sure that we hear that as well. So getting that feedback from you is really critical and important. Wanting to make sure that you all conduct discussions, now that will support the board, whoever is on it, in the budget adoption process by June.
So the work you are doing now is really helping us get on track a productive budget development and adoption process for June 2026 for the next board. And we're we're very appreciative of you guys engaging in this work with us now to do that. And then also to lead municipal and elected forums with other GEFCO leaders. And I know there is, at least one of those scheduled, coming up here, with county commissioners. I don't know president Parker if you have or other board members know of other
engagements that you have planned or are planning to conduct as a board. Might be good to mention them here. I think we did an outreach to Lakewood City Council. Haven't heard back or okay. Okay. And we're also working with Wheat Ridge City Council, similar. I've been working with them directly. Great. So it sounds like we have some board members who've reached out to their council city councils in the area they represent, and I know Mary has coordinated with the county commissioners.
So if there are activities that board members want to have happen that you have not yet started to schedule, please let Kristen know, and she'd be happy to coordinate with other elected officials and their staff to make that happen. Okay. For staff, we are leading the development of the plan. We are evaluating trade offs. You know, when we make reductions, we have to really seriously consider the service level impacts that those reductions will make. And so, clearly, articulating that and and weighing those things and considering it as important. We are in charge of engagement, so making sure staff, families, and stakeholders are able
to understand what we're doing, why we're doing it, and have some input. Supporting departments and schools in managing budgets to targets, managing implementation of the reductions once they're made. How do we take care of our staff, especially those who might be impacted by reductions as an as an example, and then, of course, supporting impacted staff, which I just mentioned. Here is the updated timeline. So as I mentioned at the beginning, we prioritize the needs of Evergreen High School, our Mountain Area schools, and, honestly, our entire GEFCO community during the month of September.
And so we did temporarily pause, some of the efforts that were previously scheduled related to the budget reduction blueprint and to do that work. As a result of that, we have adjusted the schedule and plan for community engagement opportunities, but it will be different than what it looked like before. An example is the virtual budget lab and the survey was set to launch originally on September 15, and it is now October 1. So it did go out.
I know we're getting feedback about that, and we're getting a lot of data from that as well, which is great feedback in the form of a survey. We had our first in person budget lab originally scheduled for September 16, and we're actually going to host the first one on the twenty seventh. So you can see, it's about a two week gap. In terms of some of the engagement. And and so we'll yeah. We'll talk a little bit more about engagement in a minute. I wanna thank the budget owner work group, which is a group of school leaders and district leaders who come together once a month with me, Brenna, and others on
the team leading this work to give us feedback about our process and reductions themselves, all kinds of things. I also wanna thank the Partnership for Fiscal Sustainability. I am now referring to them as the partnership because it's easier for me to say, and quicker. But the partnership and the budget owner work group have provided advice, perspective, and feedback on how to reengage our community in this conversation, and that has been very helpful. I would say just personally speaking, especially as folks like myself and Brenna engaged in
incident command work and support for Evergreen, It was really helpful to have a group of advisers for us as we reengaged back in the budget work, having come come from, managing the initial, tragedy and crisis in Evergreen. It was just really helpful to have people give us some grounded advice along the way. So I wanna really thank those folks for coming together. The updated materials and timeline for the blueprint are based on a lot of direction and guidance from each of these stakeholder groups. So on the September 23, we did pull together the budget owner work group, which
is principals and department leaders again. And we asked them to share their perspective on readiness for budget reduction conversations given everything that had gone on in September. And their message was clear. They want us to keep going. They said proceed this fall. Most leaders said they were ready to begin their conversations with staff, and many had already done so. But if they hadn't, most said they were ready and in their communities. Others said they might need a little time, but that they felt like in the
coming weeks, they would be ready to start these conversations. They also, I think, were pretty practical in recognizing that budget reductions and efforts to raise revenue are essential for us and the district's financial health in the longer term, and we really need to get going on this work. So there was a sense of urgency, and they they very much recommended that we keep going, and that was really helpful. In addition to that, the partnership met on September 25, and they reviewed and provided
feedback on the virtual budget lab materials. Thank you, director Applegate for being there with us. That was a interesting meeting. It was a fascinating meeting, and it was really helpful meeting. And they, they helped us make some changes to those materials. And I'm gonna say these things, and I'm also gonna say we're also in the throes of getting some feedback on the virtual budget labs. And I will just be honest and say we haven't hit the mark on all of this feedback. And I think it's just a really difficult and complicated thing to do virtually, you know, engage in, like, a budget lab experience online when you're talking about a billion
dollar plus budget. It's just difficult. So we've tried really hard, but we did change quite a bit, based on their feedback. We they encouraged us to maintain a human focus and to really make sure that language we use keeps the impact on people at the forefront, especially recognizing that 84% of expenses are salary and benefits in people in people's lives. I would also just say, this is related to the third bullet, which is supporting staff. There were staff members on the partnership for fiscal sustainability who actually offered to help
us draft language, and they took the section on staff and revised it for us. So not only did they provide feedback, they actually dug into the work with us, and I just wanna thank the educators on the partnership who did that, for us. It was very helpful. They reacted pretty strongly to both a school budget simulator that we had in the tool and a district simulator. And they told us having the two all at once is overwhelming and too much right now. They recommended that we just put out the district simulation tool.
We did so, and I think that is better than if we had put out both. They also told us feedback that we're getting now, which we which is where I feel like we haven't quite hit the mark. It's con those categories on the budget simulation are still confusing for people. We did revise them based on the partnership's feedback, and we made we put some more examples and details in the little hover over the question mark, but it's still confusing for people. And I think part of the reason that's confusing is because it is a large budget with lots of moving parts and, you know, hundreds of line items.
And so so we're just still grappling with that, and we're not exactly sure, what to do about it. But we are thinking about what to do about it as we approach the in person budget labs and how can we make that better. And I just wanna say anybody who's listening, thank you for that feedback. I just will admit we're still struggling with that piece, but we tried really hard to give some more detail there. They talked to us about oh, they did say when you when you go to do the school budgeting, which is on our normal school budgeting timeline, then do the
school simulator. Like, save that for when it's timely for people. That'll make more sense to them. And they also said and this was probably one of the more impactful moments of the meeting where we had some input that they weren't quite sure about decision making in all this. Like, who's making the decision about what gets reduced? And I think we realized that they didn't they were worried about not having as stakeholders, whether they were staff or or parents, they they were worried about not having
any say or voice at the table as especially as related to their school community. And so then they were, like, wondering when is the shoe gonna drop on a big announcement about what cuts are being made where. And so Brenda's gonna talk about that in the in the next slide. But that, to me, was one of the best, ahas that we took away from the partnership, so far. There's another one I'm gonna talk about later. All of this was very helpful. And so I just wanna express, thanks and gratitude for the partnership because they've spent
a lot of time with us, and the the feedback they've given us has been very valuable. Sure. Oh, Michelle yeah. Sure. Go ahead. I I agree with everything you said. It was it was really, really fascinating to just sit and listen, and hear people's perspective. One of the things that I appreciate that miss Copeland did last time when you presented to us, people were really confused what in the district budget hit the schools. And so miss Copeland did a good job trying to explain because I that's something that I think we still struggle with at times, why it's really complex.
And so it's not like you can see that this one group hits schools and how it affects it. But that was something we were trying to explain, and I think people still are struggling and that ties back to the chart of accounts. So I just wanna rec I just want you all to know that we had a really good discussion about that. And I also want, our board to know that some of this is based on the software. Right? There were some really good suggestions. And finally, the team from the district stood up and was like, these are all great and we can't do these all in this amount of time. So we actually took a vote and said, would you rather go out like this
or do you think it's better to not go out at all? And I think it's important to note that most people in the room, I mean, it was It was nip and talk. It it was it was interesting, said they'd rather go out. And so I think that's an important point that this group did say, like, we still think there's value in putting it out even though it's imperfect. And you may be getting this, so I hope I'm not stealing your thunder. But one gentleman raised, he's like, because there's this idea of can you increase revenue. And he's like, so can we just increase taxes? And half the room was like, yes. We can. But he raised that it was really interesting.
It would be great, and this isn't something the system can do right now, is to say, okay. If you do one mil, this is what it does to my property taxes. If you do two mills, this is what it does so that people can actually understand the impact of these seemingly little tweaks that have big impact in the real world. I've been asked by a few people who makes up the partnership for fiscal sustainability and how they were selected, and I don't know how to answer that. Yeah. So I think this is in a previous presentation that we've done, but, it is representatives from the board's committees.
So FAC, DAC, CAC, TD PAC, all have representatives. And I think each of those committees maybe handle that a little bit differently, like asking for volunteers, just given everybody's schedule, like, who can do this? And I don't so I think that was facilitated by the facilitators of those committees. And then those people are coming. I think we have two representatives from FAC, the financial advisory committee, just given their role, and every other committee, I think, has one. I know for DAC, as an example, it's the budget subchair, budget subcommittee chair, which
is helpful. So there's a rep from all those committees. There are reps from JCEA, Jespa, and JCAA for staff. And I think that's and then there are some additional community members, principals, who brought a SAC member or two. Mhmm. Yep. So So SAC members from some some schools have come with their principals. And a few key department leaders. So I think Yep. Back to this point about how can we help the public understand kind of which
service they're getting from where in the budget. For example, Lee who heads up our early childhood, pre k, work, you know, her her entire staff is paid through a departmental budget, which may not be intuitive to parents. So she's in the room to help sort of have those small group conversations. A handful of unique folks like that are also in it. Just two other things. I think follow-up on that question, folks were asking, like, how are we making sure that all the different populations in the district are represented in this group and feedback?
