Okay. Fantastic. Sign to the Pledge of Allegiance. I. And to the Republic for which it stands. My nation under God emotional on the agenda please. I if we approve the agenda as written Okay. Do I have any discussion? Just book RST website to approve the agenda as presented and missus Balak. Hi. Mister Bush. Hi. Missus Fisher in both eye. Missus Hufty. Hi. Missus Muffey. Hi. Miss Valerio. Hi. Mister West. Aye.
Perfect. President's report please. Student spotlight. Thank you. Okay, I'm testing out the microphone. Thank you, mister Quan for getting us a handheld microphone. Uh good evening, board directors. We have some phenomenal student and staff celebrations this evening. At this time, I'm going to ask my friend Ellington Clark to come up and join me at the podium. Ellington is Cotton Elementary fourth grader and Ellington won the twenty twenty-five spelling bee and so first, we want to clap for
Ellington for winning the spelling bee. So, Ellington is on hand. Board members and he is going to test out your spelling ability. Initially, missus Hugby miss Murphy and Doctor Stevenson were going to be disqualified because they were the judges and the emcee for the spelling bee but these two words did not appear in the spelling bee and Ellington said they're the toughest words he could find, right, Ellington? Alright, so I'm going to give it to you. You can take it away and should we set some ground rules? Like, how does
it, why don't you tell us how it works when you compete in the spelling bee and here's the microphone. Okay. So, when I say the word, you can ask me to repeat it. You can or you can ask me for the definition and when you think you know how to spell the word, you can just raise your hand. Alright, go ahead. Wagadoo. Do my The word is Definition. Definition.
Where we receive honors and honor and respect. Today with cinnamons. I said we'd help you with that. Oh yeah. Okay. He didn't have a sentence for pain. No. Oh, he's gotta retire. That's okay. Okay. Uh can we write it down? I'd say. Oh yeah. We went to the Wagga Doo Goo to receive honor and respect. right? So, you can say that? We went to the mom to do food to receive honor and respect. Can I request a handicap for accent please? I'll give it a trial. That I have it,
right? But W A G A D O U G H D O. I don't think they're going to. Why don't you read it to him? How do you spell it? O U A G A D O U G O U. In your word. This is like sudden death overtime. Okay. Word is to guarantee. They guaranteed. Actually mother. How about a definition? A direct
positive process, creating a high-detailed image on copper with a thin coat of silver without the use of a maid. I can help you with this idea. We repeat it one more time please. Degator tape. Come on guys. Take a risk. I'll try. I'll try. Alright. So, D I G A R A T Y P E. D A G U E R R E O T Y P E. Well, let's give Ellington a hand.
Fantastic job. And he and his mom had to rush off for a soccer game. He actually was a little late to the soccer game because he wanted to test your spelling skills. Uh did a phenomenal job. So thank you Ellington and Miss Clark. Also anybody who's in our spotlight you're more than welcome to stay with us for the remainder of the meeting. But you can also dismiss when your celebration is done if you need to. So great job Ellington. Uh coming up next we've got. Hold on. Oh I'm sorry. I would just like to say a personal congratulations from the team fishering small children to
personally because they're very proud of you. They thought you were awesome. Yeah. You represented yourself very well. So, they were like Googles. And I didn't know when I found out that Ellington won us so we should bring him to the board meeting but Ellington's mom and dad worked for us Elliot's mom's a teacher in Cottonwood and Ellington's dad is a teacher at Monters High School and I didn't know that. So, they may have gotten his good skilling spelling skills from from them. So, thank you Clark family. Uh coming up next,
staff recognitions. To start off for the Altrusa Apple Award, we're going to invite miss Julie V Hill from Oak Grove Elementary School along with miss Cindy Dowdy. So, come on out. And as a reminder, the Altrusa award is generously provided to our staff from the Altruza organization Um in addition to certificate staff who are recognized, get a $50 check that they have to use on themselves. So, I will hand the microphones over
Thank you. I'm here in for missus Edwards who is out of state right now. So, I get to honor this nice person next to me. Um with 19 years of experience, Julie B Hill is a teacher who makes a difference. Her calm demeanor ready, sense of humor provide a warm learning environment for students in her fourth grade classroom. She sees the potential of each student and patiently coaxes growth throughout the year. As our very own teacher, Julie, has impacted the entire school, community through lessons, and
activities on the Elk Grove Farm. Thanks and great part to Julie's passion and vision. Kids at Oak Grove get to participate in incubating and hatching eggs, planting and harvesting and contributing to our school community through daily chores. This year, Oak Grove hosted our very first Range Day with a variety of community partners. Thanks to Julie. We are lucky to have such a great teacher like Julian O'Brien. And if you haven't visited, it would be worth a trip out there. Yeah. Absolutely. And then most importantly,
a snapper really quick picture. If you ladies don't mind. Come here. Thank you. That's pretty true. Great job. Thank you. Thank you. Thanks. Okay, up next, we're going to ask mister Joe Simo from Centennial Middle School to bring up miss Amy Schmidt. Now, so that this is for her. Okay. In addition to this certificate. Alright. Um Joe Simon from Centennial Middle School and I'm very excited to have Amy Schmitz with
me. Um Centennial Middle School is proud to nominate Ink Schmitz for this year's Admiral Award. Amy is a veteran special ed teacher whose dedication at Bertisse makes her an invaluable member of our school community. Amy's commitment to her students and colleagues is extraordinary. She co-teaches writing with our core teachers bringing her unique perspectives and skills to enhance student learning. Beyond the classroom Amy's a leader in every sense of the word. She has volunteered her time and talents to serve on both our
school's leadership team and the district special education leadership team demonstrating her passion for shaping the future of education in Montrose County School District. This year, Amy went above and beyond by taking on two IEP caseloads. Not one but two to help train and support the new special education teachers at Centennial. Her willingness to step in and lead during times of transition speaks volume and her dedication and generosity is amazing and I'd have to say she's a Rockstar for Centennial.
So, congratulations. Yay. I know Awesome. Thank you so much. Thank you. Good job. Thank you Okay, we have some phenomenal staff that are very well deserving. In addition, the KREX Golden Apple Award winner for the month of February is Miss Stacy Music. Stacy is the teacher of the Deaf and Heart of Hearing for the Montrose County School District and this is from our nomination, Stacy, does wonders. She doesn't only have one classroom but many, Stacey and her wonderful
team of interpreters deserve recognition for the kind-hearted teachers they are. Stacy is an awesome teacher and an advocate for our guest students. So, thank you Stacy's interview will be on KREX 510, five o'clock, six o'clock, and 10 o'clock news on Monday. Um you can find that on our website and social media. and then in addition, Daylan from KREX is the reporter who has been doing our golden apple awards. He's also the weatherman in the morning. So, he said he's going to sneak that celebration into the weather on
Monday morning on KREX News. So, thank you, Dylan and thank you Stacey. Uh we're very grateful for two donations this month. The Ediker family, Brett and Brooke collected and donated six large bags of hats, scarves, gloves, mittens, and hat sets, handmade purses, socks, and more to distribute to our pre K through fifth grade students. This donation is worth over 1 000 and is the 26th year that they have made this generous donation. So, thank you to
them both. Uh also, William Efrid donated two thousand eight hundred and forty and 30 cents for the Montrose High School climbing team. So, thank you for that donation and board members will have some phenomenal celebrations next month. Thank you. Thank you. Alright. Simon. Totally financial. Hi. Um I think Brian needs to turn the screen on for me. Screen. Not see him. Right. Okay. And then you really can hear us.
