w (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw
All right. Thank you for joining the Board of Education this evening. Please go ahead and mute your cell phones as we begin this meeting. Today is Tuesday, April 22nd, 2025, and this meeting is now called to
order at 6:31 p.m. For those attending this meeting in person, live captions are available on the TV, in the boardroom, and in the lobby. To access the live captions in a language other than English on
your own device, please scan the QR code on the screen or on the table near an entrance and select the language of your choice. The live stream of this meeting is also available in English and Spanish on YouTube.
For links to these live streams, please visit the Board of Education page of the PSD website or Steve on Demand on YouTube. So, would any board
members like to make changes to the agenda? I cam oh. It's in
the email. Yeah, I just had it. Okay. Okay. Go ahead Kevin. I move that the board amend the agenda to include an executive session on negotiations at the
conclusion or the end of the meeting. Okay. Can I get a second, Jim? Thank you. All right. That is what I need. No. That's okay. That's okay. Would
you like a long one? That will work. Excellent. All right. All set. We need to take the vote for that. Go ahead. Jim. Hi. Kristin. Draper. Hi. Conor.
Duffy. Hi. Kevin. Havelka I Carolyn Read. I Scott schoenberger. I Jessica zamora. I motion passes seven zero. Okay. Thank you. And we will
move on to 3.0. Action items. Resolution and support of National Volunteer Appreciation Week. Can I get a motion? Guide? Carolyn. Thank you. Thanks. I
move that the board approve the resolution in support of National Volunteer Appreciation Week, April 20th to the 26, 2025. Excellent. Can I get a second? Thank you. Kevin. All
right. And then, Doctor Hooten, we have a special guest today, don't we? We do. Joining us this evening to speak to National Volunteer Appreciation Week is volunteer and partnership
coordinator, Don Fite. Welcome, Don.
Member. My educators, as well as my volunteers that help me succeed throughout my little life through high school and all that good stuff. Volunteer Appreciation Week is an
important time because we get to showcase our valuable volunteers who support Poudre School District in many, many ways. Volunteer support nursing staff. Educators. Nutrition staff.
Facilities. Athletics. Alternative programs. Language. Culture. Equity. Early childhood. That's just to name a few. Each and every volunteer brings their expertise to Poudre
School District, and we greatly appreciate that. And you are seen in Poudre School District. I want volunteers to know that our volunteers provide educational opportunities to enrich our students learning and
reinforce lessons taught within the classroom. Without our volunteers, we wouldn't be able to give those kiddos those opportunities. I can't emphasize enough how important a volunteer
is in our schools. We have over 15,000 registered volunteers here in our community. 15,000? That's amazing. Out of that
15,000, we have a total amount of. Just shy of 85,000 volunteer hours. So that's kudos to those volunteers. Today I have Miss
Becky Salmons here with me. She has contributed 616 hours. And that's just beginning in August. She has been volunteering for over ten years. But those are
some pretty phenomenal numbers. And it's just volunteerism at its finest here. So I'd like you to welcome Becky. Thank you. I'm
Becky Johnson Sammons. I represent Putnam Elementary School. My goal as a volunteer is to make the life of teachers easier. Last year at Putnam One,
the Center of Excellence award for the fourth time. And I know we're very proud of that. I know that I and other volunteers have had a part in Putnam being able
to achieve that award. Laurel School on Laurel Street started my education. My Lincoln Junior High class was the last one until recently to attend junior
high as sixth graders and last to attend Fort Collins High School as a freshman, and I graduated in 1963. After receiving my degree in history
education at CSU, I spent four years teaching social studies in Holyoke, Colorado. My daughter, Sarah Davis, was an early
childhood para for seven years, and she was at lots of the schools. In 2015, after earning her degree at Western Governors University, she was hired by
Steve Apodaca at Putnam. We often laughed at Steve. Got two for one as I am Sarah's free para and I like the freedom of not being paid. I can show up
when I want and you know, I just have to tell her I'm not coming. In 2015, the we. Sarah. Oh,
next, Sarah was the fourth generation teacher as her great grandfather taught math and coached basketball at CLP 110 years ago. So we go back that
far. At Poudre School District, her her grandfather taught at CSU chemistry and I taught in Holyoke, and now she's teaching
in Putnam. I come all day, every day to volunteer at Putnam in Sarah's class. I help with individual student, make copies,
keep the library organized. As you know, as kids put books back in, they don't go back in. And whatever else is needed in the classroom. I also tried to keep
the teacher's lounge organized, and I put seasonal decorations on the tables and keep the dishes washed and keep the place looking nice, because I know from experience that the
teachers lounge is a place to share and relax, and your mind is not on there. It's back in the classroom and what's going
to be needed to be done next. During specials time, I spend time each day in the library helping return books to the shelves, repair them, and label
the new books in that, in addition to daily volunteering, I have accomplished a few. What I consider major projects. In the summer of 2015, as Sarah and
I began to fill her classroom with the student reading library, all the needed educational tools, we looked out her window at the courtyard and
said, there's a big tree, lots of weeds and tall grass. We were told a grant was in place to concrete the area and add pots. Being gardeners, we said please
no and were granted permission to restore the garden. With the help of a few volunteers and donations, the courtyard now has stepping stone paths, a rock garden, a fake river of rocks
and is full of flowers and shrubs. And if you've been to Putnam, you probably have seen it. Plus, in 2017, I transformed
the area on both sides of the front door of flowers and Shrub garden. Also the garden by the.
Flagpole is now pink garden with only pink flowers and a big pink metal ribbon to honor Amy Howe, a former first grade teacher with breast cancer. During the
summer, I come weekly to deadhead and weed the garden facilities, takes care of the sprinkler system, and I signed a contract saying that I would
maintain the gardens and if I didn't, they would go back to natural, which I'm not sure how much longer I'll be able to do this, but I hope for a long
time. Last year, I completed a two year project to find the R grade level in point system of every book in our library. Now, all the books have a color coded
label on the spine, so that the teachers and students can easily know the reading level of every book, and they really appreciate that. Why do I volunteer? Well,
teaching is in my DNA and has been modeled my entire life. We as a family owe a huge debt to Poudre School District. Both my
parents and all their siblings. My husband and all his siblings. All my siblings and my children. And numerous aunts, uncles and cousins all received an
excellent education from Poudre School District. We thank you all. Thank you. I just wanted to
say one more thing. Becky's hours during the summer time are not counted because we have the Raptor system, so she doesn't actually check in. So that's more than 600 and some hours. So
thank you, Becky. One last reminder to make sure that you thank those unsung heroes that are out there volunteering at the classrooms, in cafeterias, all that good stuff, because without them, we wouldn't be
able to do our job. So thank you. Becky, before you go, we just have to say thank you so much. I'm exhausted just hearing
your list. Like, I don't know how you do that. All. That's just amazing. So thank you. You can tell that it's coming from here. So just want to say thank
you so much. Does anybody else want to say anything? All right, go ahead. Jess. I was going to say, like, I think that's our charge. Like that's our future.
Anybody else needs, like, a retirement role? One thing, Becky, actually, do you mind staying just at the end of the resolutions? We're going to do a picture. Would you mind staying
for that? All right. Thank you. Council. Your volunteer. Definitely add it to your volunteer hours. Go ahead. Kevin. Thank you. And thank you, Becky. I'm not going to say
anything as eloquently as you did. I was thinking about this. Resolutions nine. It really hits near and dear to me. A lot of the formative experiences of my own life were shaped by volunteering. From a young age,
I volunteered to do a program called service to the South, where we spent a month touring around sleeping on YMCA floors, doing some community service, and it was really character building, but eye opening. And I
think I really latched on to the notion of service at a young age. And I'm looking at some decorated members of our military who are going to honor soon. So I think it's a good theme for tonight is that and in
the words of Doctor Martin Luther King, anybody can be great because anybody can serve. And so I think it's a it's a nice reminder, especially in the moment we're finding ourselves in nationally where we're being pulled apart is to look for the
helpers and look for those that are in the classroom, spending what little free time they have pitching in to help a teacher out who's overwhelmed with a lot of kids and a lot of them are.
Share my last name. I I'm also reminded that the Board of Education is also. This is a volunteer position, and I think a lot of people sometimes forget that. And so, like you, I'm motivated by the debt that I owe
to PTSD for how it's taken care of my family and my kids. And this is my small way of giving back. And I look at the thousands and thousands of people that show up every day, and I'm reminded of how good our
community is and how many good people we have in it. And that's helpful to remember. And I really like to celebrate that. So thank you. Although I don't think we get to show up when we want to for our volunteer
obligations, sometimes I wish we could. All right. Anybody else? All right. Thank you so much. And thank you for the reminder to look for the helpers, because we have thousands of them in our
school district, so thank you. Jill, can you call the vote? Jim? Brackish? Hi. Kristin draper I Conor Duffy, I Kevin
Velda I Carolyn Reid I Scott Schoenbaum I Jessica Zamora I motion passes seven zero thank you. All right. Thank you so
much. Next up we have resolution and support of Mental Health and Awareness month. Can I get a motion. Go ahead Carolyn thank you. Okay I move that the board approve the resolution in
support of Mental Health Awareness month May 2025. Can I get a second? Thank you. Scott. All right. And doctor, we have another special guest, don't we?
Yes. Tonight we are honored to be joined by Mental health and Prevention Coordinator Sarah Wilkins and Counseling Coordinator Beth Green, who will speak to the resolution in support of Mental Health
Awareness Month. Welcome. And it is a very big. Thank you. Board of Education Superintendent Kingsley and Cabinet for helping
our community acknowledge and celebrate Mental Health Awareness Month. I'm Sarah Mortar Wilkins and I'm Beth Green. As you are aware, Mental Health Awareness Month is celebrated each May and we are
grateful to celebrate with you all. Tonight we are joined by some of our community partners and colleagues that we will highlight shortly. School staff play a critical role in supporting student mental
health, creating a safe and nurturing environment that promotes emotional well-being and resilience. Some PSD staff who specifically support student mental health are our school counselors, our mental health specialists, school
psychologists, and school social workers. Together, these dedicated professionals collaborate to identify signs of distress, provide resources, and engage families, making schools
a cornerstone of mental health support for all of our students, all PSD staff in every role contribute daily to fostering positive relationships and providing inclusive environments where students feel a sense of
safety, connection and belonging. Our most recent Healthy Kids Colorado survey shows positive trends in students self-reported mental health measures. While these trends are encouraging, we
recognize that some of our PSD students are not experiencing these positive outcomes at the same rates. We remain committed to and focused on supporting all of our PSD students. We at PSD believe that collaboration with
community partners is essential to the overall well-being and success of our students and families. A few years ago, Superintendent Kingsley prioritized a focus on working collaboratively with our
community partners to enhance and increase our PSD partnerships, supporting students mental health and belonging. If you were in a PSD school today, you might have seen a few of the ways in which
PSD students benefit from our community partnerships, including, but not limited to, working with the therapy dog to build their confidence and find their voice. Connecting with a mentor over lunch. Meeting with
a social worker intern when they are upset or need someone to talk to. Knowing how to support their friends who are struggling after engaging in suicide prevention training for students. Bringing home food to
their family so they have something to eat this evening, learning from their peers in a peers presentation about healthy boundaries and relationships. These presentations have been occurring as a result of a
strong and long lasting community partnership with Sarva, and as a result, we see our student outcomes improving. We are proud tonight to highlight a few of our community partnerships and describe a
successful new project that demonstrates the value of collaboration. Joining us tonight are the Health District of northern Larimer County and specifically kayak, which serves our youth summit Stone, Sava and
Larimer County Behavioral Health Services and colleagues from PS IT Department. Superintendent Kingsley spoke at the last board meeting, highlighting a community partnership between the Health District of Northern
Larimer County Kayak and Summit Stone Health Partners. Together, we engaged in a two year collaboration stemming from two State Behavioral Health Administration awards granted to local community partners to
support PSD students and families. This initiative streamlines the process of connecting students and families to community based mental and behavioral health resources through an online referral
system developed by SDS, IT department that creates a seamless pathway from school to community support services, and coordinated efforts that ensure students and families receive timely access to the resources
they need. Together, we've aligned our shared values to connect our students and families to resources, removing barriers and creating a collaborative support network that truly serves our community.
We extend a heartfelt thank you to Whitney Bennett Clear, Assistant Director of Student Services, for being a leader in this project and to all of our community partners, both those present tonight and the many others who collaborate with PSD
daily. Your partnership helps enhance our existing services and improve access to mental health and belonging, ultimately
enabling our students and families to thrive. Thank you.
Thank you so much. This is incredible. I'm so glad that all of you could be here tonight to share in this moment. And I just want to say just how exciting this is to have this portal so
that it is a seamless transition for students and families who need this. So thank you all for the hard work, for sticking with it for two years, and for being
there to catch our families. So we really, truly appreciate it. Carolyn, did you have something? Well, I was really hoping. I know it might take a minute, but I would like it if everybody
could step up to the podium and just introduce yourself and say where you're from, it would really mean a lot, I think, to everybody in the community to know who's here. I think that would be wonderful. Yes. If you
would love to go up, that would be fantastic. Don't be scared. Don't be scared. Oh, come on, you can do it. Can you take the
picture of. I'll move the podium. Hello. Good evening. Andrea Strayer, director of outpatient services at Summit
Health Partners. I'm Abby Callan, program manager at Summit Health Partners. My name
is Kaylee. I'm Hadley and I'm Miranda. And we all work with the Salvestor. And I'm also hired here at PSD as the sexual assault resource team
coordinator. Hi there. I'm Shawnee Wild. I work with summit Stone Health Partners as our Care Coordination Program Supervisor for our community based team, where this program is housed, and also at our
Longview Acute Care facility. Good evening, Amy Martinez. She her I serve as the director of behavioral health for Larimer County. Hello, I'm Carrie List,
and I am a program supervisor for our community based family therapy team at summit Stone Health Partners. Hi, I'm Dana turner, I'm the health services
director at the health district. Kayak and connections are under my purview. Hi, I'm Katie Mattice. I am the health services project strategist at the health district. My name is
Jessica Shannon and I support the executive level projects at the health district. My name is Leon Jelen. I'm the director of the health district of northern Larimer County. And I really
just cannot thank you all enough for the opportunity to work with your team. And thank you to our team for and summit Stone and your IT team for doing this. We're really looking forward to the impact that we're going to
have doing this work together. So thank you. Good evening. My name is Amy Walker. I'm one of the couple of software engineers that worked on this from PSD,
and I'm John LaGuardia, IT project coordinator, and Sarah Seipel director of software development and support. And we're representing a whole team
of IT folks that made this happen. So thank you. Thank you so much, Jill. Can you call the
vote? Jim. Brackish. Hi, Kristin draper I Conor Duffy, I Kevin Havelka I Carolyn read I Scott Schoenberger I Jessica Zamora I
motion passes seven zero thank you. And then I'm hoping that we can do a picture with you all at the end too if that's okay.