And I'm not sure. I do know that we have at least one person from the Equity Accountability Committee, and that tends to be made up of people who are parts of marginalized groups. So, we have that. Yes. Yes. And we also have been reviewing the data coming in from the survey that's in the budget lab, and that is a concern of just making sure we're, reaching out to our diverse community in ways that meet the needs of the diversity that we
serve. And so Tara's team and our title one team are helping us make sure that, we have, structures and systems in place. They're working on this now to go into, communities that serve, like, our title one schools and that who our title one schools serve and make sure that those families have support in getting their voice heard as part of the survey as well. So that is happening too. And then I just I'm sorry if I missed this. I have never seen this the budget survey. And then someone mentioned it was in an email. Like, as a parent, I should have gotten it, and I don't I haven't seen
it. I don't know where it is. So Yeah. And as a board, I don't know that we've seen We I think we sent the budget lab in a weekly update link for you guys. So it should be in one of your weekly updates. We'll get it in again this week for you. We are, I think we sent a district wide communication Team GEFCO. In in team GEFCO or the community update. Lisa, can you it was its own communication. It went district wide to families who are on our listserv, and that that happened,
I I think, about a week and a half ago. Yep. And I I can't give any feedback. I did I've totally missed it as a parent. If there's other ways to get it out to families Yep. It would be really helpful. So here's what we're working on related to that. We got it in the hands of principals and asked that they all send it also as part of their, community newsletter or staff weekly memo so that it it does I think one of the things we talked about with them yes just yesterday was families listen to to principals much more than they listen to the district.
We all know that. And so we we have asked principals to include it in their community messages, and I think that will help with response. Right? And we'll also get it into your weekly updates so you have it at your fingertips. One more thing. There are also community partners on the on the committee, including a representative from Gold Crown, Colorado Succeeds, and the Arvada Chamber. So those folks are invited as well. Great. So I'm gonna pick up here. I think we're about almost two thirds through our presenting time and a little bit
less than one half through slide, so I'm gonna go fast. Decision making clarity. So one of the questions I think actually raised by a parent in the room, back on the twenty fifth, was who's really making the decisions? And we are sticking to our our kinda usual process around that, which is our schools have a lot of decision making authority over their budget, and our department leaders who are the experts in their field have a lot of decision making about their budget. We are not coming out with district wide mandates or prescriptive you shall cut this
or change this, whatnot. It really is a ground up process. And so the the schools will be working with their SAC and, their staff and on the regular cycle to really make the decisions. Departments are a little in front of that for a whole host of reasons. But, yeah, that was really important to that parent, and I was pleased selfishly because it affirms our standard process and and that this parent feels connected, to the school community and the decisions made in their budget. Yeah. Can you just talk about that a little bit more?
Because I was thinking about that. So if we have, say, $40,000,000 in reductions, but we work on an SVB model Mhmm. Is it how is a school going to like, if we they have that many students and that's the SVB Mhmm. You know, usually, that's the budget. So where is the where is the directive to the cut coming to their budget? You know what I mean? That's that's a really, that's a very pragmatic question, and thank you for asking that. So because we have this per student funding, we can look at adjusting the base
per student funding down a dollar amount. Right? And therefore, again, we're preserving the decision rights aspects at the school, but providing them a little bit less money. So the cut yes. And two things that have come out in multiple work groups is the importance of an equity lens. And so I think as you guys might know, but maybe not everyone in the public, we have a separate factor, which is an additional amount of money per student who qualifies as free and reduced lunch or at risk.
That factor is not only not changing, it's actually well, no. It's not changing, but it's becoming a bigger percentage of the base funding, which is to say we're protecting that. It's it's not taking a reduction at all. The other thing I think folks are well aware of is that our small schools can't afford as much as, our large schools and we wanna preserve their purchasing power. So we're actually adjusting up those factors per student that smaller schools get. Right? And the net effect is that our smaller schools will experience a smaller percentage reduction
of their budget, because of those those, aspects of the formula. So we're really using the formula structure itself, to help protect, equity in terms of our at risk students and, purchasing power of our small schools. You just said a dollar. Was that just not a real well, you said if we reduced it a dollar per student. Oh. Or what'd you say? I'm not sure what I said. I'm so sorry. A dollar amount. Is that what you said? So Sorry. So the amount per student is undetermined, but I hear what you're saying.
Like, all those that algorithm? Yeah. All those, dependencies, are they, they'll all be, like, published? They'll be 100%. And we don't know yet what the reduction per student without those in place the I don't know what to call it. The the regular yeah. The Correct. I don't know what to call it. The that amount, we don't know what that is yet? Or we Not just yet. And the board will study some of that. And and, let me just jump to my next question. So slide actually shows the timeline of when that might be Yeah.
Available. Because that's a great question, and it's coming soon. And so, you know, really today, we're focused on, what have we done in stakeholder engagement, how do we change our timeline, and we wanna just revisit one more time the overall target, because those are all really important transparency things and we wanna reground. On the fifth, we're gonna look at department, reduction target ranges, which is to say we're gonna show you how in the grid, our departments who do who do more
classroom based instruction, early ed is the easiest example, but there's many, will have much smaller reduction percentages than our departments who are further from the classroom. And and departments furthest from the classroom will have some of the largest reduction percentages. So that's the type of thing we'll be talking about on the fifth. And then on the thirteenth, we'll look at the plans themselves. So what have these department leaders come up with, as changes? And then we will start to study the school based reduction ranges by level, which
is to say, we'll give you an example of, like, what would a small school who maybe has more, at risk students, what what might their percentage reduction look like? And, and then what would a larger school, that has potentially less at risk students, what might theirs look like? And we'll do it by grade level so that you can engage in in talking and exploring those. But, again, in the meantime, we're kind of workshopping them with the budget owner work
group and these other, stakeholders, which is a little bit why they're not coming out until then. Please. I was I just don't think that I've known this before. So the state funding that is a per pupil funding Mhmm. Is on top of our established base funding as a district. So every district has an established base funding. I I might not be I don't know if that's right. Yeah. I think I I think, I think the answer is yes. So there's this base amount per people that we get, and then the state's formula,
very similar to what we give schools, applies certain weighted amounts of money. So for at risk students, we get an additional amount of money. For ELL students, we get additional amount of money. Now our ELL supports are all paid for out of a department, so that doesn't necessarily flow through SBB because our SBB doesn't need to pay for the staff who provide those services to our English learners. Right? So so the state formula has these different weights that come to us, and then we do our best to let the money follow the kid.
So if the staff member providing the service to a kid happens to be in a department, that's where it goes. If the school is providing the core services to the student, that's where it goes. So if we're explaining it to someone, we could say Mhmm. I think, basically, that per pupil funding is going to decrease, for schools given all these other factors. Yeah. But that's, like, the that's the way we're doing this. Yeah. I think exactly. I think, to make sure that it's proportionate and it makes sense, we're we're trying
to keep it to that base amount. We'll go down, you know, there some of those factors will either stay the same or actually go up slightly to help adjust for some things. But we're continuing to try and analyze different scenarios to make sure that schools have the right purchasing power. Mhmm. Okay. I'm gonna keep going. This is the engagement time line. We've really covered a lot of this already. The one date I might note is that, our survey is open until November 7.
So we have twenty nine more days, maybe even thirty if I'm counting because October is one of those thirty one day ones, to, take the survey. So we will absolutely continue, to publish it, notify folks, and, encourage engagement with that. I think what's also exciting is that, our our budget owner work group of principals started brainstorming how they wanted to survey the school communities, more aligned to school budgets, and that will come out in the winter. So this is not the one and only survey.
So there'll be more ways, for folks to weigh in in the winter as well. Those school level priority survey will come out. So obviously, we wanna be really sensitive to and also transparent about what is the timeline, that we are working towards in terms of our personnel impacts. And, given the kind of, two phase approach of working with some departments a little bit on the front end and helping schools work through their standard budgeting timeline, you
see, that the personnel impact is manifest in two different moments. So November, December impacted department based staff, and, we'll find out. There's a handful of, kind of, like, caveats. Our friends in HR have pointed out that we have and and they are very much, by the way, kudos. They are proactively working on toolkits and resources for our department leaders, for our schools, ensuring that we continue to follow all the promises made in our bargaining agreements about
a process. Right? What does a process look like? How do you decide if you're gonna have fewer employees? How do you decide? And it looks a little different for each group of employees, and so they are having to develop a toolkit that explains it'll look like this for this group and this for this group, etcetera. So nonetheless, impacted department staff, will be notified November, December. School and it says school based, but really, I I just wanna reiterate some of our department staff are school based. That's a little bit, confusing.