Thanks. Thank you. Appreciate it. Thank you. No, I'm getting connected here. So on your board agenda tonight, you have the second quarter investment report and second quarter financial statements. And I was just taking a peek at this and I'm going to have to start out by apologizing for a typo. I truly wish we had $63 million dollars in our operating account there. I do. But that is a typo. It's 13 million 495. I just noticed that. So I apologize for the error. I'll get
that fixed and and replaced on here. Um so looking at the second quarter which is as of December 31st twenty-four. Um our interest so that shows all of the bank account balances with the exception of that correction with all of our bank accounts. Um Kahlo Trust is interest rate is at four point seven. We're seeing between four point three and four point 7 interest rates on our liquid accounts. So they're still holding pretty well. Um I did look into kind of what what interest rates are supposed to do because we keep hearing they're going to go down and
we don't we're not sure at what rate. Um it is anticipated that only 50 basis points in rate cuts will be 2025, which is half of what was predicted in September implying that the interest rates are expected to stay higher for a long longer period of time than they thought even six months ago. So that's good news. Um on the interest rates. Does anybody have any questions on the bank account balances? Oh, alrighty. I will move on to the second quarter financial report. So, I'll start out by explaining the
the columns. Um for those that maybe haven't heard this before. this is the second quarter, October through December. Uh this information shows in the, I'll start with the highlighted in blue columns starting from the left. Uh the first column from the left shows the beginning fun balance based on last year's audit and our year-to-date second quarter revenue and year-to-date second quarter expenses. You can see how the second quarter of this year compares to the activity through the quarter of the prior year 23 twenty-four. Uh the
second highlighted column from the left is the current budget for this year. It shows the current amended budget that you approved in January. Um the highlighted column is the percent year to date to budget shows the percentage of spending at the end of the second quarter compared to the annual budget. And you can also see how it compares to the prior year. Second quarter year to date transactions are tracking with the budget for the current fiscal year and mean that we just amended last month as well. Um they're tracking in line with that. And so then moving
over into the expected fund balance and amended budgeted fund balance on the right columns there. Um these are projections for the end of the year. So the first kind of the highlighted columns are actuals to the second quarter and then the last two columns are projected fund balance at 630 is how this reads. The amended fund fund balance includes any changes from the audited beginning fund balance and also as I mentioned, the amended budget from last month and we'll look
at any variances that we project project through the end of June and I'll I'll speak to any variances over under $50, 000 tonight. Um so, so far, general fund is tracking with the adopted budget at the end of the second quarter. Um I thought it might be helpful to point out right here the actual amounts. It's it's projecting based on actuals of you know, lower than what I'm projecting it on June third and that's because we have not. We don't receive property taxes until March and so we don't get that revenue till like March and
April in in the spring there. So, it's tracking on actuals a little bit lower than what I'm projecting at the end of the year. Um see, the next fund that's within over the variants of 50, 000 is our student activity fund. That's Fund twenty-three here. That's all of the school activity budgets and projecting seventy-five thousand potential decrease in fund balance. Primari primarily due to schools using their fees for technology needs and
because schools can carry over balances in their activity accounts at the end of the year due to timing of purchases and so when prior a year funds are used, fund balance decreases and I will keep you guys updated on the on and submit a resolution if there is any need to use unbalanced but if schools use any prior year funds, then that's that's what happens is the use of fund balance there. Um the next fund that's tracking over 50, 000 is the lease fund. That's fund 39 here
Anticipating the ending fund balance to be $3 million dollars and this is about 200, 000 higher than budget due to at the end of the second quarter, the district has not, we have not get entered into any new leases. We've been able to utilize savings from rebates on out-of-date devices to purchase rather than lease technology equipment so far and so depending on the timing of budget purchases, it's projected the fund balance will increase Lease funds will be used on a five-year device and network replacement plan
and so, I'm expecting that one to increase in fund balance a little bit at the end of the year. Um the other fund that's over that variance is employee medical. One6-five. This is the health insurance fund and projecting to increase that fund balance ending at about two point three million increase at by about 50 thousand dollars. Um due to open enrollment, we have open enrollment in January. We picked up about 20 more participants and so we expect some a little bit more revenue. Um and that fund since we amended the budget. Although the funds are within that
variance and so I don't see any additional projections. What questions do you have? Any questions? No? Okay. Thank you. Thank you. Alright. Board advisory committee updates which committees have met. We met the maintenance. Me. Facilities? Facilities. So, they just talked about the step up program and try to find, have to find new places because the lease has run out. Okay. So, they
talked about the child finds going to come over here to ECC to a space that's available. Okay. And step ups can go out to promote in the after-school program room. Okay it always sell elementary. There's been all that sewage issues and they've kind of been able to narrow it in. So, this summer, these are all summer projects but they're going to have to do so significant opening of some cement and put in some new pipe and such to alleviate the sewage
problems in the halls in the office. Uh so just as a reminder, the the step up program and Childmind are currently housed in the building that used to be that used to house passage charge school which is owned by the city and leased to the school district for very minimal amount, right? Um and they have a new use for that building and so we had to find a spots for those two people. We had to just like for both of those facilities, make sure that they're
accessible through handicapped stuff. Like doorways and ramps and stuff to make sure Any questions about that for ECC. Okay. It has to be redone. For some of that, it's going to $30, 000 a piece so roofing too. Is that right, mister Barrhill Roofing? I told you I'm going to go. So we got I'm just going to neglect So let's try kind of be the big focuses for summer work. Summer projects. Okay. Any questions from other board
members to the facilities committee members. The additions. Any other member, any other committees met? Okay. Perfect. Alright. Uh in that case, we will move on to the superintendent's report with the MHS schematic design. I'm going to hand it over to Doctor Stevenson. Um but just as a reminder, this was the final deliverable to the board from the contractors For the design
of the high school which Absolutely. Yep. Just wanted to reiterate that. Um that the reason that we are presenting this to you tonight is because this phase of the project of schematic design has been completed. Um as you know, we went into this with the intent of making sure that we have this design in our mastered capital plan so that if and when the board chooses to go forward with exploring this, this gives us a great starting point for the next
iteration. Um whatever that might be. You know, we've been approached by several community members about wanting to get involved in what the future of Montrose High School project might be. So, we're anxious to have some of those conversations and this will give us a great start to determine exactly what we need to do to to get this off the ground. So, I'd like to turn it over to mister Pavlich and he will introduce the rest of the team. So, you know, So we have the our architect team
which was led by the Bithe Group. It's got Motley and Company Um the white white company. Uh then we've got I'm going to script everybody's name today. Dynamic Management Solutions and then we also have FCI Constructors here tonight. So all of the folks that we've been working with for really roughly the past year are her are here to present on the completion of the schematic design project. So I think I'm going to turn it over Richter. DeWalt. I want to
get this up on the screen. Here we go. All you gotta do is ask. Well, it's a pleasure to be here Jim said we're represented and led by the Blythe Group and that's Peter Eisnoble who a lot of you know and a sentence that never hardly ever is put together as Peter is under the weather and can't be here tonight. He sounded very very sick for the last two days actually and since his regret for not not being here but I'm Rick Duar from White and Company and I
wanted to just let the rest of the team. Wendy Watts with White and Company. Craig Sitko with White and Company. Phil Motley Motley Architecture and Design. Colleen Kineda dynamic program management? So we're going to try and do Peter Proud and and do our best job and tonight's presentation is presentation of the schematic design which is the second phase of the work that it takes to get through this. It's a second of six phases. Uh and it memorializes a base of quite a bit of work that's been done already. Um to establish the need and
establish what the building be looking forward to what the priorities were of the people that we talked to here in the school district. So, tonight, we'll have the introduction and process. This is the agenda. Goes and and objectives. We'll talk about the things we learn as we as we learn about the district and talk to people. Phil will talk about also some of the physical things that we know and saw and things that he faced when he was a student here and he remembers those family and then Wendy and Craig will
go through the proposed solution and as we talk about the things that we are trying to address to make district and learning better, I'd like you to look for in the solution, how those things became integrated into what the solution is. So, Craig will talk about the overall project the overall solution, and when you'll get into the room specifics. We will also address at over a high level engineering efficiency, wellness, sustainability operational
efficiency. Those things, the design of which come in a later phase. Um but the things we will be looking for as we go through it. Um we'll talk about the cost considerations and then the next steps. So The first step was the feasibility study and conceptual design. Uh in that phase, we went through and I we don't have the numbers of meetings and the statistics we went through in this presentation but I think it was over 500 meetings and talked to essentially everyone in the
district and everyone else that we could. Um stressed in the beginning, parents, alumni, first responders, community leaders, business officials, administration along with the observations that we made as we went through the schools ourselves. We as we move through the process the people who actually work in the school to a greater degree became highly involved and we had a series of meetings with them to find out what their observations were, what would make their life better,
and where they wanted things to improve. Uh in their everyday life and as they move through the school. So, that's eight, nine, ten, 11, 12 months worth of meetings, listening, coming back with ideas to to solve the issues that came came about. So, these are some of the things that came about and this is a blend of what we heard and it's also a blend of observations that we made and knew about the operation of the
school. So, Philip, take us through these issues. Uh Frank's former. Alright. So, up on the screen here is a picture. Well, I went forward one. Okay. Up on the screen here is the history of the the school and it's different iterations over the years. Um from 1940 all the way up to two thousand three as a Montrose High School grad. I I I kind of identify with the nineteen seventy-four version of this this this school but Tom, when did you start teaching Eric like like towards nineteen forty?
