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All right, we're going to get started. Miranda was asking for water. No. You're great. I appreciate you helping out your peers. Okay. All right. We will
get started and do our call to order. Thank you for joining the Board of Education this evening. Please mute your cell phones as we begin this meeting. I will check mine to do the
same. Maybe. Yes. Thank you all. All right. Today is Tuesday, June 9th, 2026, and this meeting is now called to order at 5:39 p.m. For those attending this meeting in
person, live caps are available on a 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 the 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 PSD TV on demand on YouTube. All right, next up,
we're going to say the Pledge of Allegiance. Please join me.
Thank you. Next up, would any board members like to make any changes to our agenda? Not in
this part. I feel you. I often do the same thing. All right. Seeing none, we'll keep going. Next, we have our recognitions and reports. And, Lauren, I believe we have some guests. Yes. Tonight we look forward to celebrating an important
community partnership between PSD, Colorado State University and the Neuro Educational Development Alliance Foundation. Leading the celebration is Doctor Tracy Gil, lead
assistant superintendent. Welcome, Tracy. Good evening, President Zamora, Chief of
Staff and Board of Directors and everyone joining tonight. This evening, we are proud to celebrate an amazing partnership with PSD staff, Colorado State University
School of Education and the Neuro Educational Development Alliance Foundation, or the Neta Foundation. I'm Tracy Gil, and I'm honored to share that this partnership created a series of courses that will
lead to a certificate from CSU Colorado State University and is aligned to the requirements from the International Dyslexia Association, with the possibility of becoming a Master's in Reading certificate
at some point or endorsement. And we want to tonight recognize some of the PSD staff, CSU staff, and some partners from the Neta Foundation who
made this possible for us. So, Julie Wallner, come on up, Julie, and I'm going to turn it over for a couple of people to speak. So Julie Wallner, one of our PSD staff, designed a first
course. And so that's going to be implemented starting this summer. Laura Weill come on up. So PSG staff member teacher at McGraw. She's going to be teaching the first course for
Colorado State University. And Shawnda Stahl. Come on up. So Shonda helped develop the second course that will be implemented relatively soon. All of these courses will be available not just to folks in
our local community, but will be available to anybody across the country who want to pursue this certificate and then want to recognize Danny Birmingham. He is here from the School of Education, Wendy Barnes from
the School of Education at CSU and Sebald School of Education as well. And then our partners from the Neta Foundation, Eric Durst and Lynn Burks. So come on up. I'm going to turn it over to Lynn, who's going to
say a few words about our partnership. Thank you. About two years ago, a small group came together and said, what if?
What if a group of researchers, what if a group of practitioners. What if a foundation got together to solve an issue to really rally
around learners that need that think differently? Being able to recognize not not all learners, but also learners that have significant hard
wiring issues that they think different. And so here we are, you know, year and a half later for you, for the children, with
everybody, with the researchers, with the practitioners, with the foundation having discussions, writing curriculum, moving things forward, research
and practitioners working side by side together, funded by a foundation. So with you, for you, by you. And so I would be
remiss if I didn't thank particularly you, the school board, for supporting this effort. Doctor Lisa Youngblood, who is now the provost at Colorado State University, gave
us the green light. Doctor Mary Pederson, the director of the School of Education, and her incredible commitment. The entire Poudre School District team who created a partnership
with us, the incredible leadership from Tracy Giles and. And so we just want to be able and again, be able when you bring people together, open
people's minds, open people's hearts to support all learners, amazing things can happen. And lastly, to the amazing educators, their passion and their commitment to want to be able to support kids and to
support literacy. So thank you, thank you, thank you. I'm going to hand it over to my colleague Eric Durst, who's going to talk a little bit more about the foundation. Thanks. Thanks,
Lynn. I know you guys got a packed agenda, so I'll keep it short and sweet. We're very passionate about the fact that dyslexia, although it's challenging for students, it's 100% something that can be overcome with the right
education. You can be successful in life. And unfortunately, the statistics are kind of bad. You know, we have dyslexic people at NASA and, you know, strategic places like that. We also have a
disproportionate number of dyslexic people in prison. So it's a little bit of a Y curve on which way you're going to go there. And we want to make sure that these students have the
confidence and the tutoring and the educational opportunities to go on and do whatever they want to do with their lives and leverage their creativity. Part of dyslexia, which also comes with dyslexia. We want to see
them leverage that for the benefit of America, and that's what we're really looking for here. So we're really excited to partner, and we're also looking forward to hopefully partnering more in the future with raising money to actually
help offset the costs of this program for teachers. So they don't have to pay so much for their school districts, don't have to support them so much. So that's a big goal of ours
coming next. Thank you. Hello, I'm Danny Birmingham. I'm the associate director of the School of Education at Colorado State University. I'm here with Doctor Anne Sibbald and Doctor
Wendy Barnes, who are integral in playing a part in bringing this dyslexia certificate. I just wanted to to share that we're so excited to be part of this collaboration between the
Native Foundation, PSD and CSU, and really excited about the courses that we've put together in the certificate. And they're designed for practicing teachers and other educators to
build the skills and knowledge necessary to meet the educational needs of their students. We're really excited that this first course is going to launch this summer, and then we're going to continue working
through that. We believe these courses will have a tremendous impact on the teachers who engage in them, as well as the students that enter their classrooms each year. I want to thank Eric Lynn and the
foundation, as this certificate would not have been possible without their generous financial support. I'd also like to recognize and thank the PSD educators Laura Wale,
Shonda Stahl, and Julie Wallner, who shared their incredible expertise in dyslexia education to develop these courses. Finally, I'd also like to recognize and thank Tracy Gayle for her leadership in helping
making this happen. We at CSU see this as just the beginning and look forward to expanding this partnership with Nita, with PSD in the future to continue to meet the needs of
students and educators. Thank you. Thank you, thank you. Thanks for allowing this time for board recognition. Yeah.
Thank you. I think I would agree with everyone that this has been a huge value of ours for a long time, and I really appreciate the work that's gone into this. Would you mind taking a picture with all of us
right up here in front of the
dice?
All right. It's a great way to start our meeting. So next up we have our action items. First up, there's a resolution in support of Juneteenth. Can I get a motion,
please? Or I'll move that the board approve the resolution in support of Juneteenth. Thank you. Karen, can I get a second? Thank you. Andrew. All right. And I believe we have guests
for this as well. Yes. Joining us this evening to speak to the Juneteenth resolution is doctor Ray black, African American studies professor at Colorado State University. Welcome
Doctor Black. Thank you. And thank you for the time. I'm very happy to see Doctor Gayle, who when she was a principal at
Lopez. She was this is it. Can you is it green. Is it that button for me? Better. Yeah.
Okay. Thanking Doctor Gayle when she was principal at Lopez she helped my daughter Callie Black, who I'm following in the footsteps of. She was here
February and 2024. Speaking as a middle schooler from. Thank you Weber. Things I don't write down. She just turned 16
yesterday on behalf of Black History Month. So thank you for the invitation to speak on this resolution. I am a parent, a veteran professor of African
American studies, as well as a member of one of the district's community boards. The background of Juneteenth is as long as the resolution discusses, because centuries
ago, someone thought it was a good idea to take Ashanti Fanti, Mali, Ghanaian, Igbo, Yoruba, Ethiopian people from across the African continent and bring
them to what they call the new World. These African fathers and mothers and sons and daughters, kings and queens, and even a few warriors and thieves, would work without
compensation, without recognition of their history, without acknowledging their humanity, and would be called slaves. Yet they were never
slaves. They were people who were enslaved, never forgetting their humanity, their family, or their history. On June 19th, 1865, two and a half years
after Lincoln ended slavery in the Confederate States of America. And let's be clear the Confederate States of America was a separate country formed
for their God given right to keep Negroes as slaves. Not my words. Theirs. On this day in 1865, 2000, Union Army troops
reached one of the last bastions of the peculiar institution, as slavery was called Galveston Bay, Texas. These Union Army troops ended
slavery in the defeated Confederate States of America. So why should we today, 161 years after this day. Discuss
Freedom Day, aka Juneteenth, a holiday in the US since 2021. A mere five years ago. We should remember it because we are
about to celebrate the state of Colorado turning 150. We should celebrate the signing of the Declaration of Independence two and a half centuries ago, a document that created this country with the claim that all
men are created equal and they are endowed by their creator with certain unalienable rights, that among them are life, liberty and the pursuit of happiness. Those fathers and
mothers, sons and daughters of African soil and their progeny in this country have those unalienable rights. These Africans and their descendants
sought life, embodied liberty, and wanted the happiness of freedom. While I presume that none of us were around 161
years ago. To witness that practice of freedom, today, as a nation, we remember freedom two and a half centuries ago as
a state, a century and a half ago, and therefore esteemed board members, community members. Juneteenth is as much a part of our history, our joys
and hopes as the declaration, and are becoming a state. Thank you for the time and for accepting the resolution. Thank
you for being here with us. I just want to start with saying I appreciate your educator energy because you're coming with like both this incredible amount of joy of learning and teaching and letting us all
know what we're doing, but still coming with like a somber, serious and important. And it's hard to get that, that mix and you nail it. So thank you very much for being here and sharing.
You know, we're educating us. Does anyone else have comments they would like to make about our resolution? Please? I'd like to also say thank you for
being here. I'm really I'm proud of this resolution. And it always makes me marvel. The most remarkable part about this holiday is that it took two and a half years for certain folks
to receive the news of their legal status. They always knew what their human status was. And so I think I marvel at that, that it took two and a half
years for the news of the legal status. And so two and a half years feels like a long time, especially for those that were suffering through it. But I also remarked, and I like the
word that you said reflection here in 2026, that's 163 years later. By my count, I think I did the math right. You can check me. You know, we just received a Supreme Court
decision, a six three decision that, in my opinion, has all but eviscerated the Voting Rights Act. And so I'm proud to vote for this resolution tonight. I think about the time
that's taken place between the Emancipation Proclamation and the Supreme Court decision that we've just had in 2026. And I think it's it's a helpful reminder that this June 19th, that we continue to embed
ourselves in history and the work that we have in front of us, and especially for our students. I'll leave with this. I'll be a little somber and say that, you know, in reflecting
on this holiday each year, we are not a perfect union, but it's incumbent upon all of us to strive to make this a more perfect union. And clearly we have more work to do. So thank you for that reminder. Are
there any other comments? Okay. I would like to simply say, in my preparation for tonight, I was like, oh, I know there's going to be events. So I wanted to share out that Juneteenth
celebration will be happening the whole weekend of June 19th with a teen night at the Cultural Enrichment Center on Friday and the 19th. Sorry, my notes are a little weird. The
whole weekend there'll be a music and market at the Foothills Mall celebrating this holiday, and as somber as the experience or the historical
pieces are, the fact that we're celebrating and just appreciating the freedom that we do have, I think is really important. So if you feel the need or want to not even need, you should, you should want to
go out and celebrate Juneteenth. I hope to see people around. So any other comments at this point? Just wanted to make sure since I took the stage for a second. All right then, can you
please call the vote? Karla Bass. I Connor Duffy, a Kevin I Scott Bauer, a doctor. Andrew
Spain, a Jessica Zamora, I doctor. Karen de Ziegler, motion passes seven zero. All
right. Another celebration. We have resolution in support of Pride Month. And I believe we have guests. Oh. Oh, I'm so sorry. Thank you. Can I get a motion? I'm getting ahead of myself. I move that the board
approved the resolution in support of Pride Month, June 2026. Thank you. Connor, can I get a second? Thank you Andrew. Now, people, tonight we welcome Ash Neufeld, Northern Colorado
regional lead for Rocky Mountain Equality, who will speak to the resolution. Welcome, ash. Hello and thank
you, state school board members, for providing this resolution. I want to talk about what this resolution does and the power it has for our community. My name is Josh Neufeld. I use she
her pronouns, and I'm the Northern Colorado regional lead for Rocky Mountain Equality. I apologize, I'm at the tail end of the sickness. Our mission is
to work collaboratively to create connection and provide advocacy, education, research, cultural events, and responsive programs and services that ensure LGBTQ plus people,
families, and communities thrive. The school board can set the tone for a school district's culture, and this
resolution reinforces SDS care for the LGBTQ, LGBTQ, plus community members who are a part of it. It says to all
staff, students, parents, faculty and staff. LGBTQ plus people included. We are proud of you and what a powerful
thing to say and how appropriate to hear it. During Pride Month. This resolution provides a sense of security that so many of us benefit from.
Every year. It reassures us that PSD values all of its students and understands that the different identities they hold enriches the whole
learning environment. After all, it is not just education professionals who teach students, it is students who teach educators and each other as they empathetically talk
across lunch tables about the food they brought from home, share about the holidays. They celebrate and write their pronouns on their name cards. In environments like this, we
learn that others live their lives in ways different from us, in ways that are unique and just as meaningful in this
world. Happy pride, and we're proud of you. Thank you. Does anyone want to kick off our
comments? No. All right. Well, thank you so much for being here. I so appreciate you and the work that Rocky Mountain Equality do. I know that Fort
Collins Pride Month has their celebration this last weekend has passed, but there are many other events still to come. I know there'll be plenty of things around town, but if you're looking for the sort of big events that are big
community celebrations, CSU is hosting Sam's Rainbow Run five K this weekend on the 13th, and there's a one mile run that's absolutely free for the littlest kiddos in our
community. Loveland Pride is June 20th and Denver Pride is June 28th. So still plenty of celebrating to do and obviously a lot of other events across our Fort Collins community as well. But in case anybody wants
a pride parade, I wanted to give that opportunity. I'm going to assume no additional comments unless anyone's changed their minds so far. Going once, going twice. No.
Can we call the vote, please? Karla Bayes I, Conor Duffy I Kevin I Scott Shane bauer I
doctor Andrew Spain I Jessica Zamora I doctor. Karen de Ziegler I motion passes seven zero. Thank you yes. Can we
have a picture with our guests of honor please for both of our
resolutions. Yes doctor. All right. Are you ready. I look
right here. Here we go. One two. Three. Got it. Thank you.
All right. Next up we have our superintendent report, which will be given by Doctor Lauren Hutton. Hi. Good evening, members of the board and the Poudre School District
community. Since we last met, we have successfully closed out the 2020 526 school year. The last days of school are days of celebration of field days and of fun. They are also
opportunities to thank our dedicated staff, students and families for their hard work and dedication. As we celebrate the successes of the end of the school year. I also want to give a shout out to our PSD
communications team. They were recently recognized at the Colorado School Public Relations Association Awards, taking home well-deserved honors for their outstanding work to tell Sd's story.
Speaking of telling our story, nothing captures the heart of what we do quite like. Graduation season. This year's ceremonies were filled with stories of joy, resilience, and immense pride. And for a brief
highlight reel of those celebrations, we've put together a graduation recap video. So Matt, if you could share that, that would be great. Graduates, today is the day the
people next to you have carried you here through the good days and the hard ones. This commencement exercise does not mean the breaking of ties and
the beginning of life apart. Instead, it marks our initiation into the fellowship of adulthood. Because fortunately, what we're
supposed to do looks different for each of us. Well, they say, good things come to those who wait. Good things really come to those who do, who make the
brave choice to move forward in the face of uncertainty, knowing that end results are never guaranteed, we become or will soon become adults. In a
world where the rules seem to change every day, this class has faced change collectively, but we've also seen it in our personal lives. We have all been faced with the individual
decision to keep going, when the world would have made it easy to stop. You can do hard things. The world needs you to now go prove it. As Eleanor
Roosevelt said, the future belongs to those who believe in the beauty of their dreams. Believe in yours. Believe in
your dreams. Congratulations, class of 2026. We did it! So moments like the ones we just saw don't just happen. They
take a community and we are incredibly fortunate to have one of the best here in SWD from partners like CSU, who we recognized earlier this evening, to the parents, caregivers and community members who give
their time serving as volunteers in our schools and on district committees and in many other capacities across SWD. We are grateful for your commitment to the district, and tonight we are joined by
several key community partners who help make SWD the extraordinary district that it is. We will hear annual updates this evening from the community co-chair of the Debt Free Mill Levy Oversight Committee, from the president of the District
Advisory Board and from the Executive Director of the SWD Foundation. Each of these groups has volunteered their time and their expertise to SWD, and we thank you for being here tonight, and we look forward to
hearing from you later in the meeting. And to close. She's going to be real mad at me. I just want to take a moment to recognize Joel Bruner, our amazing board secretary, who is retiring. This is Jill's last
meeting with us, and we appreciate all of the heart and dedication that you bring to
your work. We are going to miss you so. Thank you. We can do
this all night. And that concludes our remarks for the evening. Okay, Jill, we're going to have a full on tears before the end. Okay, I'm
trying, but it's hard. Okay. Next up, we have our community comment. This opportunity for community, for public comment is for members of the community who register to speak by the designated deadline. Those
people who will be called on to make remarks in the order that they signed up. Each speaker will be allowed three minutes to address the board. First up,
we have Chris Penner. Welcome. Over here, Chris. Chris other podium. Oh thank you. I'm going to kick this up for you. Jill,
how are you? I'm sorry that the first time I get to meet you and thank you for your help is your last meeting. Thank you board for giving me some time
here. My name is Chris Penner, and I'm here in reference to Harris Elementary, the neighborhood, the parking situation, and Lloyd's service
station. That's the parcel that is contiguous to Harris. It's contiguous on the east and north side. Lloyd's service
station has been around since 61. The owner, a friend of mine, is trying to sell it and it's been tough. The neighbors are certainly very interested in
this. They're interested in trying to have maybe better parking to help that problem in the neighborhood for Harris,
and they'd also like to see a service use a coffee shop or a bistro, a bakery. Those uses they would love. But inside the
city, zoning OTB, they're not allowed. And so that really hurts and, and, and goes against our ability to, to sell
the property. The two biggest complaints that I have as far as with this parcel is the problems is financing and the
city zoning. I don't I don't come down on the zoning or the city for doing that. It happens over time in every community. But this is now strictly a
residential zoning OTB, and there's no commercial use. And so unfortunately, it puts the seller friend of mine, Roger, in a really bad position. He's
looking to lease it. He still has bills to pay. And you know who we can lease it to. Conforming uses. What are the conforming uses? Well,
residential. And then continue with automotive repair. Well what would automotive repair. Remember it's going to be a mom and pop right. Auto repair. What's that going to look like
on that parcel next to the school in that neighborhood. Believe me, I have an idea. No big corporate auto repair Christian Brothers is going in there. Of course not. And so
that's what's going to happen there. Unfortunately, I'd like to think maybe we can dodge it and come up with a different plan. That's why I'm here. I'm here to say, could you please
think about maybe a way we can work together on this parcel? I would love to have a meeting closed door and talk about that.