But, budget staff who are paid for out of a school budget will be notified January, February, March, which is more of the standard process. And then those internal hiring activities where we try and support our, team GEFCO members in finding a new position if that's their wish, will continue February, March, April. And then the reductions themselves, it says June. I just wanna point out that, contract years we're not attempting to cut anyone's contract short. So contract years, for many of our ten month employees paid over 12 go through,
like, August. Absolutely, people will be paid through August, etcetera, etcetera. Right? But the reductions will be effective for year round employees, basically, most likely July 1. Does that help? Great. Thing on that. Yeah. Just wanted to note that that time line for the department reductions is really critical for our principals, and they've said this to us. They need to know what we may or may not be funding from the departments that is that goes into their school so that then they can make a decision with their school budgets what they might need to backfill or want to do based
on what might be coming or not coming from a department. So that's another reason why that timeline is important. 100%. Okay. Now I'm, like, worried a timer is gonna go off, sort of like a Thanksgiving turkey. Okay. So we did recommend on September 3, this is content from that meeting, approximately 45,000,000 in at least 45,000,000 in reductions to budgeted expense and at least 15,000,000 in additions to revenue, as our our district wide target, so to speak.
So that's just revisiting content we've discussed before. We talked we've talked more than once about reductions furthest from classrooms, and we're choosing that word very carefully because, that is the most impactful part of the student experience. And in a classroom it may be a teacher or it may be a curricular material or it may be a resource, but the classroom is our, core unit of change and obviously what we wanna insulate to the best of our ability. We talked a little bit about some different strategies and there's a rebranded strategy Preservation.
That was a little bit of feedback we got around continuing to try and talk about people. But previously, we had talked about what are some district wide things that we could potentially do. And the whole point of that was what are some things we can do without cutting people? And, and so the goal of these strategies, these these potential strategies, would be what could be some small changes in lots of little places that, would help us keep our folks. Right? So that's what that group is, so to speak.
And then I did wanna point out, and I I think, superintendent Dorland will speak a little bit more to this, but no cuts will be made to the Department of School Safety. And we remain, 100% committed, to strengthening our best practices in student safety. I'm gonna move real quickly. I just skipped right over the question side. I think absolutely. So, this is one more reminder about the Partnership for Fiscal Sustainability meeting. The thing that came out of there, and we mentioned this briefly, is just that revenue generation is critical.
And that actually, I think, was the point was most effectively made by one of our, employee association, colleagues who just said, I am here, not just to cut positions and jobs, but, and in fact that's really not my goal. My goal is how do we help the district, increase our resources so that we can keep doing what we know is working. And I think that was very much his point is it's working. This investment we've made in people and some of the, changes we've made to how
we're doing things. And so that that was actually very affirming for me to hear. And so with that, what can we do? Well, we've talked a couple of times about what are some of our options around a future mill levy override. And this table is not a proposal of what to do, it is simply, listing three types three types of mill levy overrides that we could seek. The first would be a general purpose override. It's really not restricted. We could spend it on just about anything that we do as a district within
our mission, vision, and purpose. It is capped in a dollar amount, and that dollar amount is actually stated as a percentage of total program, total program being the formula funding we get. As enrollment goes down, our total program goes down, and so this amount may change. Right? And so this is one of those numbers that may change a little bit over time. Well, why is it 65 here, and why is it 64 next time? Who knows? A a lot of that is because it's a moving target. The the cap is stated as a percentage of a number that is changing every
year. Okay? A special purpose override would be something, statute provides for these that are in addition to the general purpose, and they articulate specific uses. One such use is transportation. You may, seek and obtain approval to fund, your transportation program through an a mill levy override, without overlapping with the state funding. You may seek one for what's called capital and technology. Capital is defined pretty broadly. Technology is more focused on the the stuff, a little bit less around the people.
And so but those could be curricular resources too. One thing I I wanna point out is the amount of money we spend on software licenses for our students has increased substantially in the twenty first century, and that is actually a technology purchase that is eligible, in this override. Right? And so we could think really strategically about how, to get our students the best resources possible and the best facilities possible through this type of override. And the last type would be a bond, which is debt that you get a
big infusion of cash upfront and then you pay it back over time, and you can invest that cash in whatever purposes you establish in the bond. But typically, there are some limitations in statute about what you can do with debt, but I think we're generally familiar with a lot of the same categories, facilities, technology, etcetera. So with that, I'm gonna turn it back over to superintendent Dorelin. Yeah. So we, I think we are all feeling the need, especially given going us going through budget reductions and then, really feeling a strong sense of commitment to the safety
investments that we've made, which I'll talk about here in a minute, over the last four or five years have been increasing, and yet we still feel like it may not be enough. And so we had been considering a a mill levy override in '26, '27, or '28. We've started some recent conversations around, man, wouldn't it be nice if we could go as quickly as possible? We don't believe that that's possible given the state constitution and TABOR, which is challenging, but we figured we might as well ask the question anyway. So we're we're asking some questions about, flexibility and timing of a mill levy override.
Even if we do get the flexibility, the timing may still be hard to sort of put a package together and and run a campaign and do all the things. But I'm I am more and more thinking that we need to have a conversation around 2026 just because of not only the budget reductions, but our, increasing interest in thinking strategically and creatively about some of some safety measures that are emerging. And so let's talk a little bit more about that. When we met with the alliance, which was a group of, stakeholders that came together
to help us build GEFCO Thrives, we brought them back together in the 2024, and they started talking about if we did a mill levy override, what what would we wanna invest in? And lo and behold, when we look back at those things, it seems to be the same things that we continue to talk about today. High school reimagined, making sure that the high school experience is career connected and students get to explore and have real meaningful relevant career connected experiences. Learning, environments that are safe and secure. I think it's something that we've been talking a lot about.
And then competitive compensation and taking care of our employees, and making sure that their, benefits and and compensation is competitive. So that's just a look back at what we were thinking in 2024. I wanna talk a little bit and dive into the safe and secure learning environments. Right now, I wanna just share as an example of one of these categories. This is how the breakdown of our safety and security budget looks. It's what we pay for. We pay for personnel, and you all know we have campus supervisors, security officers, dispatchers,
operational leadership and staff. We purchase services. The board, thank you very much for in your budget approval in June, approving funds to cover one half the cost of our SRO programs across seven or eight law enforcement agencies. It it's greatly appreciated, and I think it's giving us the opportunity to really more strategically and intentionally partner with our law enforcement agencies. And so that's the majority of that purchase services category with some additional training. We have a small amount in materials and supplies.
You'll see it's 1% and some capital outlay, which is minimal, and that goes into vehicles that we use, for responding to certain events. This slide shows the safety and security spend, increasing over time, and I think it's important because we have been telling folks that we believe in safety and security, that we are committed to the investments, and we have increased them, for a total of about 68% over the last five years. And you can see kind of where those increases are.
Much of it is in salary and benefits, And that is because of the increases that we have provided to employees over the last four years, and so it's showing up there. And so our employees are, you know, we're seeing we're seeing the increases in benefits and salaries there. We also are seeing a a a little bit of FTE increase in that line. The purchase service line you'll see is increasing quite a bit from, 600,000 to 2,500,000.0. That is the SRO, half payment that we are taking on now.
And so you'll just see the annual increase. I will also emphasize that these increases you're seeing on this slide do not include capital investments that we have made out of the, capital reserve fund for important security investments like secure vestibules and camera upgrades, just as two examples. Emerging ideas for safety investments that we have heard about, just if we were to take this from what are we currently doing to what would we invest in if we passed the millevio override and safety and security was part of it, I I
believe we should be paying a 100% of the SRO funding and increase the number of SROs, to support all of our secondary schools. We will have a summary soon of where are the SROs, who are they supporting primarily, who are they supporting secondarily, what does a typical day look like, because I think there's a lot of confusion out there right now about that, and we wanna clarify that. So we're working on that. We have a presentation coming to the board next week, I believe, about safety and security. So some of that will be we'll be able to share more with you then, in some level of detail.
And then we wanna think about additional campus supervisors, additional r one armed patrol. We have interest in our capital reserve having a specified line item for safety and security refresh. You know, when a camera becomes old or, you know, the battery's dead and we need to replenish it, is that the school's responsibility, or should we be doing that out of our cap reserve? And we think we should be doing it out of our cap reserve. Other investments that may emerge, that have been coming our way have to do with visitor volunteer screening tools, weapon detection systems, canine weapon detection services, something we're talking about,
piloting up at Evergreen High School and at some of our district events, athletics and activities events, for example, and or badge systems for identification and building access. These are just ideas. I mean, I think there's a lot of community engagement and, collaboration that would need to happen before these kinds of investments go in go into place. But I just wanna bring these things up as what we're hearing from our community right now, in terms of interests. Yeah. Let me just finish really quick. I would just say we are exploring, as I mentioned before, the flexibility of timing
with the Milavi override, and we'll see what comes of that. But I do believe that this, area of safety and security, the high school reimagined, and employee compensation, are areas that are gonna emerge most likely as we begin to talk about revenue as continued interest for additional investments. And I think we're done. Okay. Yes. One of the things that I've just started hearing was that, we may need to think about infrastructure for how our radios work in some of the mountain schools.
