l our meeting to order. Thank you for joining. This is a very vibrant room today. This is great. If you may please mute your cell phones as we begin the meeting. Today is Tuesday,
May 12th, 2026. Meeting is now called to order at 6:12 p.m. Thank you for being patient. For those attending this meeting in person, live captions are available on a TV, in the boardroom and in the
lobby to access the live captions. In a language other than English on your own device, please scan the QR code on the screen or on the table near the entrance and select the
language of your choice. The live stream of this meeting is also available in English and Spanish on YouTube. For links to these live streams, please visit the Board of Education
page of the PSD website or PSD. TV on demand on YouTube, please. Next we're going to say the
Pledge of Allegiance. Please join me.
Thank you. All right. Next up, we have the approval of agenda. Would any board members like to make any changes to our agenda? Yes, please. I move that the board
amend the agenda to remove item 11.2 board consideration of revisions to 20 student policies. That being a first reading and placed on the May
26th, 2026 agenda. Can I get a second? Thank you. Carla. Jill, can you please call the vote? Carla Bass I Conor Duffy I
Kevin Gavalda I Scott Schoenberger I doctor. Andrew Spain I Jessica Zamora I doctor. Koranda. Ziegler. Motion passes
seven zero. All right. And just quickly for anyone's awareness we're moving these primarily so that we could really focus our attention for this board packet. We have a very important some very important things we're discussing tonight. And so
these will show up. We're just postponing them for our capacity. Next we have our recognitions and reports. Brian. I believe we have some guests. Thank you. Good evening everyone. Tonight we look
forward to celebrating student excellence in both music and science, as well as staff excellence in multiple areas. Leading our celebration is John Cope, our Executive Director of Communications. Welcome, John.
Good evening, President Zamora, Superintendent Kingsley, board directors, and everyone joining us tonight. We have a lot of extraordinary people and schools to celebrate this evening. So let's get right to it. We're starting tonight with
Trudy Trembath and Rachel Buchheit, who have been recognized with the Community Partnership Award for the work they do connecting our schools with the broader Fort Collins community, Fire Marshal Sean
Mcgaffin and Kevin Sullivan from Poudre Fire Authority are here to tell us more. Thank you
again. My name is Sean Mcgaffin. I'm the fire marshal with Poudre Fire Authority here in Fort Collins. Inside our jurisdiction, we have over 8000 businesses that we work with. Make sure the fire codes
adopted, maintained, and and everything throughout the entire organization of all those businesses. Poudre School District is one of our biggest and one of the easiest to work
with. So based on that and the fact that life safety means as much to them as it does to us, we want to recognize some of the main players in that. And to do so, I brought Kevin along with me, who works daily with
these individuals. Thanks, chief. My name is Kevin Sullivan, assistant fire marshal. I have the privilege of leading our fire inspection services team and working very closely with the Poudre School
District. It's the educator who works to foster the love of learning, not limited to mastering the exam or the grade, but rather so the student benefits throughout their life.
The journey we we refer to as fire prevention and community risk reduction is no different. We aim to facilitate an appreciation of life safety
beyond the fire inspection, beyond what is fire code compliant in the moment, but for the purpose of lasting community risk reduction at the community level, we know that
this can only be accomplished through relationships based upon trust and collaboration. Where this happens not only through our words, but through our actions. We thank the
Poudre School District team and specifically Trudy Trembath, Assistant Director of Facilities, and Rachel Buchheit, energy and sustainability
technician, for their commitment to a partnership with the Poudre Fire Authority. As such, we would like to present the Poudre School District team with our 2020
2025 2026 Professional Partnership Award. Thank you, and we look forward to being lifelong learners of life
safety together. Thank you. We're going to take we're going to take photos afterwards. Oh, I think we have somebody trying
to take a photo right now. And we'll also take another photo later with everyone. No, we can do both. Thank you, thank you.
Congratulations to Trudy and Rachel. And thank you again to the Poudre Fire Authority. Our next recognition. Yeah, you can
clap. Our next recognition is for the CMA, CME Award winners. CME stands for Colorado Music Educators Association, and these awards represent the highest level of recognition
for music programs in the state. Here to share more about this is Melissa Flail. Thank you,
Superintendent Kingsley, Board of Directors, cabinet and all of our community. We know you support our music programs in many, many ways, and we couldn't do this without you. If I could ask for our CME teachers, students,
administrators who would like to come up, we're going to recognize the CME performing ensembles. And I do want to give a quick thank you to our communications team, and especially Mariah Wenzel, who
helped create this beautiful program and board members and cabinet. You should have that if you get a chance to glance at the back. In addition to our performing ensembles, we had a
number of teachers who gave clinics and sessions during the conference too. So just our excellence of our our staff is really being shown off in really everything that they're
doing. So Colorado Music Educators Association has a clinic conference once a year. Schools send in recordings in the spring, and then if they are selected as one of the top performing groups in Colorado,
they're able to go and perform. And so we are recognizing actually four performing groups. But with our music teachers being always performing and working with their students, we don't have every single one represented here tonight. So
our first group to perform at CME was Voices of Core Knowledge. It was a combined choir of Conard Middle School, Zach Elementary School and Trout Elementary School. And we have Lindsay Matkin
representing Scott Wheeler from Kennard. He's at a concert tonight. Thomas Chen, who teaches music at trout. Alyssa Johnson, who teaches music at Zach, and then the Lesher
Groups, although they don't have representatives. We had the Lesher Jazz Band under the direction of Megan Munoz and the Lesher Symphony Orchestra under the direction of Lonny Oblita and then Johnson
Elementary Huskie Choir, directed by Brianne Mathias. And she has a few students here today as well to receive this honor. And they are August Magnuski, Harley Newman, and
Tilly O'Connor. Can we please applaud for our Cmea
representatives? Let's give a round of applause for our Cmea
groups. Thank you. And along with state honors in music, we also have groups who are recognized nationally. So there is a festival in Indianapolis every spring called music for
All National Festival. And that's kind of the national level of what our cmea groups represent. It's a really, really tough bar to meet. And we had two groups from Fossil Ridge High School selected to
perform there, and they traveled, performed with both of those groups. They were able to support financially any students who needed to go, who needed help in order to be able to go. And so we're really
proud of that in that program as well. So if I could have that group come on up. So the two ensembles that performed at music for All National Festival were the Fossil Ridge High School, Wind Symphony, which is
under the direction of Aaron Herrmann and Hannah Peterson, and then also the Fossil Ridge High School Percussion Ensemble, which is under the direction of Matthew Hauser. And they've also brought some students,
Carolina Morris Dutra and David Decrosta, who also were drum majors for the state champion marching band, and also Nathan Most. So a huge accomplishment.
And we want to thank for all of these programs, not only the community, the leadership of the district, but also their building leadership. These principals support these programs fiscally with scheduling considerations, with
prioritizing those classes so that the students who need to be in them can be. And that's a huge part of the success. Along with parents, students, teachers who work tireless hours. So if we could please
give a big round of applause for the Fossil Ridge High School Wind Symphony and
Percussion ensemble. Thank you, thank you, thank you.
Congratulations again to our music students and educators. Next, we'd like to recognize Preston Middle School for bringing home the state championship from the Colorado Science Olympiad State
Tournament. I'd like to invite Bill Saint to the podium to speak to Preston's accomplishments. All right.
Last minute. Couldn't make it. So. Good evening, members of the Board of Education and Superintendent Kingsley on April 5th. And I'm going to have the kids come in. The Preston Middle School Science Olympiad team earned its 15th
Colorado State championship after losing last year. After losing last year by three points. They won this year by a total score of 63 points, 53
points over the second place team, a feat that doesn't happen very often. The team placed first in 13 different events and medaled in 16 of the 23 total events. Students
competed in a wide variety of Stem disciplines, including engineering, chemistry, anatomy, meteorology, astronomy, and genetics. This year's team has been incredibly committed from the very beginning of the
season. Most evenings, you can walk through Preston and find students building devices, taking tests, making notes, testing designs or even helping teammates prepare for events
long after the regular school day has ended. Our practices run most evenings, along with a lot of Saturdays. Lately, I've gotten a lot of slack from the kids because we haven't had as many Saturday practices. Although I admit that pizza and
donuts may play a big part of why they like Saturday practices. One of the most meaningful parts of this program is watching former Preston Science Olympiad students who are now in high school or even college, come
back to volunteer to coach different events. Many of them simply want to give current the current students the same experience they had when they were in middle school. I also want to thank my assistant coaches, Jamie Beecher and Joe
Mlakar, along with the many families, volunteers, former students, my science department coworkers, community members and Preston admin who helped support this program throughout the year. I especially want to
recognize the Preston Custodial crew, who constantly work around the students supplies, bills and all the messes while still somehow keeping the building running smoothly for all of us. They are amazing and
we couldn't do it without them. What I'm most proud of is the culture that these students have built. They have made learning competitive, collaborative and exciting. It's pretty incredible. Incredible to watch. Middle
school students voluntarily spend their evenings and weekends studying science because they truly love it. These kids are going to do amazing things in the future. Our team is now preparing to
represent Colorado and Poudre School District at the National Science Olympiad Tournament later this month at the University of Southern California. Thank you for your continued support of the programs that give students
opportunities to challenge themselves, pursue, pursue their passions, and achieve as such a high level. So I'm very proud of these students. They
did such a great job this year. To give you all of these, to pass out to all these geniuses. Yeah. And the kids that made it. Tonight we have Chase and Ethan and Colin and Cozy and Adelyn
and Adele and Valorie and Clarke and Laura and Janelle. And we had a couple of kids who couldn't make it this evening. But this team is just so great
and wonderful, and I'm very proud of them. So.
Congratulations again to Preston Middle School. For our final recognition of the evening. We are celebrating 14
PSD schools that earned awards from the Colorado Department of Education. The awards we are celebrating tonight include the John Irwin School of Excellence Award. This award is presented to schools that demonstrate
exceptional academic achievement. Over time. Honorees exceed expectations on the academic achievement indicator of the school performance frameworks, reflecting outstanding performance in English language
arts, math and science. The Governor's Distinguished Improvement Award. This award honors schools that show exceptional student academic growth. These schools exceed expectations on the
longitudinal academic growth indicator of the state's school performance frameworks, meaning students are making consistent and meaningful progress across grades grade levels. The Centers of Excellence Award. This award recognizes schools
that serve a student population with at least 5% identified, 85% identified as at risk, and that demonstrate the highest rates of academic growth as measured by the Colorado Growth
Model. This award was established in 2009 through the Education Accountability Act and Colorado Blue Ribbon Schools. The Colorado Blue Ribbon School designation was created by the Colorado Department of Education to
recognize schools that were nominated for the National Blue Ribbon Schools Award, one of the most prestigious honors in public education, but were unable to receive the award after the program ended. Before
the 2025 cohort was formally recognized, the state wanted to ensure that work didn't go unacknowledged. Now, please join us. Join us in celebrating the following schools for their achievements. For the John
Irwin Award, we would like to recognize Beth Kee Elementary.
Dunn Elementary. Fossil Ridge High School. Kinard. Core.
Knowledge. Middle School. Cruz.
Elementary. McGraw. Elementary. Sheperdson elementary. Tivoli.
Elementary. Trout. Core. Knowledge. Elementary. Werner.
Elementary. And Zack. Elementary. For the Governor's
Distinguished. Improvement. Award. We recognize Laurel.
Elementary. And Rifenburg elementary. We recognize Putnam
Elementary for earning the Centers of Excellence Award.
And finally, we would like to congratulate McGraw elementary for becoming a Colorado Blue Ribbon School. After being nominated. After being
nominated for the National Blue Ribbon Schools Award in category two Exemplary Achievement Gap Closing Schools. Congratulations to all of our amazing schools and their
accomplishments. At this time, I'd like to invite our honorees, Board directors and Superintendent Kingsley to the front for a group photo. Can all of our fearless principals
join us in the front? We're going to take a couple photos with each of the respective groups. And since you're standing, we'll start with you, if that's okay. So you come on up to the front of the dais.
That'd be wonderful. Congratulations to all of you.
Okay. Perfect. Yeah. What are
those leadership skills? Two. Three. One two. Three. All
right. We're good. Congratulations. Can we bring the Preston Science Olympiad
winners up to the front of the room?
Come on. Right up front. You guys are. Excellent. That
was my favorite. You all right? Everybody ready? Get the camera in the middle. One. Two. Three.
Thank you guys. Awesome. Congratulations.
For. Can we ask, please all of our CMEA winners and those that are acknowledged for their incredible music talent to come
up to the front of the dais, please.
Congratulations. 123. I
know. Congratulations. Can our friends from PFA and those that are staff members that were
recognized tonight. Come on up
to the dais, please.
Thank you.
Come on. Congratulations. Yeah.
Yeah. Well and so this is. All right. We will keep moving along with our agenda. Next we have our action items. So first
up we have a resolution in support of Asian American, Native Hawaiian and Pacific Islander American Heritage Month. Can I get a motion? I move that the board approved
the resolution in support of Asian American, Native Hawaiian and Pacific Islander Heritage Month for May 2026. Thank you. Can I sorry thank you. Karen. Can I get a second? Thank you.
Andrew. And I believe we have guests. Yes. Joining us this evening to introduce the students who will speak to this resolution is Abby Hemley, proud principal at Dunn
Elementary School. Welcome, Abby. All right. So good evening, members of the school
board, superintendent Kingsley, staff and community members who are here. Tonight is my honor to introduce a very special student from Dunn Elementary
School, third grader Mohi Shao. As we recognize Asian American Pacific Islander and Native Hawaiian Heritage Month, Mohi is here to share reflections
and experiences that help us celebrate the rich cultures, history, and contributions that he brings to our community. At Dunn, Mohi is a thoughtful, kind and courageous student
leader, and we are very proud to have him representing Dunn Elementary. Please join me in
warmly welcoming Mohi. Good afternoon. My name is Mohi and I am a fourth grader at Dinagat Mentary. I am so honored to be
here to share with you my culture. I was born in China and I moved to the United States with my family when I was five for better education. I have always been proud of my
Chinese culture growing up. Every year, me and my family celebrate a lot of Chinese traditions, like the Spring Festival and Mid-Autumn Festival. Spring Festival is
also called Chinese New Year, as well as Lunar New Year. It follows the traditional Chinese lunar solar wind solar calendar, which depends on both the sun
and the moon. Spring Festival is the start of the traditional Chinese New Year. We celebrate with family reunions, dumplings and red envelopes. The
Mid-Autumn Festival is celebrated in the fall when families gather together under the full moon and share mooncakes, appreciating what family means to us. These
traditions keep me connected to my roots and remind me that culture is a gift. As an Asian student, I feel like I belong at elementary because I am
lucky to being this inclusive, welcoming, and supportive community. I make wonderful friends and I receive good guidance from teachers. Every
Asian American, Pacific Islander, and Native Hawaiian. Your story matters. Your culture is a gift and you belong here. Thank you for so much for providing me this
opportunity to speak for Asian American, Pacific Islander and
Native Hawaiian Heritage Month. I'd love for you to look at your principals face and just
see how proud she is of you. It's amazing. I love that you shared that your culture is a gift because I wholeheartedly agree, agree, and I think it's great that you've given us that
reminder. Thank you so much for being here. Are there any other comments that folks would like to make? All right. We can call
the vote then. Thank you. Kala Baz I, Conor Duffy I Kevin Gavalda I Scott Schoenberger I doctor Andrew Spain I Jessica
Zamora I doctor Karen de Ziegler I motion passes seven
zero. Keep doing that. Next we have our resolution support National teachers appreciation week. Can I get a motion. I
move that the board approve a resolution in support of National Teacher Appreciation Week, May 4th through the eighth, 2026. Thank you. Carla, can I get a second? Thank you.