Yeah. Great. All right, so our next resolution is in support of Military Appreciation Month. Can I get a motion? Thank you. Connor. I. I move that the board
approved the resolution in support of Military Appreciation month, May 2025. Can I get a second? Thank you. Jessica. All right. And, Doctor Hooten, we have other, more special guests
joining us this evening to speak to the resolution in support of Military Appreciation Month. Our captain Roby and Sergeant First Class Kruschke to speak to the
month. So welcome. So good. Good evening, Chief of staff, superintendents, assistant superintendents, board members
and special guests. So I'm captain Roby. I'm the Poudre School district JROTC instructor for the senior army instructor. And this is sergeant first class Kruschke. We're both retired
with about 45 years of service. And I'd like to actually have our cadet major come in. He is a junior at Poudre High School. He serves on the National Honor
Society. He's on the ambassadors. He's the captain of cross country, and he's also on
track. This is garrison. Where? Good afternoon. Board members, special and special guests. I am Garrison Ware, a member of
Poudre High School's JROTC program and a junior at Poudre High School. I'd like to first thank you for the opportunity to express, on behalf of Powder
Battalion, our appreciation for your support of the JROTC program within the Poudre School District. Of course, in speaking to this distinguished group who
serve this Poudre School District community, I know you already understand what it means to serve a large group of people, many of whom you'll never meet, and probably many of
whom will never truly appreciate the extent of your sacrifices. Yet you still choose to serve in this capacity. I know in speaking to this group, I don't
need to explain the calling to serve a cause or purpose that is greater than oneself. Your presence here tonight, your work in these positions illustrates
you know only too well the value of contributing to something meaningful and enduring. But what you may not know is that my generation, the generation currently attending classes
throughout Poudre School District, as much as we've probably earned a reputation for selfishness, entitlement, and instant gratification, many of
us also have a deep drive to be a part of something greater than ourselves. Many of us want our lives to be spent in service towards a greater purpose. The
JROTC program is offering us the opportunity to do just that. JROTC has taken the lessons we learn in our government, civics, and history classes and
transformed them from accounts of events from the past, disconnected from ourselves into an unfinished foundation on which we're expected to build. It takes those lessons of the
past and personalizes them into our reality today. The JROTC program has helped us understand that it is an opportunity and a
responsibility to be a part of that continued and noble effort to preserve, maintain, protect, and extend freedom, liberty, and
justice in our nation through military service. It has shown us that although the freedoms we all enjoy were given to us as gifts, they still must be earned. If they are to be passed
down to those who will come after us. And all this leads me to address the main reason we're here tonight. I'd like to express Powder Battalion's
sincere appreciation for your observance and support of Military Appreciation Month. The United States military has been able to maintain its status as
the world's most formidable fighting and peacekeeping force for decades, staffed solely by an all volunteer force. This
means that despite differences in background, creeds, and opinions, a large portion of our population finds consensus on the value of military service.
It means that whether our fellow citizens served 30 years or 30 months at some point in time, no matter what their differences, they were united in their
defense of our country. It also means that during that service, whether 30 years or 30 months, all those American citizens made great sacrifices for our
country. And with that period of service, and when that period of service came to a close, many of those veterans didn't stop their service, but instead took the
knowledge, skills, character and work ethic they gained from that experience and reinvested it back into our community so we could once again benefit from
their service. And of course, many others made the ultimate sacrifice and gave their lives in full and final service of our
nation. These veterans, whether they served 30 years or 30 months, are an often unseen but absolutely invaluable part of our community. Their service may
be ongoing, or it may have come to a close. But one thing is for certain their sacrifice and the sacrifice of the family, friends and communities that supported
them through their service is very worthy of honor, remembrance and celebration. In closing, Powder Battalion
appreciates the Poudre School District Board of Education's support for Military Appreciation Month as it honors the sacrifice of those who have served before. It celebrates the
contribution of those who serve today, and it inspires this generation to strive to be worthy of our nation's many
gifts by endeavoring to serve tomorrow. Thank you. So that
speech was all he he came up with that speech on his own. And this is kind of what the program does, is get individuals up here for public speaking. And just to talk about some of the service
learning projects and stuff we do. But this is what the future
looks like. So. Thank you so much. And if this is what the future looks like, our future is very bright. Thank you. I want to thank you for
your service. I want to thank you for being willing to step up and just, you know, be of service to others. That is just an incredible thing. And yes,
Carolyn, you had something. Cadet Major Ware, thank you for coming and speaking to us tonight about your service, but not only about your service, about the service of everybody
that's come before you. I really felt connected to your speech. I think that, like you talking about the people who are forgotten, that made the ultimate sacrifice. I mean, it
really hit with me. And so thank you for reminding us of what it means to be of service to the community. I think it was really a beautiful speech. Thanks.
Thank you Jim, really one of the best speeches about service I think I've ever heard. Thank you so much. And you just show a wisdom beyond your years. Thank you. Go ahead. Scott. Yeah, I
totally agree. Garrison. That was I'm ready to run through a wall. Man, that was amazing. Where do I sign up? That's that's what I want to know. So well done. Halfway through, I
was like, I think he wrote this like this. Amazing, amazing job. So congratulations. You got a bright future. All right, Jill,
can we call the vote Jim? Hi, Kristin draper I Conor Duffy, I Kevin Havelka I Carolyn Reid, I Scott Schoenberger I Jessica
Zamora I motion passes seven zero. All right I think what we're going to do since we have such a large group is we're
going to do our photo over here. So if you all want to come on over here and we'll get
arranged. And.
Okay. That was just amazing. Yeah. What a great way to start the meeting I love it. Moving on. We will now go ahead to the superintendent report. And so Chief of Staff Lauren Hutton.
Doctor Lauren Hutton will now make remarks to the Board of Education and the community. So thank you for the opportunity to briefly address you all and the community this evening. Unfortunately, our superintendent, Brian Kingsley, is under the weather today, so
he's not able to join us tonight. So thank you for affording me the opportunity to address you all in his absence. We are entering a time of celebration for the district.
We're excited to recognize the hard work and the dedication of our employees at the PSD celebrates event next week. We will also soon be celebrating
the graduates of the class of 2025 with their families and the staff who have supported them throughout their careers. As we look forward to these celebrations, we are delighted
to share the trailer for our grads At a Glance series grads at a glance highlights seniors from each of our high schools who share their individual stories and connect with each other around common interests,
from powerful reflections to bold dreams for the future. These seniors are inspiring, and we are excited to share a glimpse of these stories with you this evening. So, Matt, if
you could please play the video. Do we look good? No.
Okay. This is quite the setup they have, isn't it? Yeah. Who is impacted and supported you
the most throughout your high school journey? I ask you some questions in a lightning round so quick. My high school experience has been really great wrestling. One of my favorite
memories is qualifying for state this year. My first year of high school I got really close with this group of friends. Do you have any advice for me? Yeah, I'd say follow your dreams and
don't let anybody put you down. Thanks. Yeah. Shake your hand and we can. Yeah. Let's get out here. Let's do a high five. Bam!
That was good meeting you, man. You too. Yeah. All right, guys, we're done by. So as mentioned
in that video, additional episodes of grad grads at a glance will be dropping soon. So keep an eye out on our social media channels, on our website, and on YouTube for those upcoming releases. Tonight.
Also, our finance team will present the district's preliminary budget for the 2526 school year. As we've shared with the board and the community, we are continuing to monitor fiscal developments at
the state and federal levels and their possible impacts on our budgets. As you will see tonight, we're diligently planning for the next school year and beyond. We also want to take this opportunity to again,
thank our voters for their support of the debt free mill levy override or for a. This funding is transformative for our district, and we are grateful for the community's support. We also know that there
are still financial challenges ahead, and we look forward to sharing more about how we are navigating these challenges with you this evening. Thank you. Thank you very much. We will go ahead and move on to the
community comment portion. So welcome to the community comment portion of the board meeting. The board desires to hear the viewpoints of all stakeholders, including students, employees, parents, guardians, and community members. Public comment is designed to address
issues, not personalities or personnel matters. Please keep your concerns and comments focused upon the district and appropriate for a K-12 audience. Please note that the board does not generally respond to remarks made during community comment.
Our lack of response should not be construed to mean that we agree or disagree with what is said, or with the description or interpretation of events as presented by any speaker. Further, even if some remarks may be factually inaccurate, we
generally choose not to respond to correct the record here, because formal board meetings are not the time or place for back and forth dialog. As we begin this community comment session, let us model for our entire community how to listen
and how to interact respectfully, even with those with whom we disagree. For we all have the students best interests at heart. So this opportunity for public comment is for members of the community who register to speak by the designated deadline. Those
people will be called upon to make remarks in the order that they signed up, and each speaker will be allowed three minutes to
address the board. So first up, we have Chandra Byrd. Welcome.
Good evening. I'm here tonight to share my disappointment with the leadership of our district. My name is Chandra Byrd and I have taught for 21 years, 11 of those in PSD at Preston Middle
School. As many of you know, over those 11 years, many things have changed at Preston from the size of our student body and staff to being named as a campus that could possibly be closed
last year, to the most recent change in the loss of our principal. However, one thing that has not changed over those years the dedication of the staff, excuse me, and educators
in the building to educate every student every day. That resolve comes from building leaders that have kept our boat afloat and on
course, strong and steady every day. Be present. Be safe. Be kind. Those are the words of our students that we share with our
students every day. That is our building mantra. When president recently faced hard times with our principal's resignation, we were asked to share what our community needed in the next leader of Preston. The resounding feedback from parents
and staff was to please not make big changes at Preston to allow us time to heal and move forward. After this latest storm, we were told that the
district was not looking to make major changes. We thought we would be listened to, our input valued, and that we could rest assured that our ship would make it to the next port. We, the staff and community, wanted.
Bill. Saint Bill has been an amazing leader. When the days were long and felt uncertain, his open communication, genuine interest, care and concern for
our staff and students has always been heartfelt. His commitment to our school and our community has always been evident in his decision making.
To name him as our not to not name him as our next principal felt like another attack on our community. So I ask why were we not heard? Why is the district
continuing to bring chaos and uncertainty to our community instead of a climate of listening and trust building? Although my disappointment, or
rather our disappointment is evident as we move forward, we will stand strong, united in doing what is best for the Preston community. We will
support our new principal and we will continue to be present, be safe and be kind. Thank you.
Thank you Shonda. Next up we have Anna Bernard. Welcome.
Okay. Thank you PSD board for your service to PSD and by extension our Northern Colorado community I thank PSD is a
fantastic district. Sorry and I'm proud to have two elementary aged kids here and a husband who teaches at Fort Collins High School. Tonight I'm following up on my email to voice my support
for Bell to Bell phone free policy at PSD. I appreciate the direction the district is going. While we haven't updated our policy in 15 years and it
includes stuff like pagers and zooms, I recognize the district administrators and principals collaborated last year to implement a more consistent enforcement of the policy at the
elementary and middle school level. Still, I believe now is the time to build momentum. Following the passage of House Bill 1135 at the Colorado level,
which would require school districts to develop policies by 2026, I want to see an updated policy that creates a personal, that creates a personal
electronic device. Free school environment, prioritizes student learning focus, social development and emotional well-being. I believe that perhaps the biggest predictor of an adolescent's mental health is
a positive relationship with an adult. Could be a coach, could be a teacher, could be a counselor. And I know that educators in our district try to make that positive relationship right from the start. But if the
first words out of your mouth are give me your phone or put your phone away, they've lost that chance. I want this to be a district wide policy, not a teacher, watchdog or school to
school. I don't want to see the impetus to be on miners, to keep their phones out of sight and ignore the endless notifications that we struggle with as adults. Devices should be turned off, securely, locked away and
inaccessible during school hours under the supervision of an employee of the school district or a district related program. I do want to underscore that there is plenty of, oh, sorry, there's plenty of educational technology
which is not going anywhere. What I'm arguing for is the personal devices. And I also believe there can be exceptions for students who have documented medical needs or special
education plans. There's a number of other districts within Colorado, including Boulder, who did bell to Bell this fall, and I'm asking that we join them at
this time and think really deeply about this, because it's moving across the nation. And there's been, I think, 160 bills filed from 38 states and
Washington, DC. Thank you so much. Thank you Anna. Next up we
have Haley Alexander. Welcome. Good evening. My name is Haley Alexander. I am a proud educator
in PSD and a concerned community member here to speak about the 2024 for a mill levy funding. Many of my colleagues were hesitant to support this mill levy in the fall due to prior
misallocation of funds with the 2019 mill levy, when at least $400,000 was directed to administrative staff instead of to licensed and classified staff as intended, an oversight that
is just now being corrected. After being given assurances that this time would be different, many licensed staff came together, knocked doors, and spoke to neighbors and colleagues doing the work to
pass this ballot issue. Article one of the employee agreement states, it is our belief that shared decision making should be the predominant process in Poudre School District. Yet a
small schools planning team was assembled, consisting solely of cabinet and select small school. Building administrators. With this limited perspective at the table, it is unsurprising that
they decided that a wise solution was to allocate approximately $1 million to centrally fund assistant administrators at their schools. Unfortunately, this decision
comes at a time when specials, teachers, music, art, PE, etc. Are being devastated by cuts and having their jobs piecemealed together. It is unclear how this
decision helps to keep our neighborhood schools open, which was the goal of these funds to begin with. This decision also leaves our largest elementary schools in the district, as some
of the only ones without this centrally funded position. In December, when a colleague asked directly about the work of this planning team, they were told by a member of the group that it did not exist. When they
followed up and asked directly to be included in the work of this planning team, they were not even given a response. This process has been fundamentally flawed in many aspects, but let
me be clear this is not just about process. It's about trust. It's about ensuring that the people closest to our students are helping shape the decisions and budgets that affect them most. When decisions are made in
silos, without our voices at the table, you risk making choices that lack staff, support community buy in and ultimately erode the trust of those working hardest to hold our schools together. We need better. We
were promised better on this mill levy by directors on this board. I am asking you now urgently to step in and ensure that these decisions are made openly, collaboratively and with
the full involvement of licensed educators, classified staff and community voices. Thank you.