And so I assume that infrastructure and ensuring that communication structure exists could be something that is included in this as well. That's feedback that came to me as well as I've been spending time, in many of the schools up in the mountains. Thank you for bringing that up. We'll write it down and remember it. And we have a question slide. So, Mary, I'm going to hand it back over to you. Any other questions, Director Reid? I'm going to backtrack. I don't even know to which slide very early on. When we were talking about our current sources of revenue, and I realized this was
a very small one, but, we talked about grants being something that doesn't renew that we're but I assume we would apply for new grants. Like, we get grants every year for various things. So can we assume we would still apply for grants and and get some of them? Yes. We will always continue to apply for everything we possibly can. It's difficult sometimes to predict what will be available. When we went to set our target, we spoke specifically to approximately 5,000,000, which is
less than 1% of current general fund recurring activities that have been shifted over to specific one time funds. Those are funds that truly are one time in nature. One of them, quite frankly, honestly, is, a settlement we got from Jewel. Another one is, we had a little bit of a balance of funds on Medicaid that we're trying to draw down now. Another is some funds set aside specifically towards significant disproportionality. I'm just noting a couple specific examples.
It's a handful of things that are not intended to be recurring grants. They're not entitlements. They're not necessarily even competitive grants. They're just these unique circumstances where we wanna spend the money, and we are using it towards recurring activities that we plan to continue. But we can't that that specific money source won't be there. I feel like I might have missed this when you were talking. On the no levy, override election sooner than November 2026 that you were saying prepare
for November 2026, when would it occur prior to November 2026? We haven't talked about that. We were just saying it would be nice if we had some flexibility to be able to go sooner if the community and the board felt ready. And when we when we asked about that, the response was probably not possible given the state constitution and Tabor. And so just a statement that we it came up. We're talking about it and just getting some more information. I guess I don't understand what it means though sooner than, like, in a a
vote, an election an off cycle election at a time that is determined by the county? Is it countywide vote? I I don't know if The board is the the board of education is the only entity that can place something on the ballot. And, Julie, I don't know if you wanna jump in since you've been having some of those converse just exploring. Just to clarify, what I'm confused about is, are we talking about on a not on the November ballot on an earlier independent ballot that just comes out just with that one item?
That's right. The inquiry we've we've made of a variety of folks is could we do it in the spring, for example? Yeah. I mean, a regular election within district boundaries. Yeah. That was mostly no? Well, the answer to that is we don't think so. We don't think it's possible, but, we just thought we'd ask. Yeah. Are we, as part of the safety discussion, considering maybe like a district standard of what we would expect? I mean, safety to me is two sided. Right? It's it's the sense of belonging and the way kids feel, and then it's also
like, is there gonna be a standard envelope? Like, every elementary school has this, and every middle school has this, and every high school has this. Are we thinking about that in preparation for some of this? Yes. We've been working on that for a little while now. The, Department of, Safety and Security does go in and do an annual audit of each building, and it's similar to the work that they do around drills, supporting schools with drills. And so we're working on systematizing that in a way that we might create some
sort of, like, ed spec standard for what a school that's this much square footage that serves these grade levels should expect in terms of, capital investments for safety and security. We do not have that yet, but it is something that we're working on creating through actually our, strategic capital master plan as I hope that that would be included in something like that once we get that to a more final place. Yeah. I mean, it would also just help them.
Sorry. Thank you for the question because I think it's really important. I think it would also help us be able to explain to our families, to our staffs, here is what you should expect, you know, as a stakeholder in this community. When you walk into a building, this is the level of safety and security that you have a right to expect, and it provides an accountability for the district at being requiring us to provide that. And so I have I have some real interest in in that just from a transparency and, expectation setting and accountability for the district, to maintain.
I wanna follow-up on that. The in a conversation that I had with some folks earlier today, there was questions around, so PTSAs and school organizations supplementing safety budgets and purchasing things like radios or cameras for specific school. And we talked a little bit about that's not entirely equitable across the district because we have some schools that have more resource than others. And so they began asking questions around, school fees.
Is is it possible to have an a we have optional school fees for, like, yearbook. Is it possible to have optional school fee for safety and security? So the part of statute that enables us, to charge fees It's pretty specific and limited in nature, and primarily what we charge fees for fit into two categories. One is a consumable resource that the student takes home with them. And category two is, an activity that is not part of the core program, which
is voluntary in nature, meaning it's effectively an opt in. So those are the two primary categories, since safety and security is for everyone. And since it's not really focused on consumables, no. And I I just wanna say, I don't think it's somewhat in inequitable. I think it is inequitable. And thank so thank you for bringing this up. It is true that schools are buying their own radios and refreshing radios when they feel like they're not working properly. I've I've found that out recently and am, very not pleased with that practice.
In addition and so we're that's part of the reason why we have some urgency around working on what does every school deserve and get, period, that without having to go to your PTA and ask for it. And I'm sorry to communities where that has happened. We're working on it, and we're gonna try to fix that, quickly. The second thing I would say, related to this is, like, at our financial advisory committee meeting, what came up from there was PTAs who raise money, just to offset some of these budget reductions, for example, and other communities that cannot do that.
And so and especially, you know, we have title one schools that receive title one funding on top of other things, plus a lot of at risk funds in the weight of their SBB funding. But then we have schools that don't have the title one funds either. And so we have these we have this broad diversity of communities who we serve. And I do think one of the things that would be important is important for us to talk about over time is some sort of program where we allow PTAs to opt into adopting another school. I've had PTA leaders ask me about this, and express interest, and so some sort
of school adoption kind of, program or a percentage of funds raised being put into some sort of, fund that then can be utilized to support communities that don't have the ability to host the fundraising event and and increase their, you know, investment in kids in the same way. So that's those are conversations I think we're going to start to have especially as we, roll out these budget reductions and, probably in the next twelve to eighteen months need to figure some of that stuff out.
So thank you for bringing that up. Thank you. I'm gonna take your answer back to the people who asked that question. I have a couple of questions. I appreciate the effort to have the district supply some security to all schools, make that, equitable. And I just recently learned that not all schools have Raptor also, so I'd like to have a look at some of those things. I've been going to SAC meetings the last, couple weeks. It's been very interesting. And a couple things that have come out of that, one, this idea, this suggestion that we not try to do everything in one year, but put it out over
two years. I had one staff member just say the thought of, you know, this big giant reduction all in one year gave her palpitations. And if we could put it over two years, she felt better. Also, I think it's important that we inform the community that the sale of schools, again, is not going to give us money to cover FTE. It's not ongoing. And also it has the requirement that it goes into capital, okay? So they are not aware of the division of capital.
And there was also a request that the budget labs that we have have some kind of town hall aspect to them, so that there is a an opportunity for the whole group to, ask questions and hear answers rather than what I've seen kind of or heard that we're going to have stations, you know, that people can go to and ask questions. But they wanted an opportunity for the whole group of people that were there to ask questions. And, then another thing just because, Adams twelve, you know, decided to eliminate the DTLs.
They that was their FTE reduction was in one specific, position. So I've been asking my principals on my school visits, so what's the one position, you know, that if if you lost it, you'd lose it, you know? And, it was interesting because every school I talked to, maybe about six of them, had a different position. You know? It's my count, my coach. I couldn't do it without my coach. Or now we have to I have to have a DTL. My DTL does all this extra stuff.
So I'm getting the impression that we are not gonna be able to find a position that gets eliminated. It's gonna be, you know, up to I like I like the fact that we're gonna leave it up to individual schools because they've I had an SEL doing things that I didn't know SELs were doing anywhere else. So anyway, those are the feedback that I've gotten so far. Thank you. And thank you very much for that presentation. It is now 06:10, and we will take a ten minute break. Hi. I'm Mary Parker, a proud GEFCO school board member.
Do you ever wonder what a school board does? We're a group of elected volunteers who help set the direction for our district. From shaping policies to approving budgets, we ensure that every student in our community has access to a quality education. It's our job to listen to families, students, and educators to make informed decisions that benefit everyone in our school community. For more information about the work of our board, including our meeting schedule on how to connect with us, please visit jeffcopublicschools.0rg/board.
As members of your GEFCO school board, we help set the vision for our district's future. We work closely with Superintendent Dorland and her staff to ensure that our goals align with our community values and the needs of our students. Whether it's improving academic achievement or enhancing school safety, we're committed to GEFCO's mission of providing a world class education that prepares all GEFCO students for bright and future as local and global citizens. One of the key responsibilities of the Board of Education is policy making.
We create and adopt policies that shape how our schools operate everything from curriculum decisions to policies that ensure every student feels a sense of belonging. Our policies help ensure consistency, fairness, and excellence across all district schools. We work hard to ensure they reflect our community's values and serve students' best interests while following state and federal laws. As a school board, our focus goes beyond just today. It's about the future. We are committed to the long term planning that ensures the district's continued success, a
thriving district where all students can achieve their biggest dreams. From updating facilities to integrating new technology, we consider how today's decisions will impact students in the years to come. Our focus is on sustainability, innovation, and growth for the future of education in our community. As a school board, we are committed to ensuring equity in education. That means making sure every student, no matter their background, has the resources and support they need to thrive. We develop policies and strategies to close achievement gaps, support diverse learning needs, and create an environment of safety, belonging, respect, inclusivity, and And we are back.