Last century. That's what I thought. It's not on the screen. Alright. So, important part about this slide is just to see how organically over time this school has grown and in first, it was, you know, it it kind of moved forward in a fairly structured way but as it went on through the years, it got pretty organic and reacted to what were spaces that were available that could be developed and not necessarily what maybe what was the best organization for the school.
So, remember this slide as we go through the different the different solutions but here's the site thing to take away from this slide is that lots of access points to this site. Um all the way around the block that's founded by Colorado North Rio Grande, South Townsend, and North and South Fifth. Um just a lot of it's a permeable site. It has a lot of a lot of entrances. Um the other thing over the years just athletic fields
have just been plopped in and spaces that were available and not necessarily in an organized fashion. Just let's put a field here and it might not be the best use of space. Then the other thing that you want to look at is the current configuration. The school classrooms and programs and how they are organizing the school. All these different colors on this this graphic are all the different programs and as you can see there are
some disjointed spaces like the CTE programs are kind of periwinkle blue and you've got the CTE building and it's way out on the other side of the the football field. And shop spaces are all the way on the east side of the of the building of the campus. And then you've got some other CTE functions sprinkled throughout the building. That's just one example of programs being disjointed. So, as we work through the process and started to work towards the design
solution for this, we started identifying challenges that were related to some of the slides I just showed you. Um you know, we got safety concerns. We've got accessibility concerns. Uh there's no no real space for a heart of the school. Um there's tight parking and bad circulation through the site as far as the overall site works but We did recognize that there's some incredible things about the
building. We've got a teacher and staff that's really Is exceptional. They've kept this thing limping along for years and years. Um they they they care about the school Some of the challenges just to go in a little bit more deeply into that list. Um safety and security is as the billing's grown over the years, it's it's and additions have been added on. It's created a lot of weird spaces where you don't have good supervision of spaces. Uh there's a lot of extra unsupervised entries
that people don't necessarily they don't get monitored very well. Um also got spaces like the shop or the egg shop and the auto shop. They're so far away that it increases the supervision requirements. You've got you've got staff that needs to monitor those those transitions. That just leads to more wasted time. And not only for the students but also for the
teachers when they have to watch all these transitions between classes. The organization of the school is tough. You've got educational inadequate adequacy problems where you don't have hallways that are complete. Um there's shape-sized shape-sized classrooms that are just inadequate. Some are too small, some are too big, some have columns that come down right in the middle of the room. Um some don't have good light. Uh and you've got also just situations where rooms might be
too cold because they're too far buried in the middle of the of this of the of the building. As the buildings has evolved over time. You've got accessibility where you've got level changes that make it difficult difficult for kids to go from one space to the next and access accessibility codes have changed over time where you might have ramps that don't work well or you have bathrooms that are too tight and you can't kids with disability might
have a hard time using those spaces. And also just spaces like the wrestling room that are on second level. Um keep those observed and make sure that there's proper supervision for those spaces. Um the building itself is it's heavy construction. Brick concrete, heavy materials, small, not necessarily well lit in some spaces with natural natural
light. Interior spaces like the band room and some of those practice spaces that have no exterior natural light to them. Um it's makes it hard to get fresh air into those phases. It makes it hard to update mechanical systems and electrical systems because you have to go through such heavy heavy construction such as concrete and brick and mortar. Um there are a lot of spaces in this building that have that are challenged as far as their single
use. Um they only use for one thing. The cafeteria is one space, the library, Um just single-use spaces. Um lot of classrooms are are used for single use. Um and there's no really hard of the school as we talked about. Uh when we were going through and asking students where they thought the heart of the school was. It was they said it was the vending machines up by the front office. And that was the best place for them to get to meet greet people but that's also one of the most congested spots of this of
the school. There's not a whole lot of meeting rooms also for collaboration between teachers and staff. A lot of the buildings place as I mentioned in are quite old and they're crumbling. You know, we had the weight room collapse where the the floor failed and repairs had to be made to shore up that floor. Uh the older construction is not very conducive to good energy consumption. It's a lot, it's a wasteful building and as I mentioned, the the the maintenance staff had works on this building a
lot. A lot of the board orders, most of the work orders, orders from the school district go to maintaining this building. On the site itself. Um who here has had a frustrating morning trying to get into the building at eight o'clock or leaving at the end of the day. I'm sure all of us have experienced that. It's it's a mess off of from South Fifth. Uh parking lots are not the right size. Um and then also the other constraining factor is for sports teams is that there's not enough
practice space. And due to the fact of outdoor practice fields being kind of sprinkled across the site in a in in a in organized way. Almost got it. Good catch. So, those are, those are both observations that we may but also the things that the people use the building told us. Uh this list of things up here are are the things that
we've felt we had to address in the design of a new school in order to make it solve the issues that were there. Number one and first and foremost was security and as Phil pointed out, the number of veterans points in effect that kids have to leave the building to go from one program to another. Um, it's concerning. The new solution as Craig's going to point out creates a better view of security within and it's also improving the
circulation as you walk through around the school. So, that students are in places where they can be supervised yet feel like they can be themselves as they walk around the school and the public and the entrance to the school is limited in the morning to three three places of loading that need to be supervised and one main entrance for the rest of the day. Uh the heart of this is a is a concept that allows kids to have a place that is theirs and teachers and
it represents their home and your community and the community that they create in a school. Um instead of kids scattered all over the school when they come in the morning, they come to the heart of the school but it's more than that. It's a commons area. It's also a place where they can get resources around that area. Uh as you'll see in in the solution, our resources that kids need is counselors. It's it's it's thing that a kid needs to have around that area. So, that area is designed to
draw people there. that they want to be there, that those adults are nearby for them to access as they go through financial daylight was something that people mentioned over and over and over again. There are places in the school where you don't see what outside looks like. So, we try to integrate natural daylight in there and natural daylight and the connection of the outside is is proven to. Um increase the the the performance of an environment. Honoring the history is something that people felt was
very important. Um there's honoring the history of the community and the school. Um was very important through the use of natural materials etcetera. Um that that's integrated into the into the solution. But efficiency is key because we can build more than what was needed and what was described in the programs you're offering now and need to offer in the future. Um so, everyone of the classrooms that are designed here are designed to be more