Thank you Haley. Next up we have Caitlin Corcoran. Welcome. To the members of the board. Good
evening. My name is Caitlin Corcoran and I am a current teacher at Preston Middle School. Tonight I am here to speak not as a teacher, but as a concerned taxpayer and want to speak directly to the wider PSD
community. Preston has faced its fair share of struggles these past years. District zoning with the opening of a new school caused Preston's numbers to be cut in half last year, with low student numbers caused by past
district decisions. Preston was put on the closure list and now a clear candidate to become the next leader of the school. Bill Saint was passed over for the position of Preston principal and as a concerned citizen, I
have to ask why? Why is Preston's strongest advocate an individual who has committed nearly ten years of his life to this community, not going to be the next leader of this school?
Last year, the community began asking important questions about the direction district leadership is taking our schools and the impact those decisions will have on the wider community. You, the community
all asked important questions about motivations for school closures. You all asked what is motivating the decisions and calls being made, questioned why things were rolled out the way
they were. Today I ask that you stay informed on district wide events. I call on you to continue to ask the hard questions. Why would someone who had the overwhelming backing
from staff and parents in the hiring process not be seen as worthy of leading Preston? Why would a man who has consistently put his heart and soul into bettering the Preston community
for nearly a decade, who has always fought for what was best for the students? Why would he be passed over for the position? Why would they not choose someone who is aware of the
district's climate and can help support the Preston community through these uncertain times? Bill Saint didn't want to lead just any school. He wanted to lead our school. What could have
made the district go against such a strong leader like Bill Saint? As an observant citizen? These are red flags and concerns I see at Preston, and this is where I bring it to you, the
community. It is the community the district ultimately listens to when their concerns. It is you, the students, the parents, the advocates. Now is not a time for you to become complacent,
but to continue to advocate for the needs of your students and your schools. It is through your voice that your schools can continue to be the strong communities that they are. Show up at listening sessions, make
statements at community comment. Reach out directly to those who make the decisions. Stay informed. You need to ask questions. Today it was Preston.
Who will it be tomorrow? Thank you. Thank you Caitlin. Next up
we have Evan Barker. Welcome. Good evening. My name is Evan Barker, and I'm one of the social studies teachers at Preston Middle School. I've been
an educator for eight years, for the last three being at Preston. My purpose here tonight is twofold. First, I'd like to acknowledge the positive influence Mister Bill Saint has on the staff at Preston. And
second, I'd like to address the recent changes in my administration and my school. I want to state that this is not an indictment of any person or persons, but rather just a statement from a teacher who wants the best for his students
and his school. When I graduated from CSU, I wanted nothing more than to be employed at PSG. This is a destination district and the best teachers I know work here. I first found employment,
however, in Greeley at a middle school that was struggling with student attendance behaviors and graduation rate. While at the school, I endured five principal
changes every year, brought new faces, new problems. I observed administrators acting selfishly to enhance their own careers. We were a stepping stone school, and new administrators could not
always be counted on for student support, educator guidance, or even just the encouragement during a pandemic. When I asked for any kind of help, my words would fall upon deaf ears. I
felt ignored and alone all of the time, I wanted change. I found that change at Preston my first day at Preston. I knew things would be different. Bill
Saint was different. Mister Saint and former principal Amy Kirby built a staff of people who are willing to work tirelessly for each other at
Preston. I don't just have coworkers, I have friends. I wholeheartedly believe this is because of a culture that was built over time. Mister Saint has been a stalwart at Preston
and has cultivated a staff that truly feels like family. When Miss Kirby resigned, there was a hole in my heart. I couldn't help but think, here we go again. But Mister Saint rose to
the occasion and in no way and in ways no one thought possible. He continues to lead us in a positive direction. He cares for us, he fights for us, and he listens to us. He's the best
leader I know, and it seems our school and the community think so as well. My school has been through a tremendous amount of change over the last few years, none of it at the behest of the Preston staff or community. And
I understand that there will always be change, but it should never come at the expense of not listening to those who need the
support the most. Thanks for your time. Thank you Evan. Next
up we have Tori Pappas. Welcome. Good evening, I'm Tori Pappas. Thank you for the opportunity to speak this this evening. I have
a few topics I'd like to address. I'm on the debt free Mill Levy oversight Committee, and I'm here to respectfully share my concern about the use of funding from the debt free
mill levy override that was meant for supporting supporting small neighborhood schools. The ballot language was clear and compelling. It spoke directly to
the value of small neighborhood schools in providing students with individual attention and a strong sense of community. That framing describes a specific
type of school, one that is both small and neighborhood. That language resonated with voters, and I believe it played a key role in building the public trust needed to pass the
measure. However, in reviewing the preliminary budget and other materials, I've noticed that the term neighborhood has been dropped and even small is
referenced inconsistently. It seems that some of these funds may be allocated to schools that are not considered small and neighborhood, based on Sd's own
definitions. I understand these decisions are complex, and I appreciate the district's efforts to involve school leaders. At the same time, it's essential that the
implementation aligns with what was communicated to voters. Even a perceived misalignment could unintentionally impact community trust. As a member of the
Oversight Committee, I welcome continued conversation about how we can ensure transparency, accountability, and alignment with voter intent. Second, I
think a boundary review with meaningful collaboration from city planners should be prioritized as soon as possible. I think it can and should be completed sooner than three
years. Finally, I believe remote community comment should be available at these meetings to allow for broader participation. Thanks again for your time and
all of your continued commitment to our district. Thank you Tori.
Next up we have Kate Bedford. Welcome.
Hi. It's good to see you all again. My name is Kate Bedford. I have two children and the district, they're both at Beatty Elementary School. I'm here
today to talk about a great opportunity that I see to address funding issues within our PSD district boundary. There is a substantial tax increment
finance, or TIF district, which takes advantage of a grandfathered version of state legislation to shelter property tax revenue from funding public amenities. The largest
percentage of that revenue is intended to help fund schools. So according to Larimer County records, this specific TIF district, now about 20 years
old, has withheld approximately 60 million from PSD since its inception in 2004, with the same growth over the remaining five
years. Another almost 60 million could be withheld. This withheld funding is said to be backfilled by the state, though PSD staff will explain that this has not
been the case until very recently. Additionally, backfilling this loss with state education funds means that one state tax payers across the
state are subsidizing the tifs TIF districts growth and accumulated wealth, and two overall per pupil funding is being reduced. Furthermore, this
TIF district, which was farmland just 20 years ago, benefits from three brand new schools built in or around its boundary. District
resources or funds have been channeled to support this subsidized growth, while the larger district has had to make sacrifices, deferring maintenance to existing
facilities. A roof on a school building in an established neighborhood which was in need of replacement, say, five years ago, is only replaced when the rain leaks into the classrooms.
This TIF district, created via legislation set forth to help solve urban blight, is essentially causing it. Discussing this matter with the town manager and finance
director that are knowledgeable of this district, I asked if the authority governing it would be willing to consider making an agreement to give some of the excess tax excess tax income
withheld back to the school district. There's a precedent for this. Larimer County receives a rebate, as does Poudre fire authority. That's how they got their fire station. The town manager informed me
that the Poudre School District has never asked for that rebate. They said the conversation could begin with a school district simply sending a formal request.
I've educated myself on this issue. I've engaged state lawmakers, county officials, and many of you individually. I'm coming to here, here because I feel like this is urgent. So I'd
ask you to just please put your attention to this. Now, ask questions, lean on those knowledgeable about the matter to understand it. Begin conversations with the authority, please, and send that
formal request for the rebate. Don't let this opportunity slip away. Thank you, thank you.
Thank you Kate. Next up we have Kristen Olson. Welcome.
Hi. Good evening everyone I'm Kristen Olson. Everybody calls me Ko and I'm here tonight actually just to issue an invitation, I'd like to invite
the board to consider attending part or all of negotiations on Friday. It's something that I feel really passionate about. I'm a classroom teacher, I'm at
Rocky Mountain, and I didn't know a lot about how our contract was made or any of those things, and I was invited to attend negotiations, and it's just incredible. It's so
interesting. I never thought that I would find something like that so fascinating, and it is incredible to come here and see a lot of the people who are
sitting at this circle, also sitting at that circle and bringing forth issues that are affecting everyone in our district in different ways and
really working to problem solve. This Friday, they're talking about options for a few different things. One of them is student behavior. They're also going to start talking about
compensation for this upcoming year. And that's one of my favorite parts, is when they start bringing in options. They have groups that go out, they come back and they share information. Y'all might know
this already, but I would love to see some of you all there. I'll be there with snacks all day this Friday, and I just think that it's a really good
opportunity to kind of see our colleagues in a different light and see a different way that they really advocate for our district and for each other. So
thank you so much, everyone. Have a good night. Thank you Kristen. Next up we have Danny
Lawrence. Welcome. Clapping up front I like it okay two weeks ago I watched the director of Integrated Services convey a new Dei philosophy in the district by lumping all disability
children into a week called Exceptional Child Week. I remain flabbergasted that anyone would think that that was being more inclusive. After leaving here, I looked at comparison school districts and I don't see any of
them doing that. It makes no sense that students who have an IEP, an individual education plan, will no longer be regarded as individuals by PSD at a time when nationally, the disability
community is clearly under fire. I feel like you all took the first opportunity possible to distance yourself from the most vulnerable population. Parents are talking about it and it's made a negative impact. And so
I'm left wondering with regard to the Dei stance, when do we live the every child, every day and when do we not? In the case of Hispanic immigrant students, we were quiet in hopes of protecting them. But if it's the
LGBTQ community, we give ten minute speeches and we create multiple affirming resolutions of support in public. And if it's disabled students, we marginalize them and their experiences altogether, further isolating them into a week where
we barely mention them. On the receiving end, it feels like The Hunger Games of protected classes and disability is clearly the last priority. In my opinion. We lost ground as a school district on your watch
two weeks ago with this new practice. Previously, I have mentioned that in my professional training I when I questioned these Dei issues, I am trained and educated to
interchange protected classes in my thought process and I would ask you to apply that here. For example, would we ever have a brown skinned child week in PSD where we celebrate Hispanic,
indigenous and Indian races merged together and call that inclusion? How about World Religion Week where we had Christian, Jewish and Islamic religions all observed in the same week? The practice would be
1,000,000% offensive. It's not inclusive and it's a violation of your mission statement. So please don't just do it exclusively to disabled children. It feels wrong. It's arguably discrimination, and I
don't think any of you want to be reputably associated with that. Decisions made by staff that are drastic philosophic change from the norm need to be vetted in public spaces, or at least in hand-picked committees,
for feedback opportunities. And that wasn't done in this case. Additionally, when you all drop the ball in reviewing your own board policies, you set a leadership example for the employees here to do the same.
Recently, I learned that the ILS program guidelines and is best practices rubrics for the district are 13 years old. Imagine what has changed in the education of disabled students
in the past 13 years. Maybe our declining graduation rates make a little more sense now, and since the district is no longer engaging in acquiring the free training that was offered to you all at the Casb winter meeting,
I ask for your response to the written policy complaint that was submitted to the board on March 11th. Five parents took the time to write that and to be considered, and should be shown
the mutual respect of your reply. Thank you. Thank you Danny. Next up we have Anna
Liberta. Welcome. Sorry. Good evening. I come to you this evening with a lot of mixed emotions over the past few
weeks, I've been part of an effort to get legislation on board for universal dyslexia screening for every district in Colorado for grades K through three. This is something that a
number of families have been fighting for since 2019, and every step of the way, the state has backed off because of pressure from teachers unions and resistance from school
districts. With Colorado being one of only seven states left that does not have legislation that provides guardrails around dyslexia. We were incredibly hopeful that this would be the year that the tide would turn.
However, it appears that there has been a well coordinated effort between legislators and educators that will more than likely result in Colorado technically passing dyslexia screening legislation this year.
But a last minute amendment will most likely mean that it won't go into effect for two and a half more years. This is unconscionable. This keeps me awake at night, makes me sick to
my stomach, and it makes me cry. We're talking about teachers, unions and districts who are fighting for kids to be kept in a learning environment for two and a half more years that will ensure social emotional harm and
academic failure to thrive. Students will continue to bear the burden of adults not wanting perceived inconvenience. And my fear is that as long as legislation tracks in this direction, our district will
continue to feel justified in keeping talk around dyslexia ambiguous. I am asking our district to use our district autonomy to create your own policy to do better. If this
happens, the interim assessments we currently use in our district are equipped with a dyslexia screener that simply needs to be toggled to the on position. You also already have access to an
embedded dyslexia toolkit for teachers and parents. I am asking this district to act on behalf of students and put an end to harmful ambiguity. Just because a child is identified
does not mean that they will require remediation. But these kids deserve to know why they struggle more than their peers. Whether a student struggles minimally, moderately, or severely, their perceived sense
of self is significantly impacted. A child who understands why they struggle will benefit immensely with appropriate support at home. But this cannot happen if parents don't understand the district
that data is dance around and not identifying dyslexia. This is a life and death situation, and there have been some really difficult situations that have happened within the past couple
of months. I'd be happy to talk to any of you about that have happened in school, in our district, on school property, during the school day because of unremediated dyslexia. It is
time that we like genuinely stand behind this and do something about it. We cannot be passive about this anymore like we need action and I'm afraid
that our state is going to protect that not happening. And I'm going to ask you guys to please stand against that. Thank
you. Thank you, Anna, and thank you all to thank you all who spoke today. Really appreciate
it. We are going on to board topics and committee reports. This agenda item is an opportunity for board members to provide an update on committee work or speak to board topics.
