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come with me. Good evening, and thank you for this opportunity. This season was extremely exciting, and myself and my two
wonderful Co-coaches extra coaches, other coaches, coach Jack and Chandra Ingle, we all just want to say how proud we are of you and just how exciting
it is to see an athlete like Mariah get to be our very first state champion. Mariah encompasses everything that we are trying to do with our program because we are district
wide program. It is so important that when athletes come into our room, they feel like they are at home, they feel safe, they feel comfortable, and they're able to cross their school lines and
make really great friends. And Mariah has been an absolute champion at that in our program. She actually attends Poudre and so it is her home school. And so
I think she takes advantage of that and really brings in the athletes from the other schools. She came in as a freshman, coming from an FCS program at Cachalot Poudre Middle School,
where they really love girls wrestling, and they're doing a great job there, encouraging girls to wrestle. And so she got to come from a great program, and I think she got to bring a
lot of that excitement with her into our room, which has been just really fantastic. Mariah is an excellent student. She participates in other clubs and activities at Poudre, and she
manages to make it work so that she can do all of her activities. And she puts in the work. She puts in the work to have injuries. She puts in the
work to get better. In the off season. She is a voracious learner. I feel like I said that wrong, but she's constantly
wanting to get better, both on the mat and off. That. And so she is an incredible representation of our program. And all of us coaches are so incredibly proud of you, and thank you for the experience of
being in the corner for the very first time in a state championship match. That is a moment that I will absolutely never forget, and something that
will probably never be topped. So thank you so much. You're amazing. Would you like to say a few words? Okay. Hi everybody.
Winning state is a dream come true. But I couldn't have done it alone. Mom, dad and Aunt Kristen, thank you for coming to every tournament, no matter how far to my coaches. Thank you for pushing me through my injuries
and tough matches. Girls wrestling has taught me so much not only how to be independent, tough and proud, but it builds athletes and strong, independent people. I'm so honored just to
be a part of this sport. Thank you. Thank you, thank you to give you extra gift. Is that true? Were you undefeated off season? Okay. I just wanted to point out to everybody I see
here on Mariah's certificate that it says she was undefeated all season long, so congratulations. Congrats
Mariah. Thank you everybody. Yeah Mariah was 30 and zero. And now I have the honor to use our boys wrestling coach Barrett Collier. This is kind of become
old hat for Barrett. He's been here many times before. He's kind of built Poudre wrestling into a, you know, a state powerhouse. And that's a testament to all of his hard
work, dedication and commitment. And Billy Greenwood also has quite a resume, as well as one of the better wrestlers to come through here in a while. So looking forward to you all
hearing from them and Barrett all year. Again, thank you board for doing this recognition. Superintendent Kingsley, I made
it to the fourth round of the sixth grade spelling bee. Okay, so spelling and wrestling. Anyway, I want to talk about
Billy Greenwood for just a few moments here, and it's really a privilege to speak on behalf of one of the most remarkable student athletes I've had the
honor to coach. He's going to go on and wrestle in little Rock out in Arkansas Pac ten Championship team and Vision one program. Billy is a two time
state wrestling champion, but his impact stretches far beyond the mat, and he has set the standard in our program, not just with his accomplishments, but with the way he carries himself every single day. He has
taught me and his teammates to be serious about their work, but light about who they are. Billy is someone who brings the stress level down. He is a fierce competitor, disciplined, I'd say
clutch under pressure and incredibly intelligent. In fact, his IQ is the highest I've ever seen in all my years of coaching. He wrestles like a college wrestler already breaking down positions, being
dynamic in the flow of the match, creating opportunities to score. And also he helps others to learn the same thing. He sets. He's apart because he
lifts other people up and that's really important. Even as a champion, Billy has never acted like he's above anyone. He treats every teammate with dignity and respect, whether it's a first year wrestler or or
just learning the basics or another state finalist. He treats them with respect and he leads with humility. He's got a relentless work ethic and a quiet confidence. Make others
believe they can achieve more, and I think that's ultimately what we're looking at doing and installing, instilling in athletes is how do they raise other people up. It's not about
wins and losses because I think Billy would be the same, same guy, even if he wasn't on the top of the podium. But it's just been an honor and I want to on the Billy, on behalf of your
coaches, your teammates, the entire school community, congratulations. We're so proud of you. We're excited to see what the future holds. Congratulations.
Congratulations. Two years in a row. How did that feel? It was fun. To say some words. I'm preparing. Okay. All right, all
right. Thank you, Billy, for being a back to back state champion. Our next honorees
represented two of our amazing elementary schools in the state. Spanish spelling bee. We'll begin with honoring Viana, who placed fourth in the state. Spanish spelling bee Valeria
Fierro Soto, who took third place in the state, Spanish spelling bee, and Andrea Cueto, who claimed the title of state Spanish spelling bee champion. I'd like to invite Norma Huerta
Kelly and Lindsey Moser to the podium. Well, I have to say, my husband was a wrestler, my son was a wrestler, and I was a
spelling bee champ. So yes, they both go together. Buenas tardes. Gracias. Todos para por este invitation y por este reconocimiento de nuestras algunas bilinguals. Quiero
introducir a la Senora Burton, maestro de quinto grado. Qué VA a decir unas palabras de nuestras alumnos? Good afternoon, everyone, and thank you for this recognition.
Recognition of our bilingual students. And this invitation, it's a it's an honor. I'd like to introduce our teacher and coach, Miss Burton, who has a few words to share about our
students. So I'm not sure how to do this, but. Good afternoon,
and it is an honor to introduce these amazing bilingual students that we have at Harris. First one is Andrea Gonzalez Cueto,
who was our fifth grade state Spanish spelling bee champion. And Viviana Lopez Sequeira, who
was our fourth place. She placed fourth place for the fourth grade Spanish spelling bee
section. Go ahead baby. Andrea Gonzalez Cueto. Is bilingual. Harris is. Gracias a la Senora
Verdin y la senora in the Concurso de Letras de Espanol in Denver. Bilingual. A participant
in the Concurso in the secondary and. Hello, my name is Andrea Gonzalez Cueto and I am a fifth grade student at Harris Bilingual Immersion School. I
want to thank my parents, Miss Verdin and Miss Kelly, for supporting me in the Spanish Spelling Bee in Denver. I am very proud to be bilingual like
my parents, and hopefully I will be able to continue to participate in this spelling bee
when I attend next year. Thank you.
Reconocimiento. Mucho hermana siempre. Bilingual la senora
Huerta Kelly. Escuela mi familia. Participando. Muchas gracias a school district. Good afternoon. Thank you for this invitation and the recognition.
But none of this would be possible without the support of my parents, my teacher, and my school. My mother supported me a lot, and my sister was with me.
Always with me. My teachers and Dr. Fuentes motivated me, me to do better. And my bilingual school with my principal, Senora Huerta Kelly, who will miss a
lot. It was an honor to represent my school, my language and my family. I hope to continue participating. Thank
you. Puto. School district. I just. Know. Wow. Thank you.
Hello, my name is Lindsay Mosher. I'm the principal at Irish Elementary Escuela de lingua. So moisture director de la escuela bilingual Irish. And
estoy aqui para representados maestras pueden estar aqui su maestra. Senora mujica y también
la maestra Ella Cervantes. Representa esta esfuerzo in in nuestra escuela. I'm here representing two teachers that that were really made this
possible for our school Estella Cervantes and. Frida mujica. But first I would like to introduce
Valeria Fierro Soto. Good morning. Okay. Los valores de
su. Okay. Maestra. The Valeria su. Dedicacion verdaderamente inspira con el apoyo incondicional de su madre. Su.
Quien se esfuerzo a maximo para ayudar a estudiar. Valerio Practico. Constancia. Su
determination and dedication. Con Estudiantes de grado. De la Fortaleza en espanol es algo.
Gracias Valeria representa a Irish escuela de lingua estamos felices de forma parte de su trayectoria educativa multilingual. Valeria's
dedication is truly inspiring. With unwavering support from her mother, Sukay, who went above and beyond to help her study, Valeria practice diligently and consistently. Which stood out most with Valeria s unwavering
grit and dedication. She competed against students all the way up to eighth grade, and proved that strengthened Spanish is something to be celebrated and uplifted. Thank you, Valeria
for representing Irish Escuela Bilingue. We are proud to be a part of your multilingual
educational journey.
Thank you. Mr. See? Okay. This.
Okay. No. Gracias. Todos por.
Esta en conocimiento. Gracias. Mister. You.
To all of tonight's honorees. Congratulations. We're proud of your hard work, your passion, and the way you represent PSD. This concludes tonight's recognitions. I now invite everyone who was recognized, along with our board directors
and superintendent, to join us at the front of the room for a
group photo. All right, in front of the dais. We could. Do you think that
would be better over there? Yeah. Okay. Just going to make a decision. There's more room over there. We got over that way. We're going to run over here.
We're going to move.
The. Front.
Yes. So good to see. You all.
1234123 okay. Awesome. Thank you. Thank you. All right.
Thank you all for joining us for those recognitions. I just wanted to I really want to thank everybody for being such both fierce, fierce competitors and having such gentle hearts and being able to throw down while
lifting each other up. So I think that's that's pretty good. So yeah, we're going to move on to 5.1 resolutions. And we have a resolution in support of Asian
American, Native Hawaiian and Pacific Islander Heritage Month. Can I get a motion I'll go I move. The board approved the resolution in support of Asian American, Native Hawaiian and
Pacific Islander Heritage Month, May 2025. Do I have a second? Thank you. Jess. All right. And yeah, thank you. Joining us this evening to introduce this
resolution is our diversity, equity and inclusion coordinator Miss Delia Mahaney. Welcome, Delia. Thank you. Superintendent
Kingsley. Members of Cabinet and Board of Education, I am very excited to introduce our introducer of the speaker this evening because not only is she
a great colleague to have, but she has been a champion of this work at Laurel Elementary School and a good friend in this work for me. So thank you. Amanda
Pawlowski, assistant principal of Laurel elementary. Good evening. Members of the board, Doctor Kingsley, directors and
members of our community. I first met our next speaker when he entered Laurel Elementary School of Arts and Technology as a second grader, and when I met him, I immediately noticed his strong sense of awareness, his
high level of thinking around his observations of the world around him. Over the next few years, I've had the pleasure of watching Jace continue to grow into the student he is today. A
very intentional, thoughtful fifth grade student with a strong sense of justice and a desire to watch out for others and stand up for others. When Delia Mahaney visited our school
earlier this year, I was not surprised at all at his excitement at realizing her important role in our school district. He was quick to ask to speak with her and to schedule a
meeting with her so that he could share his observations, experiences and thinking. And so it is really special to see him take the stage here tonight to speak about the significance of
this resolution, and I look forward to seeing what he continues to accomplish as he moves on to middle school and beyond. This kid is going to go places, so keep an eye out for
him. Thank you very much to his parents for all that you have done and your strong support and advocacy for Jace. And to all here in attendance tonight or
tuning in from home, I introduce to you Mr. Jace Butler. Just talk to me. Good. Hello, I am
Jace Butler and I will be making my presentation about the Asian American, Native Hawaiian and Pacific Islander Heritage Month at the Asian Americans. Native
Hawaiians and Pacific Islanders are very important communities in Colorado. These communities have helped shape what we are today and help make Colorado. Without these very important
communities, Colorado would not be the same. Maybe it wouldn't even have been founded because they helped construct our railroads. Asian Americans also
worked on our sugar beet fields along the Front Range, and a large section of the original shops in Old Town Fort Collins were Asian American owned
businesses. All of these groups are people are unique in their own ways. And no matter what, we should find ways to include others and to fight against racism and prejudice in our
community. Some students in our community experience unfairness at school, and they are treated differently because of their culture or their background. People in the Asian American,
Native Hawaiian, and Pacific Islander community might experience insults and slurs meant to target them. Because of their background, people may make fun of their language and
the nature of how they speak within their native languages. Our languages are, I love to say, very beautiful and important parts of our culture
because they help represent us and they are a foundational part of our cultures. To help students. Schools could have units about racial inequality, such as information about the
unfortunate internment camps that held Asian Americans during World War two, and. And the
student community can help repair this harmful past by gaining more respect for others and by changing their views and actions. When people in our community face bullying or other
problems, we can help them by supporting them when they confront their treatment so they can feel encouraged to stand up for themselves. This would help everyone feel like they can be proud of who they are and feel
safer in school. As an Asian American myself, I am proud of my background because the community is rich in culture and has many special things I can enjoy. We should help people
embrace their backgrounds because it is very important to the fabric of who they are and their to their greater community. When I see Asian Americans, Native Hawaiians, and
Pacific Islanders being celebrated, I feel like we really have started to make it. I'm very proud that I was chosen to do the speech, because I love my heritage and want to speak
out against potential prejudices, prejudices and help grow and improve our educational system. And I want to help students learn about themselves so they can feel proud of their
backgrounds as well. Thank you to the Potter School District Board for allowing me to make this speech. It has been an honor, and I've loved doing this because I want to encourage more people to reduce prejudice in
our community and to help celebrate each other. Instead, I hope that when more people hear my speech, that maybe it could help them feel better about themselves and feel more included and even proud through
celebrations of our backgrounds. Thank you for this resolution to celebrate our community. So good! You should be so proud.
Come on over here. I want to talk to you. Yeah, we're supposed to speak now, so I'm not quite sure what to say
because that was absolutely amazing. Jace. That was just phenomenal. And I hope people do listen to your words and just how how strongly you're speaking them and with such heart. I just
love it. And so keep speaking. Keep speaking up and keep speaking out. Does anybody else have anything they want to say? Just just. The only thing I heard when your speech ended was
members of the board going, wow, so wonderful job. Thank you. Anyone else? Yes, I will be short, but I hope you are as proud as everybody in this room.
Is. Your assistant principal? I'm sure your principal, the board, like we are all so incredibly proud of you. I hope you are feeling that and that you are equally, if not more,
proud of yourself. Okay, Kevin. Jason, I want to thank you for your comments and I really your message really resonated with me personally. You are in fact at
our business meeting. And so I think it's a helpful reminder that we are in the business of inclusivity. And that's a helpful reminder today. Thank
you so much. Jason. May I ask how old you are? 11. Well, you are wise beyond your years. I'm Brian, I'm your superintendent,
and I'm so glad that you were chosen to celebrate your culture. But I want to take a couple seconds to celebrate you. You are an exceptional young person. The way that you
represented your culture, your identity, your intellect, and your desire to not just educate our community, but to invite us to take action to reduce prejudice was really inspiring. Tonight, I'm so grateful that
you are a part of the Poudre School District, so thank you for being here. Job well done.