efficient primarily by use of even the size and shape that that that Phil mentioned and the flexibility of that space themselves but also the integration of teacher resource areas which free up those spaces, the classrooms when teachers are not in them and they go to their resource area, a professional collaborative area where teachers can have conversation with other teachers who are dealing with the same student and someone else can be teaching in their classrooms. So, the spaces that are in this building are
designed to be hardworking not only because of the flexibility of the space but the the resources that go into the the the spaces for the teachers. Um we've added some performing art spaces to make the the fine arts program more robust and accommodated appropriately for the size that it is. It's a pretty active program and the auditorium is one of the key elements of that. The auditorium provides features that aren't in other areas in the community and is more focused on
student performances, music, theater, that are not is not specifically the other auditoriums in the community are not specifically designed for. And it gives the the place a place for most of the student planning to get together. So, in the consolidation, Peter we talked about the colors of the of the on the floor plan and they they represent spaces as you try to remember the plan that Phil showed how the spaces were organized and the
building grew organically. Fitting things in where they could. Um look at the cohesion of the new spaces as they're organized put together. Um which creates a lot more efficiency and a lot less wasted time of people trying to get from one place to another. It offers more collaborative areas. So With all that said, that's your job to look for in in in the in the proposed solution and Wendy and Craig are going to try and deliver on all that stuff Good evening. Good evening, everyone. Uh thanks for having us
again. Uh so, we have a series of slides over here. The remainder of of the program. Lot of slides that Wendy and I are going to take you through both on the outside and the inside. Uh some of them are going to be new. Some of them are going to be familiar to you. All of them have been adjusted and modified to reflect the conversations that we've had over the last three months since the last time we're in front of you. So, a lot of conversations as Rick had pointed out kind of adding to that that plethora of discussions that had with the teachers, the students, the community members during the
feasibility study. We've carried that same that same drive and that same desire to listen and have a conversation with everyone to this next phase and we're going to continue to do so until we're told to stop. So, what we're looking at over here is one of those diagrams that is very familiar. It should be very familiar to you from the last time. Uh this is the site plan. Um you know, looking at the proposed building organized right around the the LMG which is in that red box right over
there but overall, the the of the site has not changed from the last time that we presented to you. I think the big move here, we kept consistent with a recommendation to be moving the football stadium making sure that it is large enough and as the right size to accommodate soccer, lacrosse, and all amenities that go along with it. But the reason why we did it was not arbitrary. Um what it does is it allows us a lot more flexibility in terms of how the site is organized. Consolidating the
parking which was a really big issue that we're we're we're we're we're challenged with over here in the design of the site. But also since the last time we met with you, we're able to locate and kind of fit into the site, into the green space on the south end over there in the yeah, on the south side over there. Three additional practice venues, spaces that students can use during the course of the day during PE and then certainly before and after school for athletic events. Space that you don't have right now, quite frankly,
just because of the the way the the spaces are organized or the football stadium is organized and released to the baseball diamond and the softball field and and the all the parking. So, that is a a big move. Um work very closely with our civil engineers to make that happen to make sure that it is as organized and as efficient of a site as possible. You heard Phil mention access points to the to the to the site. Um if you remember last time we talked about relocating the entrance, the main
entrance, not from Townsend but off of Rio Grande. Um we've kept that system. That's the bigger arrow arrow that you see on the the west side of the site. Uh and then we've populated just kept smaller arrows around the site. Not necessarily for students and staff but for those but for those functions you know garbage pickup, deliveries and so forth. Um all of that can be controlled very very methodically and making making sure that movement around the site
both for vehicles and most importantly for the students and staff remains at a high level safety. So Um as we go to look at three dimensionally how this all lays out. This is maybe a bird's eye view that we have here from Rio Grande in Colorado Avenue. Uh lifting ourselves up a little bit. You get an idea of how the site is layered with regards to the ball fields. Um that happened between where the proposed building is and the the park district building. You can see those those fields. Uh and then the sweep of consolidated parking. Uh that
separates those fields from the building proper. Uh the the far back there is the football stadium. So we're going to go back to and 5th Street and take a look at that same kind of view. Uh and it really shows the prominence of of the football stadium along Townsend Avenue as you're approaching Montrose from the south. Really gives a nice presence and celebrates the the community pride and that you have in your athletics. Wonderful football team that you had going going on this
year. Uh we were rooting for you even all the way out in Chicago. Um and then we were sure to Call our partners out over here to express our consolences but it was a great season in the household. Go Montrose. Uh So, let's take a little bit of of a deeper dive into the football stadium itself. Um seems pretty straightforward to relocate it but there's a lot of effort and thought and conversation that goes into making that whole from up above. Um you can see a lot more detail that
we've applied since the last time we got together. Thinking about storage underneath the bleachers, maximizing the amount of home bleachers as opposed to the visitors and then you'll notice on the far on the far north side, I guess I'll I'll say two outbuildings which are for team buildings, some additional other their team team rooms as well as some storage, additional storage for equipment and so forth for the different athletic teams that you have using the fields. Um we are also very mindful and keeping separation
and distance between visitors and home so that happens right at the start or the entrance to the to the to the field itself. You see in that red arrow right there? That's for the home side. Um we have a separate entrance, a small for visitors on the far north side. Uh and then again bathrooms, concessions, and all that is kept at a distance just to maintain safety and security during those those special athletic events. Going a little bit more three dimensional over here and get an idea of the of the stands that we were talking about and again, really
trying to maximize the amount of seats that we have for the home side. So, we're being able to increase that by about a hundred and fifty, maybe a little bit more seats for the for the home side for you and your constituents and then we've lessened them up just a little bit for for the visitors but again, this gives you an idea just how it all shakes out and how it all lays out in in regards to the the football itself and then the building, the building proper This is really at the back of the building but again, the front of
the site as as you are great visibility as you're approaching Montrose, the town. So, Ah and then moving over to the other side of the ah the home side entry point. Um that is really at the bottom right hand corner but a generous enough plaza that can be used where where community members can congregate before during and after after the athletic events. You'll notice that those red sort of square areas. Those are represented of of picnic benches. And things that