Do any board members have anything to report? Anyone? Oh, sorry. There you are. Kevin. I wanted to express my gratitude
to all those who helped organize our community board engagement sessions. We had our last two for the school year this past week at Rice and Bethke. I think
every board member attended either. So a big thank you to Doctor Hooten for getting this off the ground. President Draper, also being your brainchild, you get to enjoy the
credit there. And just really briefly, I think that we've already had an amazing board meeting with a lot of exchange from our community and the last community engagement session was
interesting, the one that I attended at Bethke, because I think we had about 7 or 8 people total in the room. So it was a fairly intimate discussion, which allowed for a lot more candid exchange of what was
affecting the district. And, you know, we always leave these informal and we want our community to come in and talk to us genuinely about what they think is going on and things that they want to elevate. And so one of the big themes that I
think I've taken away from attending each of these sessions is the importance of discussion. And I think that, again, to highlight some of the comments I made earlier is that I think we're at a very fractured point
in our nation, and that we have lost the ability some of us to have a discussion with other people, especially those with whom we disagree. I thought it was really noble for the folks
that took time out of their day at 530 on a Thursday from 530 to 7 to attend some of our wonderful schools. And it's another great way to showcase some of our great schools. And I know we're going to continue
that in the next semester. But, you know, I came in with an open mind on a couple of things, and I've been thinking about some of those thoughts that community members pressed me on. And a lot
of it was the charge of the long, the comprehensive Long Range Planning Committee. And one of the suggestions was, we don't wait for the recommendation. Let's make the recommendation early and give our schools that may be impacted
more lead time. And that thought has kind of marinated with me. And I know we're going to be talking about budget tonight. I know we're going to be talking about for a schools. We've heard a little bit of it already. And
so I'm thinking about all these coalescing. So just to kind of validate our community that keeps showing up at community comment at our committees and all the important work we do in our classrooms every single day. Those discussions matter, and they matter to our community
because it shows that you're you're care about this community, and you care so much that you're putting forth a thought that may be different, that may be bold, that may be in the minority. And so I just want to encourage our community to
keep showing up, keep showing up, to have these discussions, to have these thought provoking exchanges and community comment. And our Board of Education engagement sessions. We're listening. And I don't have all the answers. I don't think any
of us do. And we're we're not perfect people and we're not a perfect board, but we're certainly willing to put in the hard work and think through difficult decisions and take things that you give to us and let it marinate and have those
discussions in public, because I think that's how we get better. And so I think it was a tremendous success. I hope that we keep doing it. I know the superintendent has also been on the on the path doing his own
engagement sessions. And so we're getting a lot of data and input from our community at a time when I think we need as many smart, dedicated people that we can. So I just want to say thank you to everyone who participated. Thank you everyone
that came. Thank you for those that organized it. And let's let's keep it up. Go ahead. Scott. Yeah. That was amazing meeting. Amazing. Three meetings
I guess that we've had I missed the first one, but I've heard good things. I wanted to bring up at the Future Ready Center. Back on April 10th. There was a hiring fair, and I was lucky
enough to be able to go. And Tanya and her team put together a great group of vendors at the mall. This is for seniors,
ascent people participating in the ascent program, and then eight students. And you know, it ran the gamut from people
working for the city, the school district. But also there was a company hiring crane future crane operators. And I mean, it was amazing. So really well
done. And something that I think is super valuable. I won't tell you who told me this, but somebody said, for our seniors who haven't made decisions about
college, this fair is known as the oh crap fair. What am I going to do? And it's not those words, but I'll watch my language. Kristen. So. But it is
one of those things that helps students that maybe are having a difficult time deciding what they want to do next year, make some decisions. So really glad the district is doing that.
Thank you. Anyone else? Well, I just want to echo what Kevin had said about our engagement sessions. Thank you so much for all those all those who came out, who shared and expressed themselves with us. Really
appreciate that we will be doing those again in the fall. So we'll be figuring out dates and times and places. So keep an eye
out for that come fall again. So thank you. Anything else? All right. We'll move on to the consent agenda. Would any board members like to pull anything
from consent? Okay. Seeing none. Can I get a motion? I move the board, approve and adopt the recommended actions for the items on the consent agenda.
Thank you. Can I get a second? Thank you. Carolyn. All right, Joe, can you call the vote? Jim. Hi. Kristin draper I Connor
Duffy I Kevin, I Carolyn Reid I Scott bauer I Jessica zamora I motion passes seven zero. All right thank you. We'll move on
to action items 8.1 monitoring policy review L 2.6 asset protection. Can I get a motion. Ahead Jim. Thank you. I move that the board determined that
the superintendent has reasonably interpreted board of Education policy L 2.6 in his internal monitoring report dated April 22nd, 2025 and that the
evidence presented supports the superintendent's conclusions stated in the internal monitoring report. Can I get a second? Thank you Jessica. All right. And is there any discussion on this item. Go
ahead Kevin, one very quick passing note. So of the policies that were asked to interpret whether the superintendent has interpreted reasonably, I want
to draw our attention to policy two on page five. Allow, among other things, the superintendent shall not allow facilities and equipment to be subject to improper wear and tear or
insufficient maintenance. And then we went through the interpretive guidelines for what those various terms mean. And again, I do like to highlight, and this is a proud moment where this may seem perfunctory in any
other meeting, but I think that given the state of where we were facility wise, maintenance wise, even a year ago, the evidence and this is directly from Superintendent Kingsley's report. The district is
incredibly thankful and honored that voters in the Poudre School District approved a debt free mill levy override that will collect 49 million annually, increasing by the rate of inflation each year in perpetuity to maintain improved
schools and facilities to ensure secure, healthy and comprehensive learning environments by replacing outdated electrical, plumbing and HVAC systems and addressing repairs and renovations to extend the useful life of
buildings. Again, it's just worth one more time thanking our community for their that vote. And truly, there's more work to do. And I know we're grappling with transparency, and I know we heard some of those comments
tonight, but the position that the district is in now and the schools that are getting the things that they absolutely dire need before, which there was no reserve, I don't think it can be
overstated enough. And again, this isn't an end all be all, but this is a tremendous platform from which we can modernize our schools and so that the inside of our buildings
match the excellence that our teachers put into our students every single day. And so I didn't want to miss an opportunity to say thank you again to our voters and the trust they have so that we can continue doing the excellent
things our teachers and our staff can do the excellent things every single day. Thank you. Well said. Anyone else? Okay, Jill, can you call the
vote? Jim, I Kristin Draper, I Connor Duffy I Kevin I Carolyn Reid I Scott bauer I Jessica
Zamora I motion passes seven zero thank you. All right we'll move on to informational reports and discussion items. 9.1 board consideration of revisions to
policies DJ purchasing, DJ Purchasing authority and DJ purchasing procedures, DDR federal procurement and fiscal requirements and did fixed asset inventories. Doctor Hooten I
believe we have some guests for this. We do tonight. We look forward to hearing about the finance policy updates from Chief Finance Officer Dave Montoya and General Counsel Adam
Aspen. Welcome. Thank you, Doctor Hooten, and good evening, board. As Director Draper mentioned, we are discussing several policies tonight on
fiscal management. Let's see if this clicker works. So the purpose for tonight is to discuss the current state of the policies, because there are several policies and there are a number of red lines. I wanted to
make sure that the board is grounded in what the current policies say. Before we get into what those proposed revisions are, then also to discuss the intent of the revisions, the reason why we are bringing these changes to the board for
consideration now and then to highlight the major proposed changes for each policy, given the number of policies and the number of red lines within there, we won't be able to go through line by line or page by
page. So I wanted to make sure that we could highlight some of the major changes, but also want to make sure that the board and the community are aware that all of the proposed changes are included in red line in the
board packet for review. And then the final thing for tonight is to answer any questions and discuss any proposed changes from the board that you'd like to see before the second reading. So just to mention again, the policies for review
tonight are DDA, which is on federal procurement and fiscal requirements, did on fixed asset inventories, DJ on purchasing, DJ on purchasing authority and
JB on purchasing procedures. So the current state of the three policies DJ, A and JB, those are the policies that really focus on the procurement and purchasing process. And the
first policy DJ on purchasing that one really establishes the purpose for the district purchasing procedures, the reason why we have these policies to ensure a fair and equitable treatment of persons
or entities in purchasing, maximize the value of PSD funds and to standardize the purchase procedure and foster full and fair open competition for the purchases. The policy also defines what a purchase is and
then also establishes some contracting requirements, notably whether there would be a POA, terms and conditions, or other written policy or contract when a purchase is made. The
current version of DJ, a purchasing authority. The purpose of that policy in its current state is to discuss the purchasing authority for the board's superintendent and chief
finance officer. Here, the authority is anything that is over 250,000 would need to be approved by the Board of Education, and that's the current state of the policy. And also this policy establishes the
delegated authority to employees in the finance department and other district employees. As the policy is currently written, the chief Finance Officer is able to delegate authority to certain
individuals within the Finance Department up to $100,000. And then the how. JB is currently drafted as the policy is existing now this is on
purchasing procedures. This policy establishes the procurement procedures, documented price quotes, competitive bidding process, competitive proposal process, and it also defines exceptions to the purchasing procedures.
The purchasing authority. These exceptions are things like cooperative purchasing agreements, sole source items, or anything that's done in an emergency situation. This policy
also establishes the grievance process for vendors or potential vendors to protest the purchase or the purchasing procedure, and establishes the thresholds that govern the type of competitive
process. As the policy is currently drafted, those thresholds are anything under $5,000. There would be no requirement to do a competitive process. Anything from 5000 to
50,000 would require three documented price quotes, and then anything 50,000 or higher would require the more formal competitive bidding or proposal process. And then before going
on, I just wanted to let either Dave Montoya or Cara, if you have anything to add on the current policies before moving into the intended changes. All right. Okay. So the intent behind these revisions, there's
a few reasons why we're bringing these changes today. First is to revise the policies to include the authority methods and thresholds into one policy. The intent here is to provide some additional clarity in the system
and to people outside the system, as well as just make it have all the information about the process in one place, so it's easier to track without it being in different policies. And
another intent is to create a policy that's specific to contracting the policy. JB has been combined with DJR in this proposed revision. So then JB will now become a policy
specific to the contracting side. So the last step in the procurement process, and then one of the other major changes in requests is to update the thresholds, which was just discussed in the previous slide.
And some intent behind those threshold changes is to really ensure that the district staff can get the best value out of the procurement process, ensure that they're putting the efforts
where it would make the most impact, and anything to add there. Okay. And then for the last two policies, DDA and did
the intended changes here is just to provide some updates to conform with federal regulations. There are some changes in the federal regulations that allowed for an update in the thresholds. So the proposed changes there is to
align our thresholds in that policy, which is also in alignment with or allowed under the current federal regulations, and also to make some changes to provide more clarity on the
reporting requirements for capital assets. So the now we're moving on to the proposed updates to the policy. So policy
DJ would now become a policy on purchasing and contracting. There's not a lot of substantive changes within this policy that's proposed a few things that well the purpose of the
policy would be to still define purchase and still state the goals. It would also now include not just purchasing goals, but also contracting, and to establish the Finance Department's role and responsibilities in the
procurement process. And the reason for these changes is to improve clarity in the purchasing and contracting process. So to highlight a few of the changes within this policy, the policy title will be
changed to Purchasing and Contracting, not just purchasing. And there's a revised definition of purchase. And that would be to as the policy is currently drafted,
purchase really focuses more on the actual transaction when money is exchanged. But to ensure it's very clear in the system and just in our policy in general, that a purchase is really when there's an
obligation made for the district to at some point buy something. So it could happen a lot sooner than the actual transaction. So make sure that the definition reflects that. And some of the information has been removed if
it's redundant. Specifically information on cooperative purchasing because that now appears in other policies. I think JB and some other language
on I believe on the contracting because that's now within the contracting policy and the some other changes is to clarify that the Finance Department's role is to facilitate the district's compliance with purchasing and
contracting policies. It's not the finance department is not the decision maker, but really there to help all the end users in other departments or schools with complying with the policy, going through the process,
ensuring they are able to go through that effectively and in a way that benefits them and is in compliance with how the policy is drafted. So I'll pause there and see if there's anything to add from either Dave
or Cara, or questions from the board, or proposed changes to this policy before moving on to the other ones. Any questions? Dave, did you have something?
Okay. Not yet. I think we're good. All right, so the next policy is now policy DJ, which has been revised to purchasing authority methods and
thresholds. The purpose of this policy is to establish the authority limits for district staff to describe the approved methods for engaging in competitive process for a purchase, and to establish a
thresholds for the type of competitive process. And it would also be to identify exceptions to the purchasing authority methods and thresholds, which is in the current policy. But there's been some revisions there. And then
to permit a grievance process for protests. Some of the reasons for the changes being brought for this policy is to combine DJ, A and JB, like I mentioned before, so that it is more streamlined and all
included in one policy. And then that also opens up JB to be a policy on contracting and then specifically to update the purchasing thresholds. So to
highlight some changes within this policy, as I mentioned, the policy title is changed to Purchasing Authority Methods and Thresholds, and it merges the
current JB into DJ with some additional edits made as well. The grievance appeal process has been updated to allow some more specific layers of review. So in the proposed changes, the CFO
would appoint an investigator. If there is a complaint or protest made, who would then do the investigation. Provide a report to the Executive Director of Finance who would make the
first level decision that could then be appealed to the CFO and then the superintendent, and for purchases over 250,000, there's the opportunity for the board to then hear the matter. If that gets appealed that many levels.
And I think one of the more substantive changes within this policy is those thresholds. So you'll see on the slide that there's the current thresholds, which is in our current policy. And then the proposed thresholds
which are different. So for anything now under $10,000, there would be no requirement for a formal competitive process or any competitive process.
That's not to say that that process wouldn't happen. There's still the opportunity. This just provides the minimum requirements. And then there could be additional things that somebody may choose to do depending on the type of purchase. And then from 10,000 to 100,000, the requirement
would be to get three documented price quotes. As we'll see before, that threshold was between 5000 and 50,000. And then for anything over 100,000, that would now require the formal process, whether that's a
proposal or bid. And I would add at this point that these at least the two thresholds, the thresholds that we're looking at here are very similar to our
comparable districts. All right. And just some additional changes within this policy in the current version of DJ B, which is on the purchasing process,
the there's authority delegation for purchasing cards up to $5,000. And the proposed edit here is to increase that number to $10,000 to align with the
thresholds as they are proposed in the policy. Anything on that one? Great. So a couple of things I want to add about this.