I appreciate your time. If you have any questions, shoot. Thank you. Do you have the address? Yeah. 500 Garfield,
corner of Garfield and Whidbey. Been there since 61. Yep, I think. Harris, do you want me to end? Sorry. Yes, please. Thank you. Thank you very much. You're welcome to email us more
information, though, if you need to talk. Okay. There you go. All right. Next up we have
Reggie Johnson. Welcome. Good evening. My name is Reggie. My pronouns are she her. I'm the proud mom and grand mom of four
individuals who identify as LGBTQ. They I'm also the president of PFLAG, whose mission is to create a caring,
just, and affirming world for LGBTQ people and those who love them. So all of the students have gone home. And for some of the students in your district,
home is a difficult place to be because they do not feel at home. Many of you probably know Sarah McBride. She is a United
States representative for the state of Delaware, and she's a transgender woman who cannot go to the bathroom where she works. She wrote a book probably about
five years or so ago called tomorrow Will Be Different. And in the book, she tries to describe what it's like to be transgender. And I don't know if any of you have tried to
think about this, but the bottom line for her is that it feels like you are homesick all the time. So let's imagine that
you've gone on a trip for whatever reason, whether it be business or vacation or whatever, and you fly into DIA and you just want to get home
and you have to either turn in your rental car, get on the shuttle, have somebody pick you up, whatever. You finally get on your way, but it's a whole hour before you get to your
home. And that whole time, you know, that feeling like, I just want to get home. And so. It's
just makes it really difficult. And then you're going along and all of a sudden imagine this. There's construction on I-25. And so you're even more delayed
and you're more stressed. And it's so that's what it's like to be transgender. It's like you're, you're like trying to get home and you, you can't get there. You're just homesick. So
the end of the story, of course, is that you get to your garage or your front door. You go in the house is at the right
temperature, everything is familiar to you. And you can flap into your bed and you're finally home. And so that's what it is to finally accept yourself as transgender, or to
be in a place that is safe for you. So what I'm asking for you guys to do over the summer is to the primary ballots are out. Vote for those who will help
support a home for transgender kiddos. And as you consider these school consolidations, it's really important that those kiddos have a place where
they're not homesick, where they feel at home. Thank you. Thank you. Next up we have Tom
Griggs. Welcome. Good evening, President Zamora and district directors and PSD community members. Frankly, with respect
to the controversial issue of whether school closures or consolidation will be necessary, I couldn't help but feel this board is being steamrolled into accepting a decision that was
made years ago, when the issue first appeared as a consent agenda item. In the fall of 2023. I listened on May 26th to the Comprehensive Planning Committee's proposed timeline
for developing a set of recommendations for the board's consideration next October, and it seems that there remains an underlying assumption that closures and consolidation will
be necessary. All this in spite of the PSD community's many doubts about it. I have also been struck by the discussion among you all at the May 12th
meeting about how consolidation won't save the district any money, a fact repeated at least a couple of times by Superintendent Kingsley himself that night, and by the fact that the anticipated budget
cuts for the 2020 627 school year will not be as dire as they were once projected to be just since last fall, and by comments about how much has
changed in the last three years in details relevant to all this, what we are forgetting if we pursue such a rush to judgment, is that there may very well be even greater changes ahead over
the next three years. Ballot measures, midterm elections, changes in the housing market, efforts by other local government, state and federal entities, changes in local
population projections, a deeper understanding of the fine points of local development and court cases too numerous to calculate with all effect, will all affect what
the best course of action will be. No crystal balls, but plenty of reality. What this board needs to recognize and probably even expect, is that your deliberations may very
well need to continue, even beyond the October meeting, in order to reach an acceptable consensus among all those affected by what you decide. For the longer term, it is not
disrespectful to the CPC to exercise your fiduciary duty in this regard to achieve that necessary. Goal boards have done so in the past. Boards have disagreed with their superintendents in the past,
and this board must have the courage to do the right thing regardless. This is not kicking the can down the road. It's making a considered, respectful
and ethically responsible decision. Also, I want you to know that I've sent off as a separate matter. I've sent you all some information about
initiative 195 and hopes you'll develop a resolution in support of it. Thank you very much for your time. Thank you for being
here. Next up we have Danny Lawrence. Welcome. During the
excitement of graduation season, you might have missed an important. That important legislation was passed and signed by Governor Polis to help students with disabilities and given. During the legislative session, your
committee chair and lobbyists felt like Senate Bill 26125 was unimportant, and I quote, wouldn't make it out of appropriations, end quote. I just wanted to share with you the good news that disability
protections for students in your district has now been codified into state law. Previous students only. Previously, students with 504 only had the Office of Civil Rights Protection, but without a functioning Office of Civil Rights, the students
entitlements to an education were unenforceable. Like my family, with two open investigations pending against this district since 2023. My son, now graduated, will never experience the justice of a
decision from those complaints. When I made a FOIA request just recently for the documents from the U.S. Department of Education, I was told 262 business days before I would see any anything that is June
10th, 2027. He will have finished his freshman year in college. Before I even see the work product from those investigations. And I share that because I want you to understand that children with 504 had absolutely nothing to
protect them until this legislation, which is totally the reason why PSD pushed my son off of an IEP in high school with districts, legal teams bullying us at the IEP table, leaving Sawyer
unprotected was the plan and it was intentional. And now PSC has a barrier to doing that to future families. You're welcome. Some of us try to leave it better than we found it. As a side note, having a special
education lawyer representing a district family PSC is arguably retaliating against who also was running for public office at the same time. Was an underestimation on your part. I hope you read the bill in your email with the understanding
that Representative Phillips, the bill's sponsor, was my son's attorney, and many facets of that legislation are designed because of PSC treatment of my son. When I gave public comments in support
of that legislation at the state Capitol, it was one of the most profound moments I've had as a parent, and I made sure to mention you. So how does this affect PSC now, parents filing 504 complaints
have an additional six months to do it, and by August 12th, this district needs to develop a whole new grievance process for these complaints. You'll probably need a new policy for it as well. Additionally, you'll need to train your staff
to respond to this new complaint process, and I would hope that you would include at least one individual per school site to help navigate that. The legislation also calls for continued annual training. I
know it felt great to send the email out last week that the Ada agreement that you made with OCR about the signage at Rocky Mountain High School was finally complete from a complaint that I made in 2024, when it was supposed to be
finished this past January, again with no OCR office to enforce there decisions, you really stuck it to us that it took two years to complete their OCR agreement. After my
son was no longer able to utilize the building. What a proud moment for you all. One school down, 53 more to go. Keep antagonizing and I'll keep bringing the legislation coming out, coming now without the
worry of retaliation against my own child. And I hope you have a busy summer. Thank you for the opportunity, Miss Zamora. And Jill, thank you for always being wonderful. Thank you.
Next up we have Emil Johnson. Welcome. Board staff, surviving
audience. I'd like to do a. It's like a game. Sometimes the illustration gets to the point quicker than rhetoric. Let's
pretend that I have four darts and I've put a dart target over there on that wall. That's that's going to be a challenge. So I choose somebody, say the
first person in the third seat, and that's going to be the person because it's randomly chosen. That's going to be the person that's throwing the darts. Not myself. I don't know anything about the person
that's going to be throwing the darts. The first dart misses, the second dart misses. Third dart hits the target. You get
$10 for hitting the target. Fourth dart misses. What's the percentage of success? 25%.
What's the percentage of failure? 75%. How does that relate to anything? For one thing, before we take the fifth dart and throw, let's do a
little prop gambling. How many of you would put $10 on whether or not the fifth dart goes into the into the target? How about
$100? If you called Las Vegas, how much would you think that they would tell you possibly to risk maybe 6.3 million. I doubt
it. The relevance of this is a reading from the. PSA Comprehensive Planning Committee. Summary enrollment
facts down at the bottom. Very interesting. Enrollment projection accuracy has been
around 25% by our IT department, which means that you're thinking about closing schools
and you're you're your enrollment projections are 75% possibly off. That's all I have
to say. Thank you. And that concludes our community comment for the evening. Thank you for all all for being here. Next up, we have our 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 something
that they would like to share? Please? I have a couple things. I think first and foremost is I want to thank Jill for all your
hard work, your kindness, your happy nature have always kept things light and fun, but your professionalism has kept us organized and on track. And I
need that especially and have from the beginning. So I personally thank you and also thank you for all the Doctor peppers. It's very important, but really wishing you the best in your retirement. So thank
you for everything you've done for us. Other. Yeah, please.
You can keep going. Okay. I did have one other thing. There have been several speakers tonight that have been long
term advocates for different subjects throughout the time I've been on the board and in previous to that. And I just want to thank them for everything that they've done
and continue to do, because your work is bearing fruit freaking slow, but it's bearing fruit. And so. I think we saw
some of that tonight with the, the announcement of the dyslexia certificate class that's going to be offered at CSU. I think that's a
tremendous stride, long overdue, but it's something that I think we're on, on track for. I guess
that's all I'll say. All right. Canada, I'll have to. I guess I,
I just want to. Look at the look at the summer and into the community, I would dare say into the fall and and. Share a
few points when it comes to the consolidation discussion, because I think there's some things that that get very concerning when I see emails come in or I see posts on Facebook or even even the data
that was shared tonight. Because in all respect, when the state demographer says that we're going to go down and we're not going to be back up to K-12 students until 2040
plus, that's a long time to wait for our current number of K-12 students. And that's concerning to me. And there's a lot of things that I think that come in that that are
concerning. There are rumors that decisions are already made by the board. We have made no decision. We have had no vote. We have not been asked to make
a vote. We we hear about, well, the budget looks fine. It turned out okay this year. I'm willing to bet there's 250 people that are going to
strongly disagree with that assumption. Our budget right now has been balanced for many years on the backs of a lot of people that no longer work at
this district, positions that don't exist, services that have been put at risk, people that don't have full time jobs anymore. At the 1.0 FTE, and
they're now down to a 0.8 FTE. And I've heard things like, well, we still do a great job as a district with our numbers. We look at our graduation rates and they're going up and things
like that. And I'm going to pull this guy out here, right here. Simple rubber band. For a rubber band to do its job, it needs to be a little stretched
around something. When I talk to the principals, the teachers, parents, anyone in the district, make sure I get hold of this. I
don't take Scot out. It's at this and beyond. That is not sustainable. That is not what a rubber band is designed to do, and I recognize that there are a lot of different opinions
about this, but we are in a situation where we're lucky to be at 40 in our ranking for funding, go back a few years, a few decades. It was a lot
higher until I see actual increased funding. We can't sit there and wish our budget is going to get better. We can't wish our funding is going to get better. We have to take appropriate actions to manage
what we have to deliver the highest quality education we have, and that's the challenge that we face right now. And I know there's no one simple solution that answers all of these things. It's all of us
working together. And I actually do appreciate your comments today, both both Tom and ML, because this is the kind of feedback we do need from our community to make sure we are making the best decisions we can for the
district. And I want to encourage everybody who's who, who is in our community to continue to engage with us through the summer because we have some very difficult
decisions facing us in the fall that we really, really want to get right, that we really want to handle well and with dignity, especially for the people. When I look at our friends in the back there especially, we have
so many of your great people doing amazing work, and we want to support them being able to do that in a just and dignified manner. And that's tough to balance all these things and to
even know where the growth or when the growth is going to come are very, very difficult decisions for, for all of us to guess, we're all looking at that same murky crystal ball.
And please bring those questions to us so we can continue to learn and make better decisions and decisions accordingly. But recognize that we are looking at a lot of
things and we we can't keep this, this can't we can't do that. I'm freaking out over here now too. So I guess I just, I want to put down those markers because please don't
buy into the rumors. Please don't buy into the assumptions. Please ask the questions and bring the concerns to us. And, and I know it feels very down all of a sudden, and I that's
not my intent because it's, it is very serious topic, of course, in the meantime. And so please work with us so we can get the best decision for the district. Thank you. Are there
any other committee reports or. Yeah, please. We're all giving out. Can you hear me now? AM I coming through? Danny? Speak up.
Oh, hey. We're giving out thank yous, and we're having this moment, but I, I do appreciate y'all. Thank you so much for all the everything. I think
anytime I didn't know, I was like, I'm just going to go chill. I don't even know if that's her job, but, but I appreciate your support and I do wish you well. And I hope
that you like, retire and like, go enjoy life because that's what I believe retirement is supposed to be about. So we'll see when I get there. And then also on that note, just also
reflecting and thinking about where we are in terms of our meetings. And it'll be a short little break. But I also want to thank everyone else in this space, both cabinet and board
members, for the support. It has been a long six months, but I really just want to also show gratitude and appreciation for everyone in this space and to
know that I often say it in spaces that aren't here. I think here I often have an opinion or two, but outside of this space, I often folks ask me, one of the things that I
enjoy most about school board is I definitely speak to the people. I talk about the other directors and board leadership. I talk about the cabinet, the
superintendent, and I say there's a lot of aspects about who we are and you all are. That's not always seen publicly, but it's a great group of bunch
to be with and to just piggyback what Andrew said, I think getting the opportunity to really get to know folks and to know that it can be a hard
place to be, but. I would say all I don't know the whole district, but everyone I interact with definitely has the community's interest at heart, are definitely considering a variety of
different factors. And even though decisions may present themselves one way, those decisions have not been arrived at lightly. And I just thank you all for helping me adapt
and get connected where I am. So thank you. Yeah, please. I was also going to express my gratitude to Jill, echoing a
lot of the sentiments that Doctor Ziegler just mentioned. I think about it a little bit differently and that I've been on the board now for a little over two and a half years. And I remember thinking when I
first started, you know, how how could we ever have a day without director Reed, without Director Draper, without these directors, without these people? And then they come and go, and then they become members of the
audience and members of our community. And it's a helpful reminder how replaceable the seven of us are on this board. And yet, despite all that, despite what Doctor Ziegler
said, those. I To share some of those same joys about the blessing that this job is, and that I get to do alongside everybody. But it can also feel
sometimes very isolating, because the weight of what we have to consider and the information that we have to sift through and the decisions that we have to make. And we don't always. It's hard because
there's very few people that can truly empathize or understand some of that stress and that weight, except the one constant, I'd say in all that is. Jill. And for the meetings
that were hard for me, there was always a soft try not to get emotional. An offer on a slid by on a Post-it note. Can I get you anything? There was times where I would forget
where I was and there'd be a reminder from Jill. Hey, I need your signature on that thing. It's no problem. I can come to you. You constantly tried to make my life easier. Despite me constantly making your life
more difficult. And so I wanted to appreciate that. And then all these little things really built to. One thing that I think is really hitting me in this last week is that it's the consistency of your presence
and that you're always there and you're always supporting the work that we're doing, but us as human beings, and I may be replaceable on this board, but to me, you will be
irreplaceable. And I want to thank you for that. I'm loving the Jill love, just like we should just group hug you. Yeah,
that's probably how we're gonna end today. Just. You can't leave. I don't want to steal the stage. Does anyone else have commentary? Okay, I'm
going to save my comments for another time, but I want to say all the things. Thank you for the comments so far. Director Velda, I feel like you've said
it incredibly well and how much we're going to miss you and that you are irreplaceable. Kuranda, I wholeheartedly agree. When I go out into the
community, even when we disagree, even when we don't all come to the same conclusion, or our lenses land us on a different spot. And we have those tough moments. Every time
I'm asked about this work, my conclusion is that I, I trust the people I'm working with. So even if I'm not landing on the same conclusion, I know that
our perspectives, our goals, our shared values around serving students incredibly well is always at the paramount of the the work that we do. And that's what allows me to feel
comfort, even if it's not the decision I or outcome I expected it to be. I know that we're in a good spot because I'm. I'm one of seven and I'm one of seven really smart
people. And I get to work with incredibly intelligent people that push my thinking and do it in ways that explain to me how my thinking doesn't quite match
all the time. And I think that's incredibly important and valuable. And I think this role has given me so much in my tenure. And I, I thought I was
signing up to serve, and I feel like I've gotten at least as much back out of it. This is a fun, like last meeting, I'm not going to lie. I mean, it's not
our last, but like our last, like with all the the things and on the dais. Yeah. All the, all the normal types of meetings. Anyway, I did also want to echo some of director
Spain's thoughts. So I might be ending in a little bit of a somber space, but. And I wrote mine out so they won't be maybe as elegant as some of our colleagues, but I'll give it a go. So I had the privilege of
going to the Comprehensive Planning Committee on Monday, where a very robust conversation took place around where we are in the process and the planning for the summer work ahead. And I would encourage anyone in the
community to review their minutes over the course of the year. They've had many meetings, they have deliberated. They've actually extended their meeting time so that they could
deliberate further. And we collectively owe an incredible debt of gratitude, because many of the questions on our FAQ page came from their insights. The dashboard is a robust
snapshot of our district because they also helped make it both a reality, but also readable and understandable by community members. Right? Because their lens is very similar to the rest of ours,
where we're looking at it from our kids perspective, from a parent perspective, maybe we're, you know, educators in some space, but we don't necessarily see all of the data that goes into that dashboard from behind
the scenes. And they were able to make it come alive for many of us and give that feedback that made it understandable. The thoughtful conversations that have happened, even
through this very emotional process are impressive. We often say and feel how wonderful our staff community is in our district, and I would echo that everywhere I go. But
I would also add that our community members who have volunteered countless hours of their time on this committee and many others, but this is what I'm talking about for the moment, are on that same level. Their dedication to our
district, to our staff, to our students is second to none. And I understand that we're entering into this the the least comfortable part of this process. And I so appreciate the care for the work that has
happened and will continue to happen as this process has evolved. I understand that uncertainty is hard for our community. I understand that for some, it would be easier to believe that scenarios have
already been created or schools are already identified. And I want to be incredibly clear that that has not occurred. The Comprehensive Planning Committee has just begun phase three. As of Monday. The first
part of this phase is discussing timelines and setting up subcommittees so that they can do this work incredibly thoughtfully. Phase one and phase two included deep diving into our data to assess
the challenge our district faces with declining enrollment, and then developing criteria and a plan to actually support phase three. All of that work is not quick. All of that work includes an incredible amount
of thoughtfulness and deep discussion that has occurred. So it's simply not possible for them to have gotten to a point where they already have scenarios or already have ideation around what should
happen now with the release of the dashboard and the criteria in the policy, people throughout our community are ideating for what phase three will produce, and this is natural and to be expected. I
want to know where my kids go to school just as much as anyone else, and have a long term plan for my own family as well. However, those individual ideations are not coming from
the district or from the board. Any individual thoughts should be taken as should sorry should not be taken as an active scenario. Nothing that any
individual is thinking is something that has been brought to us to consider. Even though, again, I realize that people want that assurance, they want
to know what's going to happen. And so they may be looking at these, this dashboard or the criteria and making assumptions of what will happen. But those things are not taking place. A big picture timeline of the
work over the summer and early fall were provided. At our last meeting on May 26th, and updates will come as details are finalized with the action teams, but no scenario with schools will be released over
the summer. While the committees that committee is in to the work and doing the work. So sorry, that was a long statement, but I appreciate the time. Does anyone have anything else that they would like to
share in this part of our meeting? Yes, please. I want to say thank you for saying that. I think it's really important that the community has a snapshot, and I wanted to thank
Andrew for his analogy with the rubber band. I think that we talked about it at our last meeting, that people are.
Making their own assumptions around what our victory speeches about, what we are working towards, and I don't
think that because people aren't feeling that rubber band stretch to the point of breaking, that they think that things need to be helped and
monitored and, and made better. I'm extremely encouraged by the group from CSU. I'm inspired by them. I think that they're the
kind of pragmatic innovation and experimentation that this community needs. I say pragmatic because of the bill that's being passed through the House right now to ensure that
kids are tested by third grade for dyslexia. It seems amazing that we have this work happening in our community, but that's the kind of community that we live in. We live in a community where people are
forward thinking and they want bigger and better, and I think that we have that to give. We just can't do it in as many
buildings as we have. That's the reality. So I think that. As we move through this process,
the clarity that people are asking for is coming forward. I hope that everyone has taken a look at the dashboard. I think it's really comprehensive. There is a little bit of math. We talked about that yesterday
too. There's a little bit of math you need to do, but you you can get there. And I think spending some time with it, you'll see. And I'm sure that
everyone in our district at this point has had some sort of personal touchpoint with the fact that their principal has had to make some really challenging decisions. My son
just lost his soccer coach, beloved, because they can't afford him. And I, I just that's just one small little thing. I know that there this
is a thousand cuts. So thank you to this team for hanging in there. And. Jill. I'm so glad I
got to work with you for a little bit. You're spectacular. Thank you. I'm sorry. I'm not
going to riff, but I also think that it's important in this in this space since we're being honest and transparent, which is, I think, what we're asked to do. I think we've talked
about this in different circles, but I want to hit it on the head, and I'm just going to be brave and say it. I've also been having a lot of conversations, as everyone has to, about implications, what
this means, where we are, what's happening, what's not happening. And I think I get frustrated because I personally accept that change is inevitable in any part of life.