Kevin. Tonight we welcome Hayley Alexander, Poudre Education Association executive board member, who will speak to
the resolution. Welcome, Hayley. Good evening. Board of Education Superintendent Kingsley and members of the
community. Thank you for this resolution and the recognition of our amazing teachers in Poudre School District. I want to begin with a personal story from last week. My name is
Elizabeth Kirk. This is Hayley over here. I'm a teacher at PSD Global Academy, one of our district's K through 12 schools. And last week as I was getting ready for work, I was running a
little bit late. So I decided to just throw my hair up in a messy bun and skip the effort of putting on any makeup. Fast forward to that afternoon as I began my third grade music
class. One of my boys raised his hand and said, Miss Kirk, why does it look like you haven't slept for several days? I chuckled like you and
explained that I didn't have any makeup on, so my face might look a little different than they're used to. Without skipping a beat, another girl chimed in and with sincerity
said, Miss Kirk, I like it. It makes you look rustic. I have to tell you, I love my job. Moments like this make me smile
and laugh on a daily basis, and sometimes question where they get their vocabulary from. I think I can speak for all teachers that each of us has
our own pocket full of stories, and these stories demonstrate the humanness of our job. Teachers show up each day to teach, yes, but they also do so
much more. They tie shoelaces. They open difficult milk cartons and connect the last dots on that math problem that moments ago just simply could
not be solved. And so many other unseen little day to day things. At a deep level, teachers hold the responsibility of tending to the hearts and minds of the
small humans in front of them. They are the face that steadies, nervous hands, that notices the quiet kid who hasn't quite found their place of belonging
just yet, and that celebrates the student who finally gets it after months of struggle. These hundreds of little things may never make it into a data dashboard, even though we do
very much appreciate the work of Doctor Schmitz. But the truth is, teachers don't just teach content, they shape character and they shape lives.
They not only deliver instruction, they help young people discover who they are and who they are becoming. And those small humans, they'll
grow into being big humans who will in turn shape our future. The future of Fort Collins, of Colorado, and ultimately of the
world. Some of them will sit on this board someday. Perhaps some of them will lead our district as our future superintendent, and hopefully, maybe just a few will even
become future SWD educators who will themselves educate every child every day. As we move into the coming years. Years
that will require difficult decisions and thoughtful leadership. I ask that we prioritize and hold tightly to the heart and soul of our
district. Our teachers, the people who turn ordinary days into the beginnings of extraordinary futures. Thank
you. Good evening. I'm Hailey Alexander. I'm a proud fifth grade teacher at Tivoli Elementary. And Elizabeth just so eloquently described our teacher perspective in regards
to this resolution. And now I have the honor of introducing two students, a current and former of mine, Lily Wright and Eva Boone. I recently was able to ask my current class why
Teacher Appreciation Week was meaningful to them, and one of my favorite responses was from a student who said that it was a gift to give back to the teachers who had given to them all year long. These students
are going to share why they believe Teacher Appreciation Week matters from their perspective. Hello, my name is
Lily and I'm Mrs. Alexander's fifth grade class at Tivoli Elementary. As we celebrate Teacher Appreciation Week, it has made me think how and why does someone show their
appreciation towards teachers? Teachers help kids like me in academics and with their feelings too. They also help us learn and grow from our mistakes. And they don't only teach, but they inspire us to.
I've been at Tivoli for six years and it has been awesome. Even though there have been ups and downs, there's definitely been an amazing experience. Because of all the teachers I've had. I would just like to
shout out teacher in my life, Miss Alexander, who has never given up on me. So I would just like to say thank you. Good
evening everyone. My name is Neva Boone and I am currently a sixth grade student at cache La Poudre Middle School. I love school for many reasons, and one of the main reasons is because of the teachers. They
do not get enough credit for everything they do to teach and have an impact on many kids lives. Teacher Appreciation Week is one very important and meaningful way to show how much
we love and appreciate our teachers. They deserve to know how much of an impact they have had on us, and how thankful we are for them. Many teachers have played an important role
in my life, but one teacher in particular has always been there for me and I will forever love her for it. Miss Alexander was my fifth grade teacher last year and she was the best
teacher ever. Whether she was helping me navigate friendships, math problems, or even the transition into middle school, her care for me as a person goes far beyond the classroom. It is, and it is something that
I will carry with me for the rest of my life. Teachers like Miss Alexander are what make school worthwhile, and while my mom would vote for it to be moved to any month other than
May, Teacher Appreciation Week is one that we look forward to celebrating every year. Would
any board members like to comment, please, if I may, because it wasn't up, I thought. Nothing I can say be more eloquent than what the four of you just said. But I do want to
read the resolution that we're going to vote on momentarily, because I think it's appropriate. And it captures a lot of the sentiment of what you just said. Whereas teachers build the foundation of our society in every walk of life,
every single successful person is where they are today, thanks in part to their teachers. None of us would be where we are today if a teacher along our journey didn't first teach us how to read, how to resolve
conflict, or how to think critically. Whereas teachers are really good at hiding all the work they do behind the scenes. To your point, 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 this one really got to me, 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. Thank you for reading that. Please. Yeah, thank you guys so much. That was that was amazing. Elizabeth. That was
really well done. And I even wrote down the big takeaway, prioritize and hold on to the heart and soul of our school district. And I thought that was wonderful. So great job.
Thank you all. This was really special. So we all need to appreciate our teachers more. Thank you. Oh, please. And
speaking to your point, I'm one of those PhD graduates that ended up on this board. And I think it's I don't remember all my teachers, but there's absolutely some that stick out
to me. And I'm just going to read a few quick names. There was Mr. Perry and Coach Wetzel from Lesher Junior High, Mr. Olander, Mr. Legge, Mrs. Bacon,
Mrs. Kern from Fort Collins High. You might recognize some of those names as even like streets or schools. These are impactful people that have made such a difference to our community. And every single one of us is here today because of
our teachers. So thank you. I'd be remiss if I didn't say something, but I can't say a lot because I'm going to start crying. Mrs. Alexander, you're
a favorite in my home. Thank you for what you've given, jet. You're going to make us all cry. Okay, I think her. Yeah, we're
all going to cry. So I'm just going to call the vote, so I. Carla Bass I Conor Duffy I
Kevin I Scott Bauer a doctor Andrew Spain I Jessica Zamora a doctor. Karen de Ziegler I
motion passes seven zero. All right we'll keep moving along. Next we have our resolution in support of National School
nurse day. Can someone is someone able to read it. I move that the board approved the resolution in support of National School Nurse Day, May
6th, 2026. All right. And guess we got a second. Oh no thank you Andrew. Now I'm distracted. Thank you for the second. Now we're ready for guests joining us this evening to speak about
National School Nurse Day. Our health services coordinator Kim Lowe, and school nurse Barb Gomez. Welcome to you both.
Thank you. Members of the Board of Education, Superintendent Kingsley, our community and our staff. As we recognize the important role of school nurses, we are especially grateful to
acknowledge and celebrate the retirement of Jennifer Wright and Jeannie Thielman, who have served our students, families and staff with compassion and care, helping make our schools healthier and safer. We
sincerely thank them for their years of service and compassion and their lasting impact on our community. They couldn't be here tonight, but my next acknowledgment is an even bigger acknowledgment. I want
to thank three school nurses who went way above and beyond this year to achieve their Masters of science in nursing, with an emphasis in public health. One of those nurses is
with us tonight. You'll hear from her shortly. Barb Gomez. Another is Heather Haycroft, and the third is Sarah Hanson. As part of their master's level project, this group worked
tirelessly on bringing more access to immunizations to our students and families in Poudre School District. For the first time in many, many years, we had five after school back to
school immunization clinics with the health department in Larimer County, and that resulted in many more students being able to stay in school on November 1st, which is
exemption day. Far fewer families signed exemptions, and families were even able to schedule follow up appointments with the health department to get their next series. So huge
shout out to Barb, Heather and Sarah. Good evening everyone. My name is Barb Gomez and I'm,
excuse me, grateful for the opportunity to speak with you on behalf of the school nurses. Regardless of our roles, we all share a common goal ensuring that every student is safe,
supported and given the chance to reach their full potential. I would like to take a moment to thank you for recognizing a group of professionals who are
essential to our schools, our school nurses. Recent research, published in the Journal of the American Medical Association in January of 25, has shown that
school nurses play a critical role in keeping students healthy and ready to learn. Their impact has been evident for more than a century, showing that schools that have
strong nursing support continue to see better attendance, improved health outcomes and stronger academic performance. But the role of of a school
nurse today goes far beyond what many people might traditionally think daily. They manage complex and sometimes life threatening conditions
such as diabetes, seizures and severe allergies, while also training staff to provide appropriate care. They oversee individualized health plans,
conduct screenings, support chronic conditions like asthma, and help ensure students can fully participate in school. Just as importantly, school nurses serve as a communication
bridge between families, staff and physicians, helping ensure care is coordinated and understood, often preventing emergencies and keeping
students in class. For many students, they are the only health care professional they see regularly, making their role essential for access and equity. We recognize that
strong nursing support is essential to promoting student safety, health and academic success. To all of the school nurses, thank you for the work you do every day that so often
goes unseen, but never goes unnoticed by those whose lives you touch. So today we want to pause and simply say thank you for your continued support of school nurses and your
commitment to prioritizing the health and well-being of every
student in our schools. Okay, now I'm going to rest. Crying. With a child with one of those
chronic diseases who was diagnosed last year. He only had to miss about a week of school because we could trust the nurses and the staff at his
school to make sure that he was okay. And if anything, his school was probably a safer place for him to be at that point because they were knowledgeable, they knew how to support him in ways that we
were still learning, and so much so that at this point, he's doing amazing, but he's been able to participate in everything that school has to offer because he knows he's
supported, he knows he's safe, his teachers are able to support him. It our family wouldn't be what it is now. I wouldn't be able to be even
here if it weren't for his school support. So thank you so much for what you do. Please extend that. I mean, I will obviously extend it to the nurses supports my own child, but I know that there is a
child in every single school. Many who have that similar story, and there is no way that a family can ever thank them enough. So thank you so much
for what you do and supporting our nurses across our district. I just want to say thank you. There's so many things, right? When we think about the health
and safety of our spaces, public health and whatnot, I think about how, you know, just as President Zamora was speaking, supporting kids with chronic illnesses. And I often
think about the other parts of your role, right? Because sometimes those students come see you for one thing. And it's also just a safe space for them,
you know, and you provide that support. It may be that I'm sick, but I need just a little bit extra care. And I think that our students gets it and a lot of different places. And I
often think about the security of that space and how it becomes like a private space. And as you said, not every student is connecting with health professionals. And what
I appreciate about school nurses is the consistency for our students that you provide. And so I just want to highlight that, like, you know, I think about the teachers and how there's always so much more to
a role of what people perceive that role to be and the extraordinary impact that extends beyond that. So I want to say thank you for all the things that people see and know
about, and for all the things that you hold by yourself. We appreciate you. Thank you. Anything else? Just quickly from one health care provider
to another, honestly. Thank you. And just to know that you are recognized for what you do, because public health is often so overlooked and it is so integral. And I don't think
we've had a TV show for public health yet, and maybe that's something we can work on fixing, because that's where it goes. Often unrecognized. Retirement
job. All right, seeing no more comments at this time. Jill, can you please call the vote? Karla Bayes I, Conor Duffy hi,
Kevin. I Scott Schoenbaum hi, doctor. Andrew Spain. I Jessica Zamora, a doctor Karen Ziegler
I motion passes seven zero. Next we have our fourth resolution resolution support of Jewish American Heritage
month. Can I get a motion please. I move that the board approve a resolution in support of Jewish American Heritage Month, May 2026. Can I get a
second? Thank you Andrew. So with us this evening to introduce our student speaker for Jewish American Heritage Month is Bethany Hampson, vocal
music teacher at Weber Middle School. Welcome, Bethany. Hi. Good evening. My name is Bethany Hampson and I teach
vocal music and theater at Weber Middle School. And I'm also a proud Jewish American. I'm here to introduce the magnificent Vera Simon. Vera is an eighth grader at Weber, and
I've had the pleasure of teaching her for two years in musical theater. Vera is the type of student that brings joy wherever she goes. Not only is she kind and considerate of all
others, she is also an extremely talented artist and a beautiful singer. It is an honor just to know her, let alone get to be her teacher. So
please welcome Vera Simon. Hi everyone. I'm Vera Simon and I'm an eighth grader at Weber Middle School, and I'm so glad to be here. And thank you, Miss
Sampson, for introducing me. I want to thank God for giving me the opportunity to speak and also for acknowledging Jewish American Heritage Month. For anyone who watches the news,
you're probably aware that antisemitism is unfortunately on the rise, and that's why it's so nice to be included in this recognition, because it's often the case where Jews are dismissed or an afterthought.