Sorry, I want to make it clear that this doesn't mean that everybody that has a purchasing card automatically gets a $10,000 purchasing card limit. So I know that that that's something that kind of looks
like that on the surface when you look at this policy. But really what this says is we will go through a process and application process and approval process. And when we assign purchasing cards, we give the
lowest amount possible for the end user to achieve what they need to achieve. And so a lot of our purchasing cards are at schools. Most of those purchasing cards have a $2,500 limit at this point, because
that's what they need to do the work that they do in our operations department. I anticipate having some of the cards up to $10,000, because that's where we're really going to see those types of purchases and the value add of increasing
that threshold, which really allows our operations staff to be nimble and respond quickly to the needs that they have throughout the district for those maintenance and repairs, without having to go through
that drawn out process. One thing I'll also add about these policies is throughout all three of the policies there, there are a lot of references to administrative guidelines that either are currently in
existence and will be updated, or policies that or administrative guidelines that will be created. So if it's not in policy, maybe because it's too in the weeds to be in policy, but there's still a lot
of other guidelines and documents that will be in place for these change policies. Another change that is new in this policy would be the addition of the opportunity for
the district to consider local preference as a factor in the competitive process, as the policy is currently worded, it's not a requirement. It allows for that option. If there are some
specific administrative guidelines adopted in place to ensure that there's legal compliance, also compliance with the policy, and to ensure that they're still fair and competitive practices. So the
policy language, as it's worded, would give open the door to seeing that as a possibility without requiring a decision be made at this point of whether that actually would be in place.
And then the policy also removes certain exceptions to the purchasing methods and thresholds that don't really need to be in policy. Some of those were we had exceptions and therefore like postage costs, which isn't really something
that the district can control. The cost of the stamp is what it is. And then some other things like licensing fees again, where it's not really anything that would be subject to a competitive bidding process. So those have been removed from the
policy. And with that, I'll turn it over to the board to see if there's any questions or proposed edits to this policy, or to Dave and Kara to add anything else on the proposed
changes. Any questions? If go ahead. Well, one of the okay, I'll go first. And one of the things that I was hoping you could speak to is just when we
talk about that 5000 to 10,000 range that in, we are not asking people to do the three search for three sorry bids. Thank you.
That would be the word. And I just care if you could speak to the fact that how much time that is going to save finance and what that means we can do with that then time. Thank you for
the question. I appreciate the opportunity to speak to it, because this is the piece of this is really near and dear to my heart. We have we are a set up with an incredibly strong sourcing and contracting team right now. A lot of potential
for this group to really do some change and make some good in the district and really do what we want to do, which is increase value and get more time in the hands of everyone that needs it. As we know, we're struggling
with limited resources and we need to do more with less. So by increasing this threshold from $5000 to $10,000 to get competitive quotes, what that does for us is it eliminates the
burden of a lot of paperwork, not only for us in the finance department, but for the people that are out doing the work, taking the time to gather those quotes. One of the things that we see as we look at the quotes
within that range, primarily between 5000 and $10,000, is we're not getting a lot of price variance. So the effort that we're putting into getting these quotes and going through the process to issue the POA and do
everything that goes along with it, we're not seeing quantifiable results in in dollar saved as a direct result of that process, because the competition is so slim in that area that it's not really adding
the value we would like. There's so much value we can add by doing proactive work in the district related to how we do our purchasing and contracting, and right now, our staff and the people on the ground that are
submitting the requests to our staff are kind of drowning in that reactive situation. And one of the things I'm really excited about is, is the increase in these thresholds really allowing us to do that value, add
proactive work that we're really itching to get in and to do. So. I appreciate the consideration for the change. Thank you so much, Kevin. Go ahead. That actually dovetails into one question I talked to you both
about in some of our initial exchanges. I'm going to direct our attention to DJ A, which is the purchasing authority methods and thresholds. Specifically, I've got two questions and then
a comment. The first one, and I think we touched on this autumn, so I appreciate it. But to help contextualize the threshold of $250,000, that requires board approval. And as I'm thinking
about this and I was thinking about these revisions, one thought that I had was that initially, as a public entity with a public board, we're dealing with public money. And
so there comes with that the responsibility of some oversight. And so that, to put it plainly, the voters understand the value of the things that they're being asked to pay for. The tension, though,
that I that I've been thinking about, as you've eloquently just said, Kira, which is, I think the transaction cost. Right. So in the, in the normal corporate governance, we could call a
board meeting whenever we wanted to do any kind of major purchase so as to not affect the timeline of the needs that that higher price is. And so I think we're burdened a little bit by the
bureaucratic nature of being a public board that we meet every two weeks. They appear on our consent agenda as a package, and that doesn't reveal all the work that's gone in between. So the reason I bring that up is that I
think that there are it's an appropriate number based on my understanding in our conversations. I wonder if you could elucidate just a bit as to how that threshold is reached. And are we suffering from any transaction costs and not
increasing that threshold right now? And then I've got a follow up to that to. So we did some analysis on the $250,000 threshold. And really most of the items that fall above that
threshold are the types of things that autumn alluded to that really aren't things we can do competition for anyway. So think about our charter flow through payments, our self-insurance claims expenditures, things of that
nature where we don't really have have control to make those types of decisions. So the majority of the expenditures over that threshold are in that first category. When we talk about things coming to the Board
of Education for approval, over $250,000, first of all, that threshold of $250,000 is kind of in the middle of the road. When we look at our comparison districts, we have some districts who are much, much
lower. We have some districts that are much, much higher. If you take DPS, I think they were at $1 million, but obviously they're a lot larger district than we are. So we saw a lot of evidence of districts that are
probably more our size, moving a little bit more towards the $500,000 threshold. But again, I think you have to evaluate not only the dollar amount and the quantitative amount, but the qualitative amount of what those
types of expenditures are for us. Those are really our large construction contracts and projects. I think most of those would still come to the board, even if we did increase that threshold to $500,000. What our
analysis showed us is that if we change that threshold from 250,000 to $500,000, what that would give us is about a 3% decrease in the total dollar spend that would come through
the board. So from our perspective, that's not a huge difference. And really, I think you hit on the key reason why I think I personally would advocate for a higher range. And
that really is the timing when we're talking about being able to get through some of these projects. The procurement process itself takes a little while, but really what takes us the longest amount of time is the contracting process. The red
lines in the negotiations with the vendors, and we have control of the procurement process timeline, but we don't have complete control over the contracting process deadlines because the vendor is what's
driving that. Do they agree with our changes? Do they have changes they want us to look at? And what we find is a lot of times we are running right up to that board deadline for that packet for the two weeks to be
able to get in those contracts for approval. And if we don't make that meeting, what that means is two more weeks before we can get that in and then go through the administrative paperwork process to issue POS before that work can even be
started. So that's probably our biggest struggle with that, is that delay and timing. Thank you. Actually answer the second question too, which is where do we fall comparatively to some of our sister districts. And so
it's it feels like a good spot, but I think it may be a subject that we need to revisit. And I made this joke, but it's true with inflation tariffs, a quarter of $1 million ain't what it used to be. I think you
illustrated that nicely. And so I'll end with a comment on local preference. I've given this some thought to and all things being equal, if we're looking at competitive bidding, I do like the idea of a local preference.
I do like, you know, giving opportunities to our local industries and our local businesses. But one step further than that, I think what really moves the needle to me, and I don't know what the feasibility of this would be, but if we can
identify all things being equal to a local preference that may have PSD graduates within those companies, within those, those vendors that get that would move my needle. So I just want to put that out in the in the room.
Other thoughts. Go ahead. Scott, I'm glad you brought this up, Kevin, because that was the one we did a review of this. Just so everybody knows that this is very detailed work that was put
into this. And thank you for the team for meeting with us prior to this meeting. So it was kind of understood. One of the notes I made was the discussion of
moving from 250 to 500. And I definitely think that we need to stick with 250 because of the fiduciary responsibility that we
have and the current, I guess, feelings in the, in our with our voters to really manage the for a money, but also with the talk
of consolidations and all that sort of thing. We need to really that that fine tooth comb that we've talked about, we need to really be focused on that. And
the 250,000 is a number I'm comfortable with. And I don't think it's time to change to 500, even though I do know the timelines. But I think the one
thing I've learned in business is when you're about to land a big contract, the buyer is always right. So if they need a little bit more time to get it signed, we give them a little
bit more time. So that's just my $0.02 on that. Go ahead Caroline. So just kind of piggybacking off of your thing as opposed to the 250 as opposed
to the 500, what would the difference be and what we would have to approve between if we if it was 250, are we going to be approving a 100? And if it's
500,000, we're going to be approving a fraction of that. So what are what is the balance there. So I can't give you exact numbers. But what I looked at and analyzed was the spend by
vendor. And as you know, with one vendor, we might spend, let's say $750,000 through the course of the year, but that might be comprised of several different contracts for several different projects. But I can
tell you it's about 3% of a change, 3% less that you would look at if you were at $500,000, which equates to about just a little over $1 million, $1.5
million less. That would come before the board in in aggregated spend. And I did some please, if I'm wrong, when you have an attorney trying math, it
usually doesn't go well. But I think that's a helpful point. But also to contextualize further, we're about to move into our budget discussion. And so I did some quick numbers. And 250,000 equates to less than a half a percent of a percent of
our entire budget. If I've done the math right, I think that's also helpful context. I'm not saying anything you said is incorrect, but I also think big picture transaction costs. I like knowing what that delta
would be. What more could we get with a higher or lower? I personally feel comfortable with 250 now. I don't think we need to change it unless there's compelling reasons that we're losing out or we're losing
value, but I think what I'm hearing here, and maybe you are as well, is that the thresholds right now are are good. And as inflation and everything else
kicks in, that we may want to be looking at that 250 threshold in a couple of years and reevaluating. So I think it's just put, you know, that just put that in the back of our
minds as these are those thresholds. Will will probably want to take another look at in another year or two. Thank you for the work. Yeah. Thank you. Yeah. Other questions. Three
more policies. Oh fantastic. All right. So moving along. On contracting purpose of this policy is really to align the requirements for contract types,
execution, essential terms and conditions for contracts as well as who's signing. We haven't had a policy specifically on contracting before. So this is really a new policy just to outline all things contracting
within the district. And some of the highlighted changes, not so much changes, but just what would be in this policy is that it is policy now on contracting. And it would specify that a
contract is required for any service provided to the district that may create liability unless exempted by administrative guidelines. So the intent is really anytime that there service being provided, there's most likely inherent risk there. And that's why we want to make
sure that we have a contract for that. But realizing also that there are times where we probably wouldn't need a contract. So the intent is to have administrative guidelines drafted that would then allow for some exceptions that are
specified within that guideline. The policy also defines terms including the types of district contracts that we have, identify certain requirements for district contracts, and also
establishes a matrix for signing authority for contracts. Just one note here in our policies, we've been talking about the authority. And that's the authority for either the board or certain district staff to actually make the purchase. But
within the purchasing process and with the contract, there's also other employees within the district that have more of the subject matter expertise and the ones who are actually the deciding factor of what the
purchase is, whether it's goods or services. So then the matrix reflects other staff who should also be signing that contract, just to show that there has been other review by other departments or schools. And that
matrix is different depending on either the dollar amount of those contracts. So any questions edits on the contracting policy. All right.
The next policy is DDA on federal procurement and fiscal requirements. This policy really specifies the requirements for purchases paid with federal funds. And the main reason for these changes is to update the thresholds based on the changes
in the federal regulations, which allowed for increasing the thresholds. And we ours now align with the thresholds for our other purchases that are not using federal funds. And then
just to clean up some language and update for clarity, I don't know if you have anything to add on this one. Cara. Okay. So just as an example of some of the
changes, we added some definitions into the policy and then updated those thresholds and then added some more specific information on record keeping, which is just language taken from the federal regulations questions or edits
for this policy. All right. So the last policy we're bringing today in the first reading is Did, which is on fixed assets inventories. And this policy is
to specify requirements for the district to maintain a list of capital assets for financial reporting. And the reason for these changes is to really provide some more information and clarity on what's actually required for the financial reporting. A little bit more
specific in the policy. It was a pretty short policy prior to these proposed changes, and to provide more information regarding a property control system to protect all district
property. So the policy title has been changed to capital assets. It defines the term capital assets. And then as I mentioned, it clarifies the different roles between the finance department or operations
department to establish and maintain a detailed list of capital assets, and then for operations to establish and maintain a complete property control system, to protect district property. And this is
really intended for financial reporting requirements. And I'll see if there's anything for you to add here. Okay. No. Any questions or edits on this last
policy. Anything on this one? Okay. So just a really quickly just a timeline for how this policy changes will move along. So the first reading is tonight. We'll bring back the policies
for second reading on May 13th. And in the interim between now and the end of June, district staff and finance, legal operations and it, as well as probably some other departments will work to either update
administrative guidelines that are in place if needed, or draft new administrative guidelines for the policy language. And then the intent is to have those guidelines finalized by the end of June and have the policies
with the updates go into effect July 1st, just to align with the new fiscal year. Okay. Questions. Thank you so much for
all the work. I know that, yeah, this was a kind of a quick overview, but we I know you have to put a lot of work into that. And a lot of work went into sharing what was what the
changes are. So thank you so much. Really appreciate it. Oh yeah Carolyn go ahead in the in the last slide it said something about an asset protection
program or something to. Let's see here. Are you know the there's like supposed to be an asset control program or so the
information. So how is it that we are controlling our assets I guess is what I'm trying to ask. So do we have a computer like program that we're scanning things and we're tracking our
assets? Yeah. So is that done. So at a prior meeting, Bud Hunt came and talked about the ServiceNow implementation. One of the aspects of ServiceNow is that it does have an asset
system in it. And so we are currently bringing that online. It's going to take us a little time to get it there. But our full intention would be to monitor these assets in that
system going forward. There's complexity in bringing old data in and things like that that we're working through. But that's that's going to be the system of record. Okay, great. I think that yeah, that's
something that maybe a lot of people don't think about. I know it's something that maybe I didn't think about before is about an organization this big. How it controls its assets is really important. It's hard hard to keep track of everything. So
it's good to know that we have something in place. And this is a really good opportunity for us to make some really good improvements in that area as we bring the system on. Great.
Thank you. Any other questions. All right. Thank you so much. Really appreciate it. Quick run. All right. So we will now move
on to 9.1 preliminary preliminary budget fiscal year 2526 revenue focused. Yes. Joining us this evening to discuss the preliminary budget for 2526 school years, Chief
Finance Officer Dave Montoya and Budget Director Brian Gustafson welcome.