All right, Joe, can you call the vote? Jim. Hi, Kristin draper I Conor Duffy. Hi, Kevin. I Carolyn Reid, I Scott
Schoenberger I Jessica Zamora I motion passes seven zero yay. Thank you so much. We're going to move on to resolution and
support of Teacher appreciation Week 5.2. Can I get a motion. Go ahead Jess. Oh I move that the board approve a resolution in support of National Teacher Appreciation Week May 5th
through ninth, 2025. Can I get a second? Connor. Thank you. Go ahead. Yeah. So this evening we look forward to hearing about Teacher Appreciation Week from the Poudre Education Association
president, Miss Candice Moser. Candice, welcome. Candice is not
okay. I'm not sure we. We can jump to the next one. Yeah. Let's go ahead and we will. We will come back to 5.2 unless I
find her quickly. But let's do 5.3 resolution in support of National School Nurse Day. Can I get a motion? I move that the board approve the resolution in support of National School Nurse
Day, May 7th, 2025. And can I get a second? Thank you Carolyn. All right. And hopefully somebody joining us for this one. Yes. Joining us this evening to speak about National School Nurse Day is our health
services coordinator, Miss Kim Low Kim, welcome. Thank you very much. I really appreciate the
support of School Nurses Day. I don't think it's coincidental that it falls in May Mental Health Awareness Month, along with Teacher Appreciation Week. So thanks for inviting us specifically to speak. I wanted
to mention that this is the fourth year that I have represented school nurses. Although I'm not a school nurse myself, I always tend to bring someone with me. If you recall, when we started four years ago,
there were 13 school nurses supporting 50 plus programs. This year, I'm happy to announce that we've added our 20th nurse to our team. Yay! Thank you to Medicaid dollars and thank you
to the Board of Education, the superintendent, our our cabinet, our school leaders, our mental health teams, 504 teams, IEP teams, everybody that really wraps their arms around school nurses in the work that they do
every day. But rather than my telling you all about it, I'd like to introduce Elizabeth Stoffel. She is our very first integrated services nurse for students with special medical
needs. Without further ado, Elizabeth. Hi. Thank you. Kim. Hello. My name is Elizabeth Stoffel and like Kim said, I am the nurse that was hired to help
this year, the ILS school nursing position includes supporting the medically complex students by tending to their daily medical needs, so they're able to attend and engage in
their education. I'm incredibly grateful for this opportunity to learn and grow with the students, families, and staff at SWD. I currently travel to different schools within the
district to provide special medical attentions, attention to students in need. Some of the medical skills performed are suctioning, trache and
respiratory care, O2 and cardiac monitoring, G2 venting and feeding, complex transfers and positioning, AFO placement, safety monitoring and toileting.
The families have been welcoming patient and beyond supportive to allow me to walk with them and their child, not only in their school experience, but also into
the intimacy of their personal lives. I'm amazed at the strength and love they demonstrate on a daily basis. The ILS staff and administration have been incredibly welcoming
and supportive and helpful to embrace me as part of their tea. By being able to care for these students, it has helped fill a gap so medically complex students can obtain their
education on a more regular basis and continue to feel safe in their school environment. Thank you so much for having me.
And thank you all so much for being here. I know it's been a long haul to get to 20. So it's exciting. Yes. Very exciting. Does anybody else have anything they would like to share. Go ahead Scott. Yeah. Thank you
guys for being here. My grandmother back in Meredith, New Hampshire was our school nurse. And I'll tell you, I was the cool kid because I knew the nurse and it was pretty special.
So I know all the things you guys go through very complex. And thank you for everything you do. Thank you. Okay. Yes. Please
go ahead. So. Elizabeth. Correct? Yeah. I had an opportunity to meet you at Aulander earlier this school year and both getting a chance to collaborate with you and see you in action. Our district is
in really great hands with you and your respective colleagues doing the incredible work that you do. And, Kim, I want to thank you for your leadership. That program is not growing by
accident. It's growing by design. As a result of your thought processes, your collaboration, your ability to be creative with the limited
dollars that we have. So I want to say thank you to thank you. All right. Jill, can you call
the vote? Jim. Hi. Kristen Draper I Conor Duffy, I Kevin Velda I Carolyn Reid I Scott
Schoenbaum I Jessica Zamora I motion passes seven zero. Okay. We're going to move on to 5.4 resolution and support of Jewish
American Heritage month. Can I get a motion. Go ahead Connor I move that the board approved the resolution in support of Jewish American Heritage Month May
2025. Can I get a second? Kevin. Thank you. All right. And we have a special guest again. We do back with us again this evening is to introduce
introduce this resolution. It excuse me. Back with us this evening to introduce this resolution in support of Jewish American Heritage Month is our diversity, Equity and Inclusion Coordinator, Miss Delia Mahaney.
And some guests welcome all of you. Thank you. Thanks again everyone. I am so pleased to introduce this evening's speakers from Lincoln Middle
School. They are both seventh graders and I was very fortunate. Amanda connected me with them because she knew
Elliot from when Elliot was a student at Laurel. And then Elliot has a good friend, Davey. Davey. Sorry, Davey, who is going to speak with her. And the
other connection is I have I've learned so much about the Jewish experience in my three years in this role, and Elliot's mom, Holly, really helped me learn a
lot over the last couple of years about those experiences, especially in light of not just the religious piece of being a Jewish American, but the ethnic
piece of being a Jewish American. So I'm very grateful to Elliot's mom. And without further ado, I would like to introduce Davey Morton and
Elliot Woodard. Hello, I'm Elliot, and I'm Davey. Thank you for letting us talk today about Jewish American Appreciation Month. In our views as being
part of the Jewish community at the Poudre School in the Poudre School District. First, we would like to show our appreciation towards our Shalom, our synagogue. From before I can remember, I have been going to
religious school at Shalom on Sundays and Wednesdays. Ha! Shalom is basically my second home. Literally every week I spend around six hours there, not including my hour and a half and a half of Bat Mitzvah
tutoring. Well, I just started religious school in sixth grade and it seems as if I've been there my whole life. They have welcomed me with open arms, and now I'm even having my bat
mitzvah in the summer. I've learned so much about our culture, traditions, and the Jewish life values. In it's only been two years. There are so many celebrations like Rosh
Hashanah, the Jewish New Year, Purim, Passover, and the Jewish coming of age, a bar or bar mitzvah. Though these traditions are heavily talked about and are
synagogue, the things we hear at school in school are solely about Hanukkah or the Holocaust. This kind of ideation can create a very stereotypical view of the
Jewish community and religion. But we are here today to show that there is so much more to our community and our culture. Jewish Americans, ever since we started coming to the USA, have
made a difference in its growth as a country, especially in the entertainment industry. Starting a new life in a new country was hard, especially when the culture and language was
different. But being in the entertainment industry meant that Jewish people could thrive through entrepreneurial success. I bet you didn't know that some
of the first comics were made by Jews. Though not one of the first comic makers, Stan Lee started making comics about superheroes and went on to create the biggest and best
superhero franchise known to USA. Did you agree? Did you also know that multiple Broadway shows and musicals were written and directed by Jewish Americans
like West Side Story, Annie, Chicago, and more? Jewish Americans have even written Christmas Winter songs like Rudolph the Red-Nosed Reindeer and White Christmas. Speaking of
White Christmas, White Christmas was written by Irving Berlin. Who is who happened to write God Bless America, a song about the appreciation of America giving its citizens a home. It's easy
to say that Jewish Americans have made a large impact on America's culture. In my home, we listen to all sorts of famous music, including two hugely popular groups made up of Jewish
people that you may have heard of Beastie Boys and Haim. Who doesn't know the song. You got to fight for your right to party. Who with all this, you would think that there are
plenty of Jews in America? Actually, American Jews only make up 2.3% of the US population. These kind of facts are not something you would hear at school. We only hear them
from our amazing religious school teacher, Michelle. We value everyone's beliefs and believe it is important to educate people on all aspects of religion. We think the
resolution in support of Jewish American Heritage Month is important to celebrate the culture that Jewish people bring across, said Fort Collins and
beyond. And with that, maybe the Poudre School District could bring more attention to our traditions and holidays. We celebrate not just mentioning them in a school planner. Ruth Bader Ginsburg was also a Jewish
American. She was so smart, thoughtful and open minded. I think by celebrating different cultures like we are tonight, is following in her footsteps by being a thoughtful and inclusive
leader. Thank you. Shalom, and have a good night. Can I give you guys comments? Oh, you did
so good. Thank you so much. That was fantastic. And yes, I again I hope people are hearing what you are saying, not only in this boardroom and in this on TV
here, but throughout. I hope people are taking your message to heart and making sure that we are being inclusive everywhere that we go. And so thank you so much for being willing to stand up and share your experiences.
Really appreciate it. Anybody else have anything they would like to add? Go ahead. Jessica, I just appreciate that you guys are quite the dynamic duo. This was amazing. Thank you so much
for sharing more of your culture and your heritage, and helping us understand how we can do better in a very lighthearted and lovely way. I really appreciate you coming and
sharing with us. Brian one, as your superintendent, I want to say that referencing the Beastie Boys was a strong move. Well done. All joking aside, Elliot
and David, I want to say that there's so much more to PSD because we have Jewish Americans like you and other staff members and other students in it, and I want to say thank you for
representing us so well, and we are committed to continuing to figure out how to uphold not just your traditions, but your culture, your identity. So thank
you for being exactly who you are. Angel, can you call the
vote? Jim. Hi, Kristin Draper I Conor Duffy. Hi, Kevin. Velda. Hi. Carolyn Reid I Scott Schoenbaum I Jessica Zamora I.
Motion passes seven zero. We're going to do pictures. Thank you. And I don't believe we have found Candace yet. Is that
correct? Okay. So what we can do is if we can, let's get another motion for do we need to get a second motion for passing the teacher appreciation or we
consider that I can say something for you about teacher appreciation if you need it. Otherwise just vote. Yeah I'll go ahead. And so what we'll do is we'll ask for the vote. So
can we get a motion for Teacher Appreciation Week? I move that the board approved the resolution in support of National Teacher Appreciation Week May 5th through ninth,
2025. And can we get a second? Thank you Jessica. And then I will go ahead and read the resolution. And if you want to go ahead and say something afterwards, that would be fantastic. So in support of National Teacher Appreciation Week, whereas teachers build the
foundation of our society in every walk of life, every single successful person is where they are today in thanks in part to their teachers. None of us would be where we are today if a
teacher along our journey didn't finish first. Teach us how to read, how to resolve conflict, or how to think critically. And whereas teachers are really good at hiding all the work they do behind the scenes, from a
student's perspective, everything is magically organized and ready to go. At the beginning of the day. Classrooms are decorated, name tags are laminated, and carefully placed, crafts are prepared, supplies are
organized, class pets are fed and taken care of. Seating charts are strategically arranged, lessons are planned, tablets and laptops are charged. Tests are created and modified for students with a variety of
needs. Essays are graded. Teachers are smiling and ready to tackle the day with our students, and whereas our community realizes and appreciates all the formative work teachers do in making sure
our community is equipped to handle life's challenges and celebrate our achievements, we set aside this week for honoring teachers and recognizing the lasting contributions they make to our lives now. Therefore, be it resolved by the School
District Board of Education that Poudre School District supports the week of May 5th through May 9th, 2025, as National Teacher Appreciation Week. The Board of Education strongly encourages all members of our community to
join in personally expressing appreciation to our teachers for their dedication and devotion to their work in our community. Approved and adopted this 13th
day of May 2025. All right, shooting from the hip. But I just want to say I have spent the last several months in
schools almost all day, every day, working with people around our strategic plan and how we work with students on being upstanders in our community
across our differences. And sometimes I teach lessons back to back to back, and I have been out of a classroom for ten years, full time, and by the
last lesson of the day, I am exhausted and I insist that the students clap for the last teacher that I'm with for the day to remind them how hard
their teachers work. Because when I go home on those nights after teaching back to back to back, I am so tired and I think I'm a bed at like 815. And so I
want to say to and I've said this numerous times to teachers and to leadership at Central Office. Sometimes we forget how
hard it is to be a teacher, and I know we keep that all in mind and we do our best to do that. But I also want to say my worst day sometimes is not as hard as
a teacher's best day. Because no matter what's happening and what's going on when I'm up here, I can walk away. I am not leaving 30 children
unsupervised, and having been now in every elementary school but one and almost every middle school or every middle school
now this year, I can say that we do. Our teachers and staff do a phenomenal job. They are creating children. They are
creating a future that isn't just college and career ready, but it's community ready. And they are providing students like Jace and Elliott and Davi
mirrors windows, sliding glass doors so they can see themselves in others and the greatness in themselves in others. And we couldn't ask for a better group
of people to be celebrating this evening. See, this is what teachers do. Being asked to speak, you know,
extemporaneously. And look at that. It was actually actually very beautiful. Thank you so much. I'm sure that we have a lot to say about teachers who wants to go first? Not everybody
all at once. Go ahead Kevin, I'll go. Thank you for our teachers who are in the room and those who are in our schools. One thought that I had when I was preparing my thoughts for
this resolution was that a week is not enough, and words are hopelessly inadequate. I'm reminded of my favorite teacher of all time, Miss Mack, who in high school she was my
humanities teacher, English AP teacher, and when we were going through English AP, you know, she was a tough grader, really, really tough and really demanded the most from her students. And
so her rubric was a lot higher than what the state would require for the AP test. So we know if we got a nine from Mac, that was a big deal. And when I was a senior in high school, I
got a tiny little plaque to that. She got that she gave me that. That signified that I received a distinguished on my writing portfolio, which I keep on my desk at work to this day. And when I submit something and
work to the court or an important email, I do have a second thought every now and then would Mack think this is a nine? So I say that because in my own very brief teaching career, I shared a note with the
board a couple of weeks back. I got a note from a fifth grader I taught over almost 15 years ago now, and it was a very similar kind of feeling, and she expressed how much I'd meant to
her, and I'd pushed her in her writing. And now she was pursuing a JD, MBA, and that was not what she thought she would be when she started out. And, you know, I'm not going to read it because the tears will come.
And so that's sort of those are just those tiny little instances. And so I was thinking about some of the numbers we have at PSD, and we have more or less 28,000 kids, students in our district. And Candice would
hopefully support me when I say we've got, I think, 2200 licensed teachers in our district two. I text her today, so I hope that that's correct. So just running some really, really rough numbers and bear
with me if each of our teachers, on average, sees 50 new students a year and high school and elementary are going to be different, but just play along with me, please. For the moment, 5050 new students for each
teacher. An average teacher may have a career of 20 years. More or less. That's over a thousand students that they interact with, a thousand lives that those people can carry with
them. And you may not get the thanks. You may not get the plaques, you may not get the texts, but it's 1000 lives that were made better because of our teachers here at PSD. So again, I'll just wrap up and say a week
is not enough. Words are hopelessly inadequate to convey our thanks for all you do in our students lives, but please accept this heartfelt thanks for the thousands of lives that you will be, that you will make
better over the course of your career. And your impact doesn't last a week. It lasts a lifetime. So thank you to our
teachers. Carolyn, did you want to say something? Okay. Anybody else? All right. I think Kevin pretty much took care of it for
us. Yeah, yeah. So thank you so much. So, Jill, can you call the vote Jim. Hi. Kristin draper. Hi, Conor. Duffy. Hi, Kevin, I
Carolyn Reid, I Scott Schoenberger, I Jessica zamora I motion passes seven zero. And
Kristen before we move on could I have just a second. Absolutely. Go ahead. Even though we don't have a resolution for tonight, I'd like to take a moment to recognize National Police Week and
National Peace Officer Memorial Day. I guess we don't often think about our SROs and SROs in the back of the room here with us, Meg Savage, about the safety
and security and the friendships that they bring to our students. And so, Meg, I wanted to recognize National Police Week and national Officers, Peace Officers Memorial Day. And thank
you for your service to the community and to our students. Thank you for everything you do
for our kids. Okay. Thank you so much. And we will now move on to 6.0 Superintendent Report. So 000 pictures. Yes, pictures.