Next, the board will hear an update on the plan process for GEFCO charter schools to seek waivers of district policy outside the charter application cycle. This presentation will be offered by doctor Andrew Coleman. No? Chief of no. Doctor Tayo Adeko, executive director of Charter Partnerships. And we yes. I'm also here. This is Molly Ferrier. Yes. So Molly okay. Thank you. And we have allotted thirty minutes for this presentation, and I'd ask our presenters to please reserve ten minutes of your presentation time for board questions following your remarks.
Before I turn the time over to Molly and Tayo, is there anything you'd like to add, superintendent Dorland? Thank you, president Parker. Welcome to both of you. Thank you for being here. This is a pretty straightforward presentation. I think it's gonna provide a lot of clarity, for the board on on what we're doing and how we're doing it in partnership with our charter schools and their contracts. I also just wanna give public thanks to both Molly and Tayo for the work you have done to modernize, systematize, and bring into the twenty first century, our chartering
authority processes and procedures. I really just wanna let the board know these these two leaders have done a tremendous job of really getting things to a place where they're documented, aligned, systemic, and and they've done it in a great way in partnership with our charter leaders. And so I just wanna say thank you for doing the work, and thank you for doing it alongside our charter partners. So. Thank you, superintendent Doreland. The purpose of our time today is to discuss charter waivers. We will define and explain the purpose of waivers to statute and district policy.
We will detail GEFCO's approach to waivers of district policy and review some common waivers from our charters. So what is a waiver? A charter waiver is a request from a charter school to operate with additional flexibility from state statute and or district policy. Charter waivers are typically submitted during the contracting process for new schools and then renewed during charter renewal. This year, due to, many recent to recent revisions to many district policies led by Molly, the superintendent has asked all the charters to update their waivers in a onetime
off cycle process. The board will be asked to approve these requests at your November board meeting, and then moving forward, we'll go back to our normal process of waivers being submitted during charter renewal. But this is a one time off cycle. Everyone updates their waivers. So first, we'll discuss briefly waivers to state statute. Per the Charter Schools Act, charter schools may request waivers from specified areas of state statute. This allows charter schools to have increased autonomy in order to fully implement their educational
model. At the state level, many waivers to statute require what the Colorado Department of Education calls a rationale and replacement plan, where the charter school details for the State Board of Education how they will follow the intent of the law that they're requesting waiver from or from which they're requesting waiver. And then those waivers are approved by the State Board of Education, and the, state requires that charters post any approved waivers on their school website. The state categorizes their waivers in three primary buckets, automatic, nonautomatic, and prohibited.
So, automatic waivers are automatically granted to all charter schools for the term of their contract by the State Board of Education. Then we have non automatic waivers. Those are waivers to policies such as kindergarten readiness, teacher evaluation, calendar, licensure. Those waivers must first be reviewed and approved by the State Board of Education, who reads through each charter's replacement and rationale plan. And then there are some waivers that are prohibited. At the state level, that's, policies such as school accountability committees, state assessments.
The state does not, have the authority to waive anything outside of title 22, so non education statutes and and others. And that, charters may not provide or request waivers to any federal statutes including ESSA and IDA. So on the screen is the process for requesting waivers to state statute. It starts with the charter contract. Within the contract, the school provides a list of all of their requested waivers from state statute and district policy, And then they, provide the the RPP, the rationale and
replacement plan for how they will meet the intent of the law. Then as the authorizer, we submit that signed contract to the Colorado Department of Education, and staff members within the Schools of Choice office review the request and provide feedback as needed. And then those completed waivers go to the State Board of Education. They review the waivers at a public board meeting and approve or deny each waiver request. Now we'll talk about waivers to district policy. It's very similar to waivers to state statute. Charter schools may also waive district policy as part of their charter contract.
This allows schools to develop, school level or network level policies or processes that would otherwise be defined by our district policy. And if the, we wanted to note here for the board that, charters do have additional rights through statute. And if the, district board decided at some point to not allow a waiver, a charter school has the right of appeal, and they can appeal that decision to the state board as a unilateral, conditioner and position.
And then finally, of course, the waivers are approved by you, the GEFCO Board of Education. We also have, three categories, of waivers. The first is automatic. These are policies that are automatically waived for charter schools. Most do not, directly apply to charters. Then we have nonautomatic, some that require replacement policies and some that don't. And then we have prohibited. And we'll give examples of each one. So let's start with automatic. These are policies that generally do not apply to charters or that they have their
own authority in those, areas such as facilities planning, personnel, instructional material selection and adoption, adoption of school uniforms, and community use of school facilities. Here are some examples of nonautomatic waivers. These, mostly cover areas in which charters are granted responsibility through statute or the contract. For some of them, we do not require replacement plan approval, such as student travel or student use of personal devices. And then there are some that we would like to see the replacement plan before
approving, and that's, policies like our district calendar, gifted and talented education, graduation requirements, early literacy and reading comprehension, and their grievance policy or their family and public complaints. This is what that looks like, in the waiver template for non automatic. So we have all of the non automatic policies lifted on listed on the left, and then the Charter selects yes or no if they're requesting a waiver. And if it says, if requested, charter provides replacement language, then they link that replacement
plan in the next tab. Here's an example of what that looks like for Collegiate Academy who requested a waiver to ICICA school calendar, which is a non automatic waiver that requires a replacement plan. So there, as you can see on the slide, Collegiate provided the rationale for why they would like the autonomy and their replacement plan and how they plan to meet the intent of ICICA. And then the last bucket of waivers are prohibited, and these are policies that we believe all schools, neighborhood and charter, should follow.
And so those are things like our equal opportunity policy, district choice enrollment, truancy, suspension and expulsion, and student safety. Our process is very similar to the states. So each charter provides a list of their waivers in their charter contract. As district staff, we review the waiver requests and provide feedback as needed, And then we present those contracts to you, the GEFCO board, to review, and you approve or deny the requests. So here are the next steps for you.
You will be asked to approve, this this new round of charter waiver request at your November board meeting, and then those approved waivers will be valid through the term of the charter contract. Well, well done. Directors, questions? Director Reid? I on, slide fifth oh, I'm sorry. Did I misunderstand? Oh, okay. On slide 15, where it says that we prohibit changes to the student safety district policies, I I feel bad that I don't know this, but how do we handle,
like, campus supervisors and SROs for our charter schools that include a high school component? So this is the policy itself, not not all of the underlying procedures of processes and safety. So it doesn't mean that they're gonna have the the equivalent necessarily. This just means that our general policy about student safety safety is one that they are they're held to that same standard. But it's a higher level policy. It's not it doesn't include all of the detail of of what that staff and personnel would look like.
Yeah. I have a follow on on that. Do do our charters have, SROs, anything like that in their schools? That's a that's kind of a, I think, probably a little bit outside of our our the context of this one. There are charter schools that have, contracted, I think JA is one of them, directly with their law enforcement parse partners and have SROs in their school. Yeah. I'm happy to jump in if you guys want me to go into those some
of those details, or, Mary, if you wanna just keep it focused on. It's up to you. You wanna keep going. I'm kind of interested. Do the the district doesn't provide SROs to the charters. Right? It's been, you know, so let's start. This is some of the work we're doing right now is to sort of, clarify for our community, what safety measures are doing what, where. And as you know, we've had, some lack of clarity about that.
So our SROs are in partnership with is it seven or eight law enforcement agencies? Julie, do you remember? Eight. Eight law enforcement agencies. And each of those agencies operates a little bit differently from the other one and has a different sort of size, resource level, like, all the things. What has been typical historical practice in GEFCO, I would say, prior to the us paying half and the new MOUs that we have in place has been that for the most part, high schools in GEFCO have an assigned SRO or at least a
half, and those SROs, sometimes leave to support the elementary schools or other law enforcement activity that's in the community because they are law enforcement agents of the law enforcement agency. What has been typical practice is that those individuals will go to our charter schools. This is my understanding. And if I'm incorrect, Tayo, please correct me. But they would go to our charter schools when the charter schools needed support. Or they might swing by the charter schools and check-in and say hello, and, you
know, I'm I'm your friendly SRO. I'm normally at, I don't know, Stanley Lake High School. But but I I'm also here to support you when you need it, and I wanna say hi and I wanna get to know you and I wanna be somewhat present here as well. And so fast forward, and we create these MOUs in the spring. And I think a well intentioned clause in the MOU was intended to say, if our charter schools want to contract directly and have their own SRO, they have the right to do that. I can tell you that Jefferson Academy, for example, as a k twelve, has done
that. No. They have not. Wrong. I misspoke. Correct me. No. It was it's another charter school in Westminster Okay. That has a contract. So one one one charter school in Westminster has a contract with a, law enforcement agency as an example. And so we are working with our law enforcement agencies to clarify now, given that we're now under these new MOUs, it's eight different law enforcement agencies. So everybody's interpreting things somewhat differently. What what is it that we mean by what's in the contract in terms of
you know, because then you can translate contract language to practice and, you know, things get lost in translation there too. So Julie and I have been working on with Jeff, let's clarify with law enforcement agencies that our intent as a district is that charter schools receive support from their SROs. What I think we have to clarify for our community as well is that anytime an SRO leaves a campus to go support another school, they're not on that campus then. And I just don't think we have really educated our community in that detail level way about how it we operate how the SRO actually operates.