A couple of weeks. And really, our conversation tonight is a continuation of, what, two weeks
ago? We talked about multiple times. And so I'm going to talk to you a little bit about the budget, the preliminary budget
document that's in your packets will hit on some of the highlights. And then of course open it up for questions that
you may have. Hey, remember this is a draft right. So you've got a cover page and then you've got an assumption sheet in that budget. And that assumption sheet page one identifies these
these highlights. This is a draft budget right. This is an early look a very preliminary look. And it's focused primarily in our conversation will be focused primarily on the general
fund and specifically general fund revenue. In those assumptions we identify the per pupil rate that is driving the revenue in this budget. We
identify the funded pupil count. And I'll talk about these as we get going. We also identify estimates for charter school funding that flows through the district and to our district
charters. And then ultimately we'll get to talk about what is the amount, the difference, the delta that we see between the revenue identified and
expenditures as we know them now, basically the current fiscal year expenditures, that's the amount really available that we're working with to close the gap here in the next month or so
when developing a proposed budget. All right. So additionally, in that budget document, just as you're navigating through there, you're looking you see a variety of columns. You're going to see a
previous year actual column. That's fiscal year 24. That's last year I keep getting mixed up. What is this year I talk about this year is already 2026, in my brain. But last year's
fiscal year 24, 23, 24. The current year 2425 that budget, the revised budget that was passed in January is identified in the document, as well as estimated actual figures that
were generated at the end of the third quarter of the fiscal year, the end of March. Okay. Additionally, now we've got a column for next year, the preliminary budget for fiscal
year 26. That's the 2025 Dash 26 budget. And that fiscal year starts on July 1st. The funds what funds are in there? Well, remember, a couple of weeks ago we talked we started to talk
about more of the other funds. We felt the other funds were being left out from time to time. Okay. They're in there. They're in there. We probably won't hit on them a lot unless there are questions. There are some adjustments there, but
primarily we're looking at the general fund, which is on pages two through five and summarized again on page 14 of your document. Those other funds are identified throughout pages six
through 13. And they should also reflect the same, same fiscal years the previous the actual from 24, the current budget and estimated actual, as well as a
preliminary look at next year's fiscal year 26 budget. All right. So let's talk about the revenue picture. The revenue picture. And this is page two I
believe of your document. This is a screenshot that you have on on the screen that shows the overall summary of the district general fund revenue. And it's
important to remember that we're we're going to look now at 100% of the general fund revenue. And I'll talk about different breakouts of what makes up up
that revenue okay. But we're going to focus on that far right column primarily. That's the 20 2526 preliminary budget. And the assumption that we're building
this budget on is the same as a couple of weeks ago, at 28,613.9 funded pupils. And we talked about what funded pupils mean a couple weeks ago. This is an
averaged count. It's based on four years of averaging. And it does include district charter schools right below that. This would be line two before state
reductions. This is the per pupil rate $11,160.06. This is slightly different than we presented a couple of weeks ago. And there's an important reason for that in the in the period
that has passed, we learned about changes to assent funding and the changes to assent funding will modify our per pupil rate a little bit. So
assent students assent is a concurrent enrollment program, fifth year, basically fifth year high school type program has been funded at a similar rate in
previous years to the rest of our our program. The projection is for next year, and it's still pretty early for getting this. This really hopefully closely dialed in is that that might
drop by about $3,000 per pupil next year. So that's going to impact our per pupil rate. And I'm going to talk about that more. And I'm going to show you what we estimate that that to
be. So $11,160 and change per pupil lines five, six and seven detail the combination of our total program. We've talked about total program a lot. And
I'm going to show you it in probably a few different ways here tonight. Line five is state equalization. That's the backfill. And we've heard that term used at various times
throughout the budgeting process. The formula is designed in 1994, is supposed to generate funding for schools out of property taxes. Property taxes
in most districts cannot accommodate the totality of the formula, so the state must equalize or backfill dollars to make the formula whole. That $163 million. That's the state
equalization number that we're anticipating to make the formula whole next year. We anticipate that the formula will drive
$147.2 million of property tax into the system, and another 8.8 of specific ownership tax. Remember, specific ownership tax. Those are those are the
taxes on licensing vehicles and boats and those kinds of things. So line eight, line eight details our total state formula,
also known as the total program. Total program $319.3 million. That's about 73% of this general fund revenue. We focus heavily on that when we talk about the
budget because it's three quarters of the budget, it's the big deal. And we'll talk about, you know, where are we with our certainty of that number here
shortly? A below that we get into some other revenue items. Local revenue, $84.5 million. That is primarily mill levy overrides from various years,
including not not including the 2024 mill levy override because that's in a separate fund. But most recently, the 2019 mill levy override that grows by the
rate of inflation. Other state revenue is in line 12. Okay, primarily that's driven by categorical funding. And we talked about that last time a little bit as well. Extra
funding for specifically focused on like transportation or special education, vocational education, those items. And then line 13, the anticipated federal
revenue in our general fund, about $3 million primarily. That's Medicaid reimbursements. Okay. So it's not really new money. It's really reimbursing
programing that we've already taken on. So at the very bottom right of that visual,
$434,351,987, the anticipated preliminary general fund revenue, that's 9 million or so greater than the current year,
fiscal year 25. Okay, so I pointed these numbers out. Line 14 has those operational revenues. Line 16 also indicates our beginning balance of
reserves. That has an asterisk by it, without all of the expenditures plugged in. Really the reserve summary is incomplete until we get calculations, including all of the reserves or all of the
expenditures plugged in there. But if you'd like to look into more detail of the revenues or reserves, those are on pages
four and page five. So more assumptions okay. What's behind especially that total program number, that $319 million. We've
talked about this before. The 2.3% inflation rate is driving the School Finance Act. Additionally, for the second consecutive fiscal year, there is not scheduled to be a budget
stabilization factor in the formula. And the phase in of the new School Finance Act itself, with some changes in how some of the factors are calculated and
implemented. Is producing that change in revenue primarily? Remember that now we're looking at a four year funded pupil count averaging mechanism as opposed to the previous five
year mechanism, and also as opposed to what was initially proposed as a zero year average. So as as as we're looking at that, remember also that we're
anticipating and expecting that this is a tiered averaging mechanism in the new formula that's supposed to move to a three year averaging the next year or then two, and then work
its way out of the school finance formula. Okay. Right now, if we were to compare that per pupil rate range, hey, we're
up about $381.80 over fiscal year 25 value. And that funded pupil count. Again, this includes district charters down
to 235.2 funded pupils. Now I talked a little bit about ascen. And it's important to note that that that change we think is going to impact both sides of
our revenue and expenditures by about $700,000. Okay, fewer ascent revenues coming in because of a lower per pupil ascent rate. But then
conversely, then we'll have fewer ascent expenditures going out so that that has impacted that change in the per pupil rate compared to what you saw a
couple of weeks ago. We are still awaiting some information. I understand that the long bill, which is the appropriation of the budget for the state, was passed late last night, the
School Finance Act, if you were to look at it a little bit ago, I looked still says under consideration. So that means the dollars have been there. They're now they're figuring out exactly. Are we satisfied with
where we want them to be and go. So as that sorts itself out, we continue to await. Then the fiscal runs that come from CDE that give us a pretty clear idea
of whether our planning is on track, or we need to modify that a little bit. Late last week, I understood from some CDE finance folks that there might still be
some modifications in that charter school institute Multidistrict online impact. And we talked about that a couple weeks ago, kind of an unknown still for us right now, it's an
unknown until we can see this formula with those hopefully removes from some of the size factor calculation, but still to
be known from our perspective. So a different way to look at it. This is similar to a graphic I showed you a couple of weeks ago. Excuse me. We've got
columns there that compare fiscal year 2425 and on the far right slightly highlighted 26. We anticipate that that funded
pupil count is down by about 0.8%, and that per pupil funding rate of $11,160, up about 3.5% due to the new formula and the
2.3% inflation rate embedded in there. Okay, overall, an increase in total program by about 2.7%. Now you'll see a slightly different number here
in the total program 319.3. And it's slightly different than what's in the calculations in the actual budget. That's because the embedded table in this slide doesn't quite do the same level of rounding. Right.
So it's just slightly different. This is a this is part of the presentation. The document portion would be the actual number. It's slight slight variation. Still rounds
ultimately to the same number. The fiscal year 25 to 26 change. This includes our district charters. This is less than we showed you last last
presentation because of that change in the ascent funding. Okay. So I went ahead and factored that in to the per pupil funding rate. Okay. So
what we see here is overall just that change, about $8.4 million of increased funding. However, the charter flow through is also a different number than we
looked at a couple of weeks ago, as we have received the proposed budgets for each of our industry charter schools, it's apparent that their enrollment
projections are higher than what we initially anticipated, up about 136. In district charters,
that would equate to about 2.6 almost $2.7 million of float through. When you remove those, we've got an increase in program
funding to the district of about $5.7 million that we're anticipating in this preliminary budget, going to keep slicing this different ways, show you kind of different ways to look
at it. This is actually a view of a worksheet that that we try and go through as just kind of a real high level planning. Look at our preliminary budget. And this was shared with our budget
design team and our budget Advisory committee. That top line in this table, total program 8.4 million, really is just summarized what I showed
you in the previous slide. What we didn't incorporate quite yet into the previous or in that previous slide were these two highlighted lines. The 2019 mill levy override, which you'll find
on page five, line 16. We anticipate that to increase by a half $1 million. That's the one of our mill levy overrides that grows by the rate of inflation.
So 2.3% we will certify a number that's 2.3% higher in December than we did this year to generate that additional $500,000. The state categorical
numbers at the time we put this together, that was estimated to grow by about that rate of inflation. Those combined about a $400,000 increase. Now that
the long bill has passed, we can start to dig into that. And there hidden in there a little bit, you got to go find them and we'll find those actual appropriations and update this for the proposed budget for
those changes. But we anticipate that they consistently stay about that rate of inflation with increases. Okay. When you add those together you've got a
$9.3 million shared revenue increase. And then again you take those charters out 2.7. Now we're talking about overall a revenue change of about $6.6
million in the program funding and then adding in mill levies and state categoricals. Now we're talking overall revenue.
Okay. So on the other side, and a couple weeks ago we prepped you of really we're not going to adjust much on the other side yet and really haven't. But there are a few either high level assumptions or knowns that
are included on the other side so that we can get them in there now and start planning accordingly. We do know that staff benefits on the health side of things are slated to go
up again next year. Pretty consistent theme 5%. About $1.6 million to the district side of things. Utilities, insurance cost increases. We're pretty
confident in the utilities amount of about $500,000. The on the risk side of things are those insurance premiums. We really don't get a lot of that data until early May. So we've
got an estimate in there. And we'll modify that as we get some of that information. Then on the what early childhood Nonfederal share is this $1.3 million is a
budget we must set aside, really, to illustrate our part of our funding of our early childhood programs, when we have Head Start in the mix. And last
time, you know, Kara talked through a lot about grants and those interactivities with the general fund. And this is one of those things where we do have to set aside dollars in our general
fund to, to make sure we're satisfying the programing of our early childhood programs. Okay. So typically we've we've in
previous years used some restricted dollars to make sure that happens, what we want to make sure we do and highlight now especially with changes and potential changes that may or
may not come, is we want to really make sure we call this out in the budget. We've got that set aside so we can take care of our early childhood program. Okay. Other on the
expenditure side of things, other items, we've got some the departmental budget cuts, reductions at central levels to
the tune of about $1.7 million. That ascent expenditure I talked about. Remember, we're going to reduce revenue by about $700,000 also then would reduce
expenditures at the same rate and then school budgets. We've we've compared really fiscal year 26 budgets that are rolled
out at and fiscal year 25. So taking fiscal year 25 enrollment at the fiscal year 26 rates. And when you compare those and analyze our our funding of the
size factor and those kinds of things, really about a $5.3 million reduction. However, as as I think was mentioned earlier as an infusion of $4 million
from the debt free mill levy in there for small school support in various forms. And we detailed that last time with foundational funding, zero based
funding and size support funding, and then supporting SBB student based budgets at the schools. Okay, when we factor
all that in, those are really the changes you're going to see on the expenditure side. We factor all of that in. You get to page three, line 53 and real
simple slide. And somebody in Budget Design team told me this a couple of weeks ago. Right. Just tell me the number. What's the number. Right okay. So right
now that's the number we're we're looking at. When you look at the operational or the total overall revenue in the general fund versus those knowns and our
current expenditure level, about $10.3 million available, okay. To work to work with. And when I say to work with, I'm talking about, okay, we've got a negotiations process ongoing to
analyze compensation, a other budget, priorities, other critical needs that may or may not emerge here as we wrap up the legislative session and the
end of the fiscal year. So really, that's the number we're working with as as we know it right now. Okay. So what's next?
As I mentioned, the long bill has passed the School Finance Act. Now is should be pretty much done. But we just we need to see the numbers. We need to see the formula. Negotiations
are moving along and we'll start to really tackle the compensation side of things here. As they finalize things throughout the year. Again, if there are additional critical
needs or budget priorities that need to be inserted in the budget or discussed or evaluated through Budget Design team or budget advisory committee, then
those would have to be factored in as well. With an anticipated proposed budget date presentation of May 27th, 2025 and then budget adoption no
later than June 30th, but right now scheduled for June 10th of this year. So again, a build off of two weeks ago. But what
questions or comments do you have that we can talk about. And then. Answer Brian, could I ask for just clarification on the mention of charter school
growth? As I understand it, the primary driver there is that one of our district sponsored charter schools is opening a middle school next year, not growth necessarily, across all of those charters. Is that
correct? Correct. Really? See the growth and the projected enrollment growth is in one specific. Yeah. That the bulk of it for sure. In fact one other
one is projecting slight declines in kind of nets out another one. Thank you for that clarification. Are there
questions. Go ahead Carolyn. So I'm reading this week that that the push to eliminate early or head start programing at the federal level. And I saw you say
that we're going to have to set aside $1.3 million for Head Start as our contribution to our part of it. If they were to end funding for Early Head Start,
what was the feds part of that? What part would we be missing if that happened? Yeah. Great question. I'm racking my brain.