Let's go ahead and do pictures. My apologies. Yes, yes. Parents.
Okay. So. We know you're not trying. Have you ever run for
president? I want to be a part
of your. Okay, Elliot. And. Go.
So you can tell the worst. Yeah. One. Two. Three. Awesome.
Congratulations, everybody. Thank you.
Okay. We're having one. Yeah. Okay. Thank you all. And thanks for our patience with switching some things around there. And now we will move on to our
superintendent report. So Superintendent Kingsley will now make remarks to the Board of Education and to the community. Welcome. Yes. Well thank you I appreciate it. And good evening, everybody. I think before I get
started, I just it's not lost on me that the only reason that I have the luxury and the honor of sitting in this chair is because of teachers. So I just think it's really, really important
that we continue to express gratitude to the people who invest in others. And that is definitely our teachers and other staff. And I'm really grateful for the resolution that you passed to signify that not just moment, but really it's our
core business of what we do every day. It's an incredible time of the year to be a part of a school district. It's when we get reminded, almost on a daily basis, that we're a part of
something bigger than ourselves, whether it's celebrating our teachers. We just had our third annual PTSD celebration or Celebrates award ceremony over at the Lincoln Center, where we named the teachers of the Year
and Principals of the year and Classified Staff of the year. I've had over the last two weeks, the honor to meet with our upcoming seniors who are getting ready to graduate. I
will tell you in John Cope, our executive Director of communications, who was a part of those meetings with me, this group is strong. They all were
experiencing middle school life during Covid. Seventh and eighth grade, were learning from home and had an opportunity to come back into our school system in ninth grade. And that was messy.
But what is really incredible, and you'll see this through our upcoming graduations, is their adversity. That messiness turned into their resilience, their strength, their unity. I want to get a chance to. The
communications team always does an amazing job of highlighting many of our graduates across the system. I'd love our Quick Win video to be shown now, where you have an opportunity to meet
Morgan from Polaris and Hagar from Rocky Mountain High School. From Morgan. So thank you. So
are you. I love your overalls. They're so cute. How are you? Okay. Good, good. Hi, I'm Hadar, I'm a senior at Rocky Mountain High school. Hi, I'm Morgan, I'm a senior at Polaris
expeditionary learning school. Cool. What did you want to be when you were little? So when I was little, both my parents are nurses, and I always heard stories of them, like in the hospital and helping people. So I wanted to follow in their
footsteps and be a nurse. I wanted to be a dancer because I always took dance classes growing up and stuff and just like, loved singing, dancing, acting. Tell us about your high
school experience. It's been like really, honestly amazing. At my school we've made like I made a lot of friends. It's since it's like a small community, it's very close knit. And I think that like with such
like a close community and everything like that, like you really get connected with your peers and it's like really helped me to make lifelong connections. So I'm like, in this peer counseling group at my school, we're just like called
the peers. So this is like us after the back to school assembly. To recap, I just like all the connections I've made, all the people I've met. Yeah.
That's awesome. That's so cool. The first question, what is one thing that you learned outside of the classroom? Oh, probably confidence. Okay. What is your
favorite class, class or subject? Definitely music. Awesome. What is your favorite memory with friends? Probably either homecoming or prom, but like, not the actual prom. Like the getting ready before. Oh
yeah. Yeah. What is one thing that you're looking forward to after graduation? Definitely like getting my own pets. Like maybe like a turtle, but like something cute. Cute. That's
awesome. Yeah, I did it. Okay, perfect. Now your lightning round. Okay. What is one thing you'll miss about high school? Probably all of my friends and
even the teachers. What's your favorite school tradition? Polaris games. It's like the last day of the year. Everybody plays, competes against each other. That's cute. What's one piece of advice you'd give to
incoming freshmen? I think be yourself and do your homework. That's so real. And then what's a song that reminds you of high
school? Wait. We're gonna be friends by the White Stripes? What advice do you have for me? I think just like continuing in your passion. And if you like,
with majoring in psychology and you find something new, be open to finding new things and new pathways, because I think that's really important. Always stay authentic to yourself. Like you're literally beautiful.
Thank you. You're so kind. And I just think like always continue to be yourself because there's going to be like so many times where you might like, question it or like be like, maybe I
should like be different or do this or do that, but just like, stay true to you because you're so cool. Thank you so much. And it was really nice meeting you. It was so nice meeting you to
have each other. Yeah. Okay. That was awesome. Yeah. I want to thank the communications team for their creative thought
process to put some of these really awesome videos together. For those of you who are in the community and or here in person and may want to watch a little bit more and learn more about
some of our graduates, please go to our YouTube channel. Morgan and Hagar actually have a seven minute video and I'll share with you, because what they they alluded to at a high level here.
But if you watch them for another five minutes, they went on and on and on to talk about how significant their teachers were. I cannot say enough about
how exceptional the teachers in our school district are and the services that they provide to our students each and every day. We are so lucky to have all of
them. This Friday, I will have the opportunity as the superintendent to go to Denver to receive recognitions because 14 of our schools, 14 of our 54
schools, that's 26% of every school in our school district is getting a state level award for exceptional student outcomes across all grade levels, both in
proficiency as well as making sure that not only our students are learning a year's worth of material and a year's worth of time, because we do better than that, and the work that we're doing is quite incredible. But
the reason why we are able to celebrate our school system and our schools are because of our teachers. And I'd like to give us another warm give our teachers another round of applause, please, for everything
that they do. While we're giving gratitude. You know, I want to acknowledge that the landscape that is around surrounding our teachers is continuing to shift, both at the local level, the
state level and the national level. And while we continue to be a pioneer outlier as a district, I continue to try to figure out creative ways in partnership with our teachers and our principals and our
classified staff around, making sure that we can clear the way for them to do the work that they've been hired to do, and give our students and them the supports that are necessary to do this work. And that's why we
have really distinct system priorities around literacy and mental health and belonging and ensuring our students not just graduate, but graduate with options. And it's, you know, recently I just, you know, not
to take the oxygen out of the room, but we, you know, we see some really unfortunate news that a $9.75 million grant that we were awarded two years ago by
the federal government to not only bring in internships and fellowships to make sure we have future social workers who are serving some of our most marginalized students. And I think some of those incredible
people are in our boardroom here today. That money was discontinued after next December, which is going to negatively impact up to ten
interns and 17 fellowships. I share that with you because they support students so teachers can support students as well. It's a partnership. It's a collaboration. And as this
landscape is shifting, I want us to like one remind ourselves as a community that we continue to stay true to our values around what we care about in our system. While this news is incredibly unfortunate, we are
going to continue to be committed to exploring creative ways to continue that work. But we have to continue to figure out ways to bring more financial
resources, because we have needs in this community that are in some instances, significant. And I want to thank all of those interns and fellows for all of the things that they do each and
every day, the things that are seen, but also the things that are unseen to create the relationships and the partnerships with our students, as well as your colleagues to keep this work moving forward. I believe many members of our
system believe that the results that we are seeing with improvements in belonging, improvements in connection to improvement in our students mental health and well-being, that didn't happen by accident. It's happening because we've
invested in it, and that lose some of those resources is a difficult pill to swallow. I also think we have as a system, a commitment to continue to figure out how to nurture and
cultivate the next generation of teachers and support staff I had the pleasure of. We could go of meeting with the very first cohort of PSD, become a teacher
program, which is approximately between 25 and 30 paraprofessionals who are currently working in PSD, that we have paid for them to go back to school at the University of
Northern Colorado to receive their licensure in one of our most hard to fill areas, which is our integrated Services division, and having an opportunity to listen to those people talk to me firsthand, not
only about the gratitude that they have for the work that they're able to pay for, and getting a teaching jobs in PSD as a result of that investment. What surprised me most was how
significant it was to their own family dynamic, that it changed who the breadwinner was in their family as a result of that investment, and many of them, when they were learning about this process, thought it was a
gimmick. Like, what's the catch? You mean to tell me that my employer is investing in me so I can invest in myself and invest in other people in this community? It's something that is super significant, and we're looking for grant opportunities
to expand that opportunity. But I want to thank Deborah Meyer, who is our director of talent acquisition, who has taken on an extraordinary leadership role in partnership with UNC. And UNC is
telling us that that is now a marquee program for them, that they are having other school districts across the country want to expand and think creatively of. So I'm just really, really proud of that. But while we're innovating, we
also have fragility at the same time. And I think it's really important to continue to educate the community on that. Multiple things can be true at the same time, but there is still a lot
to celebrate. I'm grateful that we're all here tonight. We have a very important meeting this evening. As you all know, we are going to be talking about policy discussions. We're going to be making financial decisions.
We're also going to be talking about our high school cell phone policy and the implementation plans moving forward. And I look forward to a great modeling of governance and partnership with all of you tonight. So thank you
for allowing me to address the community. I'm grateful. Thank you very much. And I did notice that Candace Mosher, you are here and would love to invite you up to the podium to give your speech for the teachers.
And we know how important this is. And so I want to give you that that time. So please welcome Candace Mosher, president of P. Point of order.
Point of order. Madam President, the resolution has already passed. So just to take some heat off your shoulders. Thank you for that. I don't know if you're familiar with the
expression it's May December, but it is May December. So I'm just loading up my thank you for allowing me to come back and
speak. For those of you who don't know, the term may somber. It's also the 100 days of May or the silly season, as it's known in teaching the teaching world.
So you all sit there, Candace. Oh, I got it. All right. Okay. Good evening. My name is Candace Mosher, and I am the mom of two PhD students, 23 year teacher,
veteran, and the current president of Poudre Education Association. And I'm honored to be here to speak on behalf of the resolution which you passed in support of Teacher Appreciation Week. First, I
would like to thank the Board and Board of Education and Superintendent Kingsley for inviting me to speak and for the collaborative relationship this year to support teachers locally with the for a mill levy
override. And at the state level, when you join PE educators to lobby as we succeeded in stopping cuts to K-12 funding, I'd also like to thank the community members who
advocated for the passing of the mill levy, which will directly impact their children's schools and teachers. Tonight, I'd like to start by taking us back in time to learn the true history
of teacher appreciation. It started with a teacher in Arkansas named Mattie Mae White Woodridge. Mattie was a black teacher at a school in the segregated South at some point during the early 1940s, Mattie
White Woodridge decided that educators should be recognized for the contributions they make to society, and she would make that happen. Woodridge wrote to every governor in the United
States. She corresponded with a host of politicians and leaders in education, stressing the need for a national day to honor teachers. In 1944, one of the
many letters she wrote landed on the desk of First Lady Eleanor Roosevelt, with support from the National Education Association. Decades later, Teacher Appreciation Day was celebrated
on the first Tuesday of March. Finally, in May of 1999, Teacher Appreciation Week was established by Congress. Much like the previous decades and no
doubt Mattie White Woodridge teachers have worn many hats aside from that of educator, mother, nurse, friend, counselor, advocate, confidant, cheerleader, tutor, life coach.
I'm sure you could think of at least several adjectives to describe a teacher who has impacted your life. Teachers show up every single day ready to don one or many of those hats, and they do it with pride.
They have the masterful skill set to turn egg cartons into caterpillars and milk crates, into flexible seating for their classrooms. I don't hesitate for one second in saying that teachers are determined, skilled
humans, and even if it takes decades, like Mattie Woodridge, we fight for what we deserve. As we wrap up another school year, I hope that our teachers take the time to fill their buckets
back up, to rest and restore and celebrate all they have accomplished. Congratulations.
Thank you so much. And now we will turn over to Community Comment. So welcome to the community comment section of the board meeting. The board desires to hear the viewpoints of all stakeholders, including
students, employees, parents, guardians, and community members. Public comment is designed to address issues, not personalities or personnel matters. Please keep your concerns and comments focused upon the district and
appropriate for K-12 audience. Please note that the board does not generally respond to remarks made during community comment. Our lack of response should not be construed to mean that we agree or disagree with what is
said, or with the description or interpretation of events as presented by any speaker. Further, even if some remarks may be factually inaccurate, we generally choose not to respond or correct the record here, because formal, formal board
meetings are not the time or place for back and forth dialog. As we begin this community comment section, let us model for our entire community how to listen and how to interact respectfully, even with those with whom we disagree. For we
all have the students best interests at heart. So this opportunity for public comment is from members of the community who registered to speak by the designated deadline. Those people 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. And first up we have
Tom Griggs welcome. Who? Good evening, Superintendent Kingsley and board members and the people who've come tonight
to the meeting and the people who are listening in. I'm Doctor Tom Griggs. I'm seeking the district D seat on the Poudre School board in November's election. I'm running because I
believe the board could use the wide range and number of perspectives I would bring to bear on my role as a board member, as a systems thinker, a
Fulbright scholar, an international scholar who continues actively in the field of education would be valuable for the board to see what I have seen in our schools and learn what I have learned about best
teaching and learning practices. I played many roles in education, both inside and outside SRD. I've been a resident of Fort Collins for the last 25 years. I raised my two
kids from young ages. I served in many volunteer roles while Sarah and Beau were attending PSD schools. I have also been involved in state level education policy and politics
for over 20 years now. While all this was going on, I was building my career as a teacher educator at the University of Northern Colorado. I taught teachers about teaching. As I explained it to the kids I
substitute teach for during these days, I need to take a moment to tell Mr. Brooks that I'm sorry about the misunderstanding that occurred between us during the 2021
election. As an historian, I suppose it really shouldn't surprise me how differently we each understood the outcome of a phone conversation we had early
in the 2021 election, but it is my hope that we will focus more keenly on the issues facing the district and help the people of
the Poudre School District wrestle with the difficult challenges we face currently. If the alternative is to operate on the basis of rumors or reported conversations, I hope we can focus instead on the issues and
on the kinds of leadership and decision making we need right now. I trust we will find to avoid those 2021 distractions and misdirections in 2025. The
school closure and consolidation plan proposed by the superintendent and delayed for adoption by the current board, is a pivotally important issue for the new board members, who
will be elected in November, but whose predictions and statistical analysis about enrollment are we to rely on the Colorado State demographers flow analytics? These are just some
of the tough issues that we face. I can't help but be reminded about Mark Twain's famous comments about lies, damn lies and statistics. At this point. It's a challenge. It's a
challenge. It's going to take both. My name is Tom Griggs. I look forward to sharing more about my background and my desire to serve on the school
board. Thank you very much. Thank you. Next up we have Suzette Burroughs. Welcome. Get
these out of the way. Thanks, thanks.