And I think that's because people don't know who we are. We are an ethno religion that only has 16 million people worldwide and takes up 0.2% of
the global population. We include people of so many different cultures and countries. So it is my hope that people can use this month to learn more about the Jewish people, not only for students
like myself, but for educators. Like so many of you, I would like to share a story of something that happened to me earlier this school year that shows the importance of listening and learning about
Jewish people's experiences. In class, we were tasked with choosing a story, a short story from five options to write a theme essay about. I chose a
story that had multiple Jewish stereotypes, such as occupation, first and last, names, clothes, food, and more. A student named Rachel Hordinsky gets bullied and ostracized for her Jewish
identity. Other students in the story who preached inclusion and justice earlier in the story actually join in on the bullying instead. Sadly, this
exclusion is very common in our world today. So for my theme, I chose to write about antisemitism. I submitted a planning assignment in the next day. My teacher pulled me out
of class and told me I should reconsider my theme of antisemitism because it couldn't be proven. My teacher didn't see these stereotypes, so she couldn't be familiar
with them. To her credit, she treated it as a learning experience. I explained to her why these stereotypes, what I explained to her, what the stereotypes were, and how I saw
the theme of antisemitism. I am so glad that I had a teacher that was able to learn and change her perspective. So in closing, when a Jew tells you that they see antisemitism, we
should all listen to them. It is my hope that we treat Jewish American Heritage Month as a learning experience, just as my teacher did. I'm so glad that
PSD PSD had me here tonight. Thank you all. Sorry I had to
finish my note. Thank you for being here. Thank you for sharing part of your story and being vulnerable to share something that happened this year with you and a teacher,
and being brave and willing to stand behind your ideas and what your thoughts are, and being willing to teach others. Because I think we're all well, I don't just think we're all imperfect. We all have things
to learn. And so I really appreciate your willingness to do that, especially in school when you're supposed to be the one getting the education. And I think one thing I had to write down and I didn't want to
lose it, is kind of like that last sentiment of believing the lived experiences of others. So thank you for that reminder, because I think it's valuable for us to have that constantly coming back to us and reminding
us that that's where we need to be. And if you're telling us that's your story, that's your story, and we don't get to question it. Thank you for being here. Are there any other comments from folks? Yeah,
please. Yeah. What you said really hit me. There was a couple of thoughts all at once. The first is that I'm continually amazed by how much our students and our young people can actually teach us. And to think that we've been on
this, this planet, decades longer than you, and yet you're still inspiring and teaching us. I really appreciate that. And the one thing I want to say, I want to commend you on how you
handle that situation too, and that you could have resorted to anger, you could have resorted to righteous indignation, which you would have been absolutely justified in feeling, but you approached it in a in a way that I think a lot of people
wouldn't. And that's to teach in that moment. And I know that throughout your life, it may be exhausting to constantly navigate those situations, but I would encourage you to nurture that impulse to stand up for yourself, but also to
educate and to, to try to, through empathy, share your experience with someone so that they can learn to do better. So I want to commend you on that and nurture that instinct. Yeah.
Thank you so much for sharing that. And I'll echo what Kevin said, advocating for yourself. Well done. That was brave. Not easy to do in middle school for
sure. Just a couple of things that popped out inclusion, justice and tolerance, that tolerance. That's what we talk about every day for PSD.
There's no exceptions. And I think that's important. No matter your identity, your religion, your values. And I think that's something that we all need to remember. So thank you so much for sharing that
story. All right. With that, we'll take the vote. Jill. Carla, Baz, I, Conor Duffy, I,
Kevin, I Scott, Shane Bauer I doctor Andrew Spain I Jessica Zamora I doctor Karanda Ziegler
I motion passes seven zero. Please can we get a photo with
all of our resolution guests. Okay good. Yeah. Well done.
That's it right. Congratulations. Thank you to everybody. Our schools, yourself, your family and your identity. As soon as you dare.
I'm sorry that you have to say
you did so grateful that you.
May. Meetings are long, but they're amazing. So much celebration. Next on our agenda, we have our superintendent's report. This is our opportunity for Superintendent Kingsley to make remarks to the Board of
Education and to the community. Thank you, President Zamora. Good evening, everybody. Again, I'm just honored to be here. Having an hour worth of celebrations is just an amazing
way of infusing positive energy through this room, through our hearts, and through the district that continue to just be so honored to be the superintendent here. I want to continue celebrations and just
say thank you to members of the board, all of our employees and employee groups who came out to the Lincoln Center last week for our fourth annual PSD celebrates. It was an amazing event. Each and every year, there are more and more people
who come out to the Lincoln Center. We are determined to fill that place sooner than later, but it was just full of joy. I want to congratulate all the winners, the nominees, and I want to thank you for your
incredible dedication to this district, to each other, to our families, and most importantly, to our students. Looking ahead to next week. This is a season of celebration. Super excited
to start our graduation season. John Cope and myself over the last two weeks have met with seniors from every one of our high schools, and to listen a little bit to learn more about
their stories and their experiences at their respective schools, to help personalize their graduation experience over the next couple of weeks. So I'm super excited about that and really hope everybody can
show out, whether it's at the Lincoln Center or at the Moby Arena and up in Wellington. They have it actually at their at their school, which is another really special thing to be the second annual experience
up there. Our highlight video this evening is a feature on Teacher Appreciation Week with students and teachers from Baty Elementary School, which is going to be awesome. But before we play the video, I just want
to take a moment to recognize the incredible dedication and commitment of each of our educators each and every day. I want to thank you from the bottom of my heart for what you do. I hope that you enjoy this
video. It represents all of our incredible teachers in this
district. I want to. Our teachers are fantastic, and I'm
pretty convinced all 2000 of them got in cahoots with our 25,000 students last week, and started collaborating with Mother Nature for a snow day. It was well deserved. You
earned it. I did take some hits though, as a result of that decision, but I'm really grateful for everything that they do each and every day. Lastly, tonight, members of the board in our community and
community this evening, the co-chairs of our Comprehensive Planning Committee will be presenting the important work of the committee specific to identifying the criteria that will be considered as a
conversation about school closure and consolidation. Excuse me. School closure and consolidation continues. I want to thank from the bottom of my heart, all of the volunteer
members of that committee for the time that they have invested in this work. I also want to thank the thousands of members of our community, including staff, parents and community members, who have provided incredible feedback
over the last several months to inform this work and to inform our conversation tonight. I know that it will be incredibly thoughtful on behalf of all of us, so thank you for allowing
me some time and space to address our community this evening. Thank you. All right. Up next, we have our community comment. This opportunity for public comment is for members
of the community who register 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. Apologies. I need to get my paper in order. First up, we
have Derek Franz. Welcome. Thank you. Good evening. My mom,
aunt and grandparents were teachers. My grandfather was also a principal and superintendent, while my grandmother was a founding teacher at Poudre High. My brother is a college professor at Nebraska Lincoln, and I am a
PhD graduate in 26 year teaching veteran, a former CSU athlete and a father of six PhD students and two grandchildren. While SRD publishes spotlights
boasting about teacher retention, this district is in procedures to terminate a two decade plus teaching veteran a double standard. In July 2025,
the superintendent was quoted every decision we make is guided by our top priority the safety and well-being of our children, and we hold all staff
in high regard. But when our son was injured in a school activity on April 23rd, 2025, that so-called top priority was extinguished. Policy a C
mandates an environment of dignity and respect. Yet the current actions of the superintendent and district Council are a coordinated tactic to shield themselves from the truth. C and District
Council are using disciplinary pretext to remove a local family of four generations. By your own definition in policy, a C retaliation includes
intimidating an individual for raising a good faith concern. This policy and regulation a CR2 mandate supportive measures to preserve employment. Instead,
she has been met with selective enforcement and procedural violations by the Cabinet and District Council, ignoring the very regulations designed to protect employees from institutional bullying. While
taxpayers absorb riff and closures, the Central Office continues to expand. In 48 months, the district paid over $200,000 to lobbyists. Yet my
April 24th, 2026 core request was met with a $2,145 bill and a 13 week barrier on April 22nd,
2026, the superintendent boasted of a 2,025% teacher pay increase, while his own raise, while his own raise, was the same 25% trajectory and pushed
his base pay, not including benefits north of 350,000. When asked if he refused that raise, he replied no, I did not and chuckled. It's not funny. I'm
demanding board oversight and an immediate independent investigation into the decisions of the superintendent, his cabinet and district council board. You have voted unanimously to approve this leadership at every turn, but
do not rubberstamp the destruction of a family. Tonight, direct the superintendent to align with L 2.1 and 2.2 C's. This pursuit of termination and return the fiscal resources to teachers
and counselors in the student's classrooms. Thank you. All
right. Thank you. Next we have Jeff Mead. Welcome. Okay. Hello,
everyone. My name is Jeff Mead. I'm a global educator. Speaking tonight on behalf of PFLAG Fort Collins on the power of modeling acceptance. As I looked around the room tonight,
I noticed that everyone looked different, different hair, ages, heights, skin color, genders. As humans, we value our own uniqueness and it's most noticeable when we are with
others. We want to be accepted and valued. The variety of people, even just in this room tonight, suggest there is no norm that we should be trying to achieve. How can there be a
normal when we are all so unique? I've taught middle and high school English and social studies for 11 years, mostly overseas in international schools across Africa, and I've seen those differences on a
global scale. My students came from all over the world with different skin colors, ethnic and racial backgrounds, religious beliefs, languages, accents, and belief systems.
What made teaching and learning in international schools so impactful is that the differences were all around me all the time, much like the variety I saw in this room
tonight, there was no normal. We need to bring gender identity into this conversation as well. As a teacher of middle school, I see the natural course of human development
over the course over a several period, several period of years. Middle school is when all the change happens. Brain chemistry affects intellectual development, puberty changes
the body's physical development, emotional development starts to generate romantic interests that grow and develop as young people become adults. Global travel demonstrated how scary
it can be for young people to grow into themselves, and many of the countries I've taught in members of the LGBTQ community who expressed themselves openly
could be disappeared. I've seen firsthand the importance, then, of creating safe spaces where young people can explore who they are and who they are. Becoming a teacher isn't just
academic. They create the norms and expectations within their classrooms. They are both teachers of content, but also leaders of acceptance. And as we've mentioned several times
tonight, we're also the promoters of justice and tolerance. So a teacher then is a role model that not only supports teens exploring the people they are becoming, but
also demonstrates to all students how to accept and value themselves as individuals
and the people around them. Thank you. Next up we have Tom
Griggs. Welcome. Good evening, District director, Superintendent Kingsley, community members. Let me just say at the start of this
comment that I commend and deeply appreciate the board's efforts over the last several months to address the looming question of the district's budget crunch and the specter of school closures and
consolidation, the outreach to so many different sectors of the community has been exemplary under the circumstances. So if we are now clear that the budget cuts for
2020 627 need to be somewhere under 2% of the budget, I strongly urge you to avoid school closures and consolidation. At the present time, there's just too high a
risk of doing the wrong thing with respect to this issue at this point, what if the reason SRD is such a highly respected and esteemed district has to do with so much more than C math
scores? And precisely, more precisely to do with the blend of schools, school sizes, curricular offerings, and extraordinary staff efforts that are currently in place.
What if the state demographers numbers don't reflect the unique characteristics of our community, either in terms of the population growth anticipated by the city and county, projected an actual real estate development and are
often stated but not always realized efforts to provide equitable access to all of our kids and their families. Put another way, how strong in
actuality, is our commitment to improving our efforts to meet the needs of every child, every day? Echoing my own thoughts about all this, at the April 14th meeting of the Poudre
School District, the community outreach efforts, I heard the term radical transparency used to describe what is called what is called for from one of you
at the board's recent community engagement session on April 18th at Fossil Ridge High School, for example, why aren't teachers and other school based
staff themselves, not just principals, being asked what they think needs to be done to address the budget crunch? Why does it seem that the contradictions between Flow Analytics 2023 projections for
declining enrollment, and its very own acknowledgment of considerable student population growth in the SRD area? In the very same report continue to be
ignored. Why is there virtually no representation of the very schools that were recommended for closure and consolidation? Two and a half years ago on the district's comprehensive
planning committee, school closures and consolidation still feel far too rushed to be resolved? Well, at this point, there are so many other ways to address this year's current
budget shortfall. Although it might not be the best place to make the necessary cuts right now. Retirements alone, with no new rehires to replace most of them would take care of the 2%.
We have the time to do the right thing, so let's do it. Thank you. All right. Next up we have Lucy Lee. Madam
president, actually, the rest of our list has either chosen not to speak or has not joined us tonight. Oh, thank you very much. All right, well, then we
will move along. To board topics and committee reports. This agenda item is an opportunity for board members to provide an update on committee work or speak to
board topics. Do any board members have anything they would like to report, please? Connor. Thank you. School finance passed yesterday, which
is a huge relief. Like it was a. I guess now it becomes a status quo fire drill with with with all of that. And some way,
somehow they did pass it. And it's they're ready to go as well as Senate Bill. 135 so those were two major initiatives that were taken up
by our local legislators, and they're they should be commended. And there's still work ahead, especially on. 135 but I think everybody who's been part of the budget conversations here in the last
two months understand the importance of it. Finally. Thank you. Is there a sigh of relief? Are there other committee updates and reports?
Yeah, please. Last night was the last meeting of our district advisory board group. And it was a good a lot of good
discussions. I just wanted to highlight that there will be still, as part of the consolidation process, wanting to reach out to different school communities and community members. So, so that
members are going to continue to do that, really trying to center around an idea of understanding what folks believe. All schools, all students should have from their
experience. And can we get deeper around that question or consideration? Also, they elected new officers last night, more new folks for the exec board. And I just also lastly
wanted to promote that they are still looking for DAP members for representatives. And specifically I'm just going to name the school. So at the elementary level, bacon, ice
Stone Johnson or Zach, they're looking for a DAP rep. Their middle school, Blevins and Timnath Middle High, and also from early childhood or Fort
Collins Montessori. So if you are interested in being a district advisory board rep or you know someone who you think might be good, please share
that message far and wide. I think it's a good opportunity for people to get involved in the community. And since this is last year, the the dates and
times for that will either stay the same or look at changing. So it's a good opportunity to get in there. Now at the start for next year's session. Thanks. Thank you. Please. Not exactly
a committee report, but I did want to since we're on the tail end of the first part of the Comprehensive Planning committees recommendation and engagement process, I did want
to express some gratitude both to district staff for helping to organize the many board of engagement sessions that we had. I also want to credit Brian and his leadership and others for
holding those staff engagement sessions as well, something that someone said at one of those sessions kind of has has been eating at me. And so I'll share that question now, which
is, you know, some of the, some of the sessions, there were 30 or 40 folks that showed up. Others had a lot smaller numbers. And so the question became, how are you as a board, going to hear all the voices in
our community with all their thoughts and all their values that they want to bring to the table, especially those that are unexpressed. And that's really been eating at me. I also want to credit Carla for her efforts to and doing
additional outreach to our communities that may not have been able to come to those those engagement sessions. I don't have an answer for that. Sitting here tonight. I've been thinking about it for quite
some time. I do think, though, that even though I don't have all the answers, we don't have the answers. I think I believe that we're starting to ask the right questions. And one of the appropriate questions is, how
are we going to be better at getting more engagement, getting more voices amplified into this process? I've looked forward to the conversation we're going to have tonight around the criteria for the
first read. At least, my own reaction to some of that was I saw a lot of traces of some of the conversations and the voices that I'd heard in those rooms, in our email inboxes and
from other places, are now living in a document that will outlast this board. And so I think there's a tremendous amount of progress, at least in that endeavor, to try to include our community in this process. So I just want to
express gratitude to those who showed up, continue to show up, and will continue to show up throughout. I wanted to I forgot to say this, that one of the things that came up last
night, I just want to share with everybody is they talked about what's going to happen in terms of the law over the summer and what we might do to support the community members. So, right, like tonight, we'll
hear information from the comprehensive planning committee. Then, you know, at a certain point, we don't have board meetings. So there's a concern of what will take place.