So that so just honestly, there's some confusion out there right now that we are working as quickly as we can to get clarified so that our our SROs know we do want them supporting our charter partners. That does not preclude a charter school from reaching out and and, requesting an SRO for themselves, directly, if that makes sense. So then I do have a follow-up. Can charter schools arm their staff? That is one of those areas I'd we are not aware of any charter school
in GEFCO who has chose or within authorized by GEFCO Public Schools who has chosen to arm their staff. That is a situation where if we said no, we're that's something we're not gonna allow as a district, it could potentially be appealed as a unilateral condition, but certainly that would be a possibility. So that is as it's as it is right now, there's there's no it's it's not not stated.
Yeah. Because I heard someone say that GEFCO does have armed staff. And then I heard that there was one school that's a CSI school. It's authorized by CSI. Right. So so Colorado CSI, may have charter schools that arm their staff. But to our knowledge right now, the ones that we've authorized to our knowledge don't. Yes. Correct. To our knowledge, we do not know of any charters authorized by GEFCO with armed staff. Superintendent Dorelin, I was wondering in in your description, for the areas of the district
that have more charter schools, like up north, would that when you all are you're it sounds like you're thinking this through, but, if we if we hoped to encourage our SROs to to keep them in their, I don't know, I can't remember the language you use, in in their, under their watch in some way. Like, if one SRO was at Stanley Lake, but there's two high two schools, two charters that they would have to go to, we'd have to probably consider that. Right?
Like, is that all coming into the thinking Well, of unknown improvements? Importantly than what type of school it is, it charter or district managed, I think more importantly is grade level configuration. And that has been historically and currently what really drives where we ask to have SROs assigned. And so our middle schools and our high schools have typically been where we've asked SROs to be assigned. And then elementary schools are supported, as needed or occasionally.
Right? It's more of a, community effort to drive by, get to know them, but not necessarily be assigned to those schools. So if it's a lot of charter schools that are elementary, I think that we're hoping they're supported like our elementaries would be supported. If it's a charter school with middle and high school students, hopefully, they're being supported similarly, but we don't have, in my understanding other than JA, a charter school that really is a comprehensive nine 12. Just nine twelve. Yeah. New America, which is an AC.
Yeah. But it's also not 1,700 kids. Right? Exactly. When I say comprehensive, I mean, like, a large campus kind of setting. Is that accurate? Yes. Okay. So some of it some of it's not black and white. It's sort of dependent upon enrollment, grade level configuration. I I believe we, as a school district, need to be committed to whatever safety measures we have in place in our district runs managed schools that our charter schools should receive similar types of supports. I totally agree. Can I can I ask a question to follow on to that?
I know r one will also go visit our elementary schools and say hi to our elementary schools. Schools, are we able to have our r one also go to our elementary based charters? Cool. I also agree with that previous statement. And r one is extremely supportive of charters. Charters receive every bit of services from r one that our neighborhood schools do. Yeah. I think, one of the other things I wanna say just for people listening and for our board because I think we have some work to do to help clarify. R one is our county code, and so it is an internal GEFCO Public Schools
armed patrol. We have about 25 armed patrol officers who are hired by, employed by, trained by GEFCO Public Schools, not a law enforcement agency in the area. And I also just wanna clarify that these these patrol, personnel respond to things that occur in our schools that, for example, if you called law enforcement, they may not respond for. So it's a tiered level of, like, need.
So if you just have, a student who may be escalating, then then r one might respond. They're trained differently to support a school setting, than a law enforcement agent. So they may respond for sort of a lesser degree of incident than an armed patrol with, say, City of Lakewood or Westminster PD. I will also just mention City of Lakewood. I think Addenbrooke is a nine twelve, or they have a nine twelve program, and
they probably have quite a few kiddos over there. Is that right? Yes. They have a separate nine twelve campus. Yeah. So that's a campus I know that we have historically supported through the city of Lakewood, and we would hope that that continues. And we're gonna make sure that's not a hope that we actually have that figured out and and that that that is happening. And just honestly too, the other thing that happens is the the SROs are part of a larger group of individuals who are who are, cities and and county employee. And like any, typical, workforce, there are people who have a sick day or, go
on vacation. And so all of those things are real in terms of the SRO programming and our campus supervisor programming. But our team works really collaboratively with our law enforcement agencies, and we're just trying to get more clarity about all of that so we can communicate, with our community about how that works. And right back to the presentation, if that's okay. When, will we get the, waiver language or request in how far in advance of the November meeting? When should we expect them? That's what I was wondering. Generally, we post the materials the Friday before, but I can It's regular timing.
Does the board feel like it would like some more time? We we because we can go we we can make accommodation if if you'd like to see them more than your typical time. Yeah. I just thought it would be helpful to see them and be able to ask questions and Yeah. I would like them earlier. I know when I started looking at waivers for some of the contract renewals, I was blown away by how many there are an awful lot. So I would like more than So why don't I'm wondering, doctor Adecco, could we
aim for if the board meeting is on November 13, right, could we aim to have it, to the board on October 31, if you could check if that's possible, or the week of, early in the week of the third, depending on what the charter the the schedule of the charter schools? Yes. I will check with the charters. Thank you. Any other questions? Yep. I have one, and it's not related to the safety conversation. There is some misunderstanding from folks in community around the offering of special education services
at charter schools, and I'm wondering if you can address that, confusion or misinformation. There there are not waivers from providing special ed supports. Is that accurate? That's right. So that was when doctor Adecco talked about how you absolutely cannot waive federal law. That is all of the obligations that you have for students who do have disabilities and special needs. And we actually have that really clear in our charter contract that that is an obligation, and we have a lot of detail about how charters are responsible for meeting
that obligation. And when we get information that somebody's not meeting that obligation as an authorizer, we go in and and check it out and decide for ourselves whether that obligation is being met. Very important. That's very helpful. Thank you. Okay. You. Okay. The next item, we will have superintendent Dorland provide a preview of the items anticipated to appear on the consent agenda at next week's board meeting. Superintendent Dorland, the time is yours. Hi. Thank you, president Parker. So here we go.
If you wanna pull it up, the attachment is there. There's a lot listed. I wanna just, obviously, the minutes are something you do regularly. The monitoring reports. So you have already the board has already studied 1.1, and we will be studying I'm getting confused on my numbers here. I think you're gonna be studying two point three and one point three next week. Okay. We're moving some things around. Two of these, you've already studied. Two of these, you'll be studying that night. And so we're gonna just make sure that that happens, and then you'll be asked
to, approve them that evening, next next Thursday. This one's exciting. I know the board is really proud of this, and I'm really proud of the board for, this work as well. I think it's really exciting. The board will be approving or considering approval of the environmental sustainability end, which is exciting. Approval of policy updates aligned with, the Senate Bill 20 five-sixty five. You're gonna be also talking about this next, I think, on your agenda. Is that right?
Yep. And a final discussion about that before, considering it on next week's consent. Very exciting for director Applegate. She will be being considered for the Wheat Ridge Urban Renewal Authority and hopefully approved for that. Yeah. The the board board studied enrollment policy updates at their last meeting, and so that will be also considered, an addendum to a Conifer Trail use agreement, the board approval of district policy KB updates, and a DAC appointment.
So getting people filled into positions on your committees, which is great. In terms of and so if you have questions about any of those items on consent, please let us know, and we are happy to get you some clarification. In addition, you'll be considering contract renewals and contract approvals. The renewal for trash and recycling services, which is nicely aligned with the new board and policy on sustainability. Good news here, no price increase. So it's an extension of the current contract and really grateful to our, partner for our vendor Republic Services for no contract or no price increase.
Thank you. We have a contract approval for a new identity governance and administration software, which we're hoping will help streamline access for employees and students to the many different tech platforms that we utilize and making sure that their sign in access is, given to them sooner and quicker and with with more ease and less burden and also just the day to day use of these things. So that's exciting, and it will more, efficiently and effectively align with our new ERP.
So it's a it's a it's a related project. And then also some storage area network, storage SAN, is, short short IT term for that. And this is basically allowing us to have storage for the things that still remain on our server. As the board knows and we've talked about, we are slowly moving things from servers that need to exist and be maintained here on property or at other locations and moving them slowly into the cloud. That being said, there are some critical things that we still store on our servers,
and we need to maintain those to to make sure we can, have our operations going smoothly. And then you'll see the November 5 study session, a November 7 lunch and learn agenda, and then the regular meeting in November on the thirteenth. I'm happy to try to clarify some things now and also just know as we approach next Thursday, if you have questions about anything on this consent, you can reach out to me, Lisa, Kristen, and we'll work with the team to get you some answers. Do do you have any, idea how many charter schools are up for renewal this year? Okay. I don't know that question.
And I'm just thinking that they when we, talk about them, whatever waivers they have will be starting fresh if it's a renewal, right? Yes. That would that sort of waiver process would go with the renewal. So it would sort of then not need to be cleaned up on a regular it would happen during the renewal process. Right. I have a question about the November 13 meeting, and I'm curious about the state demographer presentation. I know they've been here in the past, I think last October.
So I'm just curious about why they're coming back. Yeah. We we, we actually wanted the board to study, and the board requested that they study state dem demograph demographics and county demographics from, the state professional and expert, given this is sort of it came out of the Roth's process. And we have in policy now requirements that we publish to you different enrollment patterns and trends. And then as part of that, you take a look at just the demographic patterns.