Oops. I'm reading this for my daughter, Alyssa Brown. Good evening, board members. Let's call this what? It is a disgrace. This is about my child a disabled child. And yet here
we are watching his teacher press criminal charges against him for disability related behavior. His teacher isn't just one teacher. She works with disabled any teacher. She works with disabled students. This is
her job. She knows my son's diagnosis. She knew his IEP and instead of following the behavioral plan, instead of calling in his mentor instead of
notifying his parent, she chose to press charges. That's just that's not just wrong. It's harmful. It's a betrayal of her role as an educator. He didn't commit a crime. He had a
disability related episode and was failed by adults who should have known better. Let's be clear he didn't assault a teacher. She physically grabbed and cornered him while he was
visibly overwhelmed. She did not de-escalate. Instead, she laid hands on him, slammed his body in a door, and triggered the panicked response of a terrified
13 year old boy with autism. In fear, he scratched her hand. The reaction wasn't aggression. It was the terrified reflex of a child in crisis. Instead of
supporting him, she pressed criminal charges. My son was not the aggressor. He was a child, failed, ignored and retraumatized by the same. The very people entrusted to help
him. And now he's being punished for having a disability. This wasn't a violent attack. It was the predictable result of an adult ignoring the legally
mandated behavioral plan and mishandling a vulnerable child. And now she's pressing charges. That's not accountability. That's gross abuse of power. So
I ask you, where do we draw the line? Is it my son today? Is it a child with down syndrome tomorrow, cerebral palsy next week? A nonverbal child who
panics when touched. Are we criminalizing disabilities now? And what point do we stop seeing a disability and start stop seeing a disability and start
labeling it as a threat? Under the Americans with Disabilities Act, students with disabilities are guaranteed equal access and protection from discrimination.
Including here in your schools. He had a legal right to support. He had a right to nondiscrimination, but he didn't get that. Instead of protecting him, SWD violated his rights.
They legally illegally removed his assigned mentor, the one adult who helped him feel safe with no warning and no transition. His mother had disabled parents. Disabled parent was excluded, ignored his
IEP. They ignored every protocol meant to protect him and how the district is allowing a teacher to publicly frame herself as a victim. This isn't just bad
policy. This is discrimination, and it violates federal law. The criminalization of a disability is a national crisis. Today. It's happening right here in your district. So I ask again,
what message are you sending that a child's meltdown belongs in a courtroom, that every disabled student is one overwhelmed adult away from being treated like a criminal. You don't just O'Connor better.
You owe every disabled student in this district better. You owe them safety. You owe them dignity. You owe them adults who are willing to follow the law and do their jobs. I'm sorry,
but you're going to, son, should never happen to another child.
Thank you. Okay. And next up, we have. I don't know if Stephanie Watson. Lewis, are you planning on speaking? Okay. Thank you.
Maxfield. Maxfield Martinez is next up. Maxfield, if I could ask a favor, we don't want to have the signs up there for it to be distracting. But if you could take a picture of it and
send it to the board as a whole, that would be great. I know we want to see it. We just it's going to be awfully hard to read. Perfect. Thank you. I
appreciate that so much. Good evening. Board. Board members. My name is Maxfield Martinez. I am one of the interns who's unfortunately
losing his position at Bauder Elementary. But I love my job here as a mental health intern. I'm also a former PhD student. I just want to take the opportunity tonight to share
some of my research findings that I believe might have some implications for PhD strategic goals. In accordance with my Master's of Social Work program, which I just finished at
Colorado State University, I really wanted to find some sort of avenue to take a more specific look at some of the strategic goals that Poudre
School District has, especially really passionate about graduating with options and mental health and belonging. And it's something that I care about with my students every day, and
especially noticing continual patterns of some students that were feeling like they didn't belong at school. This research is near and dear to my heart. So basically I took did a secondary
data analysis of our student connection surveys that are publicly available and from the publicly available items. I took
the answers to these publicly available items from students, middle schoolers, and high schools who have experienced exclusionary discipline discipline within the district,
and students who had not experienced disciplinary discipline. Exclusionary discipline within the district, and between these two subgroups. I completed an independent samples t test to see if there was significant differences in
the self-report of these students on key items regarding PTSD. Strategic goals. For each item, there was extreme statistical significance with students who have experienced
exclusionary discipline within the district, reporting that they are 10% less likely to feel safe in school, 11 or 13% less
likely to feel safe, cared about and helped, and or 11% less likely to feel connected with adults at school, and also students who have experienced exclusionary discipline, such as
at school suspension, are 18% less likely to report they feel like they will graduate from Poudre School District. These numbers have an even greater precedent when considering that in Poudre School District, black
students are suspended at three times the rate of white students. Latino students like myself and Poudre School District are suspended at two times the rate of white students and 13% of all students with an
IEP are suspended in Poudre School District. Currently. This is really alarming data and these reports aren't conclusive because I didn't have access to
the raw data. But I believe that these findings are really important for showing greater transparency data and looking for greater creative solutions to bring more equity and
disrupting disproportionality within the use of exclusionary discipline within the district, and the extreme impacts that is having on students beliefs that they will graduate and their
belonging at school. Thank you. Thank you so much. And next up
we have Blake McLaughlin. Welcome.
Hello. My name is Blake McLaughlin. I am a school social worker in the district as well as a representative of the Mental Health in Schools
Fellowship grant. This is my third time attending a board meeting. First time speaking at it. I was here the first two times, joining my colleagues
Holly Roberts and Heidi Thompson as they spoke about the initial impacts of our fellowship has had last year, as well as impacts of the men's mental health group that I run at Rocky I. This has been my second year
running it, facilitating it this year and last, as well as just a couple months ago here, supporting a student, a Rocky student, as she gave a speech
before this board of education during the week of the Exceptional Child here to talk about the fellowship and what's going to be lost from as of
December 2025, should this funding loss go into effect. Kelly Lyle of the Colorado and wrote an article in June of 2023
citing data from the PTSD Healthy Kids Survey. In this survey, there were 5425 PTSD high school students that responded to it. That was a
response rate of 70.1 high school students. 21.4% of these students seriously considered attempting suicide in the past 12 months, 15.2% of those
students reported they had a plan. They had made a plan to die by suicide. 8.1% of these high school students reported that they had attempted to had
make attempted to make an attempt on their own life for students within the LGBTQ plus community. This number rises to
55.6% who seriously considered suicide. 37.4% of these students made a plan to die by suicide, and 22.1% of them attempted to die by suicide. Around the
impact that we have had as interns and fellows, there are 17 of us. There are another ten that were set to begin as
interns next. Next year. I received data from eight of those of the 17. For the eight of us that contributed to this
data. There, we spent 3626 hours directly supporting students in the forms of groups academic support, supporting them with peer relationships, suicidal
ideation, family dynamics. I can go on and on. We spent 271 indirect hours supporting them, collaborating with teachers, collaborating with other PSD staff, connecting with their
parents, providing resources. For those eight of us, we have supported 615 students. There are six of us here tonight Max,
Dillon, Madeline, Rachel and Narges and myself. And I wonder how different this room would feel if the 614 students that we
support were doing the speaking instead of Max Dillon and myself, what they would have to say sorry, but you're going to have to wrap up what they would have to. Yeah. I just want to reiterate that this is an
important thing. And as Max shared, just what we say about the mental health, belonging and success of our students is something that's incredibly important to me. And I'm
grateful for the opportunity to speak. Thank you. Next up we
have Anna Liberta. Welcome. Good evening. A little different tonight. I'm not going to be racing through my three minutes.
That's really five minutes. That's packed down I have I'm going off script tonight. And part of it is I never get to look you guys in the eyes. And
the other reason is because it's mayhem for me. It's not maisenberg, it's just mayhem. And there's been no time to get everything where it needs to be. But looking back, for those of
you in this room who don't know me, my name is Anna and I have dyslexic children and dyslexia is something that is not supported well in Poudre School District. And for those of you who deal with the mental health
stuff, you probably understand that from a different angle as well. So this year I wanted to take a chance to say thank you for the little for the movement
that there, that there has been and the movement that is for the conversations that have taken place. Last year, there were two people around here who had taken
the time to have a conversation with me and try to understand why I kept showing up, why I keep showing up. Tonight. There are a lot more of you. There's a lot of work to be done. This is
a real issue. I know kids who have not been supported, who are in secondary school, who are trying to take their lives. It is not like this isn't going to try to not say like a lot,
because that's what I do when I go off script. This is urgent and I know you guys have heard this from me a lot, and I, I looked up today because I've heard the term several times
that PTSD is a model district or model district. What is a model district mean? It means that the board comes up with a broad idea, and the superintendent gets to be charged with how that
plays out. And the districts in Colorado who have made really cool growth in this area, the superintendents and the boards are on there working together on
this. And I'm asking you guys to continue to try to wrap your mind around, like, not reflexively push it away because it's like we've never done dyslexia. And in this district, you know, we have people in our
midst who went to school in PTSD, who are dyslexic, who never had their needs met, who have kids, who are dyslexic, who are still not having their needs met. It's a real thing. And you
guys can change this. Like we have really innovative people in this district. I believe that, and I keep showing up because I do believe that if you wrap your mind around the real risk, the
fact that kids are really, really trying to exit this world because they can't read and they can't write, and they're asked to show up at school every day, they there's some movement that
can happen. If we get innovative and we think around the groups of people that are harder to move, like, I believe that you guys can move this, and I thank you. For those of you who have
had any conversations with me, even if it hasn't ended the way that we had hoped. I appreciate any conversations. Thank you.
Thank you, thank you. And next up we have Dylan Kahn. Welcome. Hi, everyone. Thank you for
giving me the opportunity to speak board and hello everyone else in the community. My name is Dylan Kahn. I am a mental health fellow at Weber Middle School, for whom the grant has
just been rescinded. As we have discussed. But I'm pretty fortunate because I have a job in this district next year. 14 of the 17 of us don't, though,
and going forward next year, there were ten interns, incoming interns who were promised an internship, a paid internship, and help with college and made
the decision to attend grad school. With that understanding, two of them will no longer be attending grad school. Because of that, because of the rescinding of the grant, a lot
of impacts for a lot of people, perhaps. No, probably nobody more so than the children that we serve. I'm going to briefly go through some of the tasks that I do on a daily basis. So I
support 15 students with complex social and emotional and behavioral disabilities in a classroom, a multi plus classroom for one an hour and 15 minutes every single day. We have three counselors at Weber
Middle School. I've taken the burden off of them by seeing some of the ones who do not have perhaps therapy resources outside of school. I'll meet with 20 students, either weekly or every other week for 30
minutes. And we talk about building resiliency, building connection, and I help them access support outside of the school district. I run a boys
group similar to Blake's men's group that he was talking about with nine kids. That's been incredibly successful. I run a lunch bunch with sixth graders. I refer students regularly to therapy and other resources in
the community. I make DHS reports, and I can conduct suicide risk screenings with students on essentially a weekly
basis. On top of that, I work with the journey program, which assists provides a space for students who have been expelled in our district, and I work with them on a weekly basis for one
hour this week for four hours. Because I'm subbing, I run a social skills group for students who are neurodivergent and most of whom are on the autism spectrum, who are in high school
and post-graduates. I do other work with transition pathways, which is that, again, students who who have cognitive disabilities, who have graduated from PSD schools. I say all of
this not to brag, but to say that these are all things that will not be here next year, or at least will be greatly
diminished. I'm really, really sad to be leaving Weber. I'm really angry. Frankly. I'm not
angry at you all. I'm happy that this was implemented. I just wish there were some way to continue doing this, because it
was so beautiful and it provided so much, I think hope for a lot of students and a pathway into an incredible career for so many of us. And yeah, with that, I
just I urge you to do what you can. I understand that your resources are limited, but yeah, thanks for letting me speak.
Thank you. Thank you Dylan. Next up we have Kate Bedford.
Welcome. Familiar faces. Hi. Good evening. My name is Kate Bedford. I have two kids in the Poudre school district. I'm
speaking again tonight about tax increment financing or TIF districts and the public education funding associated with it. So within the PSD
boundary, there's a TIF district called the Timnath Development Authority. We'll just call it TDA. The initials for it. So as a TIF district, the TDA is
allowed to divert a substantial amount of residents and business owners property tax away from typical beneficiaries such as the school district. So just as
an example, let's say the property tax collected on a $700,000 home, typically that's so annually, typically about $2,400 of that goes to fund the
school district. However, a resident property tax collected from a resident living within that boundary only $60 annually, is collected. These figures are
confirmed by the town manager and finance director at the Town of Timnath. The authority also benefits from new schools being built within that boundary. In
discussing this gap in school funding with the town manager, he suggested that PSD should put in a formal request to the town
council. I've had discussions about this matter with Director Duffy. Director Zamora, thank you for speaking with me about it. Also with Director Read just
two weeks ago. Given school funding is on the chopping block at the state level, Director Reid expressed real concern that state backfill payments to cover these funds might be lost to the
district. That might be cut, too. And honestly, we don't know if all those backfill payments are actually coming. So this speaks to the fragility that Superintendent Kingsley was talking about previously
tonight. So what I would like is for the board and the staff to take action on this, to outline their argument, and then to go to the town council to put in a formal request to negotiate a
rebate, because there are 4 or 5 years of this left. And just for perspective, I think the fellowship and internships was 10 million. So that's what we
lose to the to the TDA each year over the next five years. Thank you very much for listening, and I hope we can do something about
this. Thank you. Kate and Eric Sutherland is not here okay? Okay. Thank you. All right. Well, thank you all for coming
out and speaking tonight. For those of you who did have posters and such, please do go ahead and take pictures of those and send them along to the board. BOE at PSD Schools.org.
Thank you. And now we will move on to board topics and committee reports. Sorry, this agenda item is an opportunity for board members to provide an update on
committee work, or speak to board topics to any board members. Have something they would like to report. Go ahead.
Scott, I just have a few things I wanted to recognize. Rocky had a very cool arts carnival the other night from the partnership
with the Adsit Foundation. Music in multiple venues in there, it was kind of like the Foco MX, actually, but the high school
version? No Beastie Boys cover band, though, which is a thing. But it was. It was a fantastic event. It raises money for musical instruments and giving
kids access to lessons and things like that. So great event. The other thing, you know, I'm a big sports guy, so I want to recognize in May there's
a lot going on in this district, a lot of excellence. First off, the swimming is incredible. Rocky Mountain High School, for
the first time since 1994, has a state champion in Sam Lofstrom Brennan O'Neill for fossil is a second second year in a row. He's a state champion. Micah
Moore, for the first time in 20 years, is a state champion in swimming. We also have a state recognized coach of the year in Kirk. Will Tusky I think is how
you say his name, Fort Collins High School swim coach Five-a coach of the year Timnath our one of our newest high schools. They have in tennis state
champions in doubles with Natalie Irby and Mia Dixon, and then the SWD stars lacrosse team. The boys have made it to the quarterfinals tomorrow
night, where I will be. So congratulations. Amazing athletics going on here and something I think the district should be proud of. Excellent.
Thank you so much. Go ahead Connor, quickly. On Friday, this last Friday, our legislative call was canceled due to other things. We actually had a great
event during the same time with the governor at Putnam signing bills that passed the legislature. But for everybody who's watching online and here we are going to reschedule that
call for this Friday, same time noon, and we'll get that posted online within the next day or two. We'll provide. It's going to be the recap meeting as well for everything that kind of came
through. Now that has been either signed or vetoed okay. Anything else. Go ahead Jim, let's do a quick one. On April 26th I got to attend the Lopez
Fair and it was just a real community event. It was awesome. They had a human slot machine. I crapped out on that one, but I scored on the cakewalk. So I was I was pretty thrilled. It was it
was a great day, perfect weather and a real neighborhood community event. It was great. Wonderful. Anyone else? All right. Thank you so much. We
will move on to consent 9.0. Would any board members like to pull any item from consent? Okay. Seeing none, can I get a motion? I move the board,
approve and adopt the recommended actions for the items on the consent agenda. Can I get a second? Thanks. Connor and Jill, will you call the vote? Jim. Hi, Kristin Draper.