It's that deep what will take place over the summer. And so there's a fear that we'll hear this tonight. And then all these decisions will be made over the summer and the community is going to respond. So there was a request of how
can we communicate almost like a a time stamp, like here's where we are here. And then further decisions or whatever will take place at this date
just so folks can be calm this summer and focus on theirselves, and also to address that specific of decisions that are going to be made without voices, even though we've had all that
impact. So however we might do that, I think it'd be good to put some timestamps in place and say, here's where we're holding and stopping, and here's where input and
considerations will continue. Great, please. I just wanted to bring up stack. We had our last meeting last night. Jess, you
could probably speak better than I because I showed up literally the last five minutes. It was running behind. So I apologize for that. But we did recognize our seniors and had a
nice celebration. I really want to commend Assistant Superintendent Olson on her leadership. She took over from Dwayne and has really fostered a great environment of of
letting the students really take the lead. We have one of our members here sitting next to In-soon, and he's going to be a great leader. So I'm very impressed with this group and
looking forward to what we're going to see in the future. Come out of it as it advances. I learned last night that the first stack meeting consistently only had about three students, and now we're
rounding that out to quite a quite a few. Just added seven new members and from schools that hadn't been represented before. So very impressive
group and great future. Yeah, it's taken a number of years. And I think again, with cabinet leadership really honing in on where do we want to get out of this so that students voices
became something they had amazing ideas, but we just didn't know where to go with them. And so we really needed that leadership to help it take form. But as usual, last night,
they they argued over cake a bit because that was fun and how to cut it. There's an appropriate way and a wrong way. But they also voted in their their next officers. And it was
a lovely celebration. So are there any other updates? Yeah, please. Karla, I just want to comment on what Kevin brought up about communication and and
what's happening in. And just us having wrapped the, our listening sessions, I think that I just want to comment on something, a big takeaway that
I have found, and I think that it will open more doors to communication. And that was a lot of people have mentioned to us that they would like shorter
snippets, like deeper sound bites of what is happening and what we're doing to feel like they're more engaged. I just wanted to, to mention that
because I heard it a lot. Yeah. Instead of like a very long email, some bullet points outlining the activities that are happening so that they feel
like they can comment back. I don't suppose that came with suggestions on how to get those things to them. I think that
people are looking for email and, you know, this all comes with the idea of the dashboard and having access to just very
concise and brief. Yeah. Information. Totally. Did you have no. Okay. Share the other thought. Let's do it. I just also wanted to recognize
something I've noticed this year, our communications team and how they've done an excellent job of highlighting all of our schools across the district. I really appreciated
the intentionality, whether we've, you know, used ads or highlighted pictures and events and stuff. I think it's good to give a good representation of a different schools in our district. And that's something
that I've just been noticing pop up in my Facebook, and it's given me an opportunity to learn about the different schools and. And if you all don't, I suggest that you all
follow our Poudre School District Facebook page because you learn a lot about what's happening in the district and especially about our different schools. And I think that's important at this present
moment. So thanks. Oh and Insta. So follow all social media accounts for Poudre school district. You learn about all our fabulous schools, all of our happenings, and most
importantly, you'll just feel better about your day. Thanks, John. I'd like to get a data point after tonight's meeting. How many new followers any of those accounts got? I think
that would be a valid for all of us. Got you. John. Are there any other updates or reports? I mean, that's a great note to end on Insta. All right. We'll
move along then. Next we have our consent agenda. Would any board members like to pull an item from consent? Okay. Seeing
none, can I get a motion? Thank you. I move that the board approve and adopt the recommended action items. Recommended actions for the items on the consent agenda. Can I get a second? Thank you.
Carla and Jill, can you call the vote, please? Carla Bass I, Conor Duffy I Kevin Havelka I
Scott Schoenberger a doctor. Andrew Spain I Jessica Zamora I doctor Karanda Ziegler I motion passes seven zero. All right
awesome. Next we have up our action items. The first up we have big three CTE concurrent enrollment and dual enrollment program expenditures. Can I get
a motion. I move that the board approve expenditures in excess of 250 000. For programs detailed in the Summary of Concurrent enrollment and dual enrollment programs imposed.
Thank you. Can I get a second? Thank you. Kevin. All right. Brian, I believe we have a presentation. Yes. Here to present the big three CTE expenditures are. Tanya Alcaraz,
director of post-secondary workforce readiness, and Kristin Besanceney, concurrent enrollment coordinator, welcome
team. Hello and good evening. Thank you for this opportunity tonight, superintendent Kingsley, President Zamora
Cabinet and our board also saw our student representative. He's a junior at Fossil Ridge High School. We chatted a little bit before this meeting,
and he gave me permission to share a few stories about his postsecondary and workforce readiness opportunities. My name is Tanya Alcaraz, and
tonight I have with me Kristin Sonsini. She is the concurrent enrollment coordinator for Poudre School District. She's done amazing things to to grow our programs and provide more
opportunities for students. Also tonight in the audience, Andy Little from Poudre High School, who's our IB director, is here as well. Just to answer questions and to show support.
So tonight we're going to take some time to provide an overview of some new legislation that's headed our way to help support our students in obtaining more
postsecondary and workforce readiness outcomes prior to graduation. And then we're going to dive a little bit deeper into the outcomes that
our students have obtained during the 2425 school year in our college credit, concurrent enrollment, AP and IB programs. So first, I want to start with
the Colorado Department of Education. Earlier this year, they launched their strategic plan, and in their strategic plan, they set a goal. Their goal is that the graduating
class of 2029, by the time they graduate, 100% of the high school students in the state of Colorado leave with one of three outcomes for postsecondary and workforce
readiness. So that's our current freshman. This is not a new initiative. We have been working on blurring the lines
in high school, junior and senior year to help our students not only earn credits and graduate from high school, graduate with options, and
understand what it's like to be a college student, understand what it's like to be in the workforce, and to think about their career path and this board and our school district
and Poudre school district has been all in. We've been working really hard on expanding opportunities for these big three opportunities for these big three outcomes. So the
first one we're going to do a deeper dive into tonight is post-secondary and college credit. So to achieve this goal, the metric now that's been defined is that before
graduation, students earn at least 12 college credits. I think Suchit earned 12 college credits before a sophomore year. He's taken seven AP exams this
spring. He's also a Front Range student. He has earned Front Range credits through accounting classes, through his business classes, his plan, and his goal as he's worked through
his high school career is to move on into political science and major in business. So how do we support Satchit in realizing that and and helping
him understand you can do this in college. You are ready to do this and then advance in those college credits, industry recognized credentials. So Satchit has earned the
Microsoft Office Suite certification through his intro to PC apps class. Also Adobe and graphic design. And so he has also met that mark of
industry certifications. He is working on work based learning. He's ready for an internship in between his junior and senior
year in political science. Anyone out there watching? He's still looking. He's ready to intern this summer. And so when
he gets that internship, because I know he will, he was already asking me about it. He's going to talk to Brian after. I don't know who else he can connect with. He'll have met all three outcomes. The
goal I want to reiterate the goal is that our students graduate with one at least one of the three outcomes to support them in that transition and understanding and
supporting that path and where they're going after high school. So the new legislation that's been passed to support our students and to support us as a
district in helping our students achieve these big three outcomes. The first one is related to accountability. So our high schools get a report card and they are
measured on outcomes. Most of the current outcomes that our high schools are measured on are in academic achievement.
Reading, math, science and growth. There is a shift to put more weight on these big three outcomes for the high school report cards. So these new
indicators will help us better measure how are we doing in really supporting our students in our strategic plan goal of graduating with options. We know how we're doing on our graduation rate. How are we
doing on the options piece for our students? It'll also elevate PWR to a core accountability metric, not a secondary one. So what are
those changes look like. They're not happening next year. The timeline for this is debatable. State Board of Education is still meeting
defining some of these rules. But the old performance indicator includes counting the SAT twice and there's no weight
in the rubric or the school performance framework for PWR outcomes. This legislation will now weight the big three. So how many of our students we are. We're going to. Every high
school is going to measure. Measure how many. Get 12 college credits, how many earn a certification, and how many participate in work based learning before they graduate.
That's new. Post-Secondary progress has been measured, but it hasn't been weighted in the rubric in the past that will now be weighted. In addition, they're going to continue to measure our graduation rates
and our dropout rates. So this new legislation is is going to put some more emphasis on how we look at what the outcomes are for our high school students and how we prepare
students. The second piece of legislation is the funding component. So how are we going to fund and support our high schools in providing these opportunities for students?
Because there expensive. Your teachers to teach for Front Range have to get their masters in computer science. They have to have a master's in business administration to teach that
accounting class. How do we support our teachers so that they can be credentialed to teach for Front Range, the AP exams, those cost money. So the
funding structure has shifted in the state. The dollar amount to PSD with the new change will actually be less. We will receive less funding for the
big three that that we had before. And under the old model, we had programs and now they're shifting to outcomes. So they were funding programs prior to
this. They're funding the ascent program. They're funding grants now. They're going to shift to we're going to give you the money. When the student completes the certification, completes the 12 credits, or
completes the work based learning opportunity. So a lot of our funding came from the ascent program. We talked about that last year as a program that's going to be sunset. That
was an expensive program to run that PSD. We were an early adopter, and we were able to take advantage of that program and provide a lot of benefit for our students. We're still going to continue that. The
impact is going to be great for our kids because now, because of the ascent program, we've expanded our community college credit options on our high school campus. Over the last
five years, we have doubled the amount of college credit opportunities on our high school campus. We were able to use some of those funds to do that. So that's going to continue in Poudre school
district, which feels good, but we still need to figure out how we're going to continue to fund and grow the other opportunities with the reduced funding. And these are just
estimates. We don't know, because the state of Colorado has a pot of money. And for next school year, the pot of money is $12.3 million for the
entire state. The state Board of Education outlined their priorities based on how much money they're putting in each bucket. So when Sacha passed
that industry recognized credential, there were 673 students in PSD last year that also did that. And across the state, when we submit those
industry certs to the state, they've got a bucket of 5.1 million. So they'll take that, divide it up, and we get a per student amount back. Last year
we got $270 back for every student that completed an industry cert. That industry cert that he took cost $90. And so we use a lot of these funds
to pay for the opportunity. The post-secondary credit bucket is the smallest. And then work based learning is the new bucket. And they're still figuring out the rules. What
qualifies, what doesn't qualify? The state board meets on May 14th, where they're going to establish more of of what qualifies for these buckets. So
we can use these funds for certain established eligible expenses. We can use these funds to continue to support our teachers and becoming
eligible to teach AP, IB, Front Range courses, outreach, awareness, transportation, course materials, textbooks, all are can be associated. Like
I said, in Poudre school district, this is not new work. We have been working on this for over ten years. If you want to find out more about what opportunities we have in our
high schools around the big three and post-secondary workforce readiness, we have a website, we have a space PSD future ready under Career Pathways. You can see every industry certification. You can
go look at the business pathway and see all the classes that it took. You can see all the courses offered for college credit. And then our partners, if you want to partner with PSD,
if you want to come out and do an intern with you, political science, click on that work based learning tab and we'll reach out and connect with you through that space. So moving
forward, we're going to have to collect data. We're gonna have to work with our building leadership, our high school principals, and all of our teachers and teams. Like, I
can't tell you how hard teachers work to implement these certifications, these opportunities for kids. And we're putting the onus back on the student. So I asked Satya,
where's that certification live, that industry cert, so that you can use it in your job interview? It's not quite sure. Where's your resume? I'm not
quite sure. He told me I could tease him a little. So what we're going to do as students, as soon as they accomplish these big three, they'll be
added into their Icap portfolio. And imagine what Sockets Resume looks like when he graduates high school. He gets to put Front Range and Fossil Ridge. He gets to put all these industry certs. He's on every
advisory I know of in PSD, and he'll have a really robust resume that's graduate with options, right? That our students don't just get that diploma, but they've got a
resume that they can take out, and that helps to support them in their journey and life after high school. So the other thing we're working on is collaborating with other
districts across the state. We were selected by the Colorado Education Institute because of our leadership and work in this space to participate with seven
other districts, to create a data tracker so that we can help counselors, we can help building leaders look and see where individual students are
in their metrics of obtaining that 12 college credits, industry cert or work based learning. So with that, I'm going to pause before we go
deeper into the college credit outcomes for Poudre school District and see if you have any questions. And if we ever want to go dig deeper into industry certs or work based
learning, we can do that at a later time. Or if you have questions, happy to answer those. Now before we move on. We might just be ready and
anxious to hear what's next. Fantastic. Okay. All right. Kristen. All right. So we are very fortunate. Our students have many opportunities to earn
college credit in Poudre school district. Concurrent enrollment, dual enrollment, AP and IB. The difference between concurrent enrollment and dual enrollment is that concurrent enrollment has no tuition cost for our
students. While dual enrollment defined by the state of Colorado does have a reduced tuition cost. So it does cost a student a little bit of money. We have the AP courses, which are those college level courses
taught in the high school. And the students need to score a qualifying score on the exam in order to earn college credit. IB is very similar to special
program that is at Poudre High School, and the students are taking internationally recognized college level coursework. They're in the high school and they also need to get a qualifying score on the
exam at the end of the year. So when we dive deeper into concurrent enrollment, we have high school select and campus Select. High school select is what the majority of our
students are doing. Those are the courses that are taught in the high school by the teachers that are credentialed to teach for the colleges. We primarily work with Front Range and Ames,
and our teachers, like Tanya was mentioning, need to have a masters in that area or a Masters plus 18 in that area to be able to teach a concurrent enrollment class for that
campus. Select are the classes where the teacher or sorry, the students are going to the campus or they're taking the class online and we do pay for that class. So SRD is paying
tuition, books and fees. It remains free for the student to earn college credit this way, but there is an expense for PSD of 600 to $1000 a class. Our
budget for this moving forward was set by the 2010 mill levy. It is 275,000. In the past, we have used some of that ascent funding to help supplement this budget. That's no longer going
to be an option moving forward. And so we'll talk about it a little bit more. But we put some boundaries into place to help us stay within that 275,000 budget. So when we look
at who's doing concurrent enrollment, who's earning college credit in these four different buckets, we had over 4000 unique students taking concurrent enrollment in the
2425 school year, which is really incredible. We had 9000 completed courses, and the pass rate for those classes taught in the high school was 94%, and
a pass rate for college level class is a C or higher. We had 237 students take campus select and that pass rate was 86, which is actually a big jump
from what it used to be. Once we instituted an application process for dual enrollment. That's our see you succeed. And that is taught at only some of our schools. But we did have
573 students participate, and they had a 98% pass rate. The students enroll with see you directly and pay the tuition directly to see you for that. CSU we paid part of the tuition.