Lisa, do you wanna add anything? Yeah. I would say, we can definitely, this is not something that we have to do. I was on a panel with the state demographer a couple or yesterday, and they are very interestingly revising their numbers down, because of in of in migration. So there there it's it is interesting. I think there's some new data to share that that will be hot off the presses, but also totally up to the board. I think I think that's really helpful to know that there might be updates to information and numbers that we've seen previously.
That makes complete sense, and I would then support. Yeah. And I do think there's gonna be some interesting information that we'll be able to share with you. We don't have all the details yet. But on the enrollment update, we are seeing at least initial indications of, big changes for immigration, immigrant students, and, newcomer students that I think it would be very interesting to have the state demographer here to kinda give us some context about what she's seeing statewide. So I think those two things go well together.
I have two quick questions. The identity governance and administration software, I just wanna clarify, that's 1.5 spread out over the five years. Correct? Not 1.5 a year for five years. I believe it's a five year contract. Yeah. Five year contract. We'll clarify, but it says the new contract spans five years, and we'll clarify and make sure that that's accurate. I appreciate it. That's how I thought I read it, but I just wanted to make sure. And then I know we had talked I know originally the schools that received their banners, and they were very excited to do that.
I heard lots of really exciting things, at the leadership meeting. Are they planning to come this month still, or are we gonna move them to November? So we're not going to have any recognitions this next week. So we will be moving them and then possibly doing different things for some of the people that were identified. Got it. Thank you for that clarification. Anything else? No. Thank you. All right. So the final item on the agenda is board dialogue on current topics. And, we have a list there in board docs of different topics.
Some of them we've really discussed in pretty good detail, I think, the budget cuts and mill levy override plans. And we've talked about district safety plans too. We're going to have a presentation on that. But, board members, if you see your topic listed, if you'd like to, make some comments, now is the time. I listed the two top items. Curious if there's been a conversation with the sheriff's office about maybe an MOU or
conversation to make sure that we are collaborating with one another in a way that feels good for both organizations? We have not, as staff, taken that next step. And the conversations I think I've had with Mary and Michelle have been, that it may that you all maybe wanted it to begin board member to board member, given given that that's kind of where it started. This is the Littleton MOU with JCSO. It the the idea emerged, I think, from a conversation that was a board member
to board member conversation. And so, if there was a takeaway I was supposed to, do to do that I didn't do, you can let me know that. But I think you guys were gonna try to get some information from your board colleagues in Middleton and then bring it back. Could could you all explain? I don't even know what this is about. During a CASB meeting, it it came to light that, Littleton School District has an MOU with the sheriff's office on how they will interact in the case of a school shooting or something safety related at a school.
And the representatives from Littleton were sharing that it's it's really helpful because everybody kinda knows what to expect and what to do in those situations. And so I had brought that back and talked with superintendent Dolan and miss Tolleson about it, just trying to see, like, what the right approach is. And I know miss Tolleson has a relationship with the legal counsel for Littleton, and so I think we all wanted to explore what that looked like and then see if it was something we thought was worth pursuing.
And I will say if we get more information, I'd like to see their MOU Yeah. To get a feel for it. I'm I'm happy to reach out to the sheriff as well, sit down with her and just say the board is aware that other law enforcement organizations have such, an MOU, and would that be helpful? And I'll I'll take an action. I'll reach out to the the chair of Littleton and ask if we could see a copy of it. Thanks. And my other, item I wanted to bring up is, I am curious about best
practices, and I don't know if maybe the National Mass Violence Center that we've been working with has some, ideas or guidelines for elected officials' role within incident protocol when there is an issue, so that rather than having to make up response, that there's some guidelines about what to do, what not to do, and how elected officials can support the work that's happening both in the community and, at the district level, just so that there's more clarity for those who follow after us.
Hopefully, they would never have to use that information, but I think it's helpful to think about it. I'm just bringing it up if anybody else has anything they wanna say about that. So do we have any peer districts that we know of that yes. As our CASB. Right. I'd be happy to take that back to CASB and talk with, the executive director over there because he might Jubal might have some interesting ideas on that. I think identifying the right role is really important, so I appreciate how you put this on there. I actually asked the security folks at my personal work building, and he's like, there's
no way I'd let an elected official in my instant command, which we had a really good conversation about that. He kind of explained why. So I think understanding, because I do think the community looks especially to the board of ed in those situations to say, is everything okay? And I I think there might have to be a way for us to be like, we don't know. And but I think having that really clearly unfortunately, knowing what our role is in those situations is something that would be good for us to talk about.
Okay. Tag, you're it. Anyone else see their topics here? Yes. I would like if we can just get a very high level overview of sort of how things are going at Evergreen, how the process has gone. Have we done the returning to learning? And how's that going? And any other sort of major things. I I understand that, for example, the school play has been changed, but it's still
happening. And, so just yeah. Just kind of an overview. Sure. I'm happy to share I'm happy to share what I know. We have, returned back to full days of of school. And I know I was, with I was there this morning, talking with, principal artist, and they are beginning to get back into content, back into schedule of when they would have quizzes and assessments and assignments due. And so that's going well. We did have a bit of a safety concern with a couple of threats this
week, which we have been told from the center National Center for Mass Violence is not uncommon in situations like this. Both threats were taken seriously, and, we there were no safety concerns after investigating those threats, and and supporting them with our partners from Jefferson County Sheriff's Office. But it is it is, concerning for the community up there. So because of that, we did have low attendance yesterday, which we expected, and supported
families and students in making whatever just and staff in making what decisions they needed to make for themselves. We are selecting they my understanding was that today, they were selecting a play, for the fall play. I don't know what that is yet, and I don't know if that's done or if it's still being decided, but I do know that's, being done. We have sent multiple communications this week, related to safety and just making sure people know what we're doing, how we're doing it.
We have another communication that we'll be sending out soon, from Jeff Pearson, I believe. It is sent. We sent a a message today from Jeff Pearson, letting the community, know that and staff also received a separate message, a little bit different, just more focused on staff audience versus families and community, letting them know some safety measures that we are going to be trying out next week. One is, canine weapons detection, services.
Another is a badge checking of students and staff at the door, and a couple of other a cup we have we are highlighting again that we do have we have taken one of our r one patrol officers off, patrol and put them into onto the site so that in addition to the SRO that Jefferson County Sheriff's Office has put in place, we have r one on-site as well. They are full fully staffed now with campus supervisors, so that's good.
Reiterating that. We are working with the staff right now to better understand what are some flexibilities we need to provide for them to make sure that they can have, as positive a year as possible from here on out. So some things we're talking about related to that are, can we forego some evaluation processes this year for the majority of staff? Can we have some flexibilities around, taking a day off here or there and just leave practices?
So so the HR team is working with the staff, the OLT, the ALT to say, what kinds of things do you need? If we do things that are related to our collective bargaining agreement, we're also working on how do we do an MOU so people know what clauses within the agreement we're waiving out of and we're providing flexibility with. And so that work is happening right now. The other things we're doing is just making sure that we have the right level of resource and support in the school on a on a regular, like mental health
supports for students who might need to step out of class or staff who might need to step out of class, making sure we have the right level of support on hand so that and I anticipate that kind of support being in place for the rest of the year. I wanted to say one more thing. I think we have additional administration support up there. Two retired principals are also helping Skyler and her three APs just with the day to day. And we're talking about having sort of a more go to kind of structure for, like, an advisory around safety measures.
Because what's happening is a lot of input is coming in and feedback about do this, do this, do this to be safe. And so having a group of a well represented group of the community, the the parents, the staff, to go to with all of that feedback and say, can you help us sift through this? What makes sense? What do we wanna try first? How can you what do you think sounds good? What are the implications of doing some of these things? As an example, they are talking about piloting metal detectors, and we have not made
no decisions about that because one of the things that is an implication of that is the possibility of a closed campus. And my understanding from talking to Skyler and others in the community is that this there's a strong value of student freedom and independence. And as you can imagine, we probably have students who go mountain biking on their lunch hour up at Evergreen or enjoy, you know, just the beautiful setting in which the school exists. And so, those are the kinds of things that are in conversation but have not yet had decisions made about them. And we're talking about how do we get to a place where we can have
kind of a go to group that we know will give some advice and input into some of these ideas and help us workshop and get to the right decision for the community. That's yeah. You're welcome. Thank you for that. And I'm really glad to hear that the communication from mister Pearson's going out or has gone out because the the messages, the the public comment that I have heard is this the parents intrinsically hear the communication from the district and intrinsically know that things are happening, but they don't see it.
And a lot of kids feel like nothing has changed because they're not seeing it. And so that, I think being able to point to those things and say, full time r one, SRO, Campus Soups, perhaps dogs. I think all that will help in pointing it out, I think, will be will be helpful. Thank you. And I just wanna also say thank you to the community for their patience. And I know it's not always clear why things might be taking more time or more days than than we want, all of us want, especially the community.