Hi, Conor. Duffy. Aye, Kevin. Velda. Excuse me. I need to recuse. Carolyn read. I Scott
Schoenbaum, I Jessica Zamora. I. Motion passes six zero. All right. Thank you. And now we will move on to action items
10.0 10.1 consideration of a resolution approving a proposed settlement agreement. Can I get a motion? Go ahead. Jim, I move that the board approve the
resolution authorizing the use of Board of Education contingency reserves in settlement of claims as presented to individual board members by legal counsel at
tonight's meeting. Can I get a second? Thank you. Kevin. All right. And I will go ahead and read the resolution. Resolution of the Poudre School District
Board of Education authorizing the use of Board of Education, contingency reserves and settlement of claims. Whereas claims have been made on behalf of ten students, including current and former students at
Poudre School District or the district, and that they suffered damages as a result of the misconduct of Tyler Zanella, c LLC et al. V Peterson School District R-1 et al. United
States District Court for the District of Colorado Civil Action, Number 123 cv 02546 dash. Consolidation consolidated
for all purposes with civil action. Number 24 Dash CV 02723KS and Whereas, to avoid the uncertainties of litigation
and for the purpose of compromise, the parties participated in a confidential mediation during which a global resolution of the claims in the amount of $16,200,000 was
mutually agreed by the parties subject to the BSD Board of Education approval, and Whereas the proposed $16,200,000 settlement will be funded
jointly by the district and the insurance insurance carrier for the district, the Colorado School District self-insurance pool sed CIP, with sed CIP contributing $10 million to the proposed settlement, and the
district contributing $6,200,000, and whereas a proposed full and final release and settlement agreement agreement has been drafted by the parties and approved by
legal counsel for the parties, including general counsel for the district and outside legal counsel for the district from the law firms of Tyson and Mendez LLP, and Kaplan and
Earnest. And Whereas, SDS board has had an opportunity to review the terms of the proposed agreement, and Whereas to effectuate this proposed settlement, SDS Board of Education will need to authorize
the use of PSD Board of Education Contingency reserves in the amount of $6,200,000 to account for this unbudgeted expense, and now, therefore, SDS
Board of Education, having considered all factors it deems necessary and prudent in connection with the approval of this proposed settlement, hereby approves the terms of the settlement as documented in the
agreement, including specifically the global monetary portion of the settlement of $16,200,000. SDS Board of Education further approves the use of PSD Board of Education
Contingency Reserves and the amount of $6,200,000 to account for this unbudgeted expense. It is therefore resolved that SDS Board of Education hereby approves the proposed settlement
in its entirety, including the global monetary portion of the settlement. Of the $16,200,000 SDS Board President is hereby authorized to execute the proposed agreement on behalf of
the district. The district administration is directed to effectuate the district $6,200,000 portion of the settlement payment. Pursuant to the terms of the agreement, and if this passes, it will be
approved and adopted this 13th day of May, 2025. So, Jill, can
I get a vote? Jim I Kristin Draper, I Connor Duffy I Kevin I Carolyn Reid I Scott Schoenbaum
I Jessica Zamora I motion passes seven zero. Thank you. I would like to go ahead and make a statement on behalf of the entire board and our district
superintendent. So I'd like to share this statement with the community. The school district and the families of the ten students affected by the criminal actions of a former district employee who was
convicted of his crimes have reached a final settlement of all claims. This resolution represents our collective commitment to addressing the harm caused and to supporting the ongoing recovery and
well-being of these students and their families. The agreement includes a total financial settlement of $16.2 million, which includes funds from the board's reserves as well as
non-monetary funds terms. Since 2023, when the district became aware of the actions of the former employee, PSD has invested almost $2 million in hundreds of hours of staff time
to improve our processes, protocols and training. These include implementing robust safety measures, enhancing employee training programs, and revising policies and protocols
to provide additional layers of accountability and oversight. Key changes include revised hiring practices that exceed industry and state standards,
installation of advanced bus camera systems across the entire fleet, hiring a dedicated transportation manager for students with disabilities to oversee and support bus
operations. Improved comprehensive staff training on trauma informed care, behavior management, and mandatory reporting, and improved communication and collaboration
between transportation, schools and families. These measures are only a part of our unwavering commitment to student safety and well-being. While these incidents are a painful chapter
in our history, they are also a catalyst for important and necessary improvements. We are mindful that our next chapter must include increased efforts centered on healing, repairing
the harm done, and rebuilding trust. PTSD remains steadfast in our dedication to fostering a safe, inclusive and supportive environment for all students. We
thank the families, staff and broader community for their trust and partnership as we continue to grow stronger together. Thank you. And with
that, we are going to take a five minute recess. We will be
back here. It is now 719. We'll
be back here at 725. Thank you.
Welcome back. Okay. We're going to start off with 10.0 action items. 10.1 consideration of a resolution approving a proposed oh nope. Sorry. 10.2 E-Rate
E-Rate Network switching IFB 25 680006. Can I get a motion? I move that the board approves the estimated cumulative expenditures in excess of
$250,000, and can I get a second? Thank you Jess. All right. And then we're going to look forward to hearing about E-Rate networks, right? Yeah. Sure do. Tonight we look forward to hearing about E-Rate network
switching from our CTO Bud Hunt. Welcome, Bud. Oh, there you are. Hey, bud. Thank you, Superintendent Kingsley and the
board. Glad to be with you tonight. I'm joined in the audience by our director of infrastructure, Dylan Campbell, and our IT asset manager, Tyson Burger, who will be available to answer questions should I not be
able to as we move through our presentation? I do have a short one for you, which we'll get up
here on the screen. Oops. Here we go real quickly, what we intend to do in the next few
minutes to a brief overview of E-Rate. The program give you some reasons for why we brought this particular item in front of you tonight. Situate that in the context of other things we're doing with E-Rate in the district, and take time for your
questions before hopefully we move into approval. So the E-Rate program is part of the FCC's Universal Service program. It's often called the Schools and Libraries Program from Universal Service. It has a rich history, which I will not go
into this evening, but it's a program that that did begin its life in some form or fashion with long distance telephone service in the early 1930s. It currently provides discounts for telecommunications, internet
access and internet internet connections to eligible schools and libraries across the country. Those discounts are offered in two big and broad categories. The information that we're going to talk mostly about
tonight is internal connections or switches. We'll talk more about that in a second. Internet circuits is more what people think of when they think of E-Rate. That's how do we get internet connectivity to schools and during Covid, to families,
to households, to all of the places we need to get it to go so that our teachers and students and staff are connected to the things that they need to do, teaching and learning, and the business operations of the district. Those discounts are
determined by a combination of geography and demographics for a particular school district or geographical area. And one of the things that we're eager to talk about tonight, as Superintendent Kingsly reminds
us, we have to continually balance innovation and fragility is some neat opportunities that have presented themselves through geographic geography. Demographics and innovation here
in the in the district, specifically in PSD, we've used E-Rate for quite some time to discount our internet circuits, our internal connections, and related inappropriate services.
Four of our five internet service providers do provide discounted service to PSD via E-Rate. You might be wondering why not the fifth one? It has to do with the number of requirements and qualifications
as to who gets service to where. And that fifth service provider provides some internal connections that aren't subject to the subsidy, which is why it's not 100% of our internet connections that get that
discount. We do. We have also begun to use E-Rate to discount internet filtering, filtering and firewall services to the district. Those are items and expenditures that we are moving forward with. They did not meet the threshold. It felt
appropriate to tell you that we are doing that as well. As we talk about the other work that we do with E-Rate here tonight. Tonight's request is a combination of several factors.
One is that category two, which are those internal discount categories that we talked about earlier, has a recurring budget mechanism. Every five years. The FCC, through USAC, the Universal
Service Administrative Company, the federal government is very good at naming things, provides a budget to schools based on a formula which is rooted in the
number of students, variety of factors that budget resets every five years. It's not a gift budget to schools. It's an eligibility budget of investment that we can apply against our discounts. We're in year five of
that category two budget, and a year ago, when we were talking internally about how we would choose to use that budget or think about that investment, we did not have some things that I'm about to name, and so we
weren't intending to use that budget in this fifth year in the way that I'm about to name. But then some things happen. The first is that our discount rate, which was when I arrived here,
60% against investment or $0.60 on the dollar, returned to the district, rose to 80%. The first time I saw that. I was confused, concerned, and I believe I said
something like, we better not use that. It can't be true. I'll say more about it in just a second. But as that happened, we did some research and I learned that that increase is because
remember I mentioned earlier, the demographics of the district play a factor here. Our child Nutrition services team has been working incredibly hard to make sure that all of the children
that come into our schools have access to the nutritional things that they need to get their day started and to help them in the middle of the day in our in our cafeteria teams throughout the
district. And I want to name that the mathematical change in our discount is a result of their hard work. All but two of our schools, instead of relying on the free and reduced school lunch program, which is an
individual form provided to families, it requires it to be returned from the family. It is a 1 to 1. It is not a fun form to fill out. Colorado made it less fun when they started
providing for free meals to students or healthy nutrition in Colorado. I do the asterisks because everyone in this room knows that that free meal is certainly fragile. It may or may not be innovative, and it's
definitely not free. Those events have caused our child nutrition team to shift towards this community eligibility provision, which is an alternative way of licensing our
schools based on the work of the USDA. That program basically allows you to compile a bunch of demographic data that you already know about the children in your school. Are they receiving other services like
Snap, Medicaid, some things that our district has worked very hard to provide across the district and then uses that data. Plus, I would say a healthier way of calculating it, which is we still know there are
children who would apply if they could or would qualify. There's a multiplier attached to that, to that particular qualifier. So the school is able to offer at discount school lunches to
everybody without asking a lot of questions or additional questions. That means that our participation has gone up. Therefore, in the eyes of E-Rate or universal service, our
discount qualifier has gone up. So $0.08 $0.80 on the dollar are now returned to the district through these investments. I just want to name again, our child nutrition team does boring
paperwork, clerical things every day for the benefit of making sure that our children have delightful things to eat and in this case, a little bit better internet subsidy. And so thank
you, Child nutrition team. And thank you, Dave, our Chief Operations Officer. Please pass the thanks along to all of the folks who make that happen, because I don't think you get a lot of high fives for we've
upped our enrollment in the CEP. We should high five for that. It's a big deal. The last piece of this is the initial capital that we would need to front the investment. Remember, it's a return on an investment. It's
not a grant did not exist a year ago. So the other thanks tonight are the thanks of our voters for approving our debt free mill levy in November, which gave us a little more capital, freedom and some opportunity to leverage
that freedom through programs like this. So those three things came out. Three things I forgot to say. The third thing, we bid network equipment at a time where we're nervous about the cost of electronic things and
our expectation as we did that bid was it was not going to be good, it was better than we expected. And so less pricing. Right now, we do not believe that's a permanent moment.
That's a moment in our current economic environment that we are glad to have our increased discount rate. And that opportunity with the capital from for A has led us to
tonight's request. This is the boring part of this presentation. For those of you who don't know, network switches are the things that exist in the closets that many of us aren't allowed to go into, that connect
our classrooms to our central networking equipment, our networks, back to each other throughout the district and to the internet through our various internet circuits and connections. So these are the these are the things that make
more and more of the stuff in our buildings. Talk to each other. And as if you think about the internet of ten years ago and the internet of ten years from now, more and more devices require power across that
network connection. They require faster data transfers across that data, across that connection, and they require just more throughput, firepower and opportunity for stuff to flow. So as we look at switches
across the district that are approaching end of life, we're trying to think about ten years into the future for what those needs are. And there are other investments in foray that we'll talk about at different times that we need to get the
buildings ready for, so that we can be thinking about the next generation of data transfer across our schools and networks. We think we'll see that, that power management is one of the things we're really excited
about. And as computer equipment continues to get smaller, we have some very tight closets that we're going to get some room back in. So it's solving some practical issues, it's solving some future problems, and it's allowing us to continue
to refresh our equipment, which is something you want to do before it breaks, not after our bid went out, as it does through our processes with Rocky Mountain Net. We had eight
bidders respond to this particular request. After we've reviewed those, you have both the bid tabs in your packet as well as the school by school, the site by site breakdowns in your packet to show you what
that pricing. There was a wide range of pricing. I would encourage you to if you haven't, take a take a look at the numbers on the high end are what we expected. The numbers that were that we are seeking approval for tonight were not.
We're very excited about those numbers, but we will request roughly $2 million in hardware costs, about 40 grand in labor to refresh our networking
hardware across 40 district sites. I'm calling out that labor number tonight. Not to say we will pay PSD staff full time that wage we pay wages to our
staff. Currently, many of that most excuse me, almost all of that labor will be supervised by our full time staff, but will be conducted by our students, which, as we've talked about before, is a priority. We want to find real opportunities for
our students to do work that is real in our system. This supports that work as well. That's important to say. 1.9 million of that hardware request
is E-Rate eligible. If you take 80% of that, depending on final expenditures, we're looking at a discount or a return to the district of roughly $1.5 million against that investment. So
that's our ask. Tonight. I'll pause and see what questions you might have. If they're really juicy technical questions, then Tyson will get involved and we'll see where we are. Jim, it looks like you have a question.
Hey, bud. Thanks. This is awesome. I think you said it's the service providers that are providing the discount. Is that so? The way that E-Rate works is that we there's two ways you can
get the reimbursement. One way is you work with the service provider at time of purchase to get a discounted price at time of sale. The other way is to invest the money and to submit a
reimbursement from the vendor. The money that provides the discount in either case is coming from the pool of USAC, which if you've looked at your phone bill recently and I'd encourage you all to do that
every month for a bunch of reasons, particularly if you have children, there's a universal service fee tied to that, and that universal service fee is pooled and collected by the FCC and then distributed to
do the facility. The facilitation of the discount. Thank you. That gets to my question of I saw in some of your slides, FCC and I saw USDA, and with the current climate in
Washington, is there any chance that this rebate winds up going away? That's another reason that we're doing this, and we're excited that we're doing this right now. So the Supreme Court did actually hear a case earlier
this, this session around the future of universal service itself that gets into some very particular details that I won't go into tonight. But as I listened to those oral
arguments, because who wouldn't? Obviously, what I'm hearing is that there's likely to be changes to E-Rate, no matter which way the case is to be decided. I do not believe that it is as fragile as some of the
other investments that we've heard from the federal government tonight, but we are always paying attention, and we like to be able to get discounts while we can. In the case of E-Rate, I can't say what the
future holds, but I can tell you that the money that would provide that discount is sitting in a coffer to be spent this next fiscal year. It is not money to be collected at some future time. Did I answer your
question? You did. Thanks. Yeah. Go ahead Carolyn. And so I know the application process for this can be kind of confusing and hard to do. And I don't know if you maybe answered it a second
go a second ago when you were saying about applying for it, but do we use a consultant for those applications? We do. We work with a company called oh My goodness, E-Rate, E-Rate portal. Forgive me. We've worked with
them longer than I've been here. Many of my colleagues across the Front Range use them. They charge us a flat fee to help and assist with paperwork. I've done that paperwork as the only person doing that work in other organizations. We're very glad
to have that relationship and that opportunity to work with a consultant to make sure everything gets turned in on time internally in PSD, we also rely on both our finance team to help us with the procurement pieces, as well as our grants
team to actually help us with some of that back and forth with the E-Rate consultant. And so we have some really rural schools, our mountain schools, did they qualify for special funding?