The students paid the majority of the rest of it. We had one student that had a really hard year, so that pass rate was at 67%. AP it is kind of incredible. We had almost 2000
students take almost 6000 tests. So like she mentioned, It's about to do seven tests or in the middle of. Some of our students only take one. Some of our students take many. This is
the number of. The number of tests does not necessarily represent the number of students in those classes. Not all AP students are taking those tests, and some of our See You succeed is run
concurrently with AP. And so some of that is overlap. But 82% of students did earn a qualifying score for AP and for IB, those students are required
to take the test. As part of the IB program. They had 95 students took 358 tests, scoring 83% for qualifying score of four or higher on that
test. So when we look at our students overall, how many students do we have in the high school? How many were participating in concurrent dual AP and IB? And then we're looking at our different
student populations. So as you can see, we had about half of our students were enrolled in concurrent enrollment, which is really incredible. That number is higher than that 4000
because this actually includes our ascent in T rep students as well. And in the 2425 school year, we were fortunate and had 250 ascent students. Dual
enrollment that 573 see you succeed AP, IB. And then as we move across, you can see our students with an IEP. We had 100 participate in concurrent
enrollment. You can see we have some gaps here that we're going to need to work on. Our 504 numbers are actually really good. Our free and reduced lunch numbers are pretty good.
Our GT is doing very well, but we do have some gaps, especially with our students on an IEP and our multi language learners. That's that ML category. So in general, high
school select is really a great way for our students in these different subgroups to be earning and accessing the college credit opportunities they are taught in the high
school. It's got that 94% pass rate. It is free to the student. It's with, you know, fellow classmates, teachers are familiar with. So that is really a great option for students. So the cost for PSD
and students, again, high school select has zero cost for Front Range. Ames does have a $25 per student per semester fee, and the students will begin paying that two Ames in
the fall. And for high sorry, high school select. There's no cost to PSD for Ames or Front Range, and then Campus Select. Is that tuition, books and fees.
So it's $175 per credit, but it works out to be about 600 to 1000 per class. Dual enrollment. There is no cost to PSD, but it
is $77 for the student. And CSU was upwards of $500 per credit. Because we are only able to pay the community college rate. AP it is 80 to $100 per exam. And
IB, the students do not have a cost for the exam because it is a district program. So there is not a tuition cost for AP, but there is that cost for IB
because we are covering that test exam. So when we look at how many credits students earned in the 2425 school year and what that savings would have been if they were to take
that out of college with assuming a $400 per credit rate, our students saved millions and millions of dollars. Concurrent enrollment saved alone almost
$12 million. Dual enrollment 1100 AP test scored. Saved almost 6 million in IB, saved our students 360 000. So it is kind of exciting to look at all
the tuition our students are not having to spend while they are attending a community college or a four year after graduation, millions of dollars. So when we go back to those four different buckets that
students can earn those 12 college credits in, they must have a C or higher for concurrent enrollment. And our partners are Front Range Ames Community College of Aurora.
And we're going to start a partnership with Northeastern Junior College, NJC, dual enrollment. They also must have a C or higher. And our partners
are C, U and CSU AP. They must have a score of three or higher. And those exams will be in May. And in AP world, if you get a five, you could potentially
earn six or more credits at a college. But for the purposes of the big three, they will earn three college credits even if they get a five. Unless it is a specific science course, then they will get four and IB.
They do need to get that four higher in the science classes will give them four credits, otherwise it'll be three. So we did some data digging, and it
was kind of exciting to figure out that 42% of our 24, 25 seniors did earn 12 college credits, and that was by graduation. So when we look at the whole group, it's not as
high. But when we're looking at our graduating seniors and this is only three years of data instead of the four, we had 42% earning those credits. So that was exciting. And for the big
three outcomes, the data is actually going to be given to the state by the concurrent, sorry, CDH and National Student Clearinghouse. The AP exam scores are going to be given to
them from College Board, and IB scores are going to be given to them as well. So we are not going to be collecting this data. The data is going to be given to the state. They will compile it and figure out who
earned the 12 college credits. But in just trying to look at how many of our students are on track to get their 24, 25 had 42%, and that did not include
the ascent students. So when we I want to give it back to Tanya to talk about ways that we can move the needle moving forward for students earning college credit. Thanks, Kristen. Yeah.
As we're looking forward there, there are some things we're going to be working on. So we want to expand access to our AP programs. And AP is dipping their toe into our career and
technical education world. So it would probably take both of these classes of business and cybersecurity if they were available. And they will be next year at fossil. So you can
look into a few of those. And then at the Poudre High School, the IB program is really exciting. They're also entering the career and technical education world, and they're
going to open up their IB courses and their diploma through their career related program. So if a student is in a CTE program and they want to try out an IB class or two,
they're going to have that opportunity to do that. They're also launching the bilingual diploma program at Poudre High School, which is really exciting as far as our investment, where we need to
head. Kristen already touched on this. We really need to continue working on our equity lever of more college credit on the high school campus. That's where our students do the best,
and that's where they have the most success. So investing in our teachers to offer more concurrent enrollment offerings, and then also helping our
parents and families and students find out about these opportunities. Sacha does a great job. Like I said, he's at every district meeting. He knows all. He has a great social network, great social capital. I do think he's
figured it out on his own for the most part. But how do we help our parents and families know that your freshman year you can start earning college credit, right? You don't have
to wait. You can be a freshman in high school and you can be a freshman in college continuing that work. And then really course alignment across all of our courses for our college
level coursework at some schools, you know, there's, there's a few rules in place about when you can take this college level course when you can't. So we're going to continue that alignment to open
that access up in the future. So tonight, what we're asking you to vote on essentially the, the really the only cost we need you to approve is for
campus select. So when our students go off campus to Front Range, that's a cost to us. And so the cost and the amount that
we're limited to is $275,000. So our MOU with front range will exceed that $250,000 limit. So tonight we're asking for
your approval for that agreement. And with that. Any questions. Thank you. It's
always exciting when you come to hear all the final things. Does anyone have any questions or comments this time. Yes
please. I want to just congratulate you two and your respective teams and school leaders across the district for normalizing excellence. When I
think about what the state has done in terms of shifting their strategic plan, this was actually a presentation on our strategic plan that's been in place about graduating with options and state policy
decisions, figuring out ways to incentivize more students to take advantage of that. Because of your collective leadership and our school leaders and incredible teachers, we have
been at the tip of the spear of this. But I just when you think about this presentation, it feels normal. This is not normal. Those success rates are not what other districts are
seeing, experiencing. Just in the past year alone, we've increased the number of students taking AP exams in this district by 8%. Do you
know how many more students are passing those exams? 17%. It's absolutely incredible when you think about when we put honor
and dignity into all of these options and give choices and elevate our teachers to create experiences, to nurture new students, to come into the fold and experience success. This is
to me, is not just about our district and students. It's about economic mobility. We're creating opportunities that are cost saving for families and for students, and taking your
more popular than any other student this district right now. But it's well deserved. It's clear to Tanya as your agent, but it's we just need to continue on this effort. And
the fact that other districts in our state are modeling after us is a point of privilege and pride. And it just it wouldn't happen without your leadership. So thank you. Thank you. I just
want to echo that. I appreciate you saying that the significance of this, I was sitting here thinking, you know, I've got some background on collagen, right? When students
come in and having, you know, been advisor, helping several students from all across the nation, internationally, different schools and whatnot. This is not common in terms of
the level of participation of students. And like, what really even jumped out to me in the presentation when you spoke about the percentage of students, like for their AP exam, earning a three or higher
in the IB for higher, like those are really awesome numbers in terms of students outcome. There's students who can take these classes, but the ability to earn those scores
and then get the college credit for it is phenomenal. And so I just want to acknowledge that and say kudos to everyone involved in it and really great
work. Yeah, I'm blown away by the, the 42% number in terms of PhD students who have earned 12 credits or more. That is
incredible. I think to echo Charandas point, you know, this is not common. I, I think your teams, both Kristin and Tanya
and yourselves, your efforts shepherding kids through this and getting the word out that this is available is a direct correlation to those numbers. So thank you very much for your
work. I did, I looked up northeast Northeastern Junior College when you when you mentioned that, you said, that's for a welding program. That's all the way out in Stirling. Are our kids going
out to Stirling? How's that going to work? Yeah, yeah. So we partner with lots of community colleges around the state, and we partner differently because of how
they're governed and how their departments are governed and, and how they make decisions. As far as who gets to teach for concurrent enrollment or not. So currently for our behavioral health program, those students
are earning credit through the Community College of Aurora because they were first to get to the behavioral health pathway and certificate. So so
that's why we're partnered there. Northeastern Junior College approached us. They have a really great model. Well, they'll make our welding teachers, adjunct welding
teachers. And it was a at a critical point where we were trying to decide, do we launch a welding program in our new advanced manufacturing space with one teacher and bus kids
over to the career tech center, or now we have this option through NJC where we can offer 12 college credits for welding
students in every single high school. So we have awesome welding teachers. We have amazing facilities for welding. And so the decision is easy. When we start looking at the
data, we know our pass rates are best and more kids are able to access college credit when it's on their high school campus. So that's where we're investing and we're making data
driven decisions. So those students will earn those credits. Those credits, if they want to go to Front Range, will transfer to Front Range. If they want to go to Ames Community College and continue their welding program, those
credits will transfer. Their welding credits do not transfer to Colorado State University. They don't transfer to CU Boulder. Right. But they do transfer really nicely in
between our community college systems for students to continue in their welding pathway and their welding journey, and save that tuition
and get into training right out of high school. Is it would it be possible to get the total numbers of savings to students?
I think you said it was roughly 12 million. Yeah. It was like, oh, Julie Chaplin has it. She she did the math. I do I did
the math. Ready, 19,219,390. And that's just at the average of 400 per credit. So that's probably even could we could
round and say a good 20 million savings to families and said that's huge. That's huge. And that's just last year. Just last year, the credits earned
only last year. So a 20 million a year savings in the pockets of our families. That's pretty awesome. Pretty awesome. Yeah. I am now on your marketing team. I'm telling you. Well, I had to
surf through a cacophony of data and numbers in order to get to that. But, you know, I anticipated where I was going and I got it going. I'm just going to say, because this is technically an action item and
my mind is still not made up for the vote. But I would just like to mention to my colleagues on the board that we're being asked to expend 275,000 district funds for a return on investment of nearly
20 million to our students. It's a pretty impressive number, about 75 to 1. I just want to
thank you. I have a junior at Poudre, and she when she was entering Poudre as a freshman, we received lots of information on this. So I think that you're
doing an extraordinary job. I think you mentioned, Tanya, how do we get the word out and you're doing it. I think that Poudre does an amazing job. And to lean into what Brian said,
the the expectation of excellence is it's so normalized there. And I feel like Zoe just was shepherded into what the her academic life
that she has there. I actually texted her and congratulated her while you were talking and she has AP lit tomorrow exam. And so I'm like, you can go get
em, kid. But her AP lit instructor at Poudre is incredible. And she's chasing the aviation pathway and super cool. Poudre also paid for her
to get her FAA drone pilot's license, which is extraordinary. So thank you again for making opening those pathways for these kids. And when her AP lit
instructor found out that she was to do aviation next year, she wasn't going to be in her class. She wrote her a postcard. And it was just amazing. I just feel like, y'all, everyone's
going above and beyond. So that's my, my big thank you and cheers. Yeah. Tony. Very quick.
The what's driving the difference between the cost in the you succeed versus CSU. I
see on the slide 17, you know, it's $77 a credit to the student allocated to the student. And then our home institution is CSU is $500 plus.
What's driving the difference there? Yeah. Great question. So see you succeed. Those courses are offered through their extension office through CU Boulder and CU Denver. And
that's been a partnership that's been set up for many, many years before concurrent enrollment. They were one of the pioneers of offering college credit through the four year college campus. The
students that are choosing the five students that are choosing to go to Colorado State University are choosing to take on campus courses so they're not through the extension at CU
succeed. It's a PSD teacher teaching the course. So it's a Rocky Mountain High School math teacher teaching the course. So that reduces the tuition, the $500. That is what it costs to
go to Colorado State University and attend a course in person so that those five students, oftentimes their parents work at CSU and they get a tuition
discount. So it's a little bit more affordable, but it's a it's a it's a reach. It's a really hard opportunity for our students to. Is there a
waitlist for the See You Succeed program? No, there's, there's not a, not a waitlist. And like I said, it's offered at Fossil Ridge High School. It's offered at Rocky Mountain
High School in Timnath Middle High School. That's where we have See You Succeed courses. There is another piece of legislation. It's really exciting that would allow our four year institutions to
become eligible for concurrent enrollment, which then means there's the potential, there's a roadmap for see you succeed to be tuition free, no cost to
PSD, no cost to parents and families. When we talk with CU Denver, they think that's about nine months out. But if that happens, that's even more
opportunity for our students. So kudos to our legislators that that helped to, to make that happen, to increase access to programing in the state of
Colorado. Colorado is a leader in this state as well. With our legislative initiatives and concurrent enrollment. So we got the first early adopter, I think I was one of the first
concurrent enrollment teachers in 2009. Yeah, yeah. You mentioned the two 75000 was a
limit, correct. What does that actually mean? Is that what we're capped at based on what the, I guess is a bond funding it or mill levy. I'm sorry. Yeah. Currently we only have
one line item that was allocated back in 2010, and that's when concurrent enrollment looked really different. We didn't have a lot of high school select. Really, the only way our kids could get that credit was through AP or
going to the college campus. So in 2010, we allocated $275,000 to campus select budget. That's fixed. That's flat. That has not changed. And with a cent
going away, that is our budget. We don't have any additional dollars right now in our budget to fund additional costs for students that want to go off
campus for college credit. So that would mean all the all of our on campus stuff is funded differently. It doesn't it doesn't require approval because it's under the 250 threshold. So hopefully you'll
be coming back at some point saying it's been successful and now we're over that because we're getting that much growth right. We we could spend, we just I'm just I mean, you're
talking about expanding the programs. I'm just wondering if we, if we I mean, yeah, so when we expand the program, we really want to expand the program on our high school campus. When we expand and
invest off campus, there's transportation barriers. So getting to the class, there's also barriers for our students with a 500 for an IEP, because they don't get the level of
supports there that they would on their home high school campus. So if we want to expand access to the most students to college credit, our recommendation is to invest in
our high schools and our high school teachers and to continue to expand in that space. And we're we're looking at our offerings to make sure, you know, we're not paying for
college credit at Front Range if we're offering it at at the Career Tech Center, for example, we're not going to pay for a student to go to Ames for aviation. When we have that
aviation program here. So we're just trying to realign and really streamline our offerings to ensure students have access and that we're not duplicating.