And I think that change can be scary. It can be anxiety inducing. And when we're talking about change, we're also talking about people's jobs changing. We're talking about people's locations changing. And so I think we
need to have some deference to the size and the magnitude of the change that we're talking about in our community, but also to to suggest that we can remain in the status quo or
static for forever, I think is also a lie. I think Karla put it really well. And that and Andrew's to his example, it keeps sticking with me that the system is under stress. And again, based on my own
perspective and my own review of where we are and what we're doing, I believe that to be true. I think there's multiple truths in this space where some people may be as more unaffected and they don't feel it, and so they feel more
reticent to the change that we have. But one, I think we need to grapple with a little bit of uncertainty in this process. And I think we're trying to do the best we can to say, this is the state of affairs. This is
where we are. I love the dashboard in the sense that it's just raw numbers, more or less of where we are. And so I think we can also learn some resilience in that too, as a community and as a, as a
district. But here's the big truth as far as being brave, is that I think we also need to talk about what happens on the other side and what we're driving at. I love that you keep saying victory speech
because change may be scary and big, but it also can be very important to accomplish to continue a. The reason I'm pointing my screen, I've got all these numbers that I think are really incredible that says
graduation rate again, last year was 89% for the class of 2025. That was the highest in district history. Again, that's two years in a row that we've done that. And I could go on
and on about all the wonderful things we're doing, but that system can't be maintained unless we make some modifications, some of the modifications, and this is my big preamble, is that if we've
done this correctly, I believe that it will somewhat obviate the need or the dynamic of school choice in our district. And let me be clear, if we're
making fewer options of schools in general, if this consolidation goes forward, regardless of the amount of schools, that means that there's going to be fewer spots for schools of choice, I would
think. Which means that for those who think they're completely unaffected by this, oh, I go to a school of choice or I go to somewhere that's completely untouched. It may change the calculus there too, and I don't know how, and I'm not going to promise that will
happen. But I do think it's an important element that we are considering as a community, that this disruption also does mean a pretty systemic, big change for how we're thinking
about school choice. And if we've done our jobs right, that there won't be as many empty seats or as much availability in all of our buildings. And that's a good thing because it will be an equalizer between the programing and experience
of where our students go, regardless of where they happen to be in the geographic sprawl of our district. So I think that's an important part of this conversation that I'm not sure if we're missing or ignoring, but I think as part
of getting to the other side, and I know there's going to be a lot of feelings around what I just said too, and I'm not scared of that conversation. But I think we need to have those conversations too, about
what this looks like on the other side, especially as we're talking about fairness and equity and what that would mean for everyone's experience. I'll leave it there. All right.
Thank you. Okay. I'm not seeing any other commentary, but I really appreciate this is great. This is a great conversation. And I, yeah, I continue to really appreciate y'all. Okay.
We'll move on to our consent agenda. Would any board members like to pull an item from consent? I would like to move
to remove. District policy JIC, j from the consent agenda so we can have a quick discussion about that. Yes. So we're going
to move that from one of the nine over 11. And we'll move that one policy into 10.1. Okay. We do not need to vote for changing. Correct. Okay. Just
making sure that I'm following. If there are no other changes, can I get a motion for the remainder of our consent agenda? I move that the board approve the remainder and adopt the remainder of the recommendation.
Recommended actions for the items on the consent agenda. Connor, can I get a second? Thank you. Carla. All right. And Jill, can you please call the vote? Carla Bass I Conor
Duffy I Kevin I Scott Schoenbaum I doctor Andrew Spain I Jessica Zamora I doctor Karanda Zeigler I motion passes
seven zero. Thank you very much. All right now moving on to our first action item which will be policy JICJ yes. Correct. All
right. Can I get a motion. Yes. I move the board approved the proposed changes to district policy JICJ that was pulled from consent, which is the
student possession and use of personal technology devices. Can I get a second? Thank you. Kuranda and any board members have any questions or comments?
You probably should be staring at me. No. I'm fine. Oh, no, I pulled this. As everybody knows, I'm a big proponent of strong
cell phone policies in the district and. You know, after the last meeting, we had a first reading of this policy. I only had one question at the time, but I've had a chance in
the last week especially to ruminate about it. I was actually at a family wedding in Mexico. And yes, Kevin, there are some videos of me dancing
with a robot and a guy in a big bad bunny head. It's kind of crazy. So you can you can search that out. But but in between that, I had a lot of time. I had a lot of time to,
to do some reading and some thinking and. I read the entire Anxious Generation book, which is about this subject and what
cell phones, social media and other things have done to our kids. I came back to news last night of both Denver Public
Schools and Jeffco announcing bell to bell bans on cell phones for next year. And so I just between all those things and talking to some family
members who are teachers, once an assistant principal, I just I reread everything in this policy and just felt like it's not enough. We're not doing enough. It's, it's watered down.
There's, it's vague. And I think we need to really take some more time to, to study this, discuss this, look at what other districts are doing,
what other states are doing. The I was mentioning this earlier. The governor of Washington is proposing a bell to bell ban on cell phones and
all of their schools. I think we need to look at the trends and the science, which are saying that stricter is better and has more benefits for
instructors and students, so I won't go into a ton of details on on specifics on the way this is written. I think we can really learn from what Denver
Public Schools and Jeffco have put in. We should read their policies, see if there's things that we can all come into agreement on. But I, like I said, I just feel like we need
to be stronger, give our teachers some relief on the policing of of cell phones so they can get to the work that they were hired to do. So with
that, I, I would propose that we. Keep the policy the way it is now and look to in the in the near future to have a
deeper discussion about this and, and what our policy should be for the long term. I'd be remiss if I didn't say that Mr. Schoenberg wasn't having all
fun in Mexico, because we actually spoke on the phone about school board topics while he was on vacation. Thank you for taking my call. The.
Secondly, on this, in light of the comments pertaining to consolidation, I'm going to support this evening's passage of this. However, I think we do need to go further. And for my
fellow directors, this is an area where we can lead in the future, and it's an area where we can actually attract students into the district. If we get this and electronic
policies in general. Correct. There's other districts around the state that are not doing it well. We can do it better. We can attract students that way.
Any other comments before we vote? Yeah, please. I'll just say I do want to express my thanks and gratitude to director Sean Bauer. He is. This has been an issue that you
have been stalwart in your advocacy since I've met you. I appreciate it. I appreciate you constantly challenging us to see what we can do to improve ourselves. Like Director Duffy,
I'll be voting in favor of this because and we did have a robust dinner conversation about this and what we could do better. But to use your own comments about our community commenters, change comes at
incrementally slow pace to those who truly want it. And so I think that what's what's helpful for these policies is that the iterative loop that it's gone through with our feedback, with our principals,
with the stakeholders who are going to implement these words. Right. And so I do appreciate your your constant zealous advocacy on this subject. I hope to join you in that and
some other technology conversations that we're going to have. But I think this is a good this is a good policy. It's a good change. It's been vetted. And I do like, again,
what Director Duffy said. It's a start of a conversation. It's not the end of it. So I just want to say thank you for continuing to advocate for it.
I just want to say that I think we should be very careful when we start talking about absolutes. I think we have a variety of students in our district, a variety of family situations, a variety of
classrooms, different ways that students learn, pay attention, get things done that that we might just need to be mindful of that. I think about, you
know, I want to name folks, but just even in my own family, people who may have ADHD and how sometimes even listening to something while doing work
matters. And I also think we have to think just beyond our school district for contextually, even within our community, in order to even get any kind of testing is very difficult to have that done
within a community. And also it's very expensive. And so we, I think we have to think about those pieces. So to, to do an absolute says that all things
are working perfectly and all things do not work perfectly. And so I just want to put that into the space to consider and think about. And, you know, it was mentioned or I heard
somewhere where, you know, policies don't always shape or change behavior. And so we could have the policy, but behaviors are a different thing. And so how do we balance that
too? So I just wanted to share that, that I know folks are in support of that. And I also want to encourage us to think about what is the value. We're like our neighboring district did that. And again, our
neighboring districts or peer districts are also absolutely our district. And so how do we think about the variances within context and how that shapes the ability for our teachers and our students to
thrive within our buildings and our district? Thank you for the discussion, y'all. Any other comments before we vote? Okay.
Seeing none, I have one, but it's really just director. I don't know if you're robot friend would be allowed in this school, so I'm just going to leave that for you to tell me
later. Jill, please call the vote. Karla Bayes I, Conor Duffy hi Kevin. Velda I Scott.
Bauer no. Doctor. Andrew. Spain. I Jessica. Zamora I doctor. Kuranda. Ziegler I motion passes six one. Thank you very much. All right. Now moving to
the rest of our action items in the order they originally appeared. Next we have the monitoring and policy review of L 2.1. Can I get a motion? I move the board determined that
the superintendent has reasonably interpreted Board of Education policy L 2.1 and his internal monitoring report dated June 9th, 2026, and that the evidence presented supports
the superintendent's conclusions stated in the internal monitoring report. Thank you. Kevin, can I get a second? Thank you Connor. And do any board members have any
questions or comments? Okay. Seeing none, I believe we're ready for a vote. Jill. Carla. Baz, I Conor Duffy I, Kevin I
Scott Bauer I doctor. Andrew Spain I. Jessica Zamora I doctor Karanda Ziegler I motion passes seven zero. Thank you.
All right moving along we have monitoring policy review of L 2.2. Can I get a motion. I move the board determined that the
superintendent has reasonably interpreted Board of Education policy L 2.2. In his internal monitoring report dated June 9th, 2026, and that the evidence presented supports the superintendent's conclusion stated in the internal
monitoring report. Can I get a second? Thank you again, Connor. And is there any discussion or questions on this item? Okay.
Seeing none, we'll get the vote. Jill. Carla, Baz I Conor Duffy. Hi, Kevin. Scott Bauer a doctor.
Andrew. Spain I Jessica Zamora I doctor. Karen de Ziegler I motion passes seven zero. Thank you. Next up we have SRO contracts and data discussion.
Can I get a motion. I move that the board approve expenditures in excess of $250,000 by approving to form the attached SRO contracts with FCPs, S, t,
D and L, C, s o and authorized staff to finalize the contracts for signature by the Board President, attested by the Board Secretary. Thank you very much. Can I get a second? Thank
you Kevin. And we have some guests and a presentation. Yes. Tonight we welcome Jared. Sergeant, director of Student Safety and emergency management, and doctor Julie Chaplin, assistant superintendent, who will speak about this item.
Welcome, Jared and Doctor Chaplin. Thank you for having me tonight. And for the introduction. I am Jared Sergeant, director of Student Safety and Emergency Management Management. I also have
Lieutenant Lieutenant Zach here from Larimer County Sheriff's Office, Lieutenant Cronin from Fort Collins police and Sergeant Rarity from Timnath Police Department. Does this
work for the presentation? Spacebar. Fantastic. Before I get going, I also want to recognize Jill tonight. I'm sorry to add on to this. So I have been working with the
district for the district for nearly 15 years. And every board meeting that I worked, Jill made sure that me, other SROs or campus security officers were taken care of.
Jill. Appreciate all your support and caring. And I also want to personally say I apologize for missing your retirement party, but congratulations. I'm excited for you. All right. We're gonna
talk about our school resource officers tonight. I want to start with the fact that we have 30 years, just completed 30 years with our law enforcement partners. This
started in 1995, started with roughly, let's say, three SROs and is expanded to 14 site based SROs and three SROs in leadership. Right now, for those that have not seen this presentation or know about our
program, we do partner with Fort Collins Police Services, Larimer County Sheriff's Office in Timnath Police Department. So excited to wrap up 30 years with these three agencies. For
our SROs, we do partner with all of our law enforcement agencies for a certain number of days throughout the year. During those days, we basically pay 50% of the contract for them to prioritize their time
with their schools. The belief is that being in the school as part of that community is what is going to help prevent crime from happening. This is our Fort Collins Service SRO team.
There are 11 site based SROs for this team, three sorry, two corporals and one sergeant. For those that don't know how that makeup looks for Fort Collins that are assigned to our comprehensive high schools, and
then one SRO at each middle school, that SRO at the middle school then covers the feeder elementary schools for the sheriff's office. We actually only have two assigned SROs right now. There is a picture
there that's from last week at Youth Police Academy. I'll talk about that here in a minute. One SRO that's assigned to Wellington Middle School and the feeder schools there, and one SRO that works at Cclp
Middle and the feeder schools, including the mountain schools up in Wellington last SRO is in. The next picture is Brian York. I'll point that out. I want to talk about the SRO triad. For those who have not heard this
presentation or don't know what the philosophy for a school resource officer is, the SRO triad is made up of three basic components. First in this picture is going to be a teacher. The second is going to
be a mentor counselor. And the third is law enforcement. So what we're going to look at today is how are our SROs fitting this mold? And how does that look in our district? Is
it keeping our kids safe? And part of that is the prevention piece. And that's going to be engagement numbers that we're looking at. The second we're going to look at law enforcement. We'll look at juvenile summons and direct
referrals outside of juvenile justice system. And then finally, we're going to look at teaching. And part of that teaching is both the connection and also the response and preparation. And I'll share
what classes our SROs are teaching and what the number of folks that they're teaching, teaching across the district. One thing I heard yesterday in
a training impact is measured by engagement and relationships, not just operations. So I want to share that with you because it's so important. It's pivotal to what our SROs do every
single day in our schools. It is truly that engagement that provides that prevention for our crime in our schools. So let's talk about engagement data. Five years ago, when we
were looking at what SROs did in our schools, we didn't have data to tell the story. We only had juvenile summons. And so we started collecting data across our agency, the two agencies at
the time, to see where what our SROs were doing and where their time was spent. Now, for engagement data, this could be a number of things that SROs are working with. It could be
mentoring students. It could be responding to a medical incident, a disturbance, helping administrators out all kinds of things. So generally, what we tell our SROs, if they're working with a kid for
15 or more minutes on something, we want them to track that engagement as well as the other situations they might be a part of. This year, we tracked about 1709 total engagements across the district. So that's Fort
Collins, Larimer County and Timnath, and those are the stats across the district. We're pretty much just above where we were last year. We were about 1680 or so last year.
So we're tracking about where we have historically with our engagements with students, staff and our community. I have engaged engagements and notifications up here as well.
This is just going to be Fort Collins. I don't have Larimer County and Timnath in this, but I wanted to share kind of where our SROs are spending their time and the way they're
notified. If you look up at the top left side of the screen, you'll see ways our SROs are notified. So what's important is this is how information incidents get reported to our
SRO. So staff is going to be the number one way SROs are notified. Student reports come in second pretty close at 33% just 32% self-initiated. So maybe they're just standing
there and something happens right in front of them. Maybe they're doing traffic so they self initiate a traffic stop. That is what self-initiated means. And then apparent report is usually when a parent comes to the SRO directly and says,
hey, I'm having issues, I want to share this with you. Can you help? For our dispositions, engagements. Again, just Fort Collins alone. A third are
mentoring. So they're meeting. A third of their engagements are with students who just want to talk about school. They want to talk about their home. They want to talk about their friends. They want to talk about their life. That is it.
That is the metric we're looking for that our SROs are engaging with our students. No charges. What does that mean? So usually that means somebody is coming to the SRO and said, hey, I was involved in this
situation and there isn't probable cause to charge for that situation and then referral to school. So what does that mean? A referral to school means someone came to the SRO or involved the SRO.
There was likely both discipline and a criminal situation that was component of that, that search circumstance or situation. And they handed it back to the school. They said, hey, this is a school
issue. I'm going to stay out of it. I'm going to leave it to the in the schools hands. And then the 6% is referred back to the parent. On the bottom. You can see dispositions again. So
we've got mentoring. Is that the big one? I just mentioned referral to school, a bunch of other areas in there that they track. This is just the
different types of calls. I only included it because I wanted you guys to see the different situations that SROs are dealing with across the district. So when we look at this, I know small print, it's
in alphabetical order, but it gives you an idea of the different things our SROs are working with, right in our schools. And this has got Larimer County and Fort Collins.
For a juvenile summons. For this year. We are a total of 55 juvenile summons across our three law enforcement agencies and all of our schools. I have a pie chart in there to help
tell the story. Where where are these crimes? What are these crimes look like? And so 48% or 26 of those are victims rights crimes. And for those that don't know what that means,
Colorado State requires victims of certain crimes. And usually when we think of victims rights, we think of a third degree assault. So it caused bodily injury, assault that caused bodily injury or greater there are felony assaults. There's
sex assaults included in victims rights. Or you might hear VRA crimes. Those 26 those victims get a say in the
outcomes of the situation. And so almost half of the juvenile summons in our district are victims rights. The next one is going to be harassment. Think of harassment as usually some type of physical assault, but
it doesn't cause bodily injury. But it is victim related. We had a couple of invasion of privacy this year too that popped on on in the schools. And then interference was the
next big one. For those that don't know what interference means, there's usually two situations. The first is a threat of violence to an educator or a student. In our school. It's a credible threat
generally. And then the second might be a disruption, significant disruption to either the learning environment or serious risk of injury to others. And so that's where interference charges look like
across our district. For the others, drugs and alcohol, usually those are going to be repeat offenders or there's indications of distribution. So again, those are the
circumstances for those particular crimes. 55 this year we had 57 and we had 57 the year before. So we're tracking about 50 upper 50s for juvenile
summons across the last three years as well. Side note of all the engagements this year, this is 3% of those engagements for SROs. So that's where that
lands. All right. When we talk about juvenile summons, we're just talking about the crimes that students were charged for. Usually juvenile summons is a ticket. It's issued to the juvenile and their parent, and
they show up in court 3 to 4 weeks later. But I want you guys to know about the work that our SROs and our school district does to keep kids out of the juvenile justice system. When we look up here, I want to
talk about two agencies that are SROs work directly with here in the city of Fort Collins. And the first one is going to be conflict transformation. That's formerly known as restorative justice. Now, what's great is it's a
city sponsored program where SROs from any school in the district, by the way, can refer students who have essentially committed a crime to restorative justice, to conflict transformation. They
get an opportunity to learn about their impact. They get an opportunity to learn about what they did and how to how to change from that. And they never see the light of the juvenile justice system. So the
SRO contacts conflict, transformation. They send him that way. And the juvenile summons never issued. Next one is the center for Family Outreach. And when we talk about the center for Family Outreach, let's think a little
more globally. What they work with generally are kids with substance use issues, but they work on a lot of other things as well. Good couple things to note here. Diversion that is
going to be through the DA's office. So diversion is screens folks and sends them directly to the center for Family Outreach. But PTSD waiver program and our SROs combined sent 90 students to the center
for Family Outreach. Again, those are students that could have ended up in the juvenile justice system, usually for substance abuse type issue. So between the 34 and 90 referrals,
the direct referrals where the SRO contacts those those community partners directly, they sent, you know, well over 2 or 3 times the student, the
number of students that were summons in the juvenile court. All right. So we're talking the last piece of traffic speaks
both to the enforcement. You know, part of that triad and just visibility this fall, excuse me, this February, our Fort Collins Police Services, traffic operations and county
traffic Operations partnered together and followed busses on 14 routes to enforce stop arm violations. These are a big topic, I think, in the fall. And they made a total of 62
stops in that one day, issued 47 citations, and 27 of those were going to be school zone related. So that's speeding. Now this is traffic operations. I wanted that up there. So you guys saw the stats from that
one day operation with our combined traffic units. But below we have stats that are both visibility and enforcement. I will also say SROs generally do the more educational traffic
stop, not necessarily a citation. And so between, you know, Fort Collins had 507 total traffic stops and visibility. And so we say traffic related. What that
means is when you drive by, say, Blevins Middle School, and there's a vehicle parked in the middle of the road with its lights on, it's slowing cars down. And so that's a traffic related. So they're tracking
that and that basically that visibility is intended to slow speeders down, slow cars down and keep kids safe. So that's a combination of both enforcement
and visibility. 53 for Larimer County Sheriff's Office and 29 total stops for Timnath. Want to plug in here real quick for Fort Collins police? They contacted me at the very end of
the school year. I don't know if you guys have heard about e-bikes, maybe complaints on kids riding those on SRD property. There are certainly issues with kids on e-bikes, on
our public roadways. And so Fort Collins made a brochure PDF, sent it out to me and our Pio to send out to our families so families know what e-bikes they can and cannot ride.