There's not a separate designation. So it's a good question because I know we've talked in this room a lot about mountain schools and urban and suburban. The district in the in
the case of E-Rate is counted as one geographical entity. We count as urban. However, the demographics of the children across the district land in some separate ways. So the geography
of our district plays a role in the way discounting is happening, but not at the school by school level. Does that make sense? Yes. Go ahead. Kevin,
I've got two questions. So I was trying to understand, but is this a fixed one time cost. Is it going to be a variable cost. Is it once every five years we can anticipate something like
this. Like what's the what's the actual investment. The investment tonight is the initial outlay for the hardware that's outlined at the $2 million mark. We anticipate that
our switching equipment lasts roughly 8 or 9 years. We have historically snuck this refresh in on our category two budgets. Snuck sounds like the wrong word
I want to use to the school board. Let me revise that. We have treated this as a when we have capacity in our ongoing investments, we slip switching in. This became an opportunity
to think differently about that. Due to the culmination of the discount increase, the category two budget, which we had not intended to spend, because a discount is great, but it only
works if you have the money to go to the store in the first place. You can't use a coupon if you can't pay for the for the original item, which our foray funds did. Free up the capacity for us to think differently about that investment right now,
along with the discount increase. Okay, my second question is, as I'm kind of weighing this in your view, and this is going to be an indelicate question, but I'm going to ask it anyway. That's
fine. Does this strike you as a want versus a need? And another way of saying it is what happens if we don't approve this tonight? The refresh of our network equipment is a need.
Doing it right now is a really wise and innovative move against a fragile system. If it weren't to happen now, we would certainly see different pricing.
We could not guarantee the discount rate and we would have to make the purchase either at 40 sites at one time or 5 to 10 sites per year over the next
several years. I'm not trying to say it can't be done later, but it is not going to be as fortuitously done later from a stewardship of resource perspective. So another way of
putting it thank you for that. Yeah. Is that in your assessment, having been with this problem, is it more fiscally prudent to do this now? It is more responsible to get the larger investment against
this lower pricing today? Absolutely. Thank you. Yes. Sorry. Go ahead. Scott. Yes, thank you very much. This is a really good discussion. Just so
I'm clear on the math, $2 million we authorized now, then 1.5 will come back. Correct. Where does that 1.5 go? Historically, we budget that the
discount won't come back to it at all, and it was returned to the district in a variety. It comes back to the general fund depending on the project and the investment. Next. Then we work
with our partners in finance to allocate that returning resource to the most pressing need in the district at the time. We don't bank it for later, if that's what you're asking. Right,
exactly. So about 800,000 is that the net that we're looking at? Is it two point? I might know the total outlay is about $2 million. Two we would look at
about a 1.5 in terms of the discount based on today's pricing. Based on today's discount, my wife will tell me I need to start wearing my new glasses. That's going to be fun
because I was seeing 2.3 million, not 2 million. So crap. I'm not qualified to speak to marital issues, so I will.
Moving on, moving on. Any other questions? So doesn't sound like it. So thanks so much bud. This is E-Rate is just one of those things that take advantage of it while we can. Libraries have
been doing this in school districts have been doing this for years. And it's definitely something that we are very grateful that it's there. And we will keep our fingers crossed that it stays there for the next
few years. I think we've got time in the next year or so. As you said, the Supreme Court's listening to that argument, but hasn't made any rulings. So yeah. Quite right. Thank you.
Thank you. With that, Jill, can you call the vote Jim. Hi, Kristin Draper I Conor Duffy. I
Kevin, I Carolyn Reid, I Scott Schonauer I Jessica Zamora I motion passes seven zero. Thank you very much. And if I could just very briefly say we do a
lot of work through our procurement team. But most of the infrastructure procurement comes through Tyson Burgers hands at some point. And I just want to name while he's here that we spend money more
responsibly because of the work that he and his team does to support us. Dalen is his boss on our infrastructure team, but if you'd be willing to just look at
them and say thank you, I would appreciate it. Thank you very much. Thank you very much for all you do. We really appreciate
it. All right. And now we will move on to 11 informal reports and discussion items. We have an update on cell phone policy implementation at high schools. And we have a special guest for this. Yeah we have several
special guests this evening. So to provide an update on our cell phone policy implementation at the high school level is our assistant superintendent, Doctor Julie Chaplin, Fossil Ridge High
School Assistant principal Doctor Sonia Ghetti, and Fort Collins High School assistant principal Justin Stevens. Welcome to the team. Come on up. I'm going to have. They are
coming on camera with me. They are not sitting in the audience. They've been so wonderful. They've been here almost all the board meeting. And so we definitely want them to get
their 15 minutes of fame. So yes, of course, can't wait. Okay. I just need to slideshow
and there we go. Okay, great. So thank you for letting me be with you this evening. I have two, two of my wonderful colleagues here that were a part of the
work that we're going to share with you. And so as you have some questions that might be specific to different schools or processes that have currently happening, they're going to help
me answer some of those questions. So as we dive in tonight, I'm going to share with you just a very high level overview of the impacts of cell
phone use and social media. Then we will talk about our processes and our feedback loops that we used to determine which practices we are going to align on. We will then explain that
alignment of practices in high schools. And then I will share a timeline for communication. And then we'll be glad to answer any questions that you have. So as we start digging into some of
the research, so some of the cell phone research that that I'm just going to very high level point to comes from the anxious generation. If you
haven't read that book, it's a very interesting read. And it has specific information around cell phone usage. And so height in his book really cites several pieces that are impacts that are
correlated to cell phone usage. Those are distraction from learning in the classroom, not only distraction for kids in the moment, but distraction for teachers as they need to maybe
stop instruction, redirect students, and get their attention back to the learning. Also, there's a correlation with lower engagement with peers
socially, physically, one on one actually interacting in person. We also we know that research says that there is a correlation in mental health and social emotional learning impacts,
sleep deprivation, staying up, being on your screen, whether you're staying up late on your screen or just having a lot of screen time during the day impacts your ability to sort of
deregulate, shut down and get some good sleep for the night. We also know that it has a reduction of attention span, as we are becoming trained to the like, and the click and the auto
constant news feed coming over and over again. And so some of the things that that are noted are the inability for them to really focus for long periods of
time, or even just ten, 15 minute chunks of time. And when we are working with classroom course times, that can be up to 90 minutes in high school, you
know, the attention spans are something we want to we want to try to build resilience for. And then we also know there's a high correlation with that teenage social comparison and negative
self-image. So they're comparing their lives with what they see on their screens or through social media. Or they may be comparing themselves physically, personally, all sorts of
different interactions. Then if we think about in 2023, the US Surgeon General's report, really bringing to light specifically social media, some of the statistics referenced are that
teens are on social media, that if they're on there for more than three hours a day, there are two times as likely to be at risk of mental health problems. And then they reported that 95%
of the students who were surveyed, ages 13 to 17, reported that they are on social media. And this is a direct quote almost constantly. That was the report that they came.
And so why now? We also have had practices aligned in our middle schools. And I do want to focus on this being a practice focused conversation. We have had a cell
phone policy since 2014. I believe in PSD is a personal communication device policy. While there may be some outdated language, it references pagers, cell phones. I think we heard
that in community. Comment one a little while back. It is still very applicable to the general use, and we have always outlined that cell phones would not be
would not be in classrooms unless designated by the principal or or who they designated for that. So we're really focusing on how we align the practices. So in middle
schools and really K-8, we have no cell phones throughout the day. And so what we have seen from that is that students have followed those expectations.
They have had increases with engagement at lunch periods with each other. And parents have been very positive. They have been supportive, and the feedback has been really,
really, really, you know, just useful. And I think it's helped build trust relationships between the families and the school. Some of our high schools also this year have implemented
cell phone practices. Specifically, we have middle high schools. So they made the decision to put in practices in middle school and high school. It's a little differentiated,
which we'll go into our differentiated process for high school. But we also know that there's been other high schools Rocky Mountain High School, Fort Collins High School, where Mr.
Stevens is. We've had Poudre High School started with ninth grade. So we have pockets where they have we have had practices regarding not using cell phones
during the school day. And what we want to do is move to alignment of those practices and also balancing how we protect instructional time. And from a
high school perspective, how we also build in this ability and muscle memory of how you navigate. When do I use my cell phone and when don't I use my
cell phone, which is a real world, real adult life skill, right? We all practice that whether I'm in a meeting and I may need to say, I'm so sorry, I might need to take a call. There
are these nuances that we as adults need to navigate, whether it's in our work settings, could be in our military, future career settings, college settings, what have you. So we do want to think of we do want
to balance that. There are times when it's appropriate for you to use your phone, and there's times where it's not appropriate for you to use your phone. And that's really the context of the practices that we came to
alignment on. And then we also know several districts not only around the nation, but in Colorado. Some of our neighboring districts have looked at their cell phone practices, and when they're
allowed to be used and when they're not, and then the National Education Association, actually, they are in support of this as well. They report that 90% of the teachers in their
membership support prohibiting cell phone use during instruction. So all of those culminating pieces, the research and all the things that we've observed happening in our
district this year are what brought us to bringing together a high school cell phone committee. So we brought in administrators from all of our high schools, our middle high
schools, our alternative education campuses, and also our K-12 and our K-12 campuses of Polaris and Poudre Global Academy. We had three different
meetings and collaborated on the site as well. We started with a current crosswalk of where is everybody, where? What are the practices as they currently
stand in everyone's building, and ask them to go back to their schools and their teams. Some of them did surveys to their community. Some of their surveys happened last year before they implemented things. This year,
some of them talked with their school accountability committees, their staff, small groups of students. So really gave them the charge of going back to their communities and getting some feedback if they
hadn't already. Then we decided to look at all those practices and align on what we're going to describe as tight and loose practices. And so for definition, our tight practices
are those which we would say would be district wide. They would be in all high schools, and then the loose practices would allow for that little flexibility and nuance of the
specific school community. An example might be Centennial High School. They might have a practice that is a little bit different in how they address the cell phone violations than the other comprehensive high
schools. They use a discovery model. They use a verbal redirect process. So for them, their first step might look different than some of the others. But then we have tight
expectations around the rest of that. We then I had various various members from the committee join me at a special education advisory committee,
presented this to them and got feedback. Student advisory committee, district advisory board, district advisory committee. And now I'm here with you fine folks this evening
sharing that work as well. So let's move into it. What's tight and what's loose? So the first thing we had to discuss was when will we ask students to silence
their cell phones and have them out of sight? And we landed on that. It would be the full class period. So from the time the bell rings until the end of the class, cell phones would be silenced. Out of sight.