The other piece of this new legislation is it's only counting guaranteed transfer coursework, right? We want these courses and these credits to count wherever students go. We want it to count. So they're
counting guaranteed transfer and CTE programs. So that's what we're focusing on with our 275, is that our small schools like Centennial, Poudre Global
Academy, PCA, they can't offer these things. This money is for those students to be able to access college programing, because fossil has all kinds of
opportunities. So this helps us equalize opportunity. Thank you. Yeah. Other questions or comments? I just want to make a
comment on what you just said. I appreciate that thought of. Of, you know, bolstering our high schools and stuff. In
terms of that piece, I think conversation around this idea of consistency, coherence and belonging. And that idea for our students is a lot easier to do that when we are able to
kind of have more of a closed system and address in their part of their communities, right, in relation, which may not happen if they're leaving their campuses and stuff. So I
just want to affirm what you've said and really appreciate that idea. Yeah, I just I do want to celebrate Poudre High School, their number of students who graduated last year with 12
college credits or more was 61%. It was. That is incredible. Poudre High School has done some intentional work. There they are. They are leading the state in the high school. As far as college credit, I think
they're like top five. So shout out to Poudre. All right. Thank you. I think we're ready for a vote. Okay. I'm feeling good.
Jill, can you call the vote, please? Karla Bayes I Conor Duffy I Kevin I Scott Bauer a
doctor Andrew Spain I Jessica zamora I doctor. Karen de Ziegler I motion passes seven zero. Thank you thank you. All
right. Thank you so much for being here and sharing what's coming next. We have our Shepherdson roof abatement. Can I get a motion? I don't see
this one up here. I move that the board approve expenditures in excess of $250,000, authorizing staff to execute a
contract for $882,125.25, with Element Environmental Services to provide construction services. Thank you. Andrew, can I get a second? Thank you.
Kuranda. All right. Presentation, please. Yes. So are you ready to go? Presenting the Shepherdson roof abatement item this evening is our chief finance officer, Dave Montoya. Welcome, Dave. Thank you. We're
pulling the slide up right now. Okay, perfect. Thank you. Lauren. Okay. Tonight we are here to. I'm actually really pleased. This is the last of our large construction
contracts that are going to come before the board for the summer of 26. It's been a long road. We've done a lot of work. We've done a lot of contracts. And this is kind of the last piece that we had in the queue.
So tonight, what we're asking the board to consider is the a contract to do some abatement work at Sheperdson Elementary. Shepherdson elementary, being built in 1978, has certain requirements. The hazardous
materials that were used in construction at that time, that we need to take extra precautions to make sure that we're doing that safely. We have hired Element Environmental to do that work
for us in the contract for the abatement work is $882,000. The work at Sheperdson is going to be a two year project because it's a pretty big project.
It'll happen in two phases. The half of it will be summer of 26, and then the other half will be summer of 27. And and really, we need to make sure that we do repair this roof. It is there's
water intrusion that is happening. So it's time to replace this roof. And that's what we're here for tonight. So as always, I want to pause and thank our voters for the debt free mill levy. Because without
the debt free mill levy, we wouldn't be having these conversations about any of these projects right now. So. Thank you. Are there any
questions or comments about the roof, please, if you go forward? Hi, Dave, I was just curious when you said that it's going to be done in two phases. Yeah.
Does this 882 account for those two phases? It sure does. That is the total cost across both years. Yeah. Great. Okay. I
really appreciate you sharing these though. I really appreciate that we're pulling them off our action items, especially now. So thank you for giving us the rundown. And if there's no other questions or comments, I'll call the vote.
Great. Thanks, Jill. Carla. Baz. Hi, Conor. Duffy. Hi, Kevin. I Scott Bauer, a doctor. Andrew, Spain. I Jessica Zamora, a
doctor. Karen de Ziegler I motion passes seven zero. Great. Thank you very much. Thank you. All right. We're going to take a brief break just for a few minutes. Since we've been
sitting here for a while and we'll come back, do you think 5 minutes or 10 minutes? Five minutes? Ten. All right. We're going to go for ten. But you actually have to do it guys. Real ten. Not like a ten.
That's squishy. 830 we are
coming back.
Oh, we just traded. All right. We're going to move on to our informational reports and discussion items. First up we have our comprehensive planning committee update and first reading of our policies F,
C, B and FCBR. Brian, I believe we have some guests. Yes. Thanks. President Zamora, I just to frame our conversation here tonight, we're here for a first reading of policies FCB
and FCB dash R. So tonight is a conversation. There is no vote. So we're looking forward to having open dialog with you as the board, as us, as staff. And the comprehensive Planning
committee is truly seeking your alignment tonight through your questions, through your conversation, through your feedback on next steps moving forward. Following tonight's conversation in two weeks at
our next board meeting, both our co-chairs from the Comprehensive Planning Committee, who I'll introduce here in a second, will come back and highlight any potential adaptation,
adaptations or changes that you, as a majority, refer to us as staff in the Comprehensive Planning committee to go back and revise for a second reading. I also know Doctor Gayle
tonight will take us through the different phases in this process. As many of you were articulating in your board committee updates earlier tonight, this particular milestone moment that we're in,
having this conversation, and in two weeks, having a vote is really coming to a conclusion of phase two of our six phase process, which is really about just truly establishing
criterion. Many of your questions that you posed earlier were fair and appropriate, and will be more deeply addressed around what happens next, what happens in the summer? What can people
expect? They will have a deep dive in providing a detailed overview and a detailed overview at our next board meeting on that particular aspect of the process, I also want to share, for those
members of the community who are continuing to try to stay engaged, we will be sharing more robust communications with our community tomorrow. There will be highlights that are
bulleted for people who just want digestible bites. There will be extended narrative for people who like to know more, and there will even be some video, some vignettes to help people be oriented to how to
make sense of this data when it publishes on our website tomorrow too. So I want to thank all of the people that were involved, especially the members of the Comprehensive Planning Committee. And I'd like to, you know, introduce our two co-chairs, Doctor Tracy
Gail and Brett Hanson. Thank you very much for being here. Welcome. Thank you. Good evening, Superintendent Kingsley, president Zamora, Board of Directors, members of the Community and cabinet.
We're here tonight with an update for you. So we were last here in January where we gave you an update on the work of the comprehensive Planning committee. Up until that point, you've asked us to come back.
Now, at this point, as we've concluded and nearing the end of phase two, to both share some updates with you about our engagement processes and our conversations with the
community, as well as to ask for a vote next in two weeks on a couple of policies that relate to school closures, consolidations, and relocation. So I'm going to introduce the
co-chair, Brett Hanson. He's going to kick us off tonight. Alright. Good evening. First, I
want to acknowledge the contributions of all the members of the Comprehensive Planning Committee. For those who may be less aware, it's a committee that's been chartered by the board to look into our
facilities usage. And it's made up of a variety of perspectives and groups across the district. We have parents, we have community members. We have representatives from all different levels of staff. We
have teachers and principals, classified staff, integrated services, district level staff with language, culture and inclusion, and as well as
financial guys, facilities management, a whole host of expertise in the room to to support that. I also want to acknowledge the the board, who's been in collaboration with us over the last few
months. What we're hoping to present tonight represents a collaboration between all the parties, including the board, that was bringing in community feedback into our committee meetings, attending committee
meetings, and helping to be part of those conversations. So I also appreciate those contributions for tonight's objectives. As Doctor Gail mentioned, we're going to give
an update on the work we've been doing over the last few months. In January, we essentially talked about how we needed to start having a conversation with the community about the topic of
consolidation. How would that process need to look? How would that process unfold, and what should people expect? And we
wanted to really make sure that the community input came in on the front end before any decisions were made. We were involving the community at the fundamental level to help guide
our discussions in our committee meetings and through that work, through our meetings and through our input from the community. We've developed a series of policies that are up for review and for your vote
over the next couple of weeks, dealing with how a school closure, consolidation, and or relocation process would unfold, as well as accompanying administrative guidelines to
really specify how the concepts of equity would come into play. Here, we've we've heard from the community and from our the various members of our committee, how high of a value that is. And so we have made
some work to make that a a prominent feature of the policy to give an overall timeline on the the to show where we are at
today and where we intend to be over the next year and a half. We have a series of steps that will lead us to eventually providing a recommendation for
how a consolidation process would unfold over the next little while. Currently, we are on phase one and phase two, and as I mentioned, phase one is listen and design, and it's getting community engagement
right on the front end, making sure that they are part of this process. It's not something that's tacked on on the end. It is interwoven into our discussions and what we're doing. And there's a whole series of engagements we work
to do with the community, utilizing every tool available to us through through district resources. And that led us into phase two, developing the actual criteria that would go into the policy that helps
shape this, how this will unfold, the idea there being something that would be useful to the community, making things plain, making things clear,
making the process less mysterious. And so that that has been the crux of our decisions, of everything that we've been doing over the last several months where we haven't been talking about any specific schools or scenarios or
anything at that point of this, it would have been inappropriate to do so without the board directing us to do so in a public meeting. So we've focused on this high level
community engagement and developing of of criteria. So for phase one, as I mentioned, we we worked to engage the community and get them involved,
not just shaping the criteria, but also shaping. How would a successful process even look like? How did they want to be included? How do they want their voices to be heard? And how could we account to the the
input that we were receiving? As part of that work, we engaged a variety of resources. We utilized surveys, and we also utilized outreach to a
number of groups. And if you'll excuse me, I have to pull up my notes here because I want to make sure I acknowledge as many of them as I can. I do want to add appreciation for the groups that that helped us out. We
worked with the district advisory board and the school individual school accountability committees in an effort to reach every single school in the district. We worked with the District
Accountability Committee, student Advisory committee, school principals and obtained consensus from them along the process. The Special Education Advisory Board, we had multiple virtual sessions for families of students with IEPs. We
worked with the District Equity Committee, the title one Community Parent Advisory Council, and leadership from all our Poudre School District employee associations, including the teachers,
principals, and classified staff. It was a robust process. We wanted to make sure we didn't leave anybody out. I know that's a high value of the board here, is to make sure we
are giving every voice a chance to be part of this process, and not just people that choose to engage in this way or that way. And so we wanted to take that input. And right on the front end, the questions were along
the lines of, what does this discussion need to look like and how can the community be involved? And so we looked for some key findings, some general themes of the community input. And what we found was people
want to know what's going on. They want the data, they want the information. They want to have transparency with how we're making decisions and what the the rationale is for any
decision that's being made or recommendation that we're going to advance. They also want that to be a two way street, not just information pushed out to them, but this should be a
conversation with the community. This should also be a unified process across the district. One thing we certainly want to avoid is a situation where we pit one part of the community against the other. That would
be tragic if that had to happen. This is a situation that we're facing as a district together as we presented in January. And so we want to make sure that the approach we're taking is something that tries to keep
the district unified. And what we were seeing was that the the community wanted this, the whole process to be data driven, but community led. The community would set the values and the outcomes we wanted to
achieve. And then it was our job to find the data that would help to achieve those outcomes. So how are we using the feedback? How are we making sure we are taking that input,
putting it in a concrete action? As far as the general process that we're following, we have a centralized hub on the PSD website. Superintendent Kingsley mentioned the data
data dashboard that will be launching imminently, along with information to help people understand it. It will be the same data that the committee is
looking at down the road. We've also wanted to make sure that we've utilized every channel of communication that is available to us through electronic means, but also using engagement
sessions, listening sessions, focus groups, surveys. I would add the Board of Education's listening sessions that they've been doing have all been part of the process that we've been
using to form the criteria, inform the policies that we are bringing forward today. There was a special effort made to ensure we were reaching families that may not always
get the voice that we hope in the district. Multilingual families, families from title one, families dealing with IEP situations and. Ensuring that
this entire process was going to be transparent. If if you read about it in our minutes or in our information that gets put out that that's what we're talking about. That's what
we're doing. So we want to make the whole process as open and transparent and predictable as as possible. And that moves us into phase two, actually
drafting a policy that outlines specific criteria. Take this beyond the 30,000 foot level, but actually now start to get into how is a decision going to be made regarding any kind of
boundary change or consolidation or just change that is coming down the road? And as we started that work, we began working with our legal and policy counsel, and we
began studying some of the policies that our peer school districts are using and looking for the criteria that these districts are using, their lessons that they've learned, things that we thought were appropriate for Poudre school
district. And as we were engaged in that discussion, we then also started to reach out to the community to make sure that we were getting their input along the way. Not, again, not tacked on at the end after
we've we think we figured everything out, but once we've we've made some headway, get some community input to help steer the rest of our discussion. So first, I want to talk about one of the surveys
that we put out about the criteria, what we did, our first pass criteria. We have a high bar of consensus in our committee where we don't put things out to the public until we achieve a high bar of
consensus. And so what we did is we put out a survey asking the community to rank those criteria that we had reached a high bar of consensus on within the committee, and then hoping to get additional input from the committee, from the
community to help guide us in items that we were still hashing out, that we were still discussing, making sure that we were landing in a place that made this, again, a community led process. We had 7519
responses to the survey, which is a good amount for a typical PSD survey. We also had a pretty favorable distribution of respondents. It wasn't just
concentrated in one tiny area, which again, we were pleased with. And the first part of the survey was asking the community to rank the criteria that we had initially reviewed and
discussed in committee. The goal of this was not to, you know, try to score or put weights on on a criteria so much as it was, try to get the
community a chance to weigh in on, are we even on the right track with things, and what narratives, what themes can we pull out from what the community was telling us? We have our first group of
criteria. They're building condition and quality, building utilization and enrollment projections, and the top ranked criteria that came out from the community was the condition of the building. Kids don't want
their their parents don't want their kids going to school and condemned or poltergeist haunted facility or anything of that nature. They they'd prefer something reasonable. And then
when we're looking at what values we need to maintain during the consolidation is the program offerings and the support services. Those those came out as the top criteria.