Hopefully that education piece also serves as a prevention piece. Jump in. Sorry, can I jump in on one? Absolutely. Every year. You know, this this part of the presentation is
near and dear to my heart because people speeding through school zones, I was going to ask, and I'm not sure where the appropriate ask would be, but the traffic cameras that move
that everyone hates, and for which I have personally donated my personal funds to the police department and you are welcome for that. I serious idea was when schools back in session, I
wonder if we could work with the local police departments to have those in those zones. Lieutenant Cronin step on up,
sir. So you actually got the right person. I actually run that program. Thanks for your money. I have donated to that that account as well. So we
actually this is a good time because we're actually in the middle of an RFP process per our city ordinance. So on Friday, they will release all of the RFPs. We have a significant number of vendors that want to partner with the
city of Fort Collins. This is one of the things that we're asking for is some more school enforcement. So we're looking at different types of technology that will help us.
The trans portables is what you're referring to, seem to be the most effective because they're in one location every 30 days. And so I'm absolutely
encouraged by your words. And we will look at the data. And unless you have specific areas to deploy those. Absolutely. No, I appreciate it. That is not is not my purview. My purview is trying to make school zones
safer. And I know with limited manpower, it's impossible to to always plant an officer at places where there's going to be busy intersections. But that has a pretty significant psychological effect. And for
what it's worth, the ripple effect through our community, we know where they are. And I think there's an app being developed of where they are positioned at certain times, so you can at least know their whereabouts. But I think school
zones are a fair place where I think everyone, if they're there in the present. That was my idea. We're focusing on school zones and construction. Yeah, perfect. Not Drake near
Taft intersection where I, Drake and Overland. Maybe that intersection. Yeah, kind of where the camera is. It's Drake and Yorkshire. I happen to know
that. Well, all right. It wasn't me. Sorry. I know you're good. That's a great ask too. I also know where those things are located. So let's see here.
So we're back to teaching. And this is kind of that final component when we talk about that the SRO triad and philosophy is are we getting into the buildings? Are we getting into the community to teach? That's that preventative.
And it's, it's both preventative and for response. And so we look at Fort Collins, it's 219 different events that they taught at this year. Let's
see here. County was 13 and Timothe taught 15 different classes. To put that in perspective, that's seven, 7200 people that they taught over the course of the year. What
that looks like for our agencies in the building. Our SROs teach SRO 101. That is essentially telling the staff kind of what they do, what they
don't do. And here's how I can help you and how oh, by the way, I want to teach your class. So let me know if you want me to teach. I'm here to help also teach our staff members response to school violence.
I'll talk about that here in a second. But run, hide, fight for our teachers this year, where it was taught in every elementary school. It'll be taught in every secondary next year, and then our community.
And that looks like our parents in cyber safety, drugs, alcohol. So lots of different topics across lots of different events. And so pretty good numbers for
our SROs in terms of teaching little action shot for you guys. This is response to school violence in June of last year. Full disclosure, we'll be doing this again next June. And this was a week long training. It
was 225 administrators across our district that essentially were trained on scenario based real life scenarios. This is actually an intruder in the classroom. So he's actually
moving people out of the classroom. And Matthews has tackled the bad guy in this action shot, stop the bleeding trainings included in that. So
all things crisis response related for response to school violence. And then we just wrapped up youth police Academy. Now we won't I don't think we're going to have it next year, but if you're on the
board in two years, you got to come out to Youth Police Academy. It is whether you want to be a police officer or not. It is for the best fun days you can have, learning what law enforcement does. And I'll also
say my kid did it last week. He had his driver's license and he may have beat me in the track and a cop car. Just saying. So you get you get a drive, cop cars, defensive tactics. We put
them through. They put them through real world scenarios. And so it's a fun week to get kids out there. To learn more about Youth Police Academy again, two years. So if you
want me to put your name in, let me know sooner rather than later. But we got a little bit of time. Let's see here for the contract updates across our agencies. We do have increases
for Collins this year. Chunk of that is going to be operating expenses, vehicle maintenance, those kinds of things. And salary expenses for our Fort Collins police officers, slight
increases for the sheriff's office. And then we added ten days to the contract. And so when Tim Smith joined on board, they only contracted for days. School was in session. So
literally a ten minute police officer, SRO would be, you know, essentially, in theory, not walking into that building until the first day of school started. As you've seen, we they teach a lot. There's a lot going on in the district.
There's a lot of training. We wanted that to more align with Larimer County and Fort Collins. And so we added ten days so that they they can teach. They can train. They're already. That. SRO Brian York is already
spending time with SWD. Let's make sure it matches as much as we can. Our other departments moving forward. You know, I just wrapped up my first year
and it's been a fun and exciting and a year full of learning opportunities for me. We have a new leader for Fort Collins. Nick Rogers has taken over the sergeant position. And
so we've got new leaders, new opportunities. And so we'll be looking for those for the next year. Again, teaching at enforcement. But mostly that engagement, that is where we
that's where the priority lies. I've got a couple shout outs real quick because I don't get a lot of time with you. And I've already spent 20, 25 minutes of your time, so I'll
be quick. I also have campus security officers and they're in the top picture. And I want to give a quick shout out to the security, the safety and security team that people probably don't hear about. And then up the top picture, that
is both the SROs, campus security officers during response to school violence. So a lot of the trainings that we put on include our campus security officers, and they are a big part of making those
trainings successful. They also, by the way, worked 547 jobs outside of their daily jobs at their schools. Just so you know, we have our campus security officers at every high school,
and then we have some evening campus security officers, which you may see on the regular for your board meetings. Bottom left is our behavioral threat assessment team, and they work on threats of violence and
managing that risk, or at least, you know, looking into that risk building safety plans and threat assessment plans. And really, the hope is to get kids off that pathway to violence and back in their schools in a
safe way. And we are lucky in Poudre school district, we have the bottom right is our security tech, and they make sure that the doors lock when they need to, and the cameras work when they need to. Some
districts don't have the luxury of having technicians in their security department. So we're very fortunate to to have that crew. While I'm talking about technology, I want to throw a shout out to Bud Hunt and his
team. One other objective for next year is we are we've been working a ton with access control and cameras, but we're also going to provide data collection for the three law
enforcement agencies that supported by PSD. We asked for it five years ago. Fort Collins created their own model. Larimer County Sheriff's created their own model. For us to have continuity and consistency, we're going to
build that data collection tool so all three agencies can use it and it's consistent. So thank you, Bud and your team. And then last one in the fall. For those that don't know, this
is CLP Middle School SRO Scott Baggett. There was a student who whose life Scott saved. A student ended up in a ditch. Scott was waist deep in water
and pulled that kid out of that ditch and saved that kid's life. Because of his actions, he was given an award at the Meritorious Service Award from Larimer County Sheriff's Office.
So I want to finish with that and then ask if there are any other questions for me or the lieutenants or sergeant from Timothy. I love your
anticipation. It's just so appreciate the work you do. I, I, my, you my only question you actually answered already. So I was just wondering about the difference between mentoring and teaching. And I truly, from
the bottom of my heart, love the work that goes into both of those things and that that is the majority of the work I, I cannot say enough wonderful things about interactions with
kids, about my own kids, interactions with their SROs and the amount of teaching that goes into that. And I will be looking out for the class for my own child in the future. So
two years from now. Comments. Yes. Just one quick question pertaining to restorative justice. Does the victim or the
victim's family have a say in whether or not the offender qualifies for restorative justice? I will say I've seen RJ used for a variety of of
crimes. And and the victim does have a say. The victim could say, I'm willing to let this go restorative justice because I see the benefit or I think this is the right place for it. But
ultimately, sometimes it depends on the nature of the crime. So if it's a super egregious crime, it may not make it to RJ, at least maybe not initially. So felony
assault, it could work its way back. I have seen lower level assaults and property crimes sent directly to restorative justice. As a matter of fact, I was just thinking about this
morning. One of the law enforcement officers over the summer made a direct referral for this for restorative justice. And the kids had shot out people's front porch lights with BB guns in the middle of
the summer. And so you just never know what what type of crime you're going to get for RJ or conflict transformation. But yeah, there was a say for victims. I'll also say the most
impactful circles I've been a part of in restorative justice included the victims, because they got to sit there and really explain to the person on the other side of the table
what how it impacted them and how they really felt. So, but yes to your answer. Yeah, no to your question. I'm interested
in your insights on the expulsion recommendation offenses and the differences between 2025 2026. The big category, obviously that jumps out is drugs. So I want to be
real clear for everyone in the room to realize discipline is going to be Julie's coming up, right? Yeah. And, and expulsion
recommendations. And then our SROs and they don't make those disciplinary decisions. I'm with you on that. But so again, what I was I appreciate that. Yeah. Thanks. And it was a it
was an unfinished question. But the main question I had is that it does look like you're getting contacted or are the SROs getting contacted from these offenses? Is that is that a point of contact? Great
question. So the only time that we would have a point of contact where we would do a referral to law enforcement would be in the few, few, the five that were outlined, I think, that are in SRO data. And that would be for anything
that might be distribution and not all distribution. So I think it also talks about it will depend on quantity of distribution or repeat offenses,
significant repeat offenses to which there at the number in which the law enforcement would see forth to do a ticket on their end of that. But those
are of all of the drug recommendation for expulsions that we receive each year. Only five have gone to, and formal referral. Yeah. If there were
questions about what the drug was, they might consult with the SRO. But generally, if it's if we're talking, the SRO may know of it, but if it's low level, not, you know, first time offense, not a dangerous
drug and not distribution, the SRO might help work through that problem, but they're not going to go ahead and move forward with charges barring those other examples. Perfect. Thank you. Sorry I jumped the
gun on that part of the presentation, but I was curious about those. Yeah. No. It's perfect. It's it may be a perfect switch, but we'll see if anybody else has any CSR, SRO related questions. And we
purposely wanted to draw a line because we don't we have worked really hard with our SROs and administrative staff to look at
discipline as a separate piece for the school side than it is from the law enforcement side. And so a lot of our contract and our memo, our MOU, really calls that out. So I think it's
really important in the presentation that that Jared can feel like, here's our law enforcement side, and then I'll jump into the school side, which sometimes we may talk to each other. A lot of times
we're talking to each other, but the direct referrals are, are really, really few and far between. Okay. All right. Well
then. Hello, everybody. Nice to have you up here. Julie Chaplin again. Sorry, Julie. I'm going to pause. Were there any other questions specific to. No. You were great. Sorry. I do have some. Okay. Sorry. I'm excited
for that. We'll bring it back up. Sorry, Julie. No. Don't be. I just wanted to to thank you, Jared, and your team. You know, I think you were the perfect hire for this position. I think
it's, you know, to have your long term experience in the district as an SRO. It just was a natural fit. I think it's important to note that just in the last few years, the past
school board was very close to ending this program. And luckily, after students, parents and staff all spoke highly in favor like huge percentage by huge percentages,
cooler heads prevailed. And instead of ending the program, reforms were put into place. And those reforms, I think, are really bearing fruit now. And I think that's the the right way
to do things because there were problems, for sure. There's tremendous positive feelings and strong bonds I've seen in PSD. First SRO I ever met is
right there in the back of the room. Dexter. And are you an SRO at Lesher Bolts? That's
right, that's right. And just got the right attitude. The kids love him and it's just it's such it's what the program
was intended to be 30 years ago. And I think we're we're very close. It's not perfect, but but I think you guys have the right team to get us there. My only question to you is what
can we do to help you? Are there any glaring holes in our security? You know, I always say I'd love to have an SRO at every school full time. I know
that's not practical. I really worry about our elementary schools, but I know with given what you're dealing with, a lot of those incidences are really mainly at the high schools.
It's that school violence fear that I have. But what what do you need from us as a board to, to help you do your job better? That's a great question. And
there's a there's a lot of parts to that that, you know, this team works really well. I think if we lived in a perfect world or we had unlimited resources, we'd want to say,
where do we need more SRS? Frankly, where could we put more SROs? Because some of them are spread pretty thin. And that, in a perfect world, would be my my first answer to your
question. We live in a world where between the city of Fort Collins, the Sheriff's Department and Poudre school district budgets aren't, you know, increasing for the
foreseeable future. And so we get that. And the SROs get it. So I think that would be my
initial response. Yeah. Yeah. Other questions or comments. Okay. Now I think we're ready for you. Julie. Thank you for giving us a pause. No,
absolutely. I'm happy to happy to share the space with Jared and echo everything you've all said. As a former administrator, my SRO, I went through it
didn't matter the changes. I had that relationship with kids and that focus was always so strong and so beneficial. So anyway, I promote them as well. So flipping to the PSD school
disciplinary side, I thought it would be helpful just to recoup because I believe there were some questions in the in the previous board meeting about parent communication. So I wanted to provide a short contextual overview of the
three main policies that you all approved. The last board meeting after the second reading that really govern what we do within our discipline policies and procedures. The
first is our general discipline policy. JK it really just does four main things. It establishes the authority for school district staff and administrators to to provide
discipline for students. It establishes that we should have a proactive focus. So it really looks at prioritizing prevention and restorative practices a little different
than restorative justice. I want to be clear about that. Restorative practices are much more educationally, educationally focused, and we look at repairing relationships
and how we close the gap after certain incidents, then communication. It really establishes that we should have, as quick as we can, communication that we are
prompt with our communication with families and students about disciplinary concerns and actions that we do. And then it also lays out some of the
special protections. So some of these are now in legal mandates that outline what we have to have for specific practices for students with disabilities. So there are specific practices
that we need to make sure we're following. If we're looking at suspending or doing an expulsion or suspension beyond a certain number of days for students with disabilities or with a 504. The next policy
really looks specifically at not just general discipline, but when we actually engage in suspension or expulsion, that's JKDJKE. First, it talks a little bit about the evaluation
criteria that we have to consider. This came from state law. It's relatively recent. It it charges us to look at factors like age, disability,
previous history with behavior, severity of the behavior. Before we go into recommending a suspension or expulsion, it again, does that similar alternative mandate issue. What
are we looking at prior to or in lieu of suspensions and expulsions? Again, establishes that legal authority for us as a district to determine and make recommendations for suspensions and expulsions, and
then also just puts out there into our policy, our practices for reporting requirements that we have to do in line with the Colorado Department of Education. The next the final one is really the procedural.
So if we are engaging in a suspension or expulsion, what are the things we have to keep in mind when we're doing so? So first of all, is due process, ensuring that students have the ability to tell their side of
the story. Who are we interviewing, making sure we have anybody that's related, witnesses that we're giving them that established due process. Again, talks about that notification being being
rapid or as quickly as we possibly can to notify someone of a disciplinary concern or the recommendation and then really goes through, you know, some of the legal formalities.
So when we go to especially an expulsion, it outlines their ability to request a hearing and appeal and those processes that are outlined in that policy. And then the final
really is, is something that we, we engage in is alternative placements. Those are a result of criminal charges that happen within the community. Sometimes they can happen. Generally they
are crimes of violence, interactions or unlawful sexual behavior charges that are school age students will receive. And when they receive
those in community, we as a protective factor, can put in an alternative placement as sort of a temporary placement. While that while those charges are going through the court
process, they are charged. So we may we may not expel until those charges actually make it through the court. But in the meantime, we may use an alternative education placement for those students as a protective factor for the rest
of the community. So having said all of those, our actual Office of Assistant Superintendents office, we manage the expulsions that come through and the expulsion recommendations.
Recommendations come to our office from the schools, and then our office determines whether to move forward with those recommendations. You can see quite clearly our number
one recommendation, expulsion offense is related to drugs. So that is in there. The next, which is not all that frequent
our weapons and then assault within the overall recommendations. We also have we had 148 recommendations for
expulsion this year, this school year. Of those, 99 of those actually moved to a drug waiver that prevents the student from being expelled, allows them to stay in school
during the time of the waiver, and mandates that they go to the center for Family Outreach, or they can find another drug alcohol program if they would like to of their own choice. We
will pay for the center for Family Outreach. And so 99 of those 148 recommendations actually do not actually make it to an expulsion. They stay
as a recommendation. They complete the waiver. Once the waiver is done, that's it. They don't actually become expelled. So we're really, really, really glad that we have embedded that option over the last several
years, 55 expulsions to date and ten deferments difference between an expulsion and a deferment. Is that partial or all of An expulsion may be
modified so we may go forward with an expulsion. The recommendation we do an expulsion. And then through a hearing, typically something may come back and then we may adjust and either reduce part
of that expulsion or in some, we could even be asked to eliminate the expulsion altogether. So that's where the deferments come in. You can see we're tracking fairly steadily
over the last two years on our entire expulsions and recommendations for the year. So next year, our goals within our system are to increase alignment of discipline, response and entry. We have
developed a progressive discipline matrix that we have done in collaboration with not only our administrators at school sites, but through
negotiations behavior committee. We had wonderful participants from all of our employee groups, pace, Ace and PEA, that helped look at that. And really, it
just outlines when we are looking at an exclusionary offense, which is an in-school suspension out of school suspension or expulsion. It helps categorize what the
response would be and sort of standardize that. So if there is a if there's a first offense in a fight, what would be that standard response? So that all sites are within a certain range and we're much more
aligned with those responses across our system. K-12 that will be implemented for the first time next year ever in our system. So we're excited to roll that out and to work with
our administrators. And anything that would fall outside of that matrix that they felt they wanted to make a decision on that would come through our office as the assistant superintendents, sort of the gatekeeper, if you will,
to help make sure that we're not, that we're helping keep consistency within what happens in our district. We would then love to. So we're going to use that internal progressive
matrix. And then as we gather feedback, we would look to creating some public version of that. Some of that is very legal. Jargony. So that's not very public facing. So but
other districts, DPS has one that's a public facing progressive discipline matrix. So we would look to doing that and creating that for potential implementation in 2728 we want
to live with this internal matrix for a year. Gather feedback, see where we you know, where, where we land. Did we hit the mark on, on our progressive discipline practices or do we need to
adjust before rolling something out into a public facing piece? There would be greater transparency for families as well. When there are certain infractions of behavior and there's recommendations for
suspension or expulsion, they can see where that would fall within alignment within the district at their school. So that's all I have for you on discipline. If you have
questions for me, are there initial questions? Carla, please. Carla. Julie, that was so fast. I'm sorry. Wow. Gosh,
no. You're amazing. The top of my head. I think my biggest questions are around. Auditing.