Smartwatches silenced as well, iPads silenced. We do not want to allow the use of ear AirPods or wireless headphones or earbuds however you want to call
them because they are tied to those phones. And so we again, are trying to eliminate the distraction. And if they get a text notification or what have you, they would get that. They
would get that in their ear. However, we they can use headphones and plug into their laptops. As we know, music is one of the probably biggest things that the students report
that they like to do with their cell phones. Now, this is all on the caveat that if a student has an identified accommodation in an individual education plan for
a student with disabilities, a 504 plan, or a health care action plan, that if there are specific accommodations for cell phones for students to access
their education, those would be exceptions to that cell phone being silenced and out of sight. We also then talked about what happens when a student takes a break during class. Maybe they
have to go to the restroom and aligned on that. We would not allow them to take their cell phones with them. If they go to the restroom, go for a walk, go need to see a counselor,
whatever that might be. Again, unless it's part of an active, specifically identified part of a plan in their Individualized Education program, their 504 as
an accommodation, or maybe a health care action plan. Cell phones will would be allowed for specific activities approved with curriculum that's approved
by the administrator. An example of this would be we have a social marketing social media marketing class in our high schools. Part of their tools that they are using, they are
using their cell phones as they are learning how to enter into the world of social social media marketing. Another might be in a life skills class. It may. The
cell phone may serve as a communication device for a student, and so it's appropriate that we are teaching them how to use their cell phone in that space in order to be as
independent as they can. While in school and after high school. We would also allow cell phones during passing periods, during lunch, during off periods, before and after school. And
this really comes into that point of how do we balance protecting instructional time and also letting them help
navigate these spaces where they don't have instructional demands on them? And so how can they learn that? When do I use my phone and when don't I use my phone? And hey, I can't in
class, but I've got a break or I've got an off period lunch, what have you. We then talked about parent communication because we know parents want to communicate with their students and have the need in certain
situations to communicate with their students while at school. And so the first option is to call the front office. And if it's something that the student
has to answer right away or is something that's critical and they can't wait for a response from the student until a passing period or lunch break, we would have the messages taken up to
the classroom from the front office and delivered to the student. We also know, just like I had referenced before, when I'm in a meeting, if I have something going on, I may say
I'm sorry. If I have to step out, I may be expecting a call. You know, I've had my own family issues where I've had to monitor my personal cell phone. Our
students are going to have the same circumstances. So when there's a time of need communication, that parent and student communication would be allowed. And here is where we would teach students to be advocates for themselves. They
are going to simply say to their teacher, I really need to step outside of the classroom into the hallway. I need to make a very quick phone call. And we will we will guide teachers to
allow that to happen. They don't need to get into the nitty gritty of who are you calling? Why are you calling? What is the reason? Why can't it wait? We're going to honor that. They're advocating for that and allow
them to make that brief phone call and then come back into the classroom. And then, of course, students can always use phones throughout the building. There's always a student phone for use
in the front office, and there will be other designated areas in the building where cell phones could be used. And we'll talk a little bit about that. Then we looked at what sort of
documentation would we need as we track cell phone violations. And so we all agreed that when we take a student's cell phone, a parent should be notified that
the cell phone was taken and held until the end of the day at the front office, the student can pick that up at the end of the day. We do not want to enter those violations into as a
discipline response into our student information system unless we can pass three steps and we're going into you've had more than three instances within
the school year. We're going to make a specific technology plan for you. It'll be co-created. And so that we would then log into the system and have that
technology plan, or in the rare instances that we have a student who is refusal repeated multiple multiple offenses, and we're crossing into a willful
disobedience disciplinary code of conduct offense more than it's just a cell phone piece. Those would be documented in
synergy okay. And so also tight. Every school will develop a three step, three tiered response system. And the two the
steps for number two and three violations are the same across the page. If it's the second violation and the third violation, the cell phones will be taken from the student. They will be held down at the front
office until the end of the day, until the student can then pick that up. Violations exceeding three, as I just referenced, would result in a co-created technology plan and potential
code of conduct violations. If it's continued or willful disobedience is falling into that area, and then teaching and modeling, we want that to be tight across the system. So each
school will need to publish their three tiered response for students and families in their student handbooks, in newsletters, websites, they can create fliers. We have different
models from schools that currently have cell phone practices in place, and then we start school this year, next year on a Thursday. So taking
the first two days in every class period to teach the expectations to students in high school across the district, to then that's a sort of your grace period, your two days. And then that next week is where here we
go. You shouldn't have your cell phone out and we're going to start then implementing the cell phone response. If you do have your cell phone out and you're violating that practice, we also
want to make sure we're really focusing on the why with students. And so that's part of the communication. And then teacher modeling. So it's important that we as adults
model what we ask students to do. And so helping teachers understand the same thing. You might I might have something personally in my life. So I may need to say to my class today, I might have to grab this phone
call, but asking them also not to be on their cell phones during class time to model that, that they align with those student expectations. So the
flexibility or the loose per site is really with the first step. So I referenced there's a three tiered response. The first response, the first tier. That's what can be loose between the
high schools. And it can either start with a warning or taking the phone right away. Centennial. As I said they would start and following their
current current process of how they do verbal redirects. But we do have Timnath middle high school that they started right away. It is you, don't you? We're teaching you the first two
days. We're not warning after that. And so after that your cell phone and I'll discuss some how they do that here in a minute. But cell phones taken and you pick it up at the end of the day, the schools will
determine their own designated areas for cell phone use. So that could be a media center. The commons hallways. They'll determine that for their own specific school, they will also determine what resources they
would want to provide their teachers. So some of our schools have provided cell phone caddies, which are nothing more than fancy shoe caddy, plastic
shoe caddy with pockets and then or pouches, such as the case at Timnath Middle High School. It's a pencil pouch with a zipper, and in this case, the student, when it's it is just a teacher,
holds open the pouch and says, here, put your phone in here. The phone goes in the name, goes on the phone, and then I'll talk a little bit more about how that gets down to the front office. But that procedure for turning
over the phone and getting it down and documenting and tracking those one, two and three step internally because we're not going to have it in the student information system
that will be tracked individually, and that will be on the school to track, because we don't want that housed in our student information system. Some schools have built into a second
or third offense, where a parent would be requested to come pick up the cell phone. We'll allow that to be a site based decision, however, with the
caveat that at the end of the day, if a parent cannot pick up that phone, we are returning it to the student at the end of the day and having a conversation with the parent, because there may be barriers beyond their
control. We're not going to keep that phone from them. And then one of the other pieces is team development of IEPs and
accommodations. And specifically when we were at Special Ed Advisory Committee, a couple of things. First of all, of course, making sure that if students have accommodations that they're allowed to use those cell
phones, and then the other piece that that they wondered about was what what sort of attention might be drawn on my student because they get to use their cell phone as an accommodation
versus others. Those are very real questions, and those are very real questions that students are faced with of accommodations across the board. Some of the accommodations require them to leave class or
be with a small group or have extended time for testing. So we navigate all of those situations in the IEP team meetings and having conversations with students. First of all, to
determine is the cell phone the only option for an accommodation? If the answer is yes, then that's where that stands. And talking to the student and saying, how is this? How can we support you? How is
this going to make you feel if you are using your cell phone and everyone else isn't? Another piece would be in looking at,
you know, as the teams are then creating, you know, the time for maybe we look at an option for an accommodation that has an assistive technology device through our Swac department, or
could they use their laptop? Some of our students use their phones as a planner or an organizer or calendar feature. So could that be a Google Calendar that they can still access on their laptop? So just trying to think through the
accommodations. And if the cell phone is really the only way they can receive the access to their education or not, and then looking and rewriting or revising accommodations as
they're reviewed annually if it's appropriate. So as we also were meeting with some of our feedback loops, we got some good
tips and some good discussion items. Even between schools who had been implementing practices and then from parents or other other vested partners that we who we met with. So the first
thing is that we want to really encourage schools to create these systems for taking cell phones and removing them from students and creating systems that that do not require
teachers to handle or excessively handle the phones. One of the fears from teachers is what if I break it? Am I liable? The answer for that is no. However, we also we also
don't want this to be a power struggle between a student and a teacher, which is why having a building wide expectation, having that taught to across the system, will help support teachers so that it is just an
unspoken. You have your cell phone out, here's what, here's what happens. And so again an example might be at Timnath they use that pouching system. The student puts that in a zipper
pouch and the teacher just sends an email. There's like a general timnath safety team email. They say, hey, cell phone pickup in room 202. That person comes up, the campus monitor comes up,
grabs the cell phone, takes it down to the front office. They log that into their their little spreadsheet, and then that's how they track. And then they return that at the end of the day. So
those are examples that we want to share with schools. The second would be be being explicit about modeling cell phone usage during class times as a teacher and having adults
model those, and then also being explicit with staff that they don't need to fact find. If a student asks, can I step out in the hallway and make a phone call that they can just say,
yep, go ahead, take care of what you need to come right back in. And if there's multiple or excessive requests from a student, that's a separate scenario that's handled differently and that's handled
in collaboration with administration and a family member or parent. So if you know, I have a student in my class who's done it every day this week, and they keep asking, that's a different scenario, that's a different conversation
for a different setting and a time, but not during class. Another recommendation is that when students take a break to go to the restroom, a lot of schools have a restroom pass or
a break pass or office pass that the student leaves their cell phone and takes the pass so they don't have their cell phone with them. Another recommendation from some of our families was to have some video messaging from
schools. So it wasn't just all verbal, whether it's playing on monitors or screens or TV programs in high school, but also available for families. I already had said, you know,
really focusing on the why behind cell phone free classrooms. And then the last thing that came up was this idea that there are some of our clubs and sports and activities who
actually use social media accounts for communicating with students to say, hey, the time change for practice. And so we want to we want to help. Think
of another way to communicate with students using texts. We've had some text apps that can work, but it doesn't encourage them to set up a social media account. If they haven't had a
social media account. And so we're looking for that alternate way there. And also our wonderful IT department is looking at what other tools can teachers use as they're trying
to communicate with students who are in clubs and activities. And so our communication timeline in mid July, we will be doing
district wide communication. And I've been curating parent resources as well. So we've had parents asking, you know, how should I set limits on cell phone usage. And this is these this is these were middle school
parents. I mean our district advisory boards has parents from all grade levels. So, you know, looking at providing some resources to parents as they're trying to navigate all of these
new dimensions. For some of them, that will be part of that communication. And then as the school this year, before the end of the year, we want the administrative teams to
communicate with their staff before the end of the year so that they're aware of what's going to be happening. And then over the summer, schools communicating with their families in their summer newsletters throughout the year,
in email updates or monthly newsletters, school websites, and then making sure it's in the student handbooks. And then those two days of in-person communication every, every
period of the day that the student has when school starts. So that is what that is what we're that's what we're planning. And we have we'd love to answer questions. I know
Justin from Fort Collins. They have been implementing cell phone practices this year. And so if you have questions, Fossil Ridge has not yet. But I think had, you know, has good feedback
from, you know, some of their school community in terms of parent concerns and things of that nature. But I'll just open it up to you all. Thank you so much. I know that, Scott, you
got to start us off with the questions, right? This is your baby. Yes, that's right, I'm the cell phone band guy. But no, I think this is this is fantastic.
I'm really excited. I want to give you guys a chance to talk about your experiences at both Fossil and Fort Collins High, and just let me know. Let us
know what you're what you're seeing, good and bad student complaints, parent complaints, or are they all positive? I'd love to hear some testimony.
Justin, you want to come over to the mic? Yeah. You got to come over. So I think I would start with a story. One of the roles that I have at Collins is I get
to rah rah a little bit when the eighth graders come over and visit for that eighth grade transition day or preview day. And one of the most stark moments I had was last year. At
that time, we had students from Lesher. It was Lesher is obviously one of our big feeders, so a lot of Lesher kids, a few others sprinkled in, and I'm talking to the group and
we have about 100 link leaders, peer counselors, so on and so forth. High school upperclassmen basically that are leaders in our school. And so I'm presenting in front of this group, and I had 400 sets of
middle school eyes on me, and I had zero high school eyes on me as soon as it turned over from what they were doing with the students to what I was doing in front of students, cell phones went up and the upperclassmen
were doing their thing. And it. I wish I had taken a picture, to be honest, because it was it was stark. The difference between our middle schoolers who were living in that world with a cell phone policy versus our high
school students who at that point did not have any sort of policy. The feedback process that we went through to get the policy going at Fort Collins or the practices going at Fort
Collins. We started with a staff feedback loop. That just was, what are the two biggest hindrances to educating kids in your classroom? And cell phones were by far and away the number
one. And so it was like, okay, we're going to do something about that. And so we solicited feedback from families. And honestly, we drafted and
redrafted that document. It was a Google form that we sent out to Guardians, because we were honestly a little bit afraid of the things that might be on there. Right? Like, you can't take my kid's phone over my dead
body. And there was no feedback to that level. There was a lot of good questions, actually. You know, what would an emergency look like? How would my student access their phone? A piece of
feedback that we received through there was parents were communicating with their kids via cell phones because they weren't reaching anybody at the front desk. And so we hired two work based learning students who
help our front desk secretary. And now that phone gets answered every time it rings, basically. And so that was just actionable feedback that we put in straight away. And the parent feedback about with that piece, since
we've started, that has been fantastic. We don't hear that. Nobody answers the phone anymore. The phone always gets answered. People appreciate that. But the feedback on the whole was was was largely
positive. It was over 90% that said, yes, we need something. And obviously, as you would imagine, what they've envisioned is something varied pretty widely. And so we were working
with that. Does that answer that question? Next? So the Fossil Ridge experience is quite different. We intentionally did not set forth any new guidelines
this last year, anticipating that the district was moving in the direction of creating unified guidelines and not wanting to have to retract or revise something. So we're appreciative of Julie's
invitation into the work group, and I just want to express my appreciation to our colleagues at the other high schools that have been quite generous in sharing their verbiage and their thinking with us, so that we can model some of our materials
after their materials. We really appreciate that collaboration. We also conducted a fairly invested survey among all of our stakeholders, and our responses were a bit different than what
Justin experienced. There was a stronger expression from our parent community about some hesitation with regard to these guidelines, which is fair and understandable. Some people expressing some of the concerns
Justin alluded to, but also concerns over really wanting to protect the autonomy of the device that they had purchased and felt that they had some rights to, for lack of a better term, kind of controlling what
happens to or with that device. And that's fair feedback that we understand. Our best hope is that after some some grace and some working together, we'll all see as a community that this is
quite a beneficial move, and we're really excited about what it's going to do for our school culture. Kind of hearkens me back to maybe like more of an old school feel for what school was like when many of us were in
high school. And I just am really excited about the potential for creating a culture that's based in a stronger sense of community. So that's where we're at. I could also share
some some actual data from Timnath Middle-high. They they are tracking, you know, the first, second, third offenses. And so the last stats were through February and they had
pouched, I think, over 700 phones until then, but only 20 students had more than two cell phone violations. So that was
echoed by Rocky Mountain High School and I think Fort Collins High School. If you know the role of our deans in our high schools, they are the ones that are engaging with some of or
most of the behavioral sorts of processes. And so I think there was this real like, hold on, are we going to be able to survive the amount of cell phones that
are going to be coming our way and, and that amount of, you know, workload for that? And that really is not what happened. Students have been compliant and they've actually
even seen during lunch students having more face to face conversations and using their cell phone less just than they had previously. So while they could use their cell phones,
they are seeing a lot more personal student to student engagement. So those are some pieces there to add. Go ahead. Yeah, that's that's great
feedback. I like I said, I've been I've been really focused on this for a long time, not only because I've seen it with my own kids, but even seeing it with myself. I think we all are kind
of addicted to our cell phones. And so and you see the damage it can do in your own life. It's like, think about kids who grew up with this their whole life. And so I think it's really important we got we got a bunch
of emails about this over the last month or so, but I think there's a powerful one that I'm going to read real quick, if you guys don't mind. This is actually from one of our students. This is Isabel from
fossil, and it kind of speaks to, I think the students are looking for boundaries. And I think they, you know, the anxious generation talks about that, you know, let them be free, but also kind of know the
know the boundaries. So this is what Isabel had to say as a junior at Fossil Ridge High School, I urge the board to enforce the new cell phone policy in all district schools. While this policy currently applies to K through eighth
grade, it hasn't officially reached every high school classroom. I have personally seen how my peers clutch their cell phones like a comfort blanket, never daring to let them out of their sight. However, these devices demand
our attention and diminish the quality of our education. Some teachers at fossil have tried to completely remove these devices from their classrooms, but have faced resistance and even resentment. A district wide
policy that applies to all schools would allow teachers to avoid choosing between their students, learning and being well received. I understand that if the board passes this policy, you may encounter backlash from
the community. This is awesome. However, it is the school board's responsibility to make decisions that are in the student's best interest. While it is vital that we as young adults be given opportunities to make choices, we need someone to
push us forward and encourage us to put our education and futures first. I acknowledge that the board is in the final stages of passing this policy and strongly encourage, on behalf of my peers, that you vote in favor. And I thought that was pretty
articulate and better than anything I could say. So I'll leave it at that. Great. Okay, Caroline. So I'm struck by the
one slide that you put up that said, 95% of kids say that they are. Yeah, from the Surgeon General report and that it said that kids who were on their phones are two times more likely
to risk mental health problems. And so I wonder about like how we track that in the district. Like, like how do we know, like if we put this phone policy in place, if we're getting better
mental health outcomes, how will we know? Is there anything in the Healthy Kids survey? Or is there any kind of tracking that we are planning to do to see if we're getting good outcomes from
our phone policy? It's a great question. I think we know that we implement the Healthy Kids Colorado survey every other year. I think we would want to look at multiple data points. I
think that would be one of them. I would want to look at our connections data as another one. Our student outcome academics would be a third. I think we're
making lots of system improvements. This would be one one improvement that I think we're collectively believing that we should make going into
next year. I think what I'm wrestling with, with your really good question is how to extract the direct impact of one move when we're implementing a
thousand different moves. I say that not to overwhelm people, but there's a lot of really great things that are happening in our schools every day that lead to great instruction, that lead to deeper belonging. I think this is more of an
accelerator, in my opinion, to move faster and deeper in those spaces, but I would want to go back and take a look at the questions in the Healthy Kids Colorado survey to see if
there's any specific that are tied to cell phone usage. I'm not aware of that, but I would invite my colleagues. I don't think it asks them to report how how many hours they're on their
cell phone a day. Yeah. And so it's a great question. And even in, you know, the anxious generation, it's correlation. But it's really hard to say that
all of that is just isolated to cell phone. I think that that's that's where it's much more difficult to answer your question. I could speak to one thing. Yeah. Okay. Just to speak
to that for a moment, as a former dean and someone who supports and mentors our current deans, we do have quite a bit of tangible evidence in our discipline data around cell
phone related discipline incidences. So my best hope would be that we would see a dramatic decrease in the number of those reported incidences in our schools. We have a lot of students that report bullying
that's occurring during the school day via social media, inappropriate behavior online that's occurring on cell phones during class, things of that nature. Right. So I think that might be a starting point for
some really concrete, specific information about each site. And if these particular guidelines are having efficacy. Thank you. Go ahead, Kevin, I'm going to
shift gears a bit. I'm going to make a comment. And then I'm going to ask a pretty technical question. So I'll I'll do the comment first. Beyond what we're talking about with mental health, which is a very
compelling case to make. One other thing that I want to push the board to consider, too, and this will bleed into one of my questions, is this could also be
viewed as a risk mitigation policy. And what I mean by that is that there's been some fairly disturbing instances that are not hypotheticals about students having access to their phones in
bathrooms and locker rooms, taking pictures of other students, unbeknownst to deans, to school leadership. And that is another form of cyber
bullying that we need to think through. That's very real. It also, you know, my legal brain goes straight up to title nine compliance and that this, this creates unmitigated risk. In my
view, if the access point stays on the person of the student. So this is the first question I have is that and I think I'm following you as far as the policies for Out of sight, but I'm wondering, go back to old
school. I remember putting my phone when I was in high school. We just had and not everyone had cell phones, but we were required to put them in lockers throughout the day. And so I wonder what the feasibility of something like that would be,
because I do worry that even with the policies that we're considering and adopting, it may not mitigate some of those unforeseen just daily interactions that students may
have. So I don't know if you could speak to that. Yes I can we talked we talked about that. Absolutely. Number one, not all of our high schools have enough lockers for every student to
have locker. So that is a that's a barrier. And there's that. I think what we heard from parents is a concern that they don't have their cell phone on them.