Not and not that the other criteria didn't matter. But when we're trying to look for some consistent themes, one of the things we pulled out from this is the community values, what goes on inside the building. That is that is the
top priority beyond anything else is what is my child's experience attending this school. Are they receiving the help they need? Are they being challenged? Are they achieving excellence, and are they doing
it in a place that allows them to do those things? We extended this survey across multiple languages, and we also extended the survey to some of our title
one groups. Again, I mentioned our all the outreach tools. That was not a check the box be done exercise. That was an ongoing process and we saw similar themes emerge across
the various groups that engaged in this survey. One of the things also about this survey that was important was not just to constrain people to the only these criterion, only these answers. We wanted to know
people's open ended input. What were we missing? What additional things did we need to consider? Some of the things we were talking about that people brought up, but we
needed a little community direction in terms of where we where we should land with it. And one of those consistent themes was on the theme of equity. It's a it's a very important value in this community that every child has
access to an excellent education, that they are able to reach their full potential. And so one of the ways we took that input was decided. We decided we needed to put some
real meat on it in the criteria that we asked people to rank. There is equity embedded in there. When we're talking about the condition of a building and the programing that goes on.
But this this was a value that merited extra, extra substance. So that was the genesis of the administrative guidelines document that accompanies the policy. Really trying to put
some. Some real strong framework around how that was going to be implemented and discussed and the types of things that we would need to look at to, again, achieve those goals of honoring every
learner and st. We also edited and added and tweaked language in the criteria to reflect some of the themes that we, some of the other themes that we saw from the community. We saw
things, for example, around social cohesion, keeping neighborhoods together, cohort preservation. That was not a criteria we initially had, but that was something that came off as a common theme. And so we made sure to include that
language as something that needed to be considered as part of implementing any consolidation plan, along with some of these other topics such as alternate program models,
manageable class size. Again, emphasizing that this is a community led effort. And the committee has worked to facilitate what the community is expressing, rather than us telling the community what we
think is best. And again, we've worked through to be inclusive and accessible in our outreach, involving, again, all those tools of outreach to to the various groups in the community.
And, you know, we had multiple engagement sessions, again, with our title one families, and we had nearly 70 attendance at that one, along with their family liaisons. And so it's a it's a policy. We've worked
really hard, again, to reflect the values that the board expressed at the last meeting reflect the values that the community has expressed to us. And again, to make it something that facilitates a positive
outcome for the district. You know, it's we're dealing with some challenges. This is meant to strengthen our schools and to strengthen that experience that that kids are having in the in the district. And so from there, I will turn it over
to doctor Gale to talk about some of the specifics of the policy. Thank you, Bret. So
Bret and I have been working with the Comprehensive Planning Committee for just over a year. And as Bret described, we do strive for a very high threshold of consensus before
we move anything forward from the group. And we want to ensure that there's strong alignment from the people who are looking at the data, who are analyzing, who are discussing board members are
part of that process. And so the, the, the approach to the policy was really to study a couple of other districts policies and try and glean best
practices. And so over the course of three months, we studied and did some feedback loops with those different policies and really looked at what did we like, what did we
not like? What did we want to revise? Maybe, but what did we want to ensure was in our policy as well as did those policies reflect the values of our community? And so that's
why it's been over the course of three months of study that we've taken the feedback from the listen and design phase. We've taken the feedback from the board engagement sessions, we've taken the feedback from
the criteria survey and really tried to listen to that and take that in as a committee, as well as wrestle with the things that we have seen in the data that we want to make sure that
it's also very transparent about how we arrive at whatever we arrive at. And so over the course of that three months, we've revised this policy a handful of times, but it does.
We do feel very strongly that it reflects the values of PSD in the larger community that we've heard, and that we feel that it's important to codify this in a policy, not just for now, in today's purposes, but
going into the future, because we want our families to experience something that's predictable and that they could lean into in future years, as well as for future boards to be able to lean into something and
learn from the experiences that you all have gone through and the listening sessions that you've done as well. And so the policy reflects both parts of
what we feel are at play here in this conversation, the educational quality and the student experience, which we highly value. And we've heard examples of that tonight about the experiences that our
students get to have in our schools. And so the policy elevates that as being essential in whatever transformation that we undergo as a system that that is
primarily in our minds. And then secondly, there's also a fiscal stewardship question, which is a large role and responsibility of the board that you're charged with integrity to fiscal policies
and our policies. And so those values also being represented in this policy, additionally, in this policy, is a recommendation for an annual review and reporting to the
board and Superintendent of ongoing evaluation, facility utilization, enrollment, and areas of further study that as a healthy system, we should constantly and continuously see
this as our our facilities as a large and important asset of our district, and that how we monitor, how we tend them, how we communicate to our community
about that facility footprint that we have, is another important part of this policy that's included as well. Okay. So two policies that we have in
front of you tonight, and we'll continue to talk about in two weeks. So policy FCB, so the intent of that policy is like I, I explained it's in alignment
with your ELL policy. So your executive limitations which charges the board to monitor instructional soundness as well as resource stewardship. And so within that policy you've got
instructional soundness. So the board charges a superintendent to operate schools in a manner that best serves the district's mission ends and strategic plan, ensuring all students have access to thriving school
experiences. And so that's one of the reasons why this policy is important right now, is that we feel like we're starting to compromise the student experience with the current
landscape of schools and declining enrollment, as well as our financial conditions that we have from the state. And so this is an important driver, primarily, the
instructional soundness of our district is being compromised, and we feel the need to address that. Also, within resource stewardship, we feel like this
policy also is in alignment with your ELL policy of asset protection and making sure that we are safeguarding district property and funds that were being financially transparent
with our community and providing the board with timely, accurate reporting through that annual report, as well as now in a public dashboard that will be launched tomorrow. It's also
legal compliance that we want to make sure that our expenditures adhere to state and federal laws and align with voter approved intent. So how we manage our resources is an important commitment that we
make to our community. And so adopting a policy for school closure and consolidation, relocation, it's a step toward maintaining a thriving school experience for every student.
Additionally, in this policy, there's an outline for what the community can expect for community engagement, as well as our timeliness and those time stamps that we've talked about as being important. The
second policy is FCBR, which is the regulation policy. And so the regulation policy really outlines in more depth the details, the process and the
criteria at which we would evaluate school closures and consolidations. So essentially in this policy, the board is directing the superintendent and staff to apply specific
processes and criteria as a regulation to the board policy of FCB. And so the regulations in FCB are, and these are just some highlights of those different aspects. So it does
require data driven assessment of the outlined criteria in the policy. It directs the superintendent staff to engage a committee to apply the criteria, which is the Comprehensive Planning
Committee, and make a recommendation to the board. It requires the staff to engage with parents, caregivers, employees and the community. There's a requirement to formally notify the public of
any discussion about a particular school, and then it also formalizes and prioritizes equitable access to programing and for support for transitions.
Additionally, this policy supports policy JSI, which our school attendance areas, which requires us to create boundaries for each of our
schools, for attendance areas. Okay, so as Brett mentioned, one of the community values that has been very important not only to this board, but we
hear it from our staff, from our families and from our students themselves that they feel and experience spaces of belonging in our schools. And so it's a really important
thing that we maintain spaces of belonging and center on some definitions of as we talk about equity work, what do we mean when we are approaching school closures and consolidations?
And so there's a few terms that we just want to pull out and talk about tonight. So the first definition is the definition of educational equity, which is a definition that we've used in Poudre
school district. And so we strive to have a district in a community where educational equity exists. When all students have access to the resources and opportunities they need to be college career
and community ready equity work actively involves identifying and addressing discrimination and disparities, removing barriers, and implementing inclusive policies and
practices for all students and staff in the pursuit of educational equity and in looking at school closures and consolidations. Everything centers on that student
experience and that family experience, and really trying to mitigate harm. And so in thinking about how we need to center on our children and families who are most
vulnerable in our community and addressing what they need in that student experience, and also acknowledging that we're probably not going to be able to do everything that we
possibly can to mitigate harm, but we're going to do everything possible to consider and to engage our community and understanding what that might look like for them. And so the other part of this is the
mitigation cost. And so we know that there are going to have to be resources and additional investments required to ensure that students who are displaced by a closure or consolidation receive equitable access to
programs, services, transportation, as well as really robust supports at their receiving school. And so in that administrative guidelines for equity, you'll see some language and some approaches
that attempt to address this mitigation. We know that we're not going to be able to solve everything for every family, but we really want to strive to do that very much so at this point in time, to be thinking
about and considering and planning for whatever we can to mitigate harm. So in policy F, C, b, r, you'll see language around an accompanying
guideline. And so the superintendent identified an approach that furthers educational equity. And so educational equity indicators are considered in the criteria.
But this additional guideline will ensure further depth and describe in more detail what we would be applying in tandem with a recommendation. And so we discussed this at length in
the Comprehensive Planning Committee last week about how the group really felt like applying these equity guidelines needed to happen at the same time that a group was
grappling with a recommendation of particular schools, that it wouldn't come as an evaluation after it would come alongside. And at the same time, so very specifically in this policy,
you'll see the language around being in tandem with the work of the committee. And so in that administrative guidelines, you'll see some indicators that we've pulled out here tonight
is that those administrative guidelines, again, emphasize people and instructional programing quality first, then efficiencies. And so the efficiencies that we'll gain in fiscal stewardship are
important. But our our equity guidelines and those administrative guidelines really talk about like, let's, let's center on the student experience and family experience first and then look at those efficiencies.
Additionally, there are guidelines in place that talk about assessing, documenting, and working to mitigate impacts. Like I mentioned on the previous slide, particularly for our students with an IEP or
multilingual learners and systemically underserved students. And so there's processes and recommendations in that administrative guideline that talk about how to approach that and how to
study that in tandem with the group who would be making a recommendation. We also would be looking at how we might evaluate and plan for additional investments to
ensure equitable access for transportation programs, as well as any undue harm that might cause because of a transition for students and
families. Within policy. FCB you'll also see the criterion that the committee has reached consensus on. So our consensus threshold is 90% or greater.
And so as a committee and in alignment with the survey that you saw, our community also identified that there wasn't any of the criteria in the survey that had such a low
score that it wasn't of interest or value, like everything seemed to kind of be grouped together. And so that was an indicator that from our community as well that we had centered on really probably the
right criteria and the combination of all of these criteria, we feel very strongly that they make the most sound recommendation for considering
many things, not just the efficiencies, but also the experience. And so the first set of criteria, the identification criteria you saw in the survey, we believe building utilization, building
condition and quality, and current and future enrollment should be the foundation for what we use as a starting point for identifying potential areas of closure and consolidation
for the school district. Then after that, identifying those schools, then we're going to be looking at implementation criteria. And so as we study
and make recommendations for consolidations, we want to ensure that the experience for students on the other side, that implementation of the approach is better, is sounder, is closer to that thriving
student experience that we aspire to have every day. And so elevating the management of traffic safety and walkability, availability of transportation and length of commute. The number one thing that our
families told us was maximization of school program offerings was very important for them. The proximity of potentially consolidated schools. And then secondly, the continuity of services such as
intensive supports for students served within IEP. So again, all of these criteria reach that 90% consensus or greater from our comprehensive planning committee. And we felt were
affirmed by our community survey. So the next steps we were we're asking the board to adopt the policy and determine if the Comprehensive Planning
Committee will prepare a recommendation. And so tonight is the first introduction of policies FCB and FCB are. And the second reading will be in two weeks, when we will ask for
a vote on those two policies. If the policies are approved, the board may then direct the superintendent to follow the process outlined in FCB and prepare a recommendation for implementation no sooner than
the 2728 school year. And so again, to those time stamps, there's nothing that's going to change for the 2627 school year, right? So this is then the
following year after that. And so we would begin begin working on a recommendation to be implemented in the 2728 school year at this second reading. So on May 26th, we will also be
able to present to you a process for phase three work, which is preparing a recommendation. So in that phase three work of preparing a recommendation, we've also heard from our community that
they want the as much of the entire package for the recommendation as possible. They want to know whether transportation is going to be available. They want to know how easy it is to register,
whether they have to school of choice. Is there going to be a change of school of choice? What's the community and culture system coming together? Are you creating new names? Are we creating new mascots? They want to know all of that. And
so we are planning an approach where we would be able to come not only with a recommendation, but also some answers to those really important questions that our families and our community
want to know so that they can plan and be prepared for a transition. Okay. And so with that, we're at our discussion and input and alignment. And so
the first question that I would ask the board to engage in is, does the board have any questions about the proposed policy that support the committee's conclusion that we feel like we need an approach
codified in policy for school closures, consolidations and relocations? Thank you. Tracy, would anyone like to kick us off with some comments or
questions, please? Kevin, I have a question about the policy language for the FCB, which is the boards, not the implementation, not the regulation trying to fish for
it. I'm sorry. I was on the PowerPoint. Do you have it up? Still yours? Yeah, mine's still
loading. So my question is for on page two for the first bullet initiation of process, the board will announce the start of any study and
engagement process by the end of January, with potential changes taking effect no earlier than the second subsequent school year. I understand the the meaning. I
guess my question is, and it's a it's a linguistic one. What are we. Study is not defined in this policy. I would like to know what the intent of study is. And is that a disjointed
list? Meaning does it have to be a study and engagement process? Is it exclusive? I think our definition should be really tight, because I would presume that the work that has
been done by the Comprehensive Planning committee from at least January to now would have constituted or qualified a study, but I don't want to get tripped up into that by someone
saying that there is no study. Therefore, the process cannot initiate, which means we have to wait until next year. Yeah, I have that same thing right off the bat, because if we adopt this policy as written
right now, we adopt it and we're instantly out of compliance, potentially depending on how we define study. Right? Right. Well, it even goes deeper than study. It says that the superintendent
initiates the study, and then he comes back to report to the board. And then it wouldn't take effect until the following year. I understand the intent of it, but how it's written, as soon as we adopt it, we're out
of compliance, especially if we want to make a decision in October of this year. How it reads right now is in no later than January. The
superintendent has to launch a study. Right. We are assuming that we've already launched that study, but you can't launch a study proposed by a policy if you don't even have
that policy in place. Right? So I mean, I am. I've I've got here, I don't want to wordsmith. I, I understand the intent, but
when you take a 500 zero foot view at this and the suggestion of a policy and then say that the board that adopts the policy is instantly going to be out of compliance. I can enter
a motion in right now to suspend it, because I am not voting for something where we're going to be out of compliance. Like, what is that? So let's suggest language. Yeah, because I was okay, I was
almost done again, I think the the points well taken. First let me back up and say thank you immensely for all the work that you've done. I jumped straight into the language because that's what I do. I
think that to get to this point and the product that's in our packets tonight is to say it's impressive is an understatement. So when I was going through this, I thought it was incredibly well thought out. I
really appreciated the, the work in the addendum, the excuse me, the administrative guidelines. That was I know that was sort of an iterative process too, but I, I was reading through it and I was
like, all the things that I've been hearing, not all, but almost everything I'd heard in these engagement sessions lived somewhere in these documents. And so I think that you've done an excellent job capturing that community voice. I want to say
thank you for that. Like Connor, I think I'm skittish because it's the first time we're doing something right. And so I think that through the iterations, the policy has gotten really tight with some of the language.