Who is responsible for making sure that our disciplinary figures in our school sites are following these rules, and that
they're being completed? Yeah. So all the expulsions, all expulsions are run through our office. So every recommendation for expulsion, that letter is sent to us before going to
families. We preview that letter to make sure all of the correct policies are cited. The description is within there. We make sure we get for them. We
have a due process checklist and the schools have to go through talking about we're like all of the factors did were people in communicated with, did we get interview questions? Did we consider all
the factors? If so, like how did we consider age, disability, all of those areas? That's part of a due process checklist that gets submitted to our office, and that is our piece before
then it goes out to families from the school, then will send their recommendation letter to a family. After we know it's gone to the family, then we will follow up with our our expulsion letter, which is a
hearing letter that says to the family, you are being expelled through a certain point, and you have we are offering you a hearing, and you have until this date to reply. If the hearing is. Then if they
respond, they want a hearing. Our office schedules that hearing. And if they don't, then the expulsion moves forward in that sense. So all of the expulsions are tracked through that way. We also look
in synergy as we're working to. We've also are we have really, I guess, created a lot of documents to help them
understand what they need to enter into synergy. We've had to really align that this year. So that's going to be a change. We had a practice in our
district of putting things in synergy and adding multiple infractions for one scenario. Let me give you an example. If a student was caught with drugs
and maybe they also, you know, were getting in a fight at the same time or had a weapon, all three of those would be entered under that one student. And
we've really worked since January to say we need to be in alignment with state, which is we only expel or suspend for one offense. We can track the others, but we need to report
the most severe offense and CDE has that already outlined for us. They tell us which offense is most severe and it gets recorded under that most severe offense. So that is how our
office helps guide and navigate when expulsions are in place, how they get recorded and reported. Thank you for all of that. So just to add, I have a question and I'd like to add
some clarity. So synergy is where infractions live. So if a student has an expulsion, an expulsion, it lives in that
space. That's correct. Thank you. And that's accessible by every parent in the district. They can go and look. Or do you have to? Because that seems like it's they're minors. No. So it seems like that shouldn't
parents cannot openly access our discipline synergy system. There is a front facing version of power be I for discipline. But parents cannot individually
find any information on any individual students at all. They would see something, well, not this graph specifically, but they would see something in general could look by school
and see a number of total discipline events. Now synergy will also track what we call minors. Those are things that are not suspensions or expulsions. Those are things handled in house, a whole
nother category. Not that we'll say for a whole nother day, because that's a that's another another conversation altogether on just how am I having conversation and education and
documenting that with families. But today we're talking about the expulsions, the exclusionary offenses for expulsions and suspensions. Suspensions are not managed by our office. We didn't report on
suspensions here today. Suspensions are run through the individual school sites. Okay. So that was my I'm sorry to interrupt you. You're good. That was actually my initial
question was if the if suspensions are audited by the cabinet in any way, is there is there ever a time during the
year where we're talking to the principals, we're talking to the deans that administer discipline to make sure that those suspensions are being
perpetrated correctly, frequently. So we do before school training on behavior practices, suspension, expulsion procedures. We have documents that outline the suspension expulsion procedures.
We have templated letters for them with the suspension letters for them and the procedures. That way they get individualized training on how to enter those discipline for
suspensions and expulsions into synergy. From our fabulous IT department. We then also meet. We meet throughout the year with APS and deans in leadership meetings. We will
bring in discipline conversations as we're making changes or alignment. Like a lot of education this year was on changing how we are documenting and how we're entering suspensions and expulsions and synergy to enter
it by the most severe and tracking that way. And then as as quarterly visits, as assistant superintendents, we monitor discipline behavior
overall for each site. And we have conversations with our, our, our principals about that, about those discipline pieces, specifically in their summative evaluations. We, we put in
together highlights of their discipline, suspensions, expulsions. We'll even look at some subcategories with them of students with IEPs or other
subcategories in terms of their numbers and helping them just be aware of some of the disproportionality that may or may not exist within those communities. So those are a few of those pieces. The best
oversight is really going to start happening next year, when we now have a progressive discipline matrix that says, when this happens, this would be the expected response. You know, you can do this between
here's if you're going to look at a suspension, you can only look at a suspension between 1 and 3 days. And you can't go beyond that. You can't go more than that. Right. So that's really going to help with the
alignment of the practices from site to site. We've never had anything outlining procedures or process for how schools should respond when they're
looking at suspensions. So next year will be another good year. We'll front load all of that with them in August, and then we'll have reviews as we go. Thank you so much for all that. Yeah, I have some specific
things I'm going to email you about, but you've helped me to perfect a lot of this. Thank you. That's great. Absolutely.
Other questions. I do have one more of an ask. So as this discipline matrix is created, I would love for the board to
have an opportunity to be oriented to that matrix as the deciders when there's an appeal. So if we could best understand how a student would move through that matrix and end up
on our agenda at some point, that way we can also build support and trust in the system that you're building. Yeah, so I appreciate that. Not a problem. Glad to show the progressive because it will say
first offense, second offense, third offense. Some violations are never able to go forth through an expulsion, attendance being one of them, tobacco being one of them. Right. Just to some. And then
we have some that the first offense may be an expulsion and there isn't a first, second or third. And that's code of conduct related things like that. Or our crimes of violence are sexual, unlawful sexual
behavior, offenses. Anything that has to do with distribution goes right to an expulsion. Anything that has to do with some of our weapons related crimes, they can go right to expulsion. But we'd be
be happy to share that expulsion with the board. And we can we can talk with Doctor Hooten about when and where might be the appropriate way to have a dialog about that. I appreciate that, thank you so much. And thank you for
creating structure where it wasn't before. I think everybody's ready for it. Yeah. Great. So thank you. No other questions. Just to make sure I know you're excited, I feel it.
I always love getting up in front of you all. So okay. All right. Thank you. Thank you so much. Yes. Now we have a vote. Sorry we had all this conversation. I almost forgot,
Jill, can you please call the vote? Karla Bayes I, Conor Duffy I Kevin I Scott Schoenbaum. Hi doctor Andrew
Spain I Jessica Zamora I doctor Karen de Ziegler I motion passes seven zero. All right next we have our approval of court enterprise software
expenditures. Can I get a motion. I move that the board approve the estimated cumulative information technology expenditures in excess of $250,000 for the 2026
2027 school year, as presented in the agenda item, and authorized the appropriate district staff to execute the agreements and any associated
amendments to make the authorized expenditures. Thank you. Connor, can I get a second? Thank you, Kuranda, and yes, we look forward to hearing about this expenditure from Bud Hunt,
our Chief Technology Officer. Welcome, Bud. Thank you, Chief of Staff and Board. Glad to be with you. This is a moment to also say my thanks to Jill,
because I think it's it's fair that in this moment when we are combining a lot of things, we get the opportunity to recognize all of the behind the scenes work that makes this go so smoothly. But if you've also not been in a room with Jill
outside of this building, you will see that she treats everyone the same delightful way that she's treated many of the people in this room and in this audience. And that's what you look for. And it's delightful. And I really am
going to miss it. So we'll find a way to put you back to work in some way. We do a lot of summer help in it. We're doing a lot of stuff. You give me a call and we'll figure something out. All right? Seriously.
Thank you. Okay. You can't do that. Can't do what? Oh, because she's you're welcome to volunteer to do that work, is what I think I just heard. So that's delightful for everybody. And a good stewardship move.
Well done. Board. I'm here tonight as sort of in partner with a partnership with finance on the next item, which is a historical item that you see this time of year. It's a collection of cumulative operational expenses. As we
were putting that together in, our finance team, was putting that together this year. And as we have talked throughout this year on IT expenses and getting a better sense of transparency
and efficiency and understanding, wanted to really sort of cleave out some of the core enterprise stuff that's made its way into that operational list, both for transparency and for efficiency
and support for our staff as they look to the year ahead. So it was a really good idea when it was proposed to me. Most good ideas that I see are not my own. So I just want to shout out our Executive Director of
Finance, Kara, and Chief Financial Officer Dave, who made sure that what I'm about to say makes sense and is smart, but it also aligns. And we'll tie back into some other things
we've talked about. So when we look at our core operational stuff or our enterprise expenditures, which you see on the screen, here is a series of those. Over time, these items
weren't necessarily board approvable, as you recall, we we don't ask you for a raise in our allowance. When we come to you for approval, we ask for the authorization under our checks and balances to spend budgeted money. Earlier tonight,
you passed our budget. Thank you. We appreciate that. What I'm asking for tonight is the authorization to spend the money that's budgeted across several of these areas. So over
time, many of these software expenses have grown. They have combined Powerschool is a great example on this list. It used to be that we purchased several pieces of software over the last year. As we've tightened
our contracting and other requirements, we've bundled those together so that we can articulate and define one a better vendor relationship, two better alignment across our
systems. We talk about our core enterprise software in the packet as a as an ecosystem. These things need to work together. In the case of Powerschool, you take a bunch of small expenses, you put them together, and now we're above
that threshold. So that's just one example of the items on this list. All of the items on our list you've seen before in some form or fashion. Some of these items while we were renewing, we're renewing them
into next school year. They're currently have been renewed and authorized by the board. But the move here tonight is to see if this is a better way to do this as an annual thing, and to give you a more holistic set of
pictures and systems. You'll also see that some of the items on the list aren't actually at the threshold that require approval. We just want you to start to see and think about those things as part of the core enterprise systems of the
district. You're not seeing all of those tonight. You're seeing many of them and the ones that require some action. Oh, excuse me, not necessarily between now
and. Don't you love the it I can't make the it work. But as we move into next year, it allows us to smooth out that year and make things make a lot
of sense. So as a reminder, this this is a board approval moment because of our executive limitations and policies related to spending. And as we've articulated earlier, I articulated earlier that core enterprise definition reflects
the tools and systems and services that are a big expense. We we use them together. And as we work closer and closer together, we want them to continue to work together. And we have to take multiyear
approaches to thinking about what are the tools in that toolbox and how do they make sense? We always, when we bring a tool into the ecosystem, do some sort of appropriately
appropriate procurement, right? Competitive bids, cooperative agreements as they get into the space that also continues in some form or fashion. I'm going to go back to the previous slide, just real quick to talk
about the one that you see is highlighted in red here as a competitive procurement. Microsoft licensing is something we review annually. It's a, it's a, it's a standard business expense. We have a
three year agreement with Microsoft that locks in pricing that might that three year agreement has expired. But the spending that we do every year exceeds on an annual basis what we would do even with that
contract. So Microsoft has also tightened up their timeline for, as we've talked before this year, how long I can get a quote that means anything. So that quote tonight is not in
front of you at the final form. It's in it's draft because it's actively out for procurement right now. So just trying to provide some insight into how we bring things into the ecosystem, but also how we're
continually seeking to, to be good stewards of resource as we competitively bid or cooperatively purchase things in the space. So I'll pause there. Your authorization
tonight would allow us to continue that work and move forward with these items and systems in core enterprise software. I'll pause and see if
you have any questions. Great. Just so I'm clear. So you're saying you're bringing this to us now so we can see the whole
picture. And these are all the things that you all would need to purchase under core enterprise. So this is not a this is not a, hey, look over here. And we're going to spend over there. It's to articulate
the items that are on this list will come up for review at some point in the 2627 school year. And we're asking you tonight for your authorization to go ahead and move forward on those items and those items alone.
One item you won't see on this list is our Google Workspace environment, which is a very important core enterprise tool. It's well under the board threshold at this point in time,
and they are undergoing some pricing opportunities. But we'll look at that when it's up for renewal later, because it's too early for us to be having a conversation about it tonight. Thanks for that. Is that is
that helpful? Yeah. Thank you. I guess I also just curious, so let's say, I don't know, there's something here that's 250,000, let's say. So are these like final for the like,
are these the actual amounts you're going to pay or could it be possible we say yes to this tonight it's 250 and then four months from now it's like 325.
These are how do we how do we account for that? These are approximate purchases. And we are frequently attending to the resources that we have budgeted and the, and the tools we need
to procure and obtain. If something were to wildly exceed our expected, we would either have to make a change to purchasing somewhere else, or we would need to come back and have a conversation about the authorization of new funds or
in a very extreme situation, an adjustment to our budget. So you're saying that this 3.1 3,121,000 is what's in the budget, and you're going to use
it as within this context of the core enterprise. I will defer to finance for the specifics, but there are multiple budgeted there are multiple budgets attached to these items. And these are
expected spending into the new year with our best estimate right now. Another bit of color to that item. So the Microsoft contract last year was roughly
750 to $800,000. We have significantly cut back our spending in that space. We made some evaluations about, for a variety of reasons, what we'd want to do, and we're also actively competitively bidding
fewer licenses than we have. Historically. We have reduced services to our staff through the course of this renewal to see if we can stretch dollars further, and we're navigating those challenges as we go out
to bid. Thank you. I think let me just clarify what my main concern is. And then if you could just explain how that accounts, I'm really concerned about accountability and how
for us to say, yeah, okay, it's great. And then a couple hundred thousand dollars here and there can just easily be spent. And I'm naming that again, just because of the context and the condition of
our district, right? So when we think about a couple hundred thousand dollars on technology, that could be 2 or 3 positions within a school, right? And so how, how is that accountability built in? And I'm just going to
name like, I'm uncomfortable just saying, okay, well, thanks for giving us these estimates. Sounds good. Go ahead and purchase what you need to purchase. And then it comes back around and you get to
actual cost of the item. And because we've already given you approval to make this, that doesn't come back. And so then you go, you could go spend $600,000 somewhere. Where's the accountability mechanisms in
place to make certain that that's not occurring? So that's my major concern, not whether or not you're saving money or cutting cost or doing all this other stuff. Is the
accountability and the spending associated with it. So that's the key piece right there. Does that make sense? What I'm asking? Thank you. Thank you for the question. It's a really great question, and it gives me an opportunity to talk about
one of my favorite things, which is segregation of duties and accounting speak, which just bores everybody to death. But I'm excited to get a moment. So one of the things that's important is that we have a
structure set up that ensures that no one person is responsible for an entirety of a transaction. So as we look at these and as it proposes these software that we all use, we know we have to keep using
these because it would cost us a lot more to not use them. But what we still want to do is ensure that we're getting the best value for our money. And so as Bud mentioned, we issue we either issue formal solicitations, competitive
proposals, or we use a cooperative agreement. And when we use a cooperative agreement, that means another entity has gone through a competitive proposal process to get the best pricing that we can, where we're able to leverage that. So
what we do is most of these are licensed based products, which means there's a per license cost for those. So we estimate that as of now, what we know our license needs are based on those contracts that are in
place, either with the cooperative or in the proposal that we did. So what we do on the finance side is we monitor those. So we'll set up purchase orders that are not to exceed these expected amounts to start
with, as needs change throughout the year, for example, licensing as different staff come on and off, we might need to increase some licenses or decrease some licenses. When those get to a material amount.
And we use about 10% in finance as a trigger for us, we would stop that process and come back and have some discussions about ensuring that those are the right amounts, and having a discussion about whether or not
we want to bring something back. So we do that auditing on the back end, on the finance side, to make sure we're staying within those purchase order amounts. We are unable to pay for anything that's not on that purchase order. So we'd have to
go through a formal approval process to increase that if it was necessary. Thank you, I appreciate that. I think the key piece is a whole lot in there, and I think that the key
piece that you all said was, you know, the purchase order, a certain amount allowable within that amount. And so what I'm seeing now is the allowable is
these different sections. So something's 250,000 within that allowable up to 250. Okay. I just want to I think it's important. Like, I mean,
there's a lot of sometimes it feels like there's a lot of internal check in when there's internal checks, sometimes that's how things can get sideways. And so, you know, I
just, for me at least, I'm not comfortable being like, yeah, okay, just take it. So thank you for speaking specifically to the. So how I understand it is we are saying we are going
to vote on this. These are the allowable amounts. If the amount was to go above this, then it would be a different conversation. Or does that just get decided within y'all's finance team? We monitor that
and it's based on the materiality of it. So depending on how much above and how big, so 10% is our general threshold. But if it was something bigger than that, that would have mean that we had a big miss in our
estimate or that something changed dramatically in the pricing that would warrant us to come back anyway, because we want to. What we're really asking for is the pricing that's been given to us to form
these estimates, to hold to those. If these companies came back and said, hey, we're going to some reason increase our prices 50%, 20%, whatever that is, that would be something that we would feel is important
to come back to. But if it's a small variance based on usage throughout the district license needs, and we wouldn't necessarily bring that back unless it was significant that 10% threshold. So that's our
general threshold. Okay. Thank you. And that's consistent with what we do in construction. So that's kind of why that's our basis, because 10% gives you enough room to be flexible, but also keeps us accountable to ensure that we're not spending
more than than you have approved overall. And just to clarify, when you say come back, do you mean come back to us? Just making sure? Yeah, for sure. If it was something that
was material and significant, we would make that decision to come back to the board for approval because our goal is to hopefully, with this process, start making it easier for everyone. What are the things that we routinely purchase?