Two point do you know the total? Total expenditures of $5.8 million. So that's early head start and head start. That's the federal portion. In addition to
our one one ish million dollars. Thank you. Okay. So and I guess I would just like us all to kind of think about that and get our heads wrapped around that. Because if that funding does go
away, I would think as a district and a community, we'd have to decide what are our priorities and values around keeping Head Start if we lose federal funding? I think it's something that we have to think
about. And to that end, Carolyn, I think there's also we need to be thinking about title one. There's been talk about a 20% reduction in title one overall
and then title three. Was it title three and four probably being a possibly being eliminated. So I think those those are all things that we need to be aware of. And so when we talk about having the $10
million, we need to be aware that this is right now and what may be coming in the future may be very, very different. So thinking about those rainy days,
they may be coming. Yeah, I would say having been through this almost 19 years now of different budgets, this is definitely a budget cycle. As we go into the future that we want
to be a little more thoughtful about how we're stepping into things. Like you mentioned, any of the federal programs, if they were to change, we're going to have to have some hard
conversations as the district around prioritization and what what are those things that are important and how might we be able to do that? But it's there. We probably would be very wise
to maintain a good reserve balance going forward. Okay. Kevin, did you want to go? Did you have a question? I think so, I think this dovetails into the next steps question that I had.
It was a larger one. So Next steps is finalizing critical needs and budget priorities. You've already identified one I think a few that I've heard. So looking at our timeline. Proposed budget May 27th, 2025.
Budget adoption June 10th, 2025. This may be an unfair question, but at what level of certainty are we going to have come June 10th? And building up to that,
the board meetings in between, what opportunities are we going to need to have those some of those frank discussions and I'll add another one in there too. We've heard a little bit tonight is, I think, going a little more
granular. The devil is going to be in the details as far as identifying this small school support measure to. I'm still wrapping my head around some of that. I have some thoughts that
are somewhat unfinished at this time, but more importantly, I want to make sure that we've got the opportunity to discuss some of these things before we're adopting a budget. So can anyone articulate what those next steps
would look like? Or are we going to have agenda items for this so we can have robust conversations? Because I think we're gonna be grappling with some very difficult questions and not knowing with certainty what the answers may be. So. So
as I forecast and think ahead, negotiations is a big part of it. And so getting some understanding of where negotiations is going to fall and finalize is going to be a
big piece of that puzzle. Yeah, I think that the other piece is as we as we talk about the federal funds and, and all of those other pieces, as far as the track that we're going to
have to go, I'm not anticipating that we're going to have any new news by that time. For those the other pieces, as far as the small school piece from Debt
Free Melody, just in having conversations tonight, I've got some ideas I'd like to go and work on a little bit to, to see if there's a different way to think about that. And so those would be the timelines, I guess
the negotiations is the really big one, but we will also be because when we do negotiations we also have to I this is where budget development and negotiations kind of have to
dovetail in the end, is that for negotiations to finalize, we need to understand what the critical needs are as well. And so it's kind of a hand in hand that those those are really the last pieces as you named them.
It's the critical needs. It's the. And that's the compensation. And one last one other item to answer that question statutorily, we've got to deliver a proposed budget to
you by May 31st. Statutorily we've got to adopt a budget by June 30th. But also statutorily we may revise our budget by January 31st of 2026. And that's
the acknowledgment that none of these timelines line up ideally. And so we're going to do the best we can, certainly in the next month and a half to have
something as best as we know in front of you through discussions, through our budget design, budget advisory, those things. But knowing that we can continue to monitor and adjust
is helpful. One other quick thought on that. Sorry, I was just going to add one more thing, Kevin, and that is that the legislative session has to end by May 7th unless they go ahead and, you know, propose
something longer. But so we should have final numbers. And I don't think there's any indication from anyone that this is going to go in excess of that they can to call a special
session. So we should have actual numbers from the state by May 7th, which will help with all of this to does that does that sound about right. Yeah. That's that's absolutely. And we
probably will get those numbers a little before that. It's really when the School Finance Act is done. And I just ask that the next meeting you all bring your collective finance team crystal balls please. And the
reason I just want to put this in the room is that I'm thinking about the community engagement sessions that we've had. I'm thinking about eliciting feedback from our community, from our community as we're now
interpreting and wrestling with the ballot language of for a and what it now is going to mean, and make sure that we can deliver on some of the promises that we all made. I want to be mindful of that, and also give
space so that we can get the feedback and get the iterative feedback loops that we need from our community, from constituents, from negotiations and all that. I think as I'm framing some of the challenges that we're going to be grappling
with as a board and as a governance team is and I say this as delicately and delicately as I can, but I think that from some of the conversations we had at our last engagement session that really
stuck out with me is I'm now framing this conversation around small schools as as we're looking at the future, looking at our budget, what is the cost of closing a school in 3 to 5
years? If trends dip and we can't rebound as as I think that we still probably can with a lot of hard work. What's the cost of closing a school versus what's the cost of keeping it open and diving deeper into that? What is
the cost of expanding that definition of a small neighborhood school to wide? Because $4 million may seem like a drop in our overall budget, but that those expenditures to local schools. And this goes back to the conversation we had
about how schools set their budgets. I think that's an important discussion. I think we heard some of that tonight, and this is anecdotal, but I think we need to dive deeply into what that will mean and what those definitional criteria are going
to be for small schools, because I think that will also the impact of those decisions that we make are going to echo in the years to come, as we're grappling with declining enrollment and some of our
population trends. So I just want to put that out there. That's how I'm framing some of the thinking now. And so I know there was some conversation at
the dinner session around what's a small school and what isn't. And so I'm sorry I was late. And so I didn't get to, to hear your answers. But I do think it's important to talk about this out here in public. So people are
here and people are listening. Can hear how we define a small school. And then I did have a constituent ask me like how a choice school. Choice school, you know, that's all choice
doesn't have a boundary. Could could be a small neighborhood school. And so I think that we need to kind of be talking out loud about what the answers are to that. You know, how did we
define a small school and how did we decide where the money would go? Like, how did we decide that 1 million would be spent on, you know, AP support?
Or so I guess. How is that decided? How is a non boundary school considered a neighborhood school and I can't remember what the other thing was that I asked. But you know, I guess I
just want people to see how we have. We did it. Thanks for that question. So we did talk a little in dinner session. And so just to start with the what
defined a small school okay. And so the committee decided to adopt the same criteria that the steering committee was using in the spring, which is a 407
hundred threshold of what was a small school. And so started to look at that. Could I get you to clarify, 400 grade school, 700 for a middle school for 400?
Yeah, 400 students in an elementary school. So anything below 400 and then anything below 700 at a middle school. And so that was the first type
of criteria that we used. And so then in the group that was studying and looking at like, what would we do if for a pass, we started by looking at what
were the current current state and what was not available in terms of programing and services at those schools, and what is
needed to fill the gap. And so that group of principals, you know, identified. Here's the areas where we are experiencing a loss of programing or loss of
services. And so using that sort of needs based approach is how we identified then the modeling that we went through. And so we went through various different
stages of modeling of like, what if we, you know, applied this much to this group, etc. And so how that then aligned with what they identified were the needs.
And so then that led the group to identify those three levels of programing based on what had been the gap in needs that they were currently experiencing. And
so the team also talked about that neighborhood component and really have gotten good, fair feedback about, you know, is it's small and neighborhood. Is
it small neighborhood, like, what are we using for that ballot language? And the group did align around that. The small
school criteria of 407 hundred was the priority to the group, and not as much like, are you a choice school? Are you a neighborhood school? And so that was a conversation that the
group did have and ultimately decided that, you know what? Everybody who has a gap in what their programing is feeling like it needs to be to be optimal and
what we would consider a PSD promise, that's the group that we should try and serve. And I think it was a very conscious approach to making that consideration. Not to say that
that can't be amended, you know, based on wanting to have integrity, but the group really did look at that and wanted to have integrity toward that ballot language. And so
determined then that three tiered approach that we talked about and at the time when we were talking about it, it was hypothetical, like we think approximately $1 million will need to go into this tier. We
think approximately 2 million will need to go into this tier. And we think approximately $1 million will need to go into this tier. And then just in the last week or so, we were able to
define like, where did those actually land in terms of dollar amounts? And so it wasn't quite in those hypothetical buckets. And so I think, you know, through conversations and
feedback, we're like, okay, now that we see the actual numbers, what might we need to adjust and do differently? The next level of work that the committee identified that needed to be
done was in the size factor adjustment, which is what I would consider the fourth bucket that has been applied to schools for several years. Now that there's been a size factor
adjustment, the committee identified that that needs to be looked at again and needs to be updated to reflect the current state. So that was another factor in consideration. The
other piece that was in consideration is whatever we do within these three tiered buckets, we need to look out five years into the future. And where will the $4 million take
us? You know, will it last five years? And so that was another piece in the consideration. So that group then made a recommendation to apply that
three tiered approach to this year's budget cycle for schools to receive that benefit in their school based budget. Okay. So if we were like saying we were
looking at the 400 for an elementary school, but the elementary school could only hold 400 kids, it would still be 100% enrolled. So did you look
at percentage of enrollment in the schools? Like like I wonder about some of these schools. I look in here and I see that they are really small buildings. And so I'm wondering, what is the percent of enrollment? I've got
the hard numbers up for enrollment, but I don't know what percentage enrollment they have. Did you look at that at the percent enrollment. So if a school is 80% enrolled, would we
still be giving it it help even if it came in under the 400? Yes. Yeah. So that size factor, the size factor that has been in place for many years, has been
applied universally to on a sliding scale, just about enrollment has nothing to do with utilization and capacity. And so that same approach was
was not applied in terms of utilization. We looked at those three tiers, and one of the reasons by that is that the majority of these budgets go to staff. So when you think about
what resources are needed, it's really what number of staff are needed with the number of kids. And yes, the capacity does come into play a little bit, but I think it's more driven by how
many, how many teachers and pairs do we need to serve this number of kids? Go ahead Kevin. Sorry, I have another one. And
again, I think this is I'm going to echo this one more time. And I think we need to potentially reevaluate our definitional criteria because I'm with you, Carolyn. It doesn't sit well with me because again, when I'm knocking on doors and I was
going to engage in sessions to pass for a, I know what I had in my head as far as what a small neighborhood school meant. And for a lot of the community, I believe. So there's two charges here. There's that is I think we
need to be more intentional with how we're defining a small neighborhood school. I don't want to speak into the room utilization rates again, but I think that's where we're edging towards is a capacity ratio. So a school that may be teetering
on a 400, but has 398 kids is still receiving that factor size adjustment, which I kind of I don't know if the wisdom is still there, especially as four gets stretched out. It's only
going to do so much for a five year forecast, etc. So shrinking that pot to who's available to receive it is going to do more good for the schools. Likely that need it more right now. The second charge is not for just us
in this room, but I think I want to dispel the notion of said this in a lot of our engagement sessions is how I'm thinking about it. Is that this, for this $4 million small school band aid is not the end all be all. I
think we're seeing that in our numbers now. I think we're doing a nice job forecasting kind of where we're going to be. So I don't want our community to fall asleep at the wheel, so to speak. I think that it's not,
you know, it's as far as what's our locus of control. I'm very interested in looking at population trends in certain sectors, especially in district B, because, you know, that's where I'm from, the southwest
part of town. Why are enrollment trends going that way and what can we do about it? And I think there has to be a reimagining of how we're branding our schools. I'm looking at John Cote behind us is doing an excellent job
with choose PSD, and I think that what we what we discussed, I got some really good insights from our board engagement session on last Thursday about how different schools, the thought being that it was a more
competitive market 20 years ago as far as each school had to have a brand, each school had to have an identifiable, identifiable program that separates it distinct, distinguish itself from another school in close geographic
proximity. I don't think that's the wisest thing to do. And I think last year's exercise exacerbated that, and that it became a system of fiefdoms that was saying, we're better than
everyone else. Come choose us. So I do want to challenge some of the notions of having too much choice in our programing. And again, this isn't my jurisdiction to say that, but I think we need to start thinking
more boldly in some of our schools and what we're choosing to do and having programs that don't correlate to a high school feeder in any discernible way that I can find, I think, is just another way of paralyzing
parents who are looking at the system saying, where do we go? I think the neighborhoods, if I were King neighborhood schools, it wouldn't matter what the program offered. There is choice still in that program. So if I
want to avail myself of that and go elsewhere because I know my kid better, there's that option. But your neighborhood school is going to hit all the bells and whistles, and you're not forcing principals to make a program choice between can I afford
another special? Or do I really need to buttress my specials or special ed teachers or things like that? So that's not a conversation we can handle tonight, but I think it's important one for our community to start grappling with and to
not be asleep at the wheel. And I've heard the word urgency a lot tonight. This is another urgent request. I think we need to start being bold about how we're thinking about our neighborhood schools and what we're going to offer and how
we're going to start doing, putting, rolling up our sleeves to address some of the enrollment trends. Because it can't just be central office, it can't just be our district or a marketing campaign that's going to solve our ills. So I don't
have the answer, but I think that's an important part of the conversation. I think one of the things I want to point out, yes, what this is showing you are
correct, is that for a as every school gets smaller, the funds can do less and less because we need more and more of them, and we are stuck at the 4 million
mark. What I will counter argue is, first of all, if you look at the ballot language which the seven of us went through, we tested it, we marketed it, we
made revisions, and then we approved. It has a comma in it. It says small comma, neighborhood schools. The comma makes a difference. Let's eat. Grandma is different than let's
eat grandma. So we need to be aware that that makes a vast difference. Okay. So. Sorry it's the librarian in me, but it
makes a big difference. And we need to be aware of that. And we also need to be aware that when we were knocking doors last year, we were talking about a PCA. We talked about them a lot. And if we're going to remove
them from a small school, as a small school, I think we're going to have people knocking on our doors again. So just to be aware that as we you know, it's unfortunately what I feel like this is doing is bringing back
that fighting against each other. And I want us to be very aware of that, that we don't as a board, especially bring back that thought process of it's we
lose if they win and they win if we lose. So we all have to be doing this together. We all have to be figuring out how can we make the most of this for all of our kids. And I think there are
definitely discussions that need to be had. And I just want people to be very thoughtful about that when we are talking, because when we start talking about winners and losers, that
can be very detrimental to all of our kids. So just being aware of that, anything else before we go ahead, I would just say I agree with you, Kristen. We
don't want to have winners or losers, but we also want to be sure to have thoughtful comment or thoughtful and constructive conversations in public so that
everybody knows what the board is thinking, knows what the board is up against, knows that the board is taking community feedback seriously. So when you write to us or you call us and
you ask us questions, we are having a lot of conversations around that. And I think it's really important to have this conversation in public. Agreed.