But as an example, when we talk about That the services of a canine weapons detection dog. That seems and not even I was like, that's really cool. What a great idea. Then when you think about operationalizing that in a school setting with students and staff, it there are questions that need to be answered and readiness protocols that need to put be put in place. Like, as an example, they have been, around a lot of therapy dogs over the last three weeks. And so just taking some time to make sure that folks in that community and
who are in the school understand this is a very different purpose for canine. That's one. Another thing is if the if the animal, decides that it's going to identify somebody as needing to be talked to, how does that happen? Right? And making sure staff is supported in understanding that protocol so they know what to do, how it's gonna happen, and it doesn't cause more concern or fear when it was really intended to be a safety measure that that causes or provides comfort, right,
and security. So we have been working on those things, as quickly as we can and the school is as well while also standing up school and doing all the daily routines. And so I just wanna thank thank the community for their patience as we've worked hard to get some things in place and try to be as responsive as we can, but also making sure when we put something in place that it's done so in a responsible way where everybody understands why we're doing it and how we're doing it. I, had a conversation with miss Tolleson today and a suggestion two suggestions that I
have that I think might be helpful for the broader community. One is just to publish some kind of flowchart for, safe to tell. When the the alert comes in, I know I've been in schools where an alert came in about, concerns about a student and their mental health. And, I was with the principal, and it was a student that was in school that day. And so the principal went off to talk to the, mental health support there and make sure that they found the student and talk to them. So I know that there's different flowcharts, if you will, what kind of call has
come in. And I also remember, Tara Pena telling us at the, informational meeting up in Evergreen that, right after the the shooting, there were about 600 calls that came in, you know, a phenomenal amount. But she, indicated she's one of the people that gets the alert. So if we can have a high level, flowchart of these types of calls come in, these people are alerted when it's that type of call. And then the second thing is, I think if we can publish our anything that's
public facing of our, I I keep calling it risk assessment, but it's risk Threat. Threat, and that threat assessment. If we can, show that kind of a flowchart because one of the concerns I heard about this incident, the second incident in Evergreen is is that student in school today? You know? Did did you know, it was just determined that they weren't a a real threat, but are they there? And I'm not so sure I want my child to be there if they're there. So anyway, some kind of, high level explanation of these kinds of situations, the student
will not go to school during the investigation or the assessment. These kind of situations, they may be in school. Whatever, just to give the the community a little more understanding of what our actions are. Okay. Any, other topics that you wanna discuss from our list? I I didn't put this on there, but I'd love a Jefferson update. But I just had a quick follow-up on that last part. On the on all those actions that might happen at, Evergreen, are we thinking about
expanding those to other schools, or is that a is that is it just too early? I mean, I think that's up for discussion. At this point, it's early, but that's up for discussion. And, you know, I'm happy to give more updates. I also just wanna remind the board that my understanding was that this time that you have put on the agenda was for you all to have dialogue with one another. And so I'll do my best, and I'm always happy to answer questions. But just know I haven't been prepared to to bring all of the information that I think would be beneficial to some of the topics.
I don't know if Jefferson update is appropriate then. Sure. I I can I don't know? I didn't put it on list. We can give you sort of the latest of where we are with working with the community, and I'm gonna have to hand it over to Lisa to do that to do that. Sure. And and we can certainly, you know, provide more information, from the community itself. We, as you all know, received a, a proposal from the team that worked over over the summer, and we sat down and looked at that with the, community superintendent and, basically recognized that everything in the proposal or the request could be done directly
with the school community itself. That, those the types of things that were being requested would be things that a, like a SAC or, a a parent group would actually work with the school principal and their ALT and OLT to bring forward those ideas. And so that, that is where they are. We were we met met with mister Newton, and he assured us there was no specific request being made of the district itself. They just want they have some changes they would like to see happen in the
school. And so the steps they're taking now are to work directly with the school principal, and, and the the the staff to, figure out how to make those changes within their current structure. What we did say was if that structure isn't working, like it's not producing what the community group is asking for, there are other options. And namely, as we've discussed with them this summer, they there is, something like, for example, an innovation school status or plan that they could create and bring to a
board of education to ask them to approve a new like, an innovation, model for the school if that if they wanted to try a a different direction, if it doesn't work to work directly with with the school community. So that that's the last update that I received that everyone agreed that the community superintendent held a meeting with, the school principal, mister Newton, and they were working on how to how to, try to implement some of the requests and, and changes for
the school within the school structure itself. And I just wanna call out and congratulate them on moving from turnaround to improvement on their SPF. Really proud of that. And they they've they've done a lot of work academically and, so just really they should be, commended for that important work. I would like to, talk about the community feedback on the budget process, and actually, miss Harper, maybe I can direct you or include you in this, conversation. I know that most of us have been getting emails and there was one recently
that had a boatload of suggestions. Do we have a place to hold them? Can we put them in some, I don't know, something that's in part of our weekly update or something? Okay. So then board members, we can forward them on to, Kristen, and she can accumulate them. But then what happens to them? Well, Mary, I think I just heard you say then we would link them in the weekly update so that all board members have access. Is that what you would like as a board? Yes. So they would be there.
And so then we would at least all know about them, and it would be, I think, our responsibility as representatives of our community to, include them every time we have a budget update, the budget blueprint. What you're hearing? Yes, like I did from my SAC meetings tonight, so we can bring them up there. And whoever is presenting the budget update can keep track and maybe respond. Okay. Thank you. I think that's a good idea. I do think there's been a lot of, there's been a lot of feedback, and I think there's been a lot of, I can't tell if it's confusion or frustration
or maybe a mix of both. People understandably knowing that we had to push some of these meetings, but also worried we weren't gonna hold them bring them back. And so I I'm glad we highlighted that tonight, and I know we're highlighting that, those are on the GEFCO website. If you scroll to the bottom, I know there's a budget section, because I think people assumed they went away. And so now that they're rescheduled, I I think it's important to show people that we are wanting the feedback.
And that survey is linked there also, Danielle, if you go into that on our site. If you go to just our main website, jeffcopublicschools.org, and you scroll all the way to the bottom, there's, like, a blueprint tile, and you can click on that. It says read more, and then that's where the all the detail for the budget stuff is, the budget blueprints and the survey. Because I didn't find it in my email either, but it's there. I think the thing I hear mostly is is that I don't know who made the comment today that the, like, the budget labs feel like a Mhmm.
And I think they are meant to, like, educate, show people how the budget works or whatever, but there isn't there doesn't seem to be in the agenda a time for discussion open I don't know if someone already said that tonight, but I don't know. I'm just thinking of, like, those lists of things and what we learned tonight. I mean, they don't really match. Like, if our job here is to figure out, like, how to reduce our SVB and then the schools decide, people have these good ideas, but I almost feel like
saying that's not how this is going. So, like, instead of saying thank you, you know I mean, it's a good idea, but it's not how we're doing this. And it might be helpful for people to know that it's really straightforward. We're not as I don't I think from what I understand tonight, we're not as a district making decisions about all these individual programs and things. We're just, I think, cutting the budget for the schools by the SPB amount, and then the principals, as they always have, will make the decisions for their schools.
And that seems just very straightforward and less complicated than it seems like it's been presented. I don't think I'm not saying anyone's done anything wrong. It's just I think it's a lot more straightforward than all this, but I might be wrong. I do think that it would be helpful as we get these suggestions if we find a way to, address them, you know, summarize them. And then, we could in some of our budget meetings say, for instance, I had
a a request or a suggestion that the district move all the Ed Center, departments and and everything everybody from here into the, closed schools, the other properties that we have, and then not have to pay rent here. I think that we might learn if there are a lot of people saying that's a great suggestion, let's do that. We can explain why that wouldn't save that much money and whatever. You know, it would cause hardships in this way or that way or whatever.
But just being able to track some of the questions that have multiple people suggesting them and, supply response on our website. Yeah. I thank you for that suggestion. And I just wrote down, I think, once we get through the budget labs and the virtual lab closes and we get through the in person ones, we can and should summarize what we heard, and we're planning on that. If you go on to the the, lab online, you can see a summary of
the results in real time. I don't know that that includes the open ended comments. I don't think so. But we can see all the open ended comments. And so, you know, yesterday, we had 900 and when I looked yesterday, we had 970 responses. Today, we have 1,021. And some feedback people are giving also is that they feel like this this survey is too narrow. So I just want everybody out there in the world to hear I hear that. It is pretty narrow. It is because some of what we're trying to collect is helping us make this. The feedback from the survey will help us make decisions about department reductions, and making
sure that we can use some data from this to inform that. And we're taking all the open responses and finding patterns, trends, and themes, and then we can explore those idea acknowledge those ideas, explore them, and then talk about why we may not consider that or why we might. So we're still gathering the feedback. We are still listening to it, and I think, we do plan to respond to people to let them know, here's what we heard, and, this is what we're gonna do. So, hopefully, that will help over time.
I know in the past, we've had challenges with people being able to take the survey more than once. I assume since it's just a link on the website that that possibility exists here too. They can take it more than one time? Yeah. Like, if I was if I was like, oh, this is the answer. Click click click click click. Yeah. But people are doing that. We can see the IP addresses too on the other end. So if we saw, like, a 100 coming from your house, we wouldn't know. So we're we'll keep an eye on that. Okay. Any other comments, board directors? If not, that brings us to the end of today's agenda.
Thank you to the presenters who participated in this study session. Our next regularly scheduled meeting is a regular meeting scheduled at 5PM on October 16 at the Ed Center. Public comment will be available that evening. For additional information on public comment, please visit our website at jeffcopublicschools.org. And with that, we will stand adjourned. Good night.