Let's bring those to you at once to see, and then we want to come back to you a year from now and say, okay, here's what's changed from a year ago, and we should kind of be reporting back on what did we actually spend versus where
we're at. So I think it all comes together nicely and creates a nice streamlined process for everyone. So the idea is instead of bringing each item to us at the time, when you have a final estimate,
to just give us an actual cost of it, it's just bring us the estimates. Yep. Bring you the estimate once a year for things that are routine and that we can estimate. And then what that does is allow us to be
more flexible and fluid in the contract execution. Because as Bud mentioned, a lot of the pricing is only good for a certain amount of time. So once these are again, these are estimates, once we get ready to
execute the contracts, we'll get the the very formal final pricing. We'll make sure that's in alignment with the solicitation documents. And then that will allow us to execute those quickly without needing to wait, because you've
already given us the authority to do that based on the estimated expenditures. I keep hearing that just this is my last question. I'm just I'm trying to because it feels like, oh, well, let's just put it all
together now and we'll move forward and so on and so forth. Right. And it feels like this little gray area in there. So, so it sounds like what you all are saying is the reason we must do this right now, at this
moment and provide you this year snapshot is because we are concerned about the time that we have like. So if a Microsoft says, you have to get this us
in three weeks, we're concerned that there won't be enough time between us having to talk to you and whatnot. Not necessarily. I mean, sometimes it is that tight. Often all of our contracts are like that. We get quotes that are only good
for a certain amount of time. Really, what we're focusing on here is bringing you things on an annual basis that will reoccur year after year. And sometimes those are made up of a cumulative approach. So when
we talked about the Powerschool licenses, for example, those are multiple systems that cumulatively add up to a large amount, even though each one of those individual invoices that we get throughout the year
might be less. So it's our attempt to really bring you a full picture of what will happen in an entire year for certain core software. And then when Dave talks in a little bit, we'll talk about that same
concept for other operational expenditures that each individual purchase might not reach that threshold. But we want to make sure that we can say as a whole, this is how much we spend for this
commodity or this item or this service, so that you can really see what it's looking like instead of an individual purchase basis. Yeah, I don't have any additional questions. I was just present and put on record that I thought the whole
point of having people come and present information to us above 250 K was so that it was not a part of the consent agenda, and it just didn't move through. And then this feels like
another way to create this idea of consent by presenting it as an, a yearly or annual picture of what our expenditures need to be. And I just would like
for us to reevaluate what we mean by transparency in terms of finances and what we share with the public, and what is done on an annual review and basis so that we can be
accountable across the board instead of these like, like, instead of the different ways in which we are doing this, I would like for us to have consistency, because I think consistency allows for us to be
consistent in how we approach things. It allows the district to be consistency and increases accountability, as well as increases transparency to the public. In our community, especially with the district
right now in which funding seems to be a key issue, we want to make sure that we are definitely paying attention to how dollars are being spent. That would just be what's important. So thank you. Yeah,
I can I, can I jump in real quick before you do? I had very similar sentiments about a year ago about something different. And so here's, here's my understanding. This helps. We
are you are cursed by the inefficient bureaucratic nature of the threshold of the $250,000. And what I mean by that is that the vendors that
we are typically using are not public vendors, meaning they're private vendors that do business a very different way in a very much more nimble, flexible way that can do
negotiation back and forth with purchasers. We are bound by the public procurement process as well as getting on our agenda in a time and a sequence that
that we can do it. And so I hear the concern, but what I see this, at least in my view, is an attempt to be more efficient, to add some layers of flexibility for that negotiating process on things
that we know we're going to spend money on routinely that we already have. Is that a fair characterization? Yes, yes. Okay. Yes, I appreciate that, director. And at the same time,
we are not a private entity, right? This is part of our process. And if we know these things are there annual and we have our our meetings published already annually, then it seems
to me that you would be able to align purchases with our meeting times. So if, you know, we meet every two weeks. So if you know this is due on October
28th and you know, our meeting is October 25th. So, you know, you have October 10th or October 25th to get that to us for approval before that October 28th deadline. So we could talk about bureaucracy or
we could talk about how do we increase efficiency, efficiency, and effectiveness with how we get things on our agenda within the appropriate time sequence and cadence so that approvals
can be granted, and you all can go ahead and do the work that you need to do. So you're correct. It's a both and but I don't think that we need to excuse these outside entities
and agencies because that's how we normally do our work. And how do we design systems and processes to attend to those changes and systems. If I could just make one clarification, because particularly in what
Dave's going to talk about, but in in many of these as well, one of the things we're looking at is the concept of cumulative spend. And so what happens with these is that you don't necessarily reach a threshold
that would require us to come to the Board of Education for approval. Until you get into a certain point in the year. And so another part of this is for us to identify upfront where we
anticipate those purchases, layering on top of each other to reach 250 versus a single $250,000 purchase. And that way, we don't have to stop the work
or pause the work to say, wait a minute, now we're going to get to this threshold. Now we have to go to the board. What we want to do is estimate that in advance so that you know that those cumulative purchases
are going to add up to a threshold that you would want to know about. I think the one thing I wanted to add is that we've been very selective, is
identifying things that we think are core to the core, to the operation of the district. We completely and expect to continue to bring you other contracts as they come up that are core to the operation, day
to day operation. Yeah, if I could, a great example of that would be the zoom item that's on this list. So several years ago, there was a board priority to change the way we attended to a lot of the technology on
our school busses. That led to a significant year long look at what are the options in the world through a competitive bid. We did it. We did several proposals. We worked with several companies. We, we, we
decided as an organization that we should move forward with this particular item. We field tested that over a year or two, and now we believe this is a normal piece of doing business
in the district, that that tool has become standard and operationalized. To your point, Doctor Ziegler, this is a boring, ongoing expense that we'd like to forecast for you annually so that you have that
awareness and visibility into that piece of it. And we can be transparent with you about what we believe that will cost us annually. And if it's not the checks and balances and controls that were mentioned
earlier come into play so that we can have a forecast of our own in terms of what we need to do to pivot and make a system level change, which takes a long time as well. I hope we're
moving in the same direction and sharing some of the value that I agree with you is important. In a conversation like this. I can feel the tug
of war between wanting to ensure that we have ongoing transparency, and wanting to ensure that we have an efficiency of practice. I do appreciate that you are coming
with a set of things that are our normal business. They are things that we approve on an annual basis. They are things that are used consistently, and
you haven't gotten to it, I don't believe. But in the next part of my slide deck is the what happens if we don't and the amount of the cost that goes into that, into not doing
these things. And so on the one hand, I do acknowledge the discomfort with making like setting aside and saying, please go, here's the dollar
amount and that their estimates, right, that there is an uncomfortable piece of that. And knowing that we need you to be efficient, many of these things are licenses, and
waiting for that threshold doesn't feel great. It feels like it slows our work, slows the opportunities of our staff and students to have access to the things they need access to.
I, I appreciate actually in many ways that these are grouped together, and there are things that don't even meet our threshold because there are things that probably wouldn't have come to our attention if there weren't grouped. So I
think there's a level of transparency in here that we wouldn't have had necessarily in the past, not for any nefarious reason, just because they wouldn't have reached that
threshold. And I can understand the, the feeling that it's, it's a lot. But also the one last thing I'll say about that is when these things come as just bite sized chunks
throughout the year, sometimes it can be like, it can feel like, oh, we're, it's just 500,000 or it's just 155,000. It'll be okay. When they come as a group, it really gives us
a better picture of the entirety of our core needs in our software. So if anything, I feel like there's a little bit of if I were you, I'd be a little, I'd have a little
trepidation with sharing. Like, this is actually how much we spent over the course of a year. And I think showing that full picture is a very transparent picture and it's helpful. So thank you very much for that. Are there any other questions
or comments though, at this time? Are we getting to the other side or is this the end slides on the screen? I'll articulate very quickly, interrupting a core service by
making a platform change or a transition change is wildly disruptive to the operations of the district. So that's why we take such care when we bring a new tool into that ecosystem. It's why we take such attention in the initial purchase to make
sure it's the right tool. And we hope that this list gets boring and ongoing and allows us to know where we're advancing and working on continuous improvement with new tools. But also aren't. Not
everything's on the table all the time, so it's very helpful to our staff for planning as well. I just want to note that there's ten items on this list, and eight of those ten items would have to come to us, and
only two would not. And so we are. So I just want to be clear that the notion that many of these things would not come to us, eight of these would. Two would not. And all of them did
in the last 12 months. Yes. You're correct. Yeah. I if I'm hearing Doctor Ziegler correctly and please, Doctor Ziegler, tell me if I'm wrong. It's I think the concern is are
we just writing a blank check. Right. Yep. I mean I think I got it right. And so I would say to us that we need to be
also focused on sort of not sort of we need to be focused on higher level things and not be mired in the doing. That's your job. So I really appreciate what you all have
done and that you are being transparent with these things. I trust that you're doing the work and that you're all. Working through checks and
balances together. So I think that's all I wanted to say. I don't know if you have anything else to. Okay. Any other
questions or comments? Few people are thinking, but if not, then we will move. How easy would it be to get just the report out every. For each of
those items listed contract executed. Here we go. And just throughout the year. So literally we got the estimate column which you've provided us, and then just fill them in as
they come through. Yes, that we can do that. But I think one of the things to keep in mind is, again, the variation that happens throughout the year, a license falls off, a license falls on what I was envisioning
for this to become a standard annual activity would be when we come back next year, we report on. Here was our estimate. Here was our actual. Here was our variance. And now here is our new estimate for
the new year and have that being an ongoing activity. So we can have those comparisons. You can see the accountability and then we can explain the variances there. Thank you. Do
we have the values from this year. These estimated totals do represent the best values. The trick in that moment is that
there are different time horizons for these items. In trying to plan ahead for the year, we've got some contracts that will expire in September. We've got the Microsoft's a great example. It expires in July. So there's a difference
of time in this to to Kara's point, as we normalize this process will have better data for you annually on that variance. Is that helpful? Yeah.
Yes. Other comments. All right. I think we are ready. Jill, can you please call the vote? Karla
Bayes I, Conor Duffy I, Kevin I Scott Bauer, a doctor. Andrew Spain, a Jessica Zamora I doctor. Karen de Ziegler nay.
Motion passes six one. Thank you. All right. Thank you all. Next we have our approval of new cumulative operational
expenditures. Can I get a motion. I move that the board approve the estimated cumulative expenditures in excess of 250,000 for the 2026
2027 school year, as presented in the agenda item, and authorize the appropriate district staff to execute the agreements and any associated amendments to make the authorized expenditures. Thank
you. Andrew. Can I get a second? Thank you. Connor. Sorry. What I need to recuse. Oh, that's. I'm sorry. Yes. I need to recuse myself from the
discussion and vote on item. I think it's 10.6 now due to a conflict of interest, specifically representation of a former client. To maintain client confidentiality. I'm not
permitted to disclose the identity of the former client. Okay. Joining us tonight to present information about this expenditure is Chief Finance Officer Dave Montoya. Welcome,
Dave. Good evening. This is a continuation of the topic that we just had. And in some ways, I wish I would have gone on this one first. I, I think this gives more concrete examples as to the challenges that we're
trying to solve here. What you see here is something that we've submitted annually. So we started submitting it last year, and these are what I would call our operational expenditures that are that are required. So
kind of what we were talking about before is these are cumulative purchases that represent total district wide spend on a single commodity over the course of a fiscal year. These these expenditures
are essential to sustaining daily operations across schools departments, supporting both school learning and employee functions. They include categories such as utilities,
food, fuel services, custodial supply. So as we look at this, this is a really good example. I think the first one on the page here, utilities, is a great example of we have an estimated cost of $8 million of
utilities, but that's an estimate. I can't tell you with certainty exactly how many how many, you know, kilowatts of energy we're going to use, how much the rates are going to be
with certainty. So those things are constantly variable. But what we're trying to do is present to you what we think is going to come at you during the year. There is no singular purchase for utilities. We pay
for them throughout the year. So this is something that evolves during the year. It's not something where we can just bring a singular contract for you to sign. So the the risk is if we don't have utilities, we won't have lights, we won't
have heating and we won't have, you know, it's, it's a problem. So utilities are important. And their operational expenditures, many of them we get from utility providers that are
specific to the area, like Fort Collins utilities Excel. Sometimes we do have to procure some utilities. Those are usually smaller. The agencies are really providing the majority of our utilities. The
next item on this list is food for school. Again, this is an estimate based on what we think the actual usage would be. The actual usage would be depend on how many meals the kids eat,
and sometimes they may eat a lot of meals, sometimes they may not. And so this is an estimate of what we think is going to happen during the year. And again, we don't pay for food as a singular contract. We
pay for that as we buy it during the year. And so like we buy produce, we pay the bill, we buy, we buy meat, we have to pay the bill. So it's not something that just comes in once for a singular purchase.
Bulk fuel is another one here. This is primarily diesel and unleaded fuel. Again this is an estimate and I really emphasize this as an estimate all the time because we can control
usage like gallons. We can't control the market. And this number already changed on us greatly this year because of what's happening in the market due to fuel prices, which is something that we couldn't
predict when we asked to approve this patent back then and back last summer. So fuel is another example. Copiers, these are all very similar. They're based on usage. So copiers are going to depend on
how many copies are the teachers running. What is the volume. What kind of copies are they making. Custodial supplies
are how many rolls of toilet paper paper towel that we need. What cleaning supplies do we need? That's really what this is. We do have telephone and cellular service across the district, depending on how many
staff need those cellulars, that may change on occasion. This is probably a little more predictable. It doesn't change very often. Waste and recycling is a another one where we
actually have to get that from. Primarily we get it from Republic, but we do have some other smaller outfits that we use for waste and recycling. All of these things come at a
real cost if we don't do them. And so like, for example, if we don't have somebody picking up our trash, it will pile up and that'll be a problem. So it's something just operational, really emphasizing the
operational need behind this snow removal services. We do have people that remove snow on staff, but there's times and it's usually when we get enough snow where our staff is not
able to move at all in a timely fashion. We do have contractors that we utilize for that. Again, this is going to be something we're trying to predict. The weather didn't have a lot of
this last year. I've had years where we've had a very large blizzard and this this number gets really big, really fast. So it's really weather dependent and it's really hard to say in the moment what's
going to happen. And so, so what we're trying to do is show you what we think may happen. But it's as was demonstrated earlier, if things change, I think it's good to come back to the board and say, hey, this
was our estimate, but something changed. Bus fuel would be a good example of that. This year we have. And then finally, down at the bottom here we have athletic officials. This is one that is in the operational expenditures, because we don't
really have a choice at who we purchase these from. They must be Chasa certified officials, and we get them from a single source entity that provides those to us. So that really is
going to depend on how many athletic events are we doing. If we go to more playoffs, we may have more officials to pay for. If we're not doing as many playoffs, we may have a lower number there. So again, it's an
estimate as to what we think is going to happen. Again, many of these things are not billed as a singular purchase. They are billed throughout the throughout the year as we use them. So they are being
presented as such. We also have furniture at the bottom. This is just to capture like for example, last year we had some furniture purchases that we needed for the transition moves,
things like this. This also allows schools to buy desks furniture when they need to. So it's an estimate. And really I want to emphasize that this is an estimate because it really will depend on what individual
schools are buying. So they're small incremental purchases that potentially reach this cumulative threshold that we wanted to bring bring forward the next. The next slide is very similar to the one you saw
before. So I'm not going to I'm not going to go through it in a lot of detail. What we're asking for tonight is approval for these operational expenditures. So we can continue to do business as we
do it. Questions or comments specific? Yes. I think that one thing that's kind of hanging over from Bud's presentation and goes into this one is, do
we have our process written down somewhere? Thank you. So if Bud doesn't RFP and he finds the best partner, the best
product, he writes a like a purchase order and sends it to finance. You write a check and it gets like cosigned. How do you do that? So we in finance
manage the process of the formal solicitations and the competition. So we ensure that we are contacting the vendors directly and then the entities. So it for example, for the
software they build the scope. They say what their need is. But we run the process out of finance to ensure that it meets all those requirements. We have all of our guidelines documented in internal
guidelines as far as how those work. Once that is done, once that solicitation is done or the cooperative purchase agreement is looked up, and what we do with cooperatives is we make sure that any entities
that are issuing those bids under a cooperative have at least the same standards that we do for our competition and our documentation. So we research those, we document those. And then once all that
is done, the end user. So it and Bud's case would do a recommendation to award to a vendor. We would finance would make sure all of that's in order. And then we would issue
the purchase order upon completion of the agreement. Is that available to the public anywhere that process. Yes. We actually get lots of requests
to see it. It's an area that people want to see a lot. As far as our bids and our solicitations, we do have internal processes that would be available upon request. Happy to share them with any of
you at any time. Other questions or concerns or comments? I should say comments. Sorry. All right. Seeing none.
Let's take the vote, please. Joe. Carla, Baz I, Conor Duffy I Scott Chauhan Bauer a doctor. Andrew Spain I Jessica Zamora I
doctor. Karen. De. Ziegler nay. Motion passes five one. Alright. Thank you. Thank you very much. All right. Next we are moving on to our informational reports and discussion items. First up
we have debt free mill Levy Oversight annual report. And I believe we have a guest joining this joining us this evening to provide the annual report on the Debt Free Mill Levy. Oversight Committee is our
committee co-chair. Jeff Lindquist, thank you for being here, Jeff. Thank you. It's
great to be here. Hey, Jeff, can you turn on your microphone? How about now? Great. Hi, I'm Jeff Lindquist. I've met
several of you. Been here before. Welcome to our new board members. I look forward to meeting with you and getting a chance to get to know you. Debt free mill levy override.
We haven't come up with a good acronym yet on how to say that. It's a good thing we have $49 million that we wouldn't have had if the voters didn't
entrust us, so I'm happy to be here. I genuinely mean that. We're an oversight committee. I just want to if we could get the names up there, I won't
read. We didn't practice this part. 20 members on the committee. We currently have 11 by lottery with one unfilled
position and one in the community members. I won't read all the names. We spent a lot of time together. It's been interesting getting to hear different perspectives from
different people. I've been incredibly impressed with the seriousness, the depth of the people in their questions. Several I would have never thought to ask. So I want to thank them again. I won't read
their names, but I'm really grateful for them spending the time. We met several times. We actually met more than what you just see here. That was in the
prior fiscal year. So before I was before you last fall, we met in November. We had a special meeting, very informational. We were just stuck on a topic. So we did
that. Then again in February and again in May. Most recently, the committee is required per its charter, to meet twice a year. I hope this just relays a
little bit of the depth that we tried to get into. The committee took this very seriously. It was not a rubber stamp. I'll talk a little bit more about what we did. So the committee charged was really to
be responsible for monitoring the program, becoming familiar how the money was supposed to be spent, the implementation, and really to make sure that all the expenditures are in alignment with both the ballot
language that was approved by the voters and in accordance with state statute. That's really important because we got stuck along the way on certain topics, and Dave did a great
job, Lauren as well, kind of pulling us back to remind us of our charge, what we were really there to do. Like you all as board members, I'm sure encounter at times you want to get a little deep into the
weeds. How come this how come that our charge was really to be an oversight committee? We don't have authority for specific expenditures to say
yes or no or to approve them, but really to provide you the board with that information. The funding uses. David did a great job, especially early on,
explaining to us how the mill levy offset costs in the general fund. We got stuck on that a little bit, trying to understand, I know you all, as board members had those discussions, fungible dollars,
the way the statute works, money could be spent here. It was offsetting expenditures in the general fund. It's relevant only because there are times we would ask ourselves or we would
ask staff, how come we can't do this? Or how are these dollars co-mingled with general fund dollars? So of the $49 million that was approved, the funding
uses that we looked at for the 2020 526 school year, 22.9 for facilities. Further on in the presentation, I'll go through all of this so you get a sense of it. 4 million for small
neighborhood schools, 2.5 million for high quality instruction, 15 million for the competitive wages, 4.6 required to go per statute to the charter schools. And that was
the $49 million. And then again, that increases by the rate of inflation. I forget you told me three times when we get that number published by it comes
from the School Finance Act and set by the Joint Budget Committee. Now, basically, when they do so, 2% inflation, roughly $1 million a year. But over time that will continue to
increase. One of the things that we spent a fair amount of time is we went through it was just, again, being reminded of those funding uses. So competitive wages. There was a
one time payment back in January of 25. We spent a fair amount of time, and I'll talk a little bit about that, about retention rates. It's difficult to just give you an empirical
answer. Did it work? You know, that was one of those questions that popped up, really not part of our charter, but we spent a fair amount of time. We certainly know other districts face those challenges, but our
retention rates have improved across all employee groups. So that's a wonderful thing. Dave did a great job, gave us an incredibly detailed 11 by 18
report that I hope I never have to read again. Showing us rooftop units, Artus, as I've come to know them by. We spent
a great deal of time talking about the facilities. That was one of those areas. Early on we were getting a little stuck as a group. How did they pick them? What did that mean? Which
buildings got what? We were able to move on from that, and I'll talk a little bit more about that. High quality instruction materials, million and a half to fully fund the
curriculum, curriculum, adoption in math and a million to fund things including CTE, Viz Arts, PE, health and music. And then we spent a fair amount of time, a great deal of time
the last few months talking about the small, the $4 million for stabilizing small neighborhood schools. Competitive wages were broken
down this way. The licensed staff 9.7 5,000,003.75 for classified and 1.5 million for admin and professional staff. That was straightforward. We
were very interested in that. And at the same time, it's one of those areas where as a committee, when your oversight, you've only got so much time and you really need to move on
from that, not in a way that it's not important. But again, why was it 9.75 for licensed staff, not 11? Why was it the breakdown, if you will? As a
citizen? I'm certainly interested in that. We spent a fair amount of time talking about those things, but this is how the $15 million was broken down. I say these things really
to just hammer home the point that our committee is really oversight, Not to administer our opinion, if you will, or inject our opinion and how we
think the money should be spent. It's difficult. I think it's human nature to want to to dig a little deeper. I thought staff did a great job bringing
us back to what we were charged with as part of the committee deferred maintenance. Now, this is 2025. I know you've seen the list for 26. We're looking backward as an oversight
committee. We saw what you're planning to do. I know Dave could speak to it again tonight, but playgrounds, programmatic moves, Hvac, roofing, fire
alarms and building an automation building automation at Fort Collins High School. Again, it was a very, very detailed list. I would say the committee spent most of the
fall talking about the building issues, and specifically things like bids. How do we get the contracts? How are the contractors chosen? We got very,
very deep into the weeds on how these things were going to be spent, how the monies were going to be spent. Timeline. It was it was very interesting.