And when there's an emergency that happens in the school that they're not able to communicate with their student because it is not on their person and somewhere else. And so it really
this was the balance of it'll be on your person. And, you know, so that if there was an unfortunate lockdown situation, they can. Yes, mom I'm okay. You
know, things that are happening in that in that moment piece. So that that we did talk through that and that is also then why at least during the class times looking at, you know, hey, if
you're going to use a restroom, leave your phone so you're not taking it with you to the restroom on your break and in the hallway. And but I think
we'll learn as we go. And if we all are seeing a common thread in some of what you're describing as discipline incidents that are related to cell phone use, then that's
something we can continue to revisit and work on as a collaborative high school group with deans. Thank you. I appreciate that. And the hypothetical question I was at
that meeting where it was discussed. I appreciate it. And one hyper specific question I had, and I don't know if we got an answer to it, but in the event that a student has a
requirement in an IEP 504 or healthy plan that requires their use of a cell phone, but they do not personally own one. What is the obligation of the district to provide a cell phone? Is there a legal one? Is that
unchartered waters that we need to think about, or is it such a small subset that it's for a later day? It's a great question. We did look into that a little bit more after the special Ed Advisory Committee conversation, and Integrated
Services feels very confident that if it is written in there, it is more the student will students personal cell phone will be used and that if it is something that that is an
assistive technology device, that would be provided by the district Swac, which is our assistive technology department, we could look at that if they couldn't have a if they didn't
have a cell phone available, but they needed technology, it wouldn't, you know, we would try to find alternate ways, but most of those accommodations are written as the student's cell phone is being used for that
purpose. And then it was also really great to have a couple of the committee members from Special Ed Advisory Committee talk about the AAC, talk about
some of our local DVR division of Oak Rehab, that they actually have programs so families don't have the means of getting cell phones for their students to use
as an accommodation. Those agencies have grant funding and are able to provide some of those. So we'll continue to work with case managers and our assistive technology support staff within the district to
make sure if that is a situation that we're helping connect families to those community resources for a cell phone, if that really is what's needed. And they cannot, they can't. They just can't afford that from
them, from their own income. Thank you. Yep. Other questions. I only have one. And that is what do we do when the adults
don't follow them and be good models. Yeah. In-School suspension. Is that what you said, Justin? No, I think it's a really good question. You know,
I think that is to be to be honest, we're really going to have to be really transparent and have those direct conversations with our teachers and or paraprofessionals,
classify, you know, whomever that is, and try to and try to have that conversation of, tell us what the barriers tell us what's going on, what what's what's what's getting in the way
of you also complying with these issues. And then again, when there needs to be advocacy from a teacher that they have to have their cell phone, that that we're doing that and we're
modeling that and we're having that in there. So I'm sure we will hear from students when teachers aren't following those expectations, because it it
doesn't appear like a fair just expectation. That is only of students in the instructional environment. So and we want we want our teachers and the teachers I you know, I don't I don't know that I've been in
classrooms ever where I've seen teachers on their phones all day and not focusing on students. So I think there's a little grace there, too. I think our teachers do a really good job of focusing
on students and instruction, and if they are on their cell phones, it's probably like, oh my gosh, my kid's soccer something and I need to schedule something. And so again, as a
as, as we do in our environments, we communicate and we talk to the people on our teams and in our classes with what our needs are. And we want to model that too. So thank you
for that. I just I'm thinking back to, you know, Kevin said when he had a cell phone in high school and I'm thinking, you know what I had? I had plans and we had to follow them because if we didn't follow them, then we
didn't get the ride home that we were expecting. So I understand it's a whole different world now. And you have to, you know, plans change on an instant. And so I know that that's going to be something that we'll have to work through, both with staff
and with students. But I think this is a great start. So thank you so much. Yeah. Thank you. Yeah. And there's not really a vote tonight. So this is more just presentation and this is what we'll be doing. So thank
you so much and appreciate all your time. Thank you doctor Getty Mr. Stevens. And to everybody else we had deans and assistant principals again really from all the high schools K-12, middle high schools. It was a great team. They're super collaborative. And they'll
they'll continue to work together. So okay. Thanks. Thank you. All right. Yes, absolutely.
It was a Nokia. Boxy I'm telling you it was called plans. And if you didn't stick to them you didn't get the right home. So next up we have 11.2 revisions to students rights and code of
conduct policies. The first reading and thank you. So tonight we look forward to hearing about revisions to the student Rights and Code of Conduct policies from our
general counsel. Autumn. Aspen. Autumn. Welcome. All right. Let me just pull up the
presentation. If you go. Oh. Oh, yeah. Down here. Right. Yeah. There we go. All right, all right. Good evening. So today
I'm bringing six policies to the board for first reading, for some proposed revisions. And around this time of the year, around May 1st, will bring policies that are part of the student rights and code of conduct every year so that those
changes can be incorporated into next year's code of conduct. And tonight's purpose is to discuss the intent of the revisions at this first reading, and then highlight some of the major proposed changes for each policy, and answer any questions
and discuss any potential changes from the board. So the policies that we'll be reviewing tonight are JK, JK which is on suspension, expulsion of students, jk JK which is
procedures regarding suspension, expulsion of students Jcda JK grounds for suspension, expulsion of students and then EC electronic monitoring and surveillance e student conduct
on school busses and e student conduct on school busses. The regulation of that policy. So at a high level, the intent of the revisions for the discipline
policies, which is that first group, the policies is to revise those policies to align with the current language from Colorado state law and to clean up some language to hopefully provide some additional clarity in what those policies are. And the
process for if a student is going through a suspension or expulsion, and then for the other support services policies, the policies, the intent there is to align the policy to current practice and also just
to do some cleanup of the language to provide some additional clarity. So I'll go through each of these policies that are somewhat of a high level. The policies are in the board packet in full with the
red lines of the changes. They are for anyone who wants to see what those proposed changes are. And then here I'll just discuss high level what the purpose of the policy is, the reason for the changes for each one, and
then highlight some of the major changes in each of those policies. So for this first one in the three discipline policies JK, JK and suspension expulsion of students, the purpose of this policy is to provide an overview of the rights, expectations and
procedures for suspension or expulsion of students, and then to provide information on alternatives to suspension, and to delegate certain staff authority to suspend or expel a student, and for the delegation that's generally delegated by
the board to either the school principal or the superintendent, depending on whether it's suspension or expulsion and the length of that suspension. The reason for changes to this policy that are being brought to
the board tonight is to align with the current state law language, and then also to just clean up some of that language to hopefully provide some more clarity into what the policy is saying. So just to highlight
some changes that are within the policy red lines, the language adds the factors from Colorado Revised statute 22, Dash 33, Dash 106 1.2. That must be considered in determining
whether to suspend or expel a student. These factors have been in state law. And there's I think there's six factors. And now those are now incorporated into the language within the policy. The changes also include
a list of possible interventions that could be used as an alternative to suspension. This section was included in the policy previously, but the changes add a bulleted list of some of those alternatives or
interventions and what those would be. And another change is the language has been added regarding required training for hearing officers. Again, this is something that has been changed in Colorado state law. So wanted
to ensure that we have it in our policy that training is something from the CDE. I think it's around a five hour training that hearing officers would have to undergo before they can act as a hearing officer for an
expulsion hearing. So I'll pause there and just see if there's any questions on this first policy before moving on to the next one. All right. The next
policy is actually it's regulation JK jk ir, which is the procedures for suspension expulsion of students. The purpose of this regulation is to really to establish the procedures that are used when a
student is going through suspension or expulsion process, and the policy includes the hearing and appeal process for expulsions as well. In addition, it also establishes the procedures used when the
district receives notice that a student has been charged with either a crime of violence or unlawful sexual behavior. This is included within state law and is an alternative process that can be done while a student has those charges pending, but is
still going through the court system. So that language has been added to this part of the policy. And then the reason for the changes here is to provide more information regarding the process for suspension and
expulsion, and then also to again align with the language that's in state law. Some of the changes that are included within this regulation is the bullets have been reformatted to add
headings for ease of reading. The intent here is just to ensure that it's a little clearer as far as what part of the process the student may be going through for suspension or expulsion. Language has also
been updated to revise the makeup work section, to allow for student to receive full credit during a suspension period, instead of full or partial partial credit, which was what the language had before. Under state law, it
permits either full or partial credit, but our policy now is just allowing for full credit to be obtained by a student. The changes also add language regarding the expulsion hearing process, which is from Colorado
law. Some of those are a requirement to provide records to a family who's going through an expulsion process at least two business days before the hearing is to occur, so the family has time to look at the
evidence that will be presented by the school, and also a requirement that the hearing officer does not have a conflict of interest regarding a student or any of the alleged victim. And that's just to ensure that there is impartiality with the
hearing process for an expulsion. And the section regarding the process for students charged with a crime of violence or unlawful sexual behavior has also been revised.
Really, just to add more of a process feel to it. The paragraphs have been shortened and then also organized differently. So it feels more like a process because this is
the procedure section. So with that, any questions or proposed edits from the board on the regulation? All right. Let's
move on to the last of the discipline policies that we're bringing to the board tonight. And that is Jcda Jkia, which is the grounds for suspension or expulsion of students. The purpose of this policy is just
that. It just specifies the grounds that exist for that would exist for student to be suspended or expelled from SDE. And then the reason for changes here is to streamline those grounds in alignment with the
language in Colorado law. So the this policy has been revised to include just the broader grounds that are specified in Colorado law. The policy, if you look at the red lines, have a quite a
number of grounds listed. And the intent behind these revisions is to include the ones that are specifically from Colorado law. And then the other ones that have been struck are ones that would fall under one of those larger umbrellas. So
it's just been revised to reflect that the definition for habitual disruptive students has also been added. And that language is defined in state law. And then the last change to highlight is the policy
specifies conduct for students in preschool through second grade and have only grounds for suspension. Expulsion are if the failure to remove the student would create a safety threat
that cannot otherwise be addressed. So in the policy, it addresses that students in the preschool through second grade only have very specific grounds for when a suspension or
expulsion may occur. And then along with that, there's also the requirement to consider if failure to remove the student would then create a safety risk, and if not, then the student
would be kept in school. So with that, before moving on to the next policy, is any questions edits on this one? All right. So
moving on to the support services policies. This first one is SKF on electronic monitoring and surveillance. This policy specifies the requirements regarding the use, storage and viewing of video and
audio visual recordings in the district and on our busses. The reason for change here is to update the language to align with our current practice, and also clean up the language
regarding job titles. So the proposed changes here updates the retention of video and audio visual recordings from district transportation vehicles from three school days to seven calendar days, which is then in
alignment with what our video surveillance is for school grounds, and also adds a statement that subpoenas and other legal records requesting video or audio visual recordings would be sent to the records department. The intent behind
this change is just to provide some clarity, to streamline the process, to ensure that those requests or legal documents are going to the right place to get them processed more efficiently.
Any questions comments on this policy? All right, moving right along. The next one on student conduct on school busses. This policy specifies the
expectations for student conduct on school busses, specifically the adherence to the student Code of conduct. And the reason for the changes here is just to align with our current practice.
So this policy, the proposed changes update language to reflect that the transportation department or school administrator may suspend a student's bus use privilege instead of the current language has bus operator, so it's
expanding it to include the school administrator in that language. And then also the proposed changes add language to clarify that parents or guardians are responsible for their child's supervision. While waiting at the school bus stop
before coming to school, and clarifies that principals or site managers and the Transportation Department will collaborate to address student conduct on busses. Questions
that it's on this one. I'll move right along to the last policy and the regulation that's underneath the student conduct on school busses. This one provides some further information regarding the rules for students riding school
busses. And again, the reason for changes here is similar to the other policies to align with current practice and then to make other edits. Just some language grammatical changes for clarity. So to highlight some
changes here, the language has been updated to refer to student conduct in violation of the Student Code of conduct, rather than framing it as either misconduct or inappropriate behavior or misbehavior, just to align it more with the language
that it should be. It's in violation of student rights or code of conduct and language has been updated regarding consequences for violating student code of conduct to include the school administrator in that process, and includes
the expectation that students are required to provide the appropriate identification through whatever is the current approved system with the district, which right now is in the form of an ID and includes
in the list of items that are prohibited to be brought on the bus scooters, skateboards, longboards, vape pens, and alcohol, in addition to other things that have already been listed in the regulation. So
with that, any questions, edits on this regulation or any of the other ones that have been presented tonight? Anybody have any questions. All right. All
right. Thank you so much for your work on this. Thank you. I would maybe I'd just say even though we didn't have a lot of questions, this was important work getting us aligned with state standards. And I really appreciate it. Thank you for
that. Thank you. And we'll bring it back to the board at the next board meeting for the second reading. And then it'll be incorporated into the next year's Student Rights and Code of Conduct booklet. Perfect. And Scott, did you have something? Yeah. I just wanted to kind of
reiterate what Jim was saying. We just so the public knows, we've gone over these policies in separate meetings in detail. And so this is kind of a review for us, but it's important to have it out in public. And my
overall understanding of this is that this is going to clarify and strengthen, I think that discipline policies, which I think there has been a clamoring for from staff, parents and even
students. So I think it's all good work. So thank you. Thank you. Okay, Kevin, sorry. One quick question. I understand there's going to be incorporated in the student handbook. And I think you had mentioned the
notice will be given to families of changes. How do we do that. How do we communicate changes to handbook to families so that they are aware? That's a good question. So I think in the past
we have around the time that the code of conduct is available on the website, and I think parents or students sign an acknowledgment of that yearly. There's a communication that's gone out that highlights the
policies that have been updated. And then I think with just kind of reviewing that now, we can maybe look at some other ways just to ensure that it is transparent. On our website. We also have on the policies page, just highlight either the policy
is new or been revised so that you could look and see which policies have been updated recently and which ones haven't been, but also just looking at some other ways to make sure that we're getting that out to so people know which ones have
been changed and what those changes are. Thank you. All right. Anything else? Fantastic. Thanks so much for all your work on this autumn. Really
appreciate it. Okay. And with that, we are now adjourned at
8:49 p.m. Thank you so much for coming.