Go ahead. Jess. It pains me a little bit to say it, but I also think there's a difference between a comma, between a verb and a noun and two adjectives. But I'm just going to throw that out there. That's not really my
question, but I couldn't help it because you are the librarian and I am the mathematician. And that seems I had to poke. Anyway, my real question is, can you explain how the size factor
came to be? How it's like, I just need a I need to wrap my head around what that actually means and how we calculate it, because it's applied to pretty much every school. I mean, or
the vast majority of our schools, all but the high schools. Yeah. So I just want to understand, like because in my mind, size factor feels like it shouldn't be all schools. So I
just want to understand like what that where that came from. Sure. I get the job of being the historian often. So let's let's go through it. When we first
moved to student based budgeting almost 19 years ago, we moved off of an FTE model into a weighted formula model. And when we did that, we identified a
number of factors that we were considering, like at risk. And at that time we were thinking of free lunch. We also looked at language proficiency. That was another one. GT was another piece. And so that's where we
started moving in that direction. But what we did at that time, and this was again 19 years ago when we were doing this, is we were running models to say, okay, this is where you
are and this is where you're going to be. And what we realized the first year is that there was a big missing piece because of size. And so what we did at that time is we hired a firm they're called Augenblick
and Associates. They do a lot of adequacy work at the state level. They came in and helped us look at size. And there's actually I could probably find the size study or the report that we did from back then. And
what we did is they they led us through an exercise where we built prototypical models. And what that meant is we started at a school of like 600 and we said
staff that. And so we had principals. I can't remember all the people that were in there like in 19 years ago, but we had good representation across the district and we talked about what are the needs at those different levels. And so you you
define a staffing model for, for the larger school. And then what the way the, the approach was, is you start ratcheting it down. So you say, okay, if there's 100 fewer kids in that school, what does that look like? What does
that staffing model look like? And what we found is that there was high variability based on teachers in Paris. So as schools like that, that was very
variable variable. Where it really got sticky is and this is why we're talking about it again is when schools get smaller, the specials and the other pieces
that are not necessarily driven by like a student count purely start getting sticky. And the best example, and I know it's not the greatest example because we really want to focus on instruction, but think of an
office manager, the wisdom at that time with that small school study was we have to have somebody monitoring people coming in out of the door, regardless how big we are. We can't have a half time person
there. They need to be there full time. So what that does is it creates a fixed cost in something that we're trying to apply a variable formula to. The way we compensated for that is
we created a size adjustment, and the size adjustment was trying to compensate things for things like being able to continue to have a full time office manager or somebody at the door to monitor people coming in, in and out. It also
started coming into specials as well. So that's 19 years ago. That's where it started. We did not we really didn't change student based budgeting a lot. There were a couple modifications around English
language and stuff like that, where we pulled some out and didn't do that, but it wasn't until it was actually Covid, the first year of Covid, that there was a desire at that time to
relook at the entire formula. And so we convened a committee. Again, I did not hire an associates again because I saw what they did last time, and it
wasn't that hard. And so we did it again, and we had a room full of principals. There was some teachers in that group as well, and we and I kind of facilitated. But they they led
me through building prototypical models again. And so we started at 500 and then we started moving down and we started looking at what are the what are those costs that are fixed in nature that we need to adjust
for size. And then what are those that are purely variable? And what we did is we just built staffing plans for all these prototypical models, and then we can cost those out. We can come up with a dollar amount. And what you what you find in that
analysis is those fixed costs are what generate the need for a size. So we did revisit that. I can't remember exactly what. When was Covid 2020? That was that year that we actually
started doing that work. It was 20 through 20. It was fiscal year 21 when we did it, and we did make some changes to the size adjustment. We also made some other fairly large changes
to student based budgeting at that time. Prior to that, we used to have one base unit for elementary, middle school and high school. Based on the work and the prototypical models and
the way we approached it, we realized that we don't need as much of that. And so that was that was another piece the prototypical models just yielded that. So it was it was an
interesting journey on this. I think that I think again, as, as Doctor Gaillard mentioned, as we were going through the small school discussion, it came up
again to say, should we be looking at the size factor? That's where it came from, and that's what it's trying to do. And it really comes back again to trying to compensate for
those costs that are more fixed and not variable. Okay. Then I'm I guess I'm still confused, because that would imply to me that if a school, like if an
elementary school was above the 400, that they wouldn't need that or they wouldn't get that. So I'm confused why, like our elementary schools that are above 400 or middle schools that
are above 700, wouldn't they be fully funded? So we built the elementary prototypical model. We started at the high end at a
four round school. And then what we were doing is dropping the enrollments and building staffing plans against that. So even at the higher level, as you
decline, your funding is declining by that same amount. So your theoretically your office manager and those specials and everything else is needing to decline as well. And
so as you go, as you go away from that higher end model down lower, there is like a continuum. So it's like a curve. And as you go down further and closer and closer to getting
smaller, the curve starts kicking up exponentially. And that was the challenge that we had, is that we knew that with declining enrollment, that because of the exponential nature of that size curve, that
the size adjustment was going to need to keep growing and growing and growing. As we got smaller and smaller, I understand. So another way of saying that to Dave, correct me if I'm wrong, is that as I was wrestling with
this too, and how I understand it is that that formula is basically set regardless of those those thresholds of 407 hundred, meaning that if there is a delta one way or another with that school beyond a
certain point, it's still going to reconcile or account for that dip based on that formula. And I think I understand some of that too, would be that a larger school is then going to start
budgeting for more staff and then all of a sudden have fewer kids, but still have the same fixed costs, more or less of that staff to adjust for that. So that buffer would then appropriately be appropriate in
that situation. I think what I'm getting at and I think I don't want to speak for you, Jess, but I think the concern there being is that if we're using those 400, 700 thresholds to define what is a small school and
therefore apply the band aid there, I think that it seems inappropriate to me to then apply that same or the different factor to schools that are already exceeding that
threshold, almost at the expense of what we could be giving to a smaller school. If you were to re-appropriate that back into the funding, is that make sense? Because you lost me along the way, I think. I think I caught
most of that. I think it does make sense. I again, I think the wisdom right now is that we do need to come back and look at the size adjustment again. And just one thing to add, it's not a consistent size factor from
school to school to school to school to school. Every school has a different population. It's a graduated scale. So whether you have 280, 275, that size factor changes. So it is it's
not the same number for each school. It is relative to the enrollment. And it increases exponentially as it that's what Brian's talking about is it starts out small. And then as
you get smaller it starts to come in even heavier. Okay. Does this include like does this size factor adjust for like you mentioned, English language
learners I know like that's not no. That the size factor was really focusing on those costs that are not variable or not purely variable. So again the office manager is the best example. But you could apply
that to specials. You could apply that to counseling. You could apply that. Mental health is different. We require the full time mental health. But when you're funding based on
number of students, as you decline you're not able to buy 100% of that. And so what happens is to be able to maintain that the schools are cutting paras and other things
like that, to keep those specials and those things full. And the size factor was trying to come in and compensate for that, so that we weren't taking away from the teachers and parricide to fund fixed costs.
And that's why it was generated. So that would make me expect that a school that has fewer students would have a larger size factor than a school with more students. But that's not
what this table tells me. You don't have the size factor in front of you. You have the change in the size factor. So
the size factor is much bigger. I think. One more thing. Can you I think there was some misinformation earlier today about the last part of that to
the AP support. And so I don't know if we can just go over what that is. That was part of my other question I forgot. Thank
you. Yeah. Yeah. So the AP support has always been tied to enrollment. So x number x number of students equals a central allocation of AP support. And so
in the process of that committee in determining what were those three tiers, what was a gap that principals have noted was that a large portion of their SBB was
going to pay for those other AP costs. So our formula for allocating out AP was typically a partial, like a lot of schools were getting a half time allocation, and so then they
were backfilling the other half time of that administrative support from their student based budget. Therefore, it was not, you know, allowing them to put it toward other resources in the in the school like licensed
staff in Paris. And so the thinking in the committee is, if that central allocation were then increased for that
particular funding source, it would free up the SBB. So schools then could really and truly apply that to licensed and paraprofessional staff. And, and
so that formula was adjusted to reflect the ability to free up resources within their student based budget. So all those all
the schools have an AP, they're part time or full time, right? I mean, all of them. Right. That's not a site. That's not a site decision. That's that's correct. Nearly all of them do have that
with the exception of the Mountain schools. Okay. Other questions. Yeah. Go ahead Scott, I appreciate this conversation.
I think it is really important, as Carolyn was saying, to have this in in public. I think we all learned our lesson last year and how how engaged our
community is. I, I am always amazed when we get emails, how well thought out and how much time people spend writing these emails to us. So I think we owe it to them to spend the same
amount of time talking about it in public and behind the scenes to really get to the right answer. So I appreciate all this. I appreciate the work that's been done on the budget. I know from my own personal
experience, after putting a ton of work into it to then say, hey, go back to the drawing board is one of the most frustrating things ever. We're
not necessarily saying completely go back to the drawing board, but I think we have legitimate questions to be answered and addressed. So. I want to encourage you guys that
we're not pulling the rug out from under you, but we are just asking the questions that the community is asking on a totally separate subject that for Brian,
whose legs are really tired right now, pretty much on On the ascent, the $700,000 reduction, what percent reduction is that
compared to what we've done in the past? It looks like what was proposed in one of those amendments. I haven't done the exact math on about 30% of a
reduction in that per pupil rate. And we were hearing during the earlier in the legislative session that a cent might go away completely. So we kind of thought that was a good place to
land. Yeah, I think that's good. I think I want to make sure the community knows that our elected officials heard you because I've, I've heard that that there
was a big pushback on that because a lot of people plan for a couple of years to be a part of a cent. I think it will be important for us to get communication out as quickly as possible about that for this
year, and what the implications are for next year, because I've heard that it might be gone completely next year. So which would just be a travesty. But
anyhow, hard decisions have to be made. So I appreciate that information. Thank you. Can I make one final comment? Yeah, absolutely. Kind of. On that note too, there's this. Also, there's a sense of uncertainty
and people are very nervous about everything. Depending on how you're going to be affected by some of the national trends from the state trends, at least from my vantage, I'm looking at
the professionals across this table and behind me and in this room, and I feel a level of calm and comfort that we have analyzed. Scrutinized. We don't have all the answers we don't
have. We can't project certainty as much as it would mollify some of the concerns of our community. But I feel very good about where we are, the experts in the room, having been through this and the historical piece
that you that you add to this. And so I just want to project my own calm to our community that we've got some really dedicated, incredibly talented, smart people that are looking at this. Yes, we're going to have hard conversations. No, it's not
going to be perfect. And yes, there are going to be some unhappy people at the end of any budgetary cycle. And I'm not I don't want to minimize the importance of those concerns, but I do think I feel very
confident going into the next couple of months that we've got our arms around the problems that we can identify, that we can control, and we'll make some tough decisions together. So I want to thank you again for all the work and making me feel
calm. This process is not opaque or is less opaque as it can be, and that we're armed with information. That's all we can ask. Yeah, yeah. Go ahead. I
just I just want to echo what what you said, Kevin, I think it is a level of transparency and calm and knowing what we are
looking at here and being able to have those discussions, I think is, is huge. And so I just want to say thank you for that. And, you know, I think one of
the best things about this, this group here is that we can agree to disagree sometimes. Right. So I think that's one of our, our strong suits. But the fact that we can have those tough
discussions and we can go ahead and be confident in the information, I think is huge. So I just want to echo that. Thank you. I'm going to jump on this
train because I was thinking earlier in my three years, we've had really hard conversations about budgets between Covid consolidation and all the things
happening this year. Like it hasn't been an easy cycle yet. And I know you've been doing this a long time, and while we've had hard conversations, we've had frustration. I also
have never had to lose sleep, wondering if we're doing the best we possibly can for our students and our district and our community. So I just want to throw out the thank you of as
far as we're going to continue to have hard conversations and hard questions and push back as we should like. That's our job. But also, I just want you and your team to know how much. If I
didn't trust you, I wouldn't feel comfortable pushing back, right? It would be different. So the fact that we can push back and we can have the hard conversation publicly and still know that we're going to come
out on a good place when we're done, I really appreciate the comfort that I feel, and I think the community feels with that. I feel like that. That's how we come to better solutions in the
end, is when we are challenged and we and we have that dialog back and forth. I really want to thank you for that. I know that pretty much two thirds of my team is here hearing that directly right now of the
leadership team. And so I do really appreciate that a lot. All right. Thank you. Thanks for the conversation and questions. Jim. Jim, did you have something
you had your hand up a minute? I guess I would say ditto. No. Of the three of the three comments here. Huge level of trust. Thank
you for everything. And I just want to add, you know, pretty soon three of us won't be here, you know, come November. And it's nice to know that when you step away that they're still
going to be really great staff here to support the next board of directors. That's such a comfort. I think for every board of director who's who's left the
board that, you know, it's being left in really good hands and that the staff has always been great about supporting me for 11 years. And I've had some great,
great relationships with the staff here. And I just appreciate all of you. I know I'm getting ready to cry. I know. All right. Well, once
again, thank you so much. Really appreciate it. And so with that we're going to not go to adjournment but go to our yes I
sorry. Go ahead. I move that the board enter executive session to develop the strategy of the school district for negotiations relating to the 2025 2026 collective bargaining agreement
or employment contracts as authorized by CRS 24 six 4243 individuals invited to join the board and Executive session are Superintendent Brian Kingsley, Chief of staff doctor Lauren Hutton, lead assistant
superintendent Doctor Tracy Gail, chief finance officer Dave Montoya, and general counsel Autumn Aspen. Can I get a second, Kevin? Thank you. All right, Joe, you want to call the
vote? Jim Brooks. Hi, Kristen draper. Hi, Conor. Duffy. Aye, Kevin. Velda. Hi. Carolyn. Read a Scott Bauer. I Jessica zamora.
A motion passes seven zero. And now is the time when I say something to the effect of. We will now go into executive session. The only time we will be back is to close the meeting to for adjournment. So have a
great nigh