The election of 2024, trying to spend the money in the summer of 2025. It's a very narrow window that schools are are vacant, their ability to do
that. So it was it was very informative to just see the timing, the purchase order, getting that out. You know, it certainly made sense that that first year was particularly difficult. It sounds like it's
going much better. We've seen that list on a preliminary basis, and I'm looking forward to the fall when we'll get a chance to to see how it all worked out. I mentioned the
high quality instructional materials, 1.5 million for the math. That was a part of the 3.5 million and that million for those items. I wish it
would have been this big. When you presented it the first few times, we spent a great deal of time on a small neighborhood school support. We actually spend significantly more. And
this is an area that I. I hope the board is very comfortable with. It's easy to get lost in the weeds we spent the district. When I say we. $8.4 million, so
significantly more than the $4 million 5.2. So the the red bullet block on the right, the neighborhood schools 5,268,000.
We were given a very detailed list on each of the columns that went into tier one, which were small school funding. So those small schools, small
neighborhood schools received 3.37 million in the size factor, 973,000 in the minimum program funding in tier two and tier
three, 921,000. We. The reason we spent so much time on that is the choice. Schools are small, but they're not neighborhood schools, and so we wanted to be able to break down
as a committee and make sure that we were particularly keenly aware of how that small neighborhood school money was spent. I think this is the best
way to represent it. And really, certainly Dave can speak to it in much greater detail, but it made more sense to describe to you that 8.4 million is really how we're doing this, 4 million
of which is what you saw from the $49 million. But it was really a supplement to other dollars that were already coming from the general fund.
The charter, charter school allocation, 4.6 million. I didn't know this when we started the process. It's the five district charter schools, not the state chartered schools.
And it's simply a pro rata on the funded pupil count. So the 4.6 million went to those five schools. We don't dig into how they spend the money. I think it's my understanding, Dave,
that that's a separate part of their audit, but simply that this is how that money was spent by the district in allocation to the charters to
bury the lead. The charge of the committee was what I stated earlier, and the consensus, the overwhelming consensus was, yes, the district is executing the mill levy program in alignment
with the ballot language approved by voters and the state statute. Again, it was a lot of discussion. I don't
think we ever got. It wasn't. There was some tension about it. It was not something where we
wanted to. To let go of a few of those topics. Again, it was our first time really being through it. I think this will get a little smoother as we go forward as a committee, but it
will continue to evolve. Programs will change. Certainly the name and number of the small schools could change the 400 million for small 400 in
enrollment for the small neighborhood schools. Schools could go up or over 400. Same thing with the 700 enrollment number for middle school. So we'll be looking to see how
things change over time. You know, we're a committee that will continue to meet. We're appointed for for two years. We're one year now into that. I
think it will it will be interesting to see how money is spent. And again, you all are far more familiar with all the challenges that the district is
facing from a funding level. But it's a wonderful thing that we have $49 million that we wouldn't have had without the voters 19 months ago. Great
questions. First and foremost, thank you so much for volunteering your time and coming and speaking with us tonight. And thank you and to the whole committee for deciding to spend more time
than you were actually even required to do, to make sure that you have a depth of understanding and a depth of learning that you can share with us, because I think it gives a lot of credibility to
the process. It gives a lot of credibility to how those dollars are spent. And I appreciate that there was tension because I think when you have a new mill levy override and you have ballot language, you have a lot of hopes and wonderings and
aspirations for how those dollars were spent. But having some tension in a room with a committee means that we're really being thoughtful and considerate of how we're spending the taxpayer dollars.
And I would be remiss because I know it's going to come if I don't say it'll be somebody else. Thank you to the voters once again for making it happen. So really appreciate that. Are there any other comments or
questions? Yes, one quick one. And Jeff, as always, thank you very much for chairing and for coming in and speaking with us. I'm not sure if this you or Dave are the ones to answer
this one, but did the committee look at expenditures that we feel may be kind of on the border of the language of the
mill levy override? I know that when we did the movement from the general fund and replaced it. Excuse me, the general fund dollars that were allocated for
infrastructure. And then we used mill levy override dollars for that. We had some semblance of of a formula of what qualified that we could move back and forth. But my question
is in in the committee, were there any charges or expenditures in there that were questionable? And number two, on that, are there other
districts with mill levy overrides that are classifying their expenditures different than we are? Sure. So let me let me hit the first part of that or the latter part of that.
The the way we're approaching the the override is very similar. The way Bolder Boulder did it when they first passed us many, many years ago. And the debt free mill levy was an option. Cherry Creek has done
something similar. I think even DPS to some extent has done something similar to that. So that that is definitely part of it. As far as the expenditures that were transferred from
general fund into the debt free mill levy, we did review during the committee, we reviewed a list of the positions that were moved into that into that debt free mill levy, confirming that
they were all the things you would expect. They were the custodians that do the day to day maintenance on the buildings. It was our plumbers, it was our electricians, it was our Hvac tech. It was our controls people's, our outdoor
services people. The exact same people that we talked about during prior to the election, when we were out with the community. That's exactly what happened. We were able to provide that list to the committee to see what those positions were, make sure they
were in alignment with that. The question I would expect is, if there was something in there, like a teacher or something that wasn't maintenance, I would expect somebody to ask a question. I think it was pretty
self-explanatory. I also want to echo my thanks specifically to Jeff for your leadership in this moment, but also those of you who may not know Jeff as
well, Jeff is one of the people that I would argue is what I call the one of the forefathers of for a. Jeff is a good
representation of our community. And when we had a very large challenge two years ago, we sought. And we elicited input from our community. And Jeff was one of those voices that
came through time and time again pushing for this very initiative. You don't get all the credit. The voters, the voters, and those that work through the language get a lot of credit. But I just want to
say thank you for your courage and having that vision and sharing it and contributing it in this manner, and then sticking with it in this capacity. I it's not lost on me. I think the district and this board specifically owes you a
debt of gratitude for that courage and that bravery. And I would not only commend your leadership, but also look forward to continued service of our district in whichever way you are willing to serve.
That's all the comments I have. Thank you. I'll say thank you and leave it at that. Yeah, please. Yeah, I'll echo what
Kevin's saying. I remember specifically being at the Poudre High School community session when we had probably 120, 150 people talking, and
you came up and gave a great impassioned speech about this idea. It really swayed a lot of people. So I thank you for that. And and again, for sticking with this. It's very important,
I think, on these committees to have expertise in your background down in Denver, I think really has helped us a lot. So I appreciate everything you're doing. And the rest of
the oversight committee with the. One of the things you mentioned was, you know, with potential consolidation, there's going to be a shift of where some of this money goes.
Do you feel comfortable with the the language from the ballot? And, you know, just kind of how this all works, the
mechanisms that we can shift money around and not have things stuck in certain categories that are no longer necessary. I, I'm not going to
give any specifics, but I'm just wondering, like, we want to maximize the efficiency of, of these dollars to the greatest good for the greatest amount of people. So do you feel like there's enough
flexibility in there as things change? I really do, and I think it, it brings up the, the challenges. In the first year, we didn't know if the election was going to pass and all of a
sudden, hey, we've got to put this money to work. And in some cases, what can we spend facilities, what, what shovel ready in buildings that we can do work on? How come we got new scoreboards? Well, you know,
Chasa had some challenges and changes they wanted, and, you know, we could get them quickly. So I'm using that as an example. As I stand here before you, that things are going to continue to evolve and timing
is going to be an issue and our committee is going to come in understanding now how these things all fit together, where the money is going and how, for
example, if schools are consolidated and, you know, they they go over 400 if two schools were consolidated and they went over 400 at an elementary or over 700 at a at
a middle school level, where would that 4 million go? How how would that all fit together as a part of that $8.4 million that I was referencing in the in the small neighborhood schools, all of those things
are going to be things that we'll be able to talk about. So as we set agendas for our meetings and working with with Dave and the rest of the staff to be able to say, okay, what
information can you provide us at an oversight level? So maybe if we meet in the fall and those things aren't fluid yet, and they're not they're not done, they're not set. We don't have that information. So certainly the spring meetings,
you know, as we're doing that, I think a big part of it will simply be the timing. Hey, let's not meet for the sake of meeting, especially since Dave likes to do 7:30 a.m. meetings.
You were the only one late for that first one because you didn't have coffee. Sorry, but you get the idea. Hopefully I'm answering your question that do I feel good about it? Yes, I
feel confident, but also recognizing, you know, we're a committee of, of, of 20 people for two years and then some new new members are going to come on board. And what I think we're hopeful to do next year
with Dave and Lauren specifically, is our leadership in guiding us is how are we going to transition from those of us who've been in this position and really learned, you know, the beginning, and
then we all step aside and new people come in. But I think the key will really be just continued communication and really understanding how those pieces fit together. And then for you all, you know, we'll be
watching to see those challenges in, in how the decisions are made, and then we'll be able to react to that as a committee and say, okay, now here are the questions we're going to ask as part of
our oversight. I would also add that I think there is flexibility. I appreciate you saying that. I think there's also the constraints of the actual state statute that allows for the debt free levy.
And so referring back to the statute is important because it is it is capital driven. And so the things that we were able to do in general fund were a one year only being able to move
some things from general fund into the debt free levy that met that that capital or deferred maintenance category. But that can only happen once. I don't I can't move the plumbers twice. They've been
moved once they're there and they're going to be doing maintenance for the foreseeable future. And we're going to be doing projects and we're going to be doing this. But that's really the debt free levy is kind of contained to that, that
legal requirement of that. And I think what you just heard is an excellent example of the value that Dave provides to us, because as a committee, we could easily start going off in
this direction. And that that reminder, hey, the state statute only allows you to do this. It's not like the old days where you had a mill levy override, and you had $49
million in growing to spend as a supplement to the general fund. Other comments or
questions? Are we good? Feeling good? All right. I think we should have. Thanks. Thank you so much for being here. I appreciate you, thank you. I really appreciate your help.
All right. Next up we have our PSC Foundation. Yes. So tonight we look forward to hearing the PSC Foundation update from Summer Schaefer, our Foundation Executive director. And I also want to acknowledge that our
foundation Vice President, Katie Braden, is in the room too. Thank you for being here as well. Hello. A couple of
weeks ago, I had the opportunity to see my niece, who lives over in Grand Junction normally, but she came over on the Front Range to play a softball game, and my adult daughter and I had the
opportunity to go together. And her team is awesome. They had walk up music for every single up to bat member of their team, and my daughter and I are like,
this is so cool. I wish we had up to bat music for literally everything we did right and and all the gratitudes tonight shared for Jill. It made me
think of that experience because Jill has been my up to bat music for everything that I've done here at the district since I started. I remember this time I was like, brand new.
And I had met you for like five minutes, even if that. And from across the parking lot, I got out of my car and I summer, you know, I was like, wow, she's so
nice. And I didn't remember your name at the time, but I was like, I don't even remember her name, but she's so friendly. So thank you, Jill. I'll continue to make you uncomfortable tonight, but you always make everyone feel like
they're up to bat, like they're prepared, they're ready, and they're energized. So thank you for that. It's my privilege to have this time tonight to present to you and share an
update on the SWD Foundation and the work that we're doing in partnership with all of you in the district to help accomplish. Oh, I'm messing things up up here, Jill. I'm
sorry. I'll you'll you'll say, don't give me your up to bat music. All right, all right. But tonight I want to go over a brief snapshot of everything that we've accomplished this year. Share some of our impact
highlights with you all. Discuss our strategic direction moving forward into the coming year, and then also to talk about our goals for FY 27. So the snapshot of where we are is
all founded in on the foundation of our vision and our mission and our vision and our mission has been and continues to be to focus on providing access and
opportunities to SWD students and staff, looking at opportunities for students to grow and thrive mainly outside of that curriculum area, but
also within their curriculum. How can we help enrich those experiences and providing access? Several years ago, before I started with the SWD Foundation, our foundation
board, which is made up of all incredible volunteers, Katie is one of them as our Vice President and in the district leadership, had the opportunity to come together and really
look at how we could shape the foundation's work moving forward. And they had the wonderful foresight to see the alignment between district priorities and the foundation's
priorities. So we focus on funding priorities that are the exact mirror of the district's priorities, so that we can be out there fundraising for funds that will actually make a meaningful impact. There's
nothing worse, I think, as a fundraiser, going out and raising funds that are like, oh, thanks, we didn't really need that bucket of pencils over there. We want to make sure
that the efforts and the impact are aligned with what the district needs. And so we have literacy, mental health, and belonging, and then also graduation with options. But we also have a fourth priority that is unique to the
foundation, and that is our compassion fund. This is a really high level overview of this year's community of donors.
3.6 out of five individuals gave more than one time. This is a standard trademark that we want to look for every single year that we are using our baseline and growing that
number and that percentage every single year. The more someone gives, the more they show their engagement with what the mission is behind the organization that they are giving to. So this is a really
important measure for us. 60% of those reoccurring donors gave over $100 per individual transaction, and that's another baseline that we want to continue to grow each and every
year. The more that an individual gives is not always indicative of their support. We know that the $1 donation is just as big of an impact for
that donor as the $100 donation is for that individual donor. But these are these are donors that once they give over that $100 level, we know that they are much more likely to engage
with the work that we do. Time and time again, 65% of the funds that we raised were from organizations or employer matches. This is a really, really important distinction
for us to make as we grow our strategic partnerships and our relationships across both individual donors with those employer matches, but also to with what organizations are
engaging in the work that the school district and the foundation is doing. And then 124 new qualified donors and community partners. This is a number that we've started
really looking at. What we say is a qualified donor is a donor who has the potential to contribute over $1,000 annually. And so we have a lot of folks that are coming in as
individuals. But more important to this 124 number is the organizations that are coming to the table and having conversations out of a desire to grow their relationship and
their impact in the community through giving to SWD Foundation. Now as a separate 501 C three, we have the opportunity to build relationships with community
partners in a slightly different way than the district does. And so it's my privilege to get to build and grow partnerships throughout the community. These are just a
small list. Our small representation, if you will, of some of our larger community partners. And when I say larger, that does mean the monetary donation amount is larger, but
it also means that their contribution of time, energy, effort and engagement is larger with us as far as what they want to become and are
currently involved in. Our impact highlights this year. So 375 plus hours of meetings with community members and organizations, it's been my
great privilege to go out, have conversations, and really help grow the community around both Donorship, but also to involvement. The more folks that I have the opportunity to
meet with and hear from, the more we can learn how we can make a meaningful impact within our community. So this year, we've seen a 16.4% increase in
community giving, which exceeds the industry standard. Now, what the important thing is to note there is that we are one person, one staff member, i.e.
me, fundraising shop. And this is a nationwide statistic that when you have one fundraiser, you should be looking for between a 5% to a 15% growth in
community giving. And this year we've exceeded that by 1.4%. And so that's thanks to our wonderful board, really helping pull things together there with
me. We have three new annual giving funds, which were established this year. So we're excited to see where those can help take the intention behind
those funds being developed. So we have had four district level collaborations this year, one of which is our employee wellness program. I've had the privilege of partnering with
the employee wellness team and ensuring that some of the funds that were donated by a large community partner were put to use to help employee wellness both build reset rooms for teachers at different schools.
And also, I shouldn't say the word build, but make would probably be the more appropriate word since there is no infrastructure being built there, but make employee wellness rooms in different
schools and different sites across the district. We also have been able to aid mental health and belonging with different program expenses and training opportunities for
their staff, so that they can then turn around and train the trainer, perpetuating that exciting opportunity for development across the district.
We were also the very proud funders behind the all high school summer musical program. This past summer. Les Miserables, which is our board, still talks about it quite
frequently. Great opportunity for students from across the district, and I have been corrected on this several times that it's not just high school students who got to participate. And so I should have I should
have noted that in here. But we had elementary, middle and high school students that were able to benefit from that experience. And hopefully all of you have the opportunity to go see it.
And then we also are proud to support financially. The PSD celebrates event annually to really recognize and bring together and share gratitude
for staff across all categories. This year, we funded 18 impact grants. Our in our ignite grants actually impact classrooms. They could impact a
school level program or a district district level program, and they are up to $2,000 in requested funding. We had 94 applicants this year, which is a record high of my first two
years. Here we are right around 80. And so we've already increased to 94 applicants, which is exciting to read all of the incredible things that teachers and staff have and
they want to develop within our district. These grants impacted 21 different styles, different different sites, excuse me, and one district program. And
approximately around 800 students. And then 23 families were aided this year through the Compassion Fund. In fact, between the time that I created
this presentation and tonight, I had to update this number because we are already seeing an increase in uptake in requests for our Compassion Fund. Now, our Compassion Fund
is something that was started during Covid. And again, the the board that was intact at that time had the great foresight to see a need in our
community to help families within the PSD fabric that were maybe struggling or falling through the cracks financially. The Compassion Fund has since developed quite a bit since I came on board. Working with the
Mckinney-vento team. David Autenrieth was here earlier. I want to thank him specifically and his team. They are the experts, they're the social workers. And I am not, and
neither is our board. And so we have developed an incredible partnership with his team, allowing them to do the work that they are great at and allowing our board to do the
meaningful work of fiduciary responsibility. With these dollars donated generously by the community and our community partners. I will say this year, we've helped 43 students and
their families stay housed, fed, or have access to important transportation or vital materials that they need in order for those students to come to school each day and feel as though they are ready
to learn, and we have been able to assist families this year from across the district, from Timnath all the way up to the mountain schools. We awarded 25
or will award. We haven't sent out all the checks just yet. We're waiting on some students to decide where they want to attend. 25 scholarships have been awarded, and that's totals
over $110,000 in scholarship funds, helping students with their next step. That might be trade school for some of our students. And it may be a four year university for some of our
students. These are two students that were awarded our old scholarship two years ago. And I had the privilege of of hearing their updates. And it's
so exciting to hear what these students are doing and how PSD plays a key component in their future beyond their 12th grade
year. Here we also started one new active scholarship, the Nathan's Witzig Scholarship Memorial Scholarship, and that has been an exciting opportunity where the
scholarship was able to be awarded to five students this year, when in fact, it was developed originally for only one. All right, moving forward into next year and our
strategic direction. So we are really going to lean into our community gifts and leaning into the strategy around really building an annual donor ship,
community relations and inspiring reoccurring donations. This will enable us as a foundation to continue to do exactly what I said at the beginning, whereas we're filling those vital funding
gaps in partnership with the district so that those dollars are being spent in a way that is not only responsible for the foundation, but also really
impactful for students and staff. 80% of what we do is fundraising focused, 20% is public relations focused. And
what our goal is, is to focus 100% of our energies and our time on helping PSD kids succeed. That 20% of public relations really looks like
being the convener behind Community conversations, building partnerships across the community, both fiscal partnerships, but also to relationship partnerships,
which are vital and sometimes unique to the foundation. Because we are one step removed from the district, we are also really responsible for spreading the good news of the
district. I always tell people, and I am four years into my job, and I still feel this way, that I have the best job in the district. Sorry to all of those of you who work in the district,
but I get to go and talk about the great things that the district is doing all the time. Do I get questions sometimes that are humdingers? Sure I do, but the reality is, is I get to
build those great news relationships with district partners, convening those community conversations around the great things that the foundation is doing. And it's really an awesome privilege
that I have. And around that, we build community. We really want our community to feel invested, both fiscally, but also to time wise in the great work that the district is doing.