could be used by students during the course of the day. And certainly then for after hours again you know concessions in that home all of that that goes into the excitement that happens for those those sporting events. Um then lastly, swinging around to the front of the building, giving you an idea at least from a bird's eye view, three dimensionally of how the building can look like. Uh we're going to go ahead and talk a little bit more detail about some of our thinking and some of the design. Uh adjustments,
modifications that have happened since the last time we got together. Still maintaining you know, the design inspiration, this beautiful landscape that you have around you. Can't forget it. Won't forget it. Uh needs to be a part of everything that the decision making that we do with regards to the design. Um and we'll continue along that vein. But in in regards to the actual materials that we use we need to be mindful that there is a context. Uh in the town. And there are many very similar materials. Um you know and a lot of your new newer
buildings and even some of the older ones that are consistent that keep cropping up. And those are from from our standpoint when we start looking at detailing the outsides of the buildings where we're trying to draw our inspiration Um and that would be from the you know the the the concrete block. Um certainly the metal panels that we see. The standing seam roofs and all of those all of those things that you find in and around a lot of the buildings that are adjacent to the site. We're trying to use those to make the building fit within its surroundings. Right? In a very calm
and peaceful way. So this is going back to the original image that we had at the front at the beginning of this presentation. This is just a view from Rio Grande. Um pretty consistent with what we showed you before. Um really working with FCI, our friends at Blythe and Matt. Um and in terms of the details making sure that not only is it buildable but it is done at at a respectable and reasonable cost. Um but again using those materials in a very simple way
to help create efficiency of design and construction This is a detail of the west end the west end. Um kind of looking at the academic wing. Three stories. That upper portion. Um having a a instructional area on the outside trying to capitalize on that bit of of of of opportunity on that third floor for the science department. And then moving to the other side. Standing in the plaza that we are talking about before you
enter into. Uh the into the football stadium. This was looking back at the other end of the building. And again having an instruction on a smaller instructional with views to the mountains as well as to the to the football field. Uh was sort of the motivation for carving out that area. And then looking right in between both of those is the main entrance. So celebrating the fact of who you are and the fact that this is a a wonderful community in school. Little bit of school pride over here. Um right off
of the right off of the parking lot. Um kind of brings you into the interiors and that's where we want to go next. So, a lot of you will remember this particular diagram. This is the first floor plan that we we created before. A lot more detail than than we presented last time and again, that's reflective of all the great input that we've gotten from your staff along the way. Uh really outfitting that and in a moment, what he's going to take you through all of those all of those details and all those different departments. Well,
what I want to point out over here is really the difference between this diagram and the diagram that we have here the current configuration of the skull. You meant Phil mentioned earlier on you know, all the different colors that into the floor plan as it currently exist and if you remember the mosaic that it was, color scattered all over the place. Departments fragment departments fragmented and so forth. Uh when compared to this diagram, you start looking at, you can see how the organization has changed. Now, we
have pockets of colors instead of sprinkling of colors here and there throughout the entire building and that allows us to create that efficiency that Rick mentioned that is so critical to everything that we're doing here as well as the way students quite frankly are able to navigate around this around the school. So, you know, that curved barn, that's the three-story portion that really serves the traditional academic courses, social studies, math, science, and so forth. On the first floor, we have Martha's. We have the student
services there. That's in the light blue. Uh special needs in the red, purple on the other side again. That's your power center. Um and what happens behind the curve bar in the green athletics and PE wellness Bases and then on the farm left, your CTE program, CTE Suite, finally consolidated its one location. Really showcasing and those programs not only to the community that surround it but also to the students that are using using
the building and then sandwich in between both of those in light blue is the performing art space. Your band, choir, music, as well as the auditorium that was one of the desires when and priorities when we started this program. So, connecting all of those things a simple T shape. What you see in the the cream color in more or less a T shape is a circulation that connects each and every one of these departments in a very streamlined manageable way for the students and for the staff. Easy
to supervise. Um and easy to access by the community. So pretty simple floor plan from a party standpoint. On the second floor is where again we're picking up some of the classrooms when he's going to spend some time talking to you through the over there Uh and in conjunction with the classrooms, we start talking and we start carving out space for the staff departments offices, right? So, we have those on the second floor. We have those on the third floor. Um Rick had mentioned, you know, in the spirit of efficiency. Uh the fact that once we provide offices for
teachers, we get them out of the classroom so they don't have to own the classrooms but they can actually have a place to go work outside of those classrooms. It frees up time and space for those classrooms to be used more regularly and more often and that's again, whole part of making spaces flexible as well as efficient during the course of the entire day. On the third floor, on the left side, what you see in Orange, those are the science labs, art, and in this case, we put English on the
other side. Um of the floor and then sandwiched in between all those departments in the pink, right in the center, and open plan library that really has access from all sides from below, from the left, from the right, hopefully tucked away a little bit like it is right now. So, that that takes us through the general organization of the building. I'm going to turn it over to Wendy but just ask you very quickly. Do you have any questions that you'd like to throw at us here? Okay. Wendy, your turn. Okay.
Nearby, just in case. Okay Alright. So, as Craig mentioned, I'm going to go into some specifics on several spaces in the building. We won't go through everything. Um just some of the high points but I think it's really important to stop and pause and take a look at the classrooms first. The core reason why the building is here. The one of the main uses. So, whether this is for math, English, social studies, world language. Really taking a look at your typical classroom and ensuring that we're providing the best possible learning environment
for those students because one of the issues as we talked about as Phil mentioned are a lot of the compromised spaces were spending the vast majority of their day. So, whether they're too small or oddly shaped or sometimes have columns in the middle of the room that limit sight lines. Um pretty important for teaching and learning. We felt it was really important to be sure that we carved out the appropriate amount of space for these two or for all of these rooms. Um we have two examples up here right now and we just wanted to
illustrate the flexibility by having the proper amount of space. It allows lots of different furniture layouts. Um flexibility teachers and different disciplines to do what they need to for that particular class and agile enough that it can be changed on a regular basis. And that's giving a glimpse of which one of those rooms will look like. Um also demonstrating the amount of natural daylight to either to the south or to the north depending upon what side of the building the classrooms are on. Um we're starting to hint at some technology solutions, furniture solutions.
Those are more conversations for further down the road. Now, we're going to jump up to the third floor and look at the science department. So, this is one of many of the departments that's currently split across the building and of all departments that really need to be near one another, science is very important because of the shared resources, materials, things that you would have in the prep room. Um that you're not running across the building to get something especially in an environment that really needs to be safe. So, grouping
all the science labs together but then taking a look at an individual room and this again is flexibility is the name of the game. Um Phil had mentioned some classrooms that were too large. I think that might just be one room that's too large moving and it's science. Just one. And the unfortunate part about it being too large having separate areas as you do in many of your science labs. Separate areas for lecture in the lab. Uh you're not using all the space all the time. So working with your science staff we develop the solution that would allow the space
to be used. Use all of the space all the time. Whether it's a lab day or a lecture day. Um by having facilities around the perimeter and some movable tables and really properly placing some important things in the ceiling. It we're getting that same kind of flexibility that I talked about in the classrooms, in the science labs. Okay, moving down the hallway on the third floor is the visual arts department. Again, another group that's not only there, are they on separate floors? I think they're on separate buildings. So, the name of
the game being having your professionals near one another for not just collaboration, sharing items, that's what's happening here. So, we have 2D and 3D together. I'm going to take a little bit of a closer look at the 3D side. Uh you have a very popular art your arts programs. Um but ceramics and 3D in particular, we we know what a vibrant space that currently is today and we want to keep that honor and tradition going but really working with your staff on developing a new design for an ideal
3D space and creating some different zones. Um again, safety, proximity of materials, things being closed, skis of supervision for your staff. And not to mention, up being on the third floor, some amazing views for the art lab. Um particularly looking out here to the north, you get a little glimpse of the of the stadium but you can see, again, the different areas I was talking about, a class zone, a lecture area, the the weather, messier wheel throwing, and then clean up sink area, a clay mixing
room. So, keeping good indoor air quality and all of the things that are currently struggles we're looking at the new construction being able to handle. In the middle of the third floor was the it we're proposing it to be the library. You have a great library right now. It's a little tucked away. Um and it does get used for a couple different items. But when we look to the future for spaces to be hardworking spaces and use for multiple purposes. You want to design that flexibility in from day one. So in this particular library we
worked really hard with the staff to develop that long list that's on the right hand side of all the collection size and right now, the library has a lot of tall stacks and one of the goals was visibility and sightlines. So, bringing everything down to a much lower height level. That's what some of the color coding is but then, also introducing as many opportunities for display. You know, she told us your librarian anytime something's on display, those books fly off the shelves but I only have one wall of those. Wouldn't it be great if we could pepper that and sneak it into multiple different areas
throughout the library. So, that was what we did. So, here's one view looking at a large group area where a whole class could touch down quickly or this would be great even for some faculty department meetings. We would imagine. Um and you can see those great sightlines in that you can look across the library through. And in this area you start to see some of the natural daylight coming in through the corridor in the science area. So, just a different organization Um about the same
amount of square footage. Alright. So, now going to come back down to the first floor, the far west side Uh the periwinkle color is all of your CTE programs and of all of the programs, they're really scattered throughout the campus particularly auto and ag being in the building out beyond your current stadium. So, this was very intentional bringing these programs together and it was very intentional to bring them and locate them on the first floor off of the commons and that is all about
putting these really exciting programs on display. So, on the right hand side is where we have the entrepreneurial classroom and then we get into some of your digital media and graphics programs in early childhood classroom. Um on the right-hand side, new program is actually the culinary lab. So, that connection to the dining commons is important. So, that's you know, a new career pathway that would be developed for more job opportunities for your students to be exploring. And now, we also have
the chance to start clustering some of the CTE programs that made sense to be together like construction, engineering, and woodshop. Having you know, really strong adjacency and again, sharing of equipment and storage And then the two far back programs would be agriculture and autos. And that was intentional because we know they need that exterior access. Um and that paved area for different vehicles that would be coming and going. So the I think the nice part about this solution is not just the interesting
things that's going on in each of those individual rooms. But really the overall department having this amazing synergy of the projects that they're doing just in the conversations that we had when we met with the users talking about the digital media group being able to create some promotions for whatever's going on in the wood shop and vice versa. Different things like that. Not to mention how that relates back to the larger campus and the rest of the school. Okay. So we're going to take a look at one of the
spaces. Um agriculture in the far back northwest corner So, not to dissonar the size from what you currently have today but just organized a little differently. Uh having a main-class area, lecture zone, project table, work area, a couple different areas for welding and you know, when we went through this with your teachers, we really did stress, you know, every square foot is important. Every square foot cost money. So, programs very much had to demonstrate what was needed
space wise and we tried to keep things as efficient as possible but what was really needed here was a large amount of just open floor space for the ongoing projects that vary in size dramatically And another nice feature too is the classroom slash lab I would say. That's right adjacent next door. Um agriculture currently has a classroom. Um out in their building. Um near the stadium. But it's really not a lab. This would be much closer to a science lab I would say than a classroom. Specific to a
lot of programs that they're teaching. The animal sciences and the plants, horticulture classes. So, the right type of learning environment for the curriculum that's being offered. This gives you a little view. Maybe on day one when everything's very very clean and nothing's on the shelves yet. Well done. You're standing at that front door stepping into the space. One of the garage doors is open. So, project class area. You have those front tables, open shelves, just waiting for things to be delivered and but you
can see that nice open area further back for projects to to happen and equipment coming in and out. Okay. Alright. So, another area on the first floor, we're starting to talk about more of the public use spaces now. This is your performing arts group. It's linked by the auditorium with the backup facilities that are needed for a theater and then the music program beyond. So to dive into a little bit more detail on the music program. Um
you're this is a slightly larger band room than you currently have but what's really important about this band room is the cupid volume and we'll show you a view of what that looks like. But getting that right amount of space not just on the floor but ceiling height too. For a music program. Uh and then choir happening next door to it. But really being purposeful in how storage spaces are placed. Practice rooms are placed. So that you're creating these acoustical buffers between these highly activated but sometimes loud
areas to have that good acoustic separation and then, the piano room as well. One thing that we also peppered in what we could find some spaces were some practice rooms. So, greater flexibility. Students aren't meandering through the band room or the choir room to get to a practice space. Those are instantly available off the corridor. And that's what the bathroom would be looking like with a much higher ceiling than it has today. Same size band that you're currently doing but a little bit more
floor space because we've moved all the storage out of the room. Um and moved it into a proper instrument storage rooms and percussion areas too. Okay. Moving over to the auditorium Uh so the auditorium we're just shy of 900 seats. But this particular layout showing a music performance happening on the stage. And seating split between the main floor and the upper balcony. As it has been. And good sound blocks. Light locks
for the entry. Um but truly a a teaching space as well as a performing space too. So you see we're standing on the stage here looking back out into the house. Um where you can see the control room and lots of seating on the first level but truly a significant amount of seating in the balcony too. In the opposite direction, being back in the sitting area, looking to the stage, set up for a band concert on this particular day but lots of other uses as we are well aware of.
And up from the balcony. Looking down. So, not a bad seat in the house. Good sightlines everywhere. Okay. Another area for a lot of public use as well as school use. Your athletics and PE departments. Uh as you know we plan kind of the whole building around the LMG but in particular, looking at the different functions for athletics and PE, the LMG being the large gym in the middle. Um I think the real benefit here is not just the adjacent seat. Again, this is another group
that was split across the campus. Uh which meant you areas of the building open after hours. Think about in the future now. You can really cordon off and keep visitors to just a smaller area which would increase safety. Um for after-hours functions. But also as we rearranged elements here and found some efficiency in conserving some square footage. When we brought in the current auxiliary gym but reenvisioned here to a proper full basketball court size because your
current OMG is not a full size court. Um not only can we get one competition course but we're also getting two cross courts. So, just by having more teaching stations, that's great during the day for class but thinking about it after hours in the evening, students practicing or teams playing just by having more courts means people can go home a little bit earlier. Practice can end earlier. So, those additional teaching stations are really important and then, we took your two weight rooms that you have on the upper levels now
and let connected it on the same level as the two gymnasiums here. So, we're look at it with that A view of that. Um but here's that main gem of the auxiliary gem that I wanted to a little bit of detail on. And then the weight room. Um with the racks, free weights, looking into a fitness space but having a nice connection to the outdoors as well. Alright and what we envision to be the heart of the school? Uh the dining commons, which would be used for far
more than just dining time. Uh Rick mentioned this is the perfect spot for students to gather before school, after school, rather than just down any of the side corridors. So, a space that could be used for a lot of different functions outside of just dining but all of those light blue tealish color space below it. That's all of your administration and guidance. So, very intention placing the place where the students are going to be, where the adults are going to be nearby. Um with some good sightlines. But also having the
engagement center and the power center. Those are the purple spaces beyond. Trying to bring all of those student resources in places where the kids are just naturally going to be. So more organic way of being exposed to all the different services that they have access to. So let's see what that looks like. Uh so down dining level. We have kind of the auditorium to our right. You can see the offices for student services and administration on the left. Um food service openings and you can even see
a little bit into the culinary lab beyond. So, the CTA program is really showing off in this area. This view from up above on the second floor, we're starting to get a heat now of the classrooms up on the second floor. So, the whole area just really great sightlines for visibility, supervision, and connectedness. Alright, so we're going to end taking a look at the inside of what the canyon looks like. So, that was that straight corridor, your main entrance that takes you to the LOG. Uh
you have your climbing room on the right-hand side, the auditorium is on the entire left-hand side. that circulating stair will take you up to the library. If you, we're going up to the third floor, classrooms on the second and this is an area again where it can be also the hardest school too. A natural gathering place for students whether it's dining or other times but we see this as a place that's ideal for really celebrating the heritage of Montrose High School and the entire town of Montrose and
celebrating school spirit. I've got one more. Looking back the other way. Um so we have the LMG on the left hand side and you're looking back towards the the front door. And you can see the library up above on the third. Um so just a a nice wide area to handle those large crowds that we know that come and go for the big events. So, as part of this design that we presented, we also considered engineering energy, efficiency, and wellness for the structure. That can be groomed, compiled into some of
the some of the names you probably heard like lead or high-performance buildings versus and or Green Globes. Uh those are design standards that you can use to third party certified programs that you can use to design and develop systems for buildings. Um some of those things that those those design standards incorporate are operational efficiency. Um and it used to energy consumption. Uh local materials that use local
materials and trades whenever possible and of course improving wellness for the building. Different things like their water quality, natural light just things that would make students happy and and staff happy. Um this building didn't follow any of those standards but it did try to pick off some of the low-hanging fruit. The the things that were easy to incorporate into building without going through some sort of certification process. Which is pretty common practice in Western
Colorado. We do have to abide by energy efficiency codes but sometimes that extra layer doesn't make sense. So, things that we did look at for this design you know, of course, landscaping that's drought tolerant. Um stormwater control so they're not polluting the waters around the site. Um reducing heat around the building by putting landscaping and adding trees to the to the site. Uh making sure that the building is solid ready. Uh newer
building codes are going to require that. Uh of course, adding more daylight, you can see in the design how daylight was added to the space. Um using they aren't going to affect the kids and maybe some sort of bad way. A low low VOC pains is is an example. Um using recycled materials where whenever possible. Um these are these are all helpful. Thanks to the building. A helpful systems to the building and they're also easily incorporated. And for
future consideration, there's also different energy systems that we can integrate like geothermal heat if that was a possibility that we could work out with the contracting team or adding photo photo military panels to the roof at some point. And then also just working with the community to add different ways to feed the kids. Adding a farm to day, a farm-to-table program. Possible, it would be possible in this this design. Okay, we're almost done. I just have
one slide that kind of summarizes the cost for this project is we've gone through this process. Again, I'm Colleen Canedo with Dynamic Program Management and I'm the owner's representative for the project and one of my roles is to develop the overall master budget for the project. Um we worked closely with FCI Constructors who are here tonight to get what we call the hard cost. Is there all of those construction costs? Usually, essentially, the 8020 rule kind of applies to construction where we about 80% of the costs are going to go
towards the construction of the building. Then, there's 20% of the should go towards soft cost. In this case, the soft costs are a little bit higher than 20% because we have contingency built in at the moment because we're not all the way through our design process. The good news is that FCI got had a lot more detail. All that the presentation that you just got tonight, they had a lot more information to base their cost model on than the last time that I was here presenting these costs. So, all of those costs have been getting refined. More information goes into
the cost model. We dial in those hard costs a lot tighter at every stage of the design. So, we were at conceptional before. Now, we're at schematic. The next phase in design is called design development and then, the last phase of design is construction documents which is what your project would eventually be permitted on. So, we're still early in design but there was a lot more information in this set than what was in the last construction or the last design set that we received from the architects and that's just
kind of the arc of designing of a building. Uh so, hard costs again, everything that FCI would be doing to build the building, materials, labor, services, equipment, and then soft costs are all of those other things that go into a project outside of the construction cost. Everybody gets really focused on the construction cost but there are a lot of cost to the owner, the school district to build up a large building like this. So, there are things in there like all of the design fees and engineering, land survey the
asbestos of eight men is actually carried as a soft cost right now because that's not under FCI, that's under a separate contractor that the owner directly contracts through a a competitive bidding process. So, there's a quite a bit of abatement in here. All of those utility costs that need to be upgraded, brought to the site that aren't part of FCI's that might be done by the city, tap fees, etcetera. All of those things are put into your soft cost. Technology, furnishing the building there's
quality control that happens on the owner side for testing all the materials like the soils to make sure that they're properly compacted before we put in a foundation etcetera. So, those are all things on the owner's side. So, and we have owner contingency built into the soft cost. So, that number is probably pretty familiar. Um we, it's very similar to or it is exactly where we were at the last stage of design but I just want to be clear that that is if we were to start the project in twenty twenty-five as would have been planned Had the bond
been successful. So, this is in today's dollars but those dollars will have to be escalated based on when the project would then be The design would be finalized and FCI would give you the guaranteed maximum price. So, there needs to be some escalation depending on what year this project would potentially be built. So, I wanted to be really clear about that price but we're at 1and98 million which is the same as where we were when we presented to you last time. What can I answer about costs if you
have any? NFCI is here too to ask. Uh if you have construction cost questions. Nothing yet. Okay. Do you think of something in here? Alright. Thank you. Yeah. Is that the end? No. Oh, next steps. This is the end. This is the end. Yeah, the neck. Almost the end. Um this is the discussion on next ups which we'll we'll lean on the school district to go through. You want to do a question and answer now? Yeah. Before you do that. An answer. So, you've seen a lot of stuff?
Hopefully you have some questions or things you want to discuss or ideas, thoughts, ideas, comments So what's the total square footage of the buildings? Buildings we're currently using for this and the square footage of the design building. Do we know what that is? 249 for the most Oh my. We could've done this a lot faster. Orchids on the floor plan. Sorry, it's in the middle of the presentation. I really sorry. Did I I
want us to miss it? Well, there's a lot in that. Great. Trying to get this. I mean it's seventy-eight slides so it's not surprising. Yeah. Well, I can read. One sixty-eight. Which were said. Instead include the Yes. Other questions. Thank you. Okay, so next steps. So, next steps, as you know, we started this project with a survey to our community and so, we are investigating doing that again. Now, that this phase of the project is
complete. You have more information. Uh we also have you know, the the information, the results of the bond initiative. So, we should go back out to our community and you know, ask them some key questions about helping them, helping us to understand why they voted the way that they did and then, we'll be able to bring that information back and report to the board and you know, that together determine next steps of you know, design. We're anxious to talk to some
of our community as well. We've been approached by several different individuals and community groups that want to be involved in taking this forward. So, you know, I thought start with the survey first so that we have that data about the appetite from our for our community specifically in this design and then we'll go from there. So with those community groups include the agricultural policy. Yeah, I mean, certainly just we'll we'll start with those folks that have sparked an interest to be able to
take this forward and then you know, we would have to do a full community engagement again with whatever revisions need to be made. Thanks. Thank you. Appreciate all of your time and for joining us. Yeah, a huge thank you to your team. Um they've been so wonderful to work with. Um you know, one thing that we were really looking for is a team that really listened to the input from the community and our stakeholders and they really did that and came back to us every time was something that was a
little better and a little better based on the input they were getting. So, pleasure working with them and they've just done a wonderful job on the design. Pleasure, Mazard Yeah. Yeah. Thank you for your work. Appreciate it. Okay. Um in that case, if the board doesn't have any questions, comments, discussion about that? Nope. Okay. It's a lot of information and we it's a lot of it's not completely new so. Okay. Thank you. Alright, so we will move on to
community input. Uh the board welcomes comments from our community members and has dedicated this portion of the agenda to providing an opportunity for the community to present positive comments, concerns, or complaints to the board. The board typically does not engage in discussion or provide an immediate response to the input but will ask district staff to respond at an appropriate time. The board is committed providing a safe environment where all members of the school community are treated with dignity and respect and expects all
speakers to exercise their speech rights responsibly. Please also recognise that students often attend or view our meetings, speaker remarks therefore, should be suitable for an audience that includes kindergarten through through 12th grade students. Speakers will be heard in the order they signed up and comments are limited to 3 minutes. Disruptive speakers may be asked to leave at the board president's discretion. Please stand and approach the podium when your name is called after being recognised please state your name for the record. Are you ready for the timer? Thank you. Uh
Good evening. First of all, I want to thank you guys. I know you have a job that is very difficult Uh it's hard to please everybody. And I know you don't get paid for what you do. It's something that you're doing out of your heart. And I appreciate that. But I also want to remind you that you represent the different districts. You represent parents. You represent students. And I think it's important to remind you that you're here to carry out the desires of these
people and not to follow any agenda or to just do what you're told. And I want to encourage you to do that. So that brings me to Montrose Classical Academy which as you know, the DAC recommended it to be approved. We have the interest of parents, families, and they crossed all the Ts and they dotted all the Is and there were things in the resolution that were not quite accurate. So, I want to encourage you that as they
reapply, that you seriously consider approving the go ahead of this charter school. Thank you. Thank you. Okay, we will move on to old business. Whoops. Sorry. That that microphone's packaged up on the floor alone, I think. Thank you for picking it up. Okay. Uh Alright, we are now moving on to old business. We have revised board
policies. A whole big long list. I am going to hand it over to Mrs. Murphy. Carry on Missus Murphy. Okay. Hence that word motion first and then discuss. We can go if the board has questions about any specific ones. Um does the board have any specific questions about specific policies on this list? It is a long list. Some of the changes are more significant than others. Remembering that we've run over some
of these as well. So, it's really up to you. If you, if any, if the board has any specific discussions that they'd like to have around specific ones, I know that there has been appetite for not passing these as entire groups in the last few meetings. So, just giving everybody the opportunity to what makes it break itself So, that make it easier. This is second reading. This is the second. We had a opportunity to look at the new specimens. If we just make a
motion to do all that something to pull one or that we would have sort of like slightly complicated things to do like make adjustments to motion and make amendments to motions and things like that. I'm just giving everybody the opportunity to do what what they would like to do with regards to the to the motion so that we don't have any confusion over what's being asked of us. I'm completely happy to have a motion make for all of the policies and will go. And as I said
nobody has any questions on any of the neurotic discussion. Is there any reason why we can't just make the motion? Someone can make a motion. Anytime you like. I need to improve revise board policies. BCA dash E three. BDB. DID. DN. GPA. GBEB. GBJ. J GCE snacks. GCM.
JB. JN. I see a J I C D A. J I C D G L C E. KDE. KBD. KBDs. Dasher. And KPD dash E. I wrote the second thing. Here I have any discussion. So, I am going to repeat for clarification because some of those letters were in slightly the wrong orders. So, which I which I've been known to do myself. So, So just to be
clear, we are voting on a motion to approve revised board policies, VCA dash, E 3, BDB, DID, DF, G, B, A, G, B, E, B, G, B, J, G, C, E, dash, G, C, F, J, B, J, F, J I C A, J I C DA. J I C D
J L C E K D E K D dash R and KD dash E. Okay. Then I have to make sure I see all your names in the right order too. So let's make sure we do that. Alright. Uh Missus Bush. Aye. Missus Fishering votes aye. Missus Hufty. Aye. Missus Murphy. Aye. Mister Valerio. Aye. Mister West. Aye. Okay. I got everybody right. Yeah. Alright. Okay. Uh now onto the consent agenda.
Anything to be called? Nope. Alright. Can I have a motion on the consent agenda, please? To approve the consent agendas present. Alright. Do I have a second? I'll second. Do I have any discussion? Voting on a motion to approve the consent agenda as as presented. Missus Fallick. Hi. Mister Bush. Hi. Mister Fisher and votes aye. Missus Hubdi. Aye. Missus Murphy. Aye. Mister Gloria. Aye. Mister West. Aye. Thank you. Review revised policy BE. BE. So this is
our first reading of the Revive is for policy that we talked about last time. And this is the school board meetings concerning what a forum is. A number of members of the board. Uh microformal action can be taken With the court So, it is the first greetings. So, we'll vote on it next time Yeah. Okay. Questions. About this. any changes? So, when I was looking at it just from
our last discussion and it policy that we left as is just to keep that consistent language Let me grab my Um I had looked back at what was approved in October of twenty twenty3 just to see the language and just to see if it aligned. Um and so with the new proposal I still have some questions. Around. It looks like it was changed. So, I just saw that. So, sorry. I
didn't see that it was updated. Pain. So This is the language. This was changed then. Suggestions. Okay. So, this is the first time I've seen it changed into this. I was just reading this so. Okay. Give me just a second. Okay. Sorry. Okay, that's everything that he changed that I was wanting to see. So, that I I like that one. Just to clarify for the rest of the board. Miss had requested some information from the lawyer. She's referring to an email from from Daryl. Uh so we can
make sure that the rest of the board has access to that that email. Uh remembering that we're not voting on this this evening. But in case you would like to see their corroborating language between the lawyer and this policy. We can reach for that. Okay? Alright. Any further discussion on that one? Alright, so I will make sure that their language gets to the rest of the board but you can all see it. Uh remembering that we will not be discussing back and forth support via Email. I will just push that out to
the rest of you but don't please don't respond to me because the whites will be causing a walking quorum. So, so I will I'll send that out. You can review it and it'll be on our second reading is first meeting in March Fantastic. Let's move on to the district updates with the enrollment report please Sinus. Alright, the enrollment report for February is five thousand nine hundred and seventy seventy-two students. Uh this is two students higher than last month in January and
99 students lower than this time last year. Um I was taken a lot. I was comparing February of this year to February of last year. And the the majority of those students are pre KKK and first grade. They were in in those in that category of those three grade levels was 90 a decline in 99 students. So that matches up with what we're hearing from the demographer of our having lower birth rates. And so our our lowest grades being affected. Um we're
we're we're starting to see that. And so that will work its way up. Um so that kind of explains the difference between the 2 years. Um with those lower grade levels. And should something be taken into account when planning for future early education sites. Great. As well. It's going to be really important. Mm hmm. In the near future. Okay. Any questions about that? Does Vista hire? Because I know they were in the 1nineties. Um Vista's 210 for this February. They were at 172 last year. Okay. At this
time. Um we always have to take consideration the timing of the year we're looking at. Is that just bodies or FTE? This is just bodies. FTEs is just from the October count when I when I talk about the October count. I always reach out to Vista late April to get their expected enrollment for next year. That's about as long as we wait before we set the budget in May. It's good to see that that's still serving the population. Come here. Right? We have a still a desire for that particular campus and what it
serves. So that's great. Okay. Any other questions about enrollment? In my case. To adjourn the meeting. Alright. Do I have a second? Perfect. Do I have any discussion? Voting on a motion to adjourn the meeting, Miss Spark? Right. Mister Bush. Aye. Mister Fisher in votes line. Mister Hefty. Aye. Mister Muffy. Aye. Mister Valerio. Aye. Mister West. Hi. Mister sixteen. It's not even eight fifteen. I know.