I would just prefer, I think the the other question I had was with the January window, I'm presuming it's tied to SB or some kind of budgetary, but it seems somewhat arbitrary to just decide in January, I think.
I think Doctor Spain had mentioned something about having discretion or if the board saw fit, if there was a need to evaluate these things mid-year or midstream. I would like the flexibility in this
policy for future boards to be able to have to do that. So I think flexibility in being nimble would be preferable. Preferable over tight words like a study or something that we have not defined. Because I
get I get I do think there's an ambiguity there and that future boards are going to have to wrestle with that. Those are my suggestions. Just with the policy language, I will say, I assume that the time frame is
somewhat tight, because we also have been very clear in wanting to ensure that the community can expect and anticipate what the process would look like. So
I appreciate what both of you are saying, because I had a similar wondering about the dates in there, and I don't want to get so loose that the community now doesn't know.
Will it be next year? Are they going to have a year long? Do they have a year and a half? I just caution us to get too loose versus too tight. Well, first and foremost, I'm I'm
glad that Director Gavalda caught that same thing because that's fundamental to the policy as well. Second of all, thanks to director for saying thank you. The equity stuff
that you guys have done in this for me is, is better than expected. And not only is it
formalized, but it is light years beyond what we did last time. Right? We heard that from the last consolidation process and that that is bang on. We
may be able to improve it a little bit more with measurable stuff, but that equity portion of it, I'm fine with when it gets into the details of
creating a policy that not only this board is going to be beholden to, but subsequent boards being beholden to. I have major consternations. I
think that, yes, we need to be ambiguous, but. I was thinking when I was reviewing this stuff over the weekend is wouldn't it be nice to have a substantive
policy with actual criteria that says if you go below this level, it triggers this consolidation. If you have a utilization that's below this, it triggers this consolidation.
If your transportation costs skyrocket because of this, those are criteria that I was looking for. And that's what I thought the Comprehensive Planning Committee was working
on. The reason why I say that is because if we just put an ambiguous, ambiguous policy together. That looseness and
that ability to waver and change for a subsequent board puts them right in the same position that we're at right now. And I think we're kind of beholden to get this right the
first time. Then to give a document that we say, well, it's the best that we did. And here you go. Next board, figure it out. I have other
wordsmithing, and I think I was talking to Karen about this a few years ago. We actually wordsmith in one of these meetings. I'm not going to do that. I can send you an email
on that. But. In here I hear the words, but I don't see I don't see that meat on the bone for criteria. And going back to our January meeting, I
understand at that point, we thought that there was going to be like a 6 to 8 to $18 million budget shortfall that didn't come to fruition, and that was the impetus for speeding up the
cadence of the meetings to get criteria done. However, I, I feel to see the criteria. I'm
going to go back to what Kevin mentioned about my my preference on the dates and also address, I think what, what you're looking at some
there. Connor. I found that most of my recommendations for the policy, you know, thoughts about it were related to, dare I say, a perfect state. What we
would have liked to have had for a policy that already existed and becomes a continuous thing. We are trying to put something together in a
process that has already started. And so that that creates an additional challenge for us because this the decision to already do the study and things like that already took place back in January whenever we voted for
it. So in theory, we are in line with it. I would strongly recommend that we take out anything that mandates dates in preference for suggested
timelines are list. Those can be modified and or approved by the board as necessary. That's a much better policy approach. Anytime you put in mandatory dates, and I would dare say
mandatory percentages, we really back ourselves into a corner. And having asked about that very specific thing about where's our automatic consolidation percentage, we
haven't had that discussion. Are we going to follow Denver Public School at 90%? Are we going to follow? Was it Boulder that had 60? The other one had 75% that was presented before.
We can't do that right now. We don't know what's right for PTSD. I would dare say that our best approach for this is to lay out enough of a policy to
show the phases that they had up there, in agreement with what needs to be happening, including things such as where where does the equity subcommittee, I can't remember
their name. Where do they have a way in that's independent and evaluates? Make sure we're going with equity, for example. Actually pulling those things puts together our step for this
one. And then a mandate from us to say, once we're through this, we're going to go back and now look at the policy and try and give it more shape and form for things such as percentages that
can drive when we have to be more concerned that fit SDS percentages and things like, I'm just making suggestions and just want to have that open for discussion. I think that's a
wise way for us to approach it, and we can set up things that say, maybe it's 75% or 72.7 or whatever number we come up with. We really need to start paying
attention. For example, I don't know what that looks like, but to have enough to show the community what we're doing, the steps we're taking, where we have our cross-checks and pieces like that, and we can
always have additional board votes for, oh, we had a policy. It's missing a little bit of detail. Let's add it in. Then once we're done and we need to,
for instance, more fully address our ongoing monitoring, were we successful that I mean, I can't remember which of the two it had, but we need to have more specifics about that. Are
we ready to actually lay those out? We can come back and revisit those based on what the committee has learned, based on what we observed, based on what the community gives us feedback. And I think that's a really
good approach for us. That doesn't force us into perfect policy right now, which is really difficult to define for
us. Well, sorry, correct me if I'm wrong. Are those comments pertain pertaining to let's just take the one that you said
utilization the triggers is that in criteria or is that in phase three? Preparing a recommendation for me criteria.
Excuse me. Percentages are probably in terms of what we're probably more where we have to say now we've got to pay more attention because there's probably a range where we're
just fine. We don't have to do a whole, I'm going to pretend 83%. Yeah. Do we do we really have to do a whole lot? Probably not. Right. So that's just one of those quick check
in the middle of the year when we get the October finals and it says 83%, our comprehensive planning committee takes a look at it along with our other data, and they come back and say, we're good, keep going. But once we get to start either way,
because by the way, at some point it could go the other way. We need to pay attention to that too. I know we're focused on consolidation right now, but that helps us with here's the
road. And when we start hitting a shoulder, we have to start doing more. And that seems like a wise policy. Is that am I answering your question? Not
exactly. So I see those triggers. What? Whatever they are, you're below 70%. I consider that a trigger because I think we've I think that's even spelled out in Thompson's
policy. You hit these certain triggers and it the triggers can be a range as well. So 85% you go, you're now now you're
on yellow, you go below 60, you're on red. Correct. I see that as criteria, right. It could be other things such as we're starting to see all our specials. Teacher go from one
FTE to point eight. Right. We're starting to see we're losing counselors. Those are other things that we could monitor, for example, and we could place in there, but are really tough to specify right now because of that
comprehensive. I see that and I'm I'm moving to you, throwing it to you, Karen. I see that as a phase two exercise, not a phase three exercise in
preparing a recommendation. First of all, let's acknowledge the excitement and passion about this particular document. So thank you. But I think what I want to ask us to consider,
so we're talking about equity and all these things, but then we're trying to apply objective criteria to people. So if we were talking about numbers on a spreadsheet, data, whatever the
case may be, I think thresholds and things like that. Fine. Makes sense. But we're talking about people throughout this whole process, we've been talking about equity. And now the language is shifting that in this early in the phase, we
want some definitives. So that kind of contradicts what we're saying. So equity, right? If we're thinking about the accessibility of that, we're talking about it now. We don't know what the conditions are
going to be five years from now. We don't know what things are going to have to be considered. So for us to say, this is the absolute place where we have to be, I think it's a little
unfair to future board members and folks and stuff within the community. Just as we've heard from the community this time around. You all said a couple of years ago that this wasn't
going to happen, and so on and so forth. Then here we are again having the same conversation, right? Things change and shifted. What I see in terms of this FCB is what we
do at least need is a process for if those conditions and contexts change, how are we going to initiate this conversation about the utilization of our schools and
whatnot? So I think that's like, at least in my opinion, what this document is designed to do, and then giving credence to board members, I think, how would we feel if previous
boards had held our hands and said, this is what you all have to do at this particular point in time, right? There's different contexts. So I would push back on that and say, we don't necessarily need that,
but we do need to have a process in place. I also think that when I look at this FCB, I hear y'all's concerns. I do think there needs to be some clarification, maybe not
necessarily the language, but definitely the steps. Like there is a part where it's like the superintendent is going to do a study, but then it says we initiate the study. So maybe some sequencing could be
adjusted there, right? So like, you know, does a, does it come to the board first? And then we kind of talk about a study and then then we move forward and say, okay, then the
superintendent and I think some of those step wise pieces is the disconnect in terms when I look at that. So I think that might clean some of the things up that people have concerns
with. And I think just the last piece, I think we can write this. Maybe there's a step we're missing from when it's initiated versus when it's explored or whatever the case
may be. I think that makes sense. Maybe January, I don't know the exact dates, but it sounds like what you all are saying is, where's the part where we say we need to explore
and actually do this, and then where's the part where we're like, yeah, we're 100% going to move into a consolidation process. And I think that kind of is where that muddled about.
When's the study and when do utilization come into play? And then what's an absolute date and what isn't? Because if we don't think about that absolute date, if we kind of have that extra pieces, then what that
does is what you all are saying. It allows that flexibility to where it's like, well, you know, something came up in March. So I just said a lot, but my three pieces is make sure that we're
incorporating equity all throughout our process in terms of the decisions that we're making, how we're assigning criteria, how we're designing policies to how do we think about the sequencing within
this particular policy to outline what is the steps to get to something? And third, what part are we talking about? Just exploration, a part of process and actually initiation
of the process. It's kind of what I was hearing people say throughout the piece. I could have it all wrong too, but I just wanted to see my input. We can jump in quickly. Again. I think I kicked it off with
language, so let me clarify my position. And I think we've got at least I hear consensus between what Karen is saying and Doctor Spain is saying. As far as what I was saying, and to be clear, I was not saying
ambiguity, I was I'm not in favor of ambiguity. This policy. I'm in favor of flexibility. There's a big key distinction there. And the point I was making is that I want
flexibility in the initiation of the process for the exact reasons you just outlined. I don't want to be out of out of compliance with the policy that we're as we're building the plane while we're flying it, I want to have the flexibility. I
think Ronda's point's great is, you know, I don't personally think there needs to be a triggering event with we have to do a study. And then the study does this and then this. I think we don't know what I
mean. I can't forecast ten years, 20 years in the future of what the needs are going to be per per corona's point. So I think the, the framework policy, the FCB for the board, I think we need to give future boards
the gift of flexibility, not knowing what their challenges are going to be. I actually then push back on some comments because the implementation policy, the one that's the
regulation. FCB I actually like how that's drafted. I think that criteria without having hard numbers. And this is a point that that we were discussing in dinner session.
My point there was that again, I there may be I like that there are identification of criteria, but we don't have necessarily other than the surveys that you've you've
shared with us is the weight of those criteria at this moment on the off chance that building condition could be very, very high for one school and it could be completely
underutilized or have low enrollment. So what do we do with that situation? And then we can have another situation where it's flip flopped. What if the building condition is so poor that you can't justify keeping it open? But it's a
highly enrolled school, right? So we've got some tension between some of these criteria. I think it's going to have to be a case by case. I think it's going to have to feel right layering in those equity
considerations for what that would do. And so I, again, I would, I would opt for more flexibility now instead of hard lines for a lot of reasons that Doctor Spain said. But again, I want flexibility, not ambiguity.
And I just think it was that one part of the of the policy that that read the initiation. Everything else after that sentence, I think is fine. Because I think to your point, President Zamora, I do like the
timelines that feel transparent so people know what to expect and when things will take place versus I like that. I want to anchor those timelines of expectation. I just think we need to tighten up a little bit.
What kicks this off that makes sense. I think this might be helpful. I feel like this has come up a lot throughout this process, and I would appreciate, doctor, for helping me see it.
What language are we using? Right? So when we see initiation of process, is that the, you know, like, and then we use initiation of process and we use implementation.
Maybe we need to clarify those pieces. So what I've appreciated throughout this process is you all, which makes more sense. But this initiation of the process, right? So this
process has had five phases. It is possible. Correct me if I'm wrong. It's possible that we could go through this process, the initiation of the process. But that may not necessarily
mean that will result in the implementation of a consolidation or closure. And so I just am wondering, Connor and Andrew and Steph, if maybe that's what the distinction in
the language is, because this sounds like it's like, like what we've done already. Like we might just come and initiate the process and do all this study and do all this work, but we might not get to the point of implementation where we have
to consider the utilization and things like that. I think there's a difference in that language, and I'd love to hear from others if that distinction would make sense. I think that kind of muddles the point
Superintendent Kingsley has offered to. Yeah, I appreciate your comments, Doctor Ziegler, because I think the intent is another lesson learned from a couple of years ago when we
first came into this discussion across the community, is that it felt like an event rather than a way of work around how we're looking at our system, our resources and our
efficiencies. And so through dialog about that and engagement with the community, you collectively stewarded a charter to launch the comprehensive planning committee to look at this data
annually. Right. And I think, you know, piggybacking off of what Director Gavalda said about dinner session conversation, I think one of the reasons, and I don't want to speak for the comprehensive
Planning committee, I'm not a standing or sitting member, but in understanding their work, listening to how they just explained the spirit of their work, drawing hard lines in the
1.0 version of this policy would potentially force us into a one size fits all solution. And as you appropriately, as a team discussed in the dinner
session, when we're looking at this across regions, what might apply to Timnath is maybe very different to Wellington or different aspects or neighborhoods in Fort Collins.
It is to no school's fault what their building condition is. Right? We didn't have the resources and we do now, but it's going to take time to put those investments in. So as we
look at all of these together, it is going to need to be, in my opinion, respectfully, a case by case decision around how best to manage this in this
current format. If you look at other districts, such as Thompson or Boulder Valley, that have those thresholds, those are just signals. They're
not. You reach 60% or below in Boulder Valley School District and you've closed because if that was the case, ten schools would have closed