Our goal for this coming year is to fundraise $300,000, and like I said, we were able to meet our fiscal goal for this past year and exceed that, and
we look forward to continuing to do that and grow thanks to our investments by our community, the ways we're going to accomplish that are few fold. First and foremost, we are
going to do an annual appeal and direct response to build around our priority fund. This will enable our donors dollars to really go where they are needed most. I have yet to meet
a donor that says, yes, I will give to this fund, but only if it's at the expense of something else that's really needed. It just doesn't happen. Donors typically want to know where the need is, and they
look to address those needs. So it's really my job and our board's job to help communicate what those needs are. So that's why we're leaning into focusing on our priority fund
fundraising. We're also going to continue to promote monthly giving that helps people put it on autopilot. I know myself, I am a monthly donor to a cause that is very near and dear to
my heart. And actually, I got called this year and they were like, hey, do you want to up your donation? And I had forgotten that I was donating to them every month. And I was like, oh yes, I'm so glad that
I'm doing that. Okay. Now. So we want to help other people do that same thing, not forget, but to give on a regular basis year in priority fund, we're
going to really lean into, like I said, our priority fund this year and really focus on the flexible support and urgent student needs we have routinely as a board, I've had to bring
urgent needs that have arisen, arisen that we could not have predicted to the board for decision. And so those priority funds are really the vital lifeline of being able to help
support those needs as they arise, and then also lean into more sponsorship, really helping our sponsors see the dual benefit out of supporting the foundation and PSD kids and
staff, and also seeing a benefit for themselves as well. And then I won't go into each and every one of these bullet points in detail as you all have them on your packets. But
nonetheless, we're really going to be leaning into major donors being my point of contact and really helping our community champions help make those connections with me and with
the donor looking for separate attention, plan to move designated donors who are already very engaged with giving, and passionate about the area that they are
designating their gift for helping them understand the benefits of giving to the priority fund and increasing their support over time, and then also to leaning into event
design, being more strategic towards fundraising. And we plan to do all of this with excellent storytelling at the core of what we do with that. I
think that's the fastest I've ever done it. I'm really conscious. I'm a long winded person. So what questions do you all have? I love it, thank you for being here. Appreciate
this is this is always a good part of our year. Are there any questions or comments please? Oh, no. Sorry, I thought you were leaning in. Go for it. I'll lean in. I just wanted to
say thank you for the update. Thank you for all your hard work. You're a valued part of PSD. We're lucky to have you. You have very unique gifts
which make all this possible. So thank you for all your hard work and I've enjoyed working with you in this short time so far, and you have the unique distinction of probably being the only person ever say the
word humdinger. Oh, in a board meeting. So I think take that to the bank. Yeah, that is thanks to my traditional traditionalist generation, dad. I'm certain of that. Grew up in
that household, right? Yeah. Thank you. Scott, I want to say a quick thank you as well for all the work you do. And this is it fills my cup to see, you know, the, the incredible work
that you're doing and that you're able to do for our students in our community. I was intrigued by did you say 43 families were impacted by the
compassion fund? No. 23 families, 43 students. Okay. So my question for that is, is that like a one time dollar amount? Are we are we working with them that same family, or
is it a new set of students every year? It's a great question. So we've received substantial donations from two community partners. And both of
those community partners came at that same question. You know, if we are going to give these substantial gifts, how can we make sure that is an expanded impact across the district? And
so where we sit right now with Compassion fund dollars and our partnership with McKinney is that we will only do one time funding. We have seen a real shift in pivot, which is a
great thing, considering that we've only continued to see an increase in need across the district. And since the Denver Rescue Mission Pilot program
has initiated. So what David and his team has been doing is they have been looking at one that we offer one time assistance, but so does the Denver Rescue Mission pilot program. And I don't know if he
has presented on that program to you all. Are you aware of what that is? The Denver Rescue Mission selected us and Jeffco, and I'm not the person to speak on this because David would do
it far more articulately than I would. But but nonetheless, they provide housing assistance to people who would not qualify for traditional housing
assistance. And so in the past, that has typically come to the foundation. However, we haven't seen a significant decrease in the amount of requests that we've received because David's
team has seen such an uptick in requests. So we provide only one time assistance. So does Denver Rescue Mission. But what we've been doing is really balancing out one of the questions that we request
David's team and answer when they make a request to the foundation board, is that we know what other partnering organizations have assisted and aided those families. Out of
those 23 families, only two had not received prior assistance from another agency in Fort Collins. So that might be project self-sufficiency. It might be the Denver Rescue
Mission housing program. But nonetheless, only two had not received any other prior assistance. And so we are really a one time assistance fund. But at the same time, we
tend to be the last hope for a lot of the families that we have served, which is both humbling, but it's also what creates such a fire in our bellies to really continue to
increase the funds that we are raising in that space. Thank you. Any other questions or comments? Okay. I really
appreciate you coming. Keep letting us know of your events as they appear, and we will also keep sharing them out as well to make sure that we make them as robust as possible and make sure we hit that threshold.
Thank you. I very much appreciate all of your time and support. Thank you so much. Thank you so much. Yeah. All
right. Next up, we have potential revisions to L 2.3. Yes. Here to present first reading of L 2.3 financial conditions and activities is
General Council. Autumn. Aspen. Welcome. Autumn.
All right. I have it pulled up right now, but we can get it pulled up. But I don't have a presentation for this item. However, there's some proposed changes to L 2.3 that are in the board packet
and just like to give the board some time to ask any questions, propose any other changes or edits to the policy. So with that, if there's any other
comments from the board. Which is waiting for you pulled up, are there any questions or comments at this point, just in case we get asked as you're
pulling it up. For this being a first read, the only changes that I see are that the. The limitations now include. The red line is without prior board
approval, and that's the extent of the change. Oh, you got it up. Okay. Yes, that is correct. And my comment was only redundant but bulletproof for belt and suspenders. Correct.
Okay. Any other comments or questions? I think you did exactly what we've asked for you to make sure that this is robust and is protective of all involved and really meets our
expectations and really our role. It really, I think, distinguishes and makes sure that it sets up our district and superintendent for success when we make decisions. So
thank you so much. If there's no other comments or if you guys do read this later, feel free to reach out to Autumn. I
know I was wanting these, I consider them checks and balances within a policy because a good policy allows for. This is what we intend. But here are the allowances for what we have. Whether you call
them extenuating circumstances, different situations, etc. sometimes it's a context thing that the policy didn't anticipate, and just having some of those safety valves for
action, but with appropriate steps and processes. I was very happy to see this. Thank you. Thanks, Autumn. Well thank you. And with that, we'll bring it back for a second reading on the June 16th meeting. Great.
Thanks. All right. Next we have our District Advisory board. Thank you so much for being here and waiting. All right. Joining us this evening to provide the annual update from
the District Advisory Board is Carrie Graham, a Hatfield. Welcome, Carrie. Can you hear me now? Okay. Thank you. My
name is Carrie Graham, a Hatfield. Thank you for having me tonight. Members of the board and SWD staff. And thank you for still tuning in. Community members. I appreciate
the opportunity to speak on behalf of the District Advisory Board, which I had the privilege to chair for the 2025 to 26 school year. So to start
with, at the beginning of our 2526 school year, we wanted to set the tone for the year and for all of the things we hope to accomplish as a DAB short
for district Advisory Board. And so a lot of that process began with discussion about what DAB really is versus what it isn't. And for people who might not be aware in the community, the DAB is not a
decision making board. The DAB provides input to the board about different policies, different initiatives, various items that that the board might be considering. And so we are
really the parent voice that comes to the table and provides that impact in that way. We are an advisory board. We had discussion with the team about what it really means to represent your school. We
wanted to make sure that we had a clear understanding of of what representation was in terms of putting aside individual beliefs and thoughts, and ensuring that the voice
that is brought to the table is representative of that school community that each board member was representing. And then, of course, some of some of our standards for communicating in our meetings
were avoiding dominating the conversation, offering constructive feedback to one another and to the board, and learning, collaborating and communicating together. We had
a few specific goals as a dab this year, and one of one of my first goals that I had was again, redefining that commitment to school representation. It's it's heavy.
It's weighty to represent your school and it requires dedication and it's an important role. And so we wanted to have some discussion as DAB members about really what that meant, what it meant
to be chosen by your principal and by your school community to be a DAB representative, and what it meant to be able to have your own individual thoughts and beliefs, and sometimes set those aside so
that you are truly representing the priorities of your school. We also hoped to achieve membership across all schools in the district, and we did not quite meet this goal. But I
will say we made a lot of traction compared to where we were at the prior school year. And one big part of that was that we initiated a remote
attendance option, which we had not really had in place. My understanding is we hadn't had that in place consistently since Covid, and initially, we were a little bit concerned that the remote attendance
option might reduce the number of people who showed up to the meeting in person, but we found that was not the case. What we found was we still had very good in-person participation. And then at each of our meetings throughout the year,
we did have numerous members who did attend via the Zoom option. We also hoped to increase our meaningful communication with principals, because one big part of serving
on the DAB is communicating back to your principals what has been discussed at DAB meetings, and then getting that additional input from your principal and from your school team. And we know how busy all
of our principals are with all the great work that they're doing. So we wanted to find some ways to streamline that communication. And our secretary did a beautiful job each month of taking our notes
that we had our DAB meeting notes and constructing a principal's summary, which was designed to be a short 1 to 2 page summary of what had been discussed at the DAB meetings that could then be shared with
each individual school principal. We had a lot of success with that. And finally, one of my big, important personal goals for DAB for the year was I really wanted to make sure as DAB members came
to these meetings once a month, Monday nights from 7 to 9 p.m. where they left their families and and other activities that they might otherwise be engaged
in, including a lot of Denver Nuggets games that we had some robust and meaningful discussions that really generated observable outcomes, and that DAB members really felt like the work they were
doing was meaningful, and the time that they spent in these meetings mattered. That was very important to me personally as chair of DAB, and we got good feedback throughout the
school year that we were meeting that goal. So at the beginning of the school year and throughout, we had opportunities for DAB members
to provide input on topics of interest. And these are some of the topics of interest. I won't read them all individually for you. You have them in front of you. But these are all some of the topics of interest that we
received throughout the course of the year that members hoped we would find time to discuss at our meetings. And we did, in, in one form or another, have the opportunity to discuss all of these topics throughout the
year and provide feedback to the board about many of these topics. Here you'll see a
breakdown of our key agenda items throughout the school year. So you can see we met nine times between September and May. And again, we had a goal of really having a robust agenda where our members felt
like they were contributing to meaningful discussion and to outcomes at every single meeting they attended. So at each and every single one of these meetings throughout the school year, there was an opportunity for feedback to be
provided to the district. And that's something that we found was very motivating to our members. You'll see in September, we discussed how to participate productively at DAB. We took a look at some of the
early release protocols and calendar and then our DAB committee recruitment. We've got several different committees that members can serve, can, can be part of and serve on within DAB. In October,
we had the principal's summary, which we initiated, so that monthly set of notes that goes out to principals got that started early on in the school year. We talked more about meaningful school
representation. And then we had an update from Superintendent Kingsley and some Q and A with him in November, we were able to take a look at the enrollment and outreach in conjunction with PSD, and we had the school funding
presentation, a lot of great opportunities throughout the year for the district to come and provide us with presentations and for the DAB members, then provide feedback. December was the Icap and Zello
presentation and discussion, and we provided some feedback on the PSD website because communication was a big priority amongst our members, how information is getting out
to families and to schools. January we had some good discussion about s e transition. So children who are transitioning from early childhood education into the district, how we can improve
outreach there. We touched base on multi-tiered system of support and principal hiring and feedback. This was a topic that was of great interest to our members, because we do have so many new principles that are coming into different schools
and changes occurring there. So it was important that DAB members have an understanding of what that process looks like and how principals are receiving feedback as they as they serve in their schools.
February some policy review process and comprehensive planning committee updates. Again, another key aspect of a lot of our DAB discussions. The Comprehensive Planning Committee updates. March. We
had an update from the district on the potential reduction in force. That was something that a lot of DAB members were interested in, as well as, again, comprehensive planning
discussions. And in April we had PE come and present to us. We also had another comprehensive planning update and another superintendent Q&A session with Superintendent
Kingsley. And then finally, at our final meeting in May, we discussed the extracurricular activities, fee structures being proposed by the district, and some non-negotiable school
priorities. So moving forward, what each school really feels is important as we consider different changes that might be on the horizon within the district. What are those non-negotiables that each school really holds near and
dear to their hearts? We had some gratitude for our long term DAB members who were exiting at the end of the school year. We've had some people who have been on DAB for more than ten years, so we
really wanted to show our appreciation to those members. And then we did elections for the upcoming school year. Some key takeaways. Out of the many items that we discussed this
year improved visibility of individual school sites. It's incredibly important to our individual schools that they are seen as the unique entities that they are, and that the
community and the board understands all of the wonderful qualities that our schools bring to the table. It's also become apparent that it's important that we
prioritize how very important communication occurs within the district. So that's why we took we took such a deep dive into the website and providing feedback on the PSD website, and really a lot of discussion
about how we can reach all families. So families who might not be routinely accessing the website for information, what are we doing to make sure they're getting all the information that they need, whether it's directly from the
district or it's from maybe their individual schools? I've talked a lot about those communication components. We had a lot of discussion, again, about long range planning. It's no surprise to anybody in this
room that that is a major priority for a lot of stakeholders and a lot of families. And again, the oversight and communication involved. And that's obviously going to be an ongoing priority,
I'm sure, moving forward for DAB, ensuring that all students have access to key opportunities and offerings, especially with any potential consolidation changes on the
horizon, was another big priority for our dab this year, and really looking at how some of those opportunities can be maybe standardized with regard to what does the PTO fund, what does the district fund, what
gets funded directly from each school's individual budget, looking at ways that some of those pieces can be more readily understood and in some cases, standardized across
school settings? And then another big key takeaway, really, with all of the discussion that we've had about potential consolidations is how
can we as a DAB, as community representatives and really as a community, as a whole, approach these discussions with patients with an openness to learning
and a true commitment to collaboration? Obviously, not everybody is going to be in agreement with consolidations if that occurs, but I really got the sense that as as our
district advisory board had more and more discussion about this potentially occurring, that that everybody is really committed to pursuing these discussions in, in a way that
is going to reflect openness to learning and reflect true collaboration and with an understanding that how we all respond to change as community leaders, that is going to
impact how our students, how our families, how our teachers, how our teams are really going to respond as well. Future topics of interest that have been expressed by DAB members.
Again, long range planning. We've seen that a few times. Budget and potential consolidation discussions. That is a topic that I'm sure the DAB will continue discussing next year. Improving the
process of learner transition. So transitions from early childhood into kindergarten, and then from fifth grade into middle school, middle school into high school, high school into adult. How can we improve
communication processes when those transitions occur? How can we be more proactive? How can we make sure that families and school sites have all the information that they need? So
everybody is making informed decisions, looking at equity and parity across schools. So again, going back to some of those activity offerings and and not just during the day
with things like elementary school specials, but also with some of the after school offerings. Some sites have very robust offerings that are built into their programs. Others have different offerings or
different options. And again, we see that there are some differences with the on campus everyday support to across school sites. So really looking at ways that we can examine achieving greater equity and
parity across all of our school sites. And finally, another future item of interest is some more collaboration with the district with regard to our academic committee. That's one
of the committees that we have on District Advisory board, and we've had a little bit of turnaround with personnel on that committee. So we're hoping this upcoming school year that
we can have some better collaboration with the district. These are our executive board members for this school year. We had a wonderfully involved
executive team and such outstanding participation by all of our district Advisory board representatives. I cannot thank this board enough. And I need to point out again, this
is a board of volunteers of parent volunteers who are choosing the first Monday of every month to take time away from their families and time away from other things they might be doing to have these
important discussions and to really participate in community building in this very impactful way. So a shout out and a thank you to all of our DAB members for all of the work that you
did throughout the year. And a huge thank you to Julie Chaplin, our assistant superintendent liaison, and Jim Ziegler, our Board of Education liaisons for all of their support and
participation throughout the school year. Any questions that I can answer? Anyone want to kick us off? Please? Thank you
so much for the update. I always look forward to this. You've done an excellent job this year. You should be proud of yourself because it's a tough organization to. It's
hurting cats most of the time, but. But I really like some of the structure that you put in place and really making it more robust, giving people a sense
of purpose. That's a hard thing to do in a committee that big that doesn't have decision making power. So one thing I was interested in you talking about were the non-negotiables
that schools brought forward. Is there a way for us to see that as a board? Is that something that's ready for prime time, or how would you want to present that? So great question. So we started the
discussion at our final meeting with the understanding that it was so close to the end of the school year, we really didn't feel that everybody would have enough time at the end of the school year to get that
meaningful feedback from their individual school sites. So what we agreed to was continuing that discussion into the next school year as well. So I think at the beginning of the school year, we'll be able
to provide some some more detail on that to you. I think that would be really good. I actually have wanted to change up a little bit. I don't like the fact that DAB gets their
update with us at the end of the school year. I would love it if we had two updates, one in the fall and one in the spring, because then it would give us more actionable items.
So and then the last thing, what what do you mean by learner transitions? I think I might have missed. Oh sure. So with learner transitions, really looking at when learners are transitioning from, say,
their early childhood education program into kindergarten or from fifth grade up into middle school, middle school, into high school, etc. how can we make sure we're having all of
the necessary communication and information out there in a way that is accessible to everybody who needs it, so that informed decisions can be made by families? I think we we do a
great job with that as a district in general, but I think there are some gaps and some areas where we can improve in that. Totally agree with that. So thank you. I'm glad you're bringing that up, because I think that is
something we need to do a better job at. So thank you very much. Thank you Scott. Any other questions or comments?
Please? I'm wondering I was very curious what the non-negotiables are. I don't think we have time to go through every school's non-negotiables, but would it be possible to get some kind of list? So we touched base on
that at the May meeting. But the general consensus of the DAB was that there wasn't quite enough time, since it was so close to the end of the year for us to really get feedback
from each individual school site. So it's going to be revisited at the beginning of the school year. Okay. Sorry if I missed that. That's okay. That's right. It's late. I understand. And our first DAB
meeting of the next school year has actually been moved a little earlier than is typical. It's going to be August 31st. We usually wait until September, but with everything that's going on, we thought it would
be a good idea to meet sooner rather than later. So we'll have that August meeting in lieu of the September meeting. So I imagine it will likely be an agenda item for that first meeting, but that will
ultimately be the decision of our incoming chair. Great. Thank you. I look forward to hearing what you guys discuss and what we need to know in order in our decision making
for next year. Any other questions? Going once. Oh, thank you for staying. Thank you. I noticed you were here the whole meeting. So thank you for staying so late and presenting. I really appreciate it. You're most welcome. Thank
you so much for all of the great collaboration. Yes. Thank you so much for being here. We appreciate you. Have a good night. Okay. We are just about there. That wraps up our
information items. The last thing on our agenda before for ending is board forecasting. Do any board members have items that they would like to add to the list of work forecasting
for the future? I'll be very quick. As I mentioned earlier, I would like to have a deeper conversation about the cell phone policy. At some point in
the near future. Thank you. I'm thinking about the partnership because I've been I remember, Bud, when you presented a couple board meetings ago about some of our. I think it was a
district and refresh that we were talking about. And then we were talking about the beginning of a conversation about district use of technology. I think that would be a nice pairing if we could
do that at some point to have further dialog and conversations about, you know, where we are, where we should be, and getting some information from the experts too would be helpful. So it's
not just Scott and I winging it. I appreciate it. Thanks. Any other items that people would like to add to that list? Okay. Seeing none, I think we are
officially done with our meeting at 9:36 p.m. still on June 9th. Thank you so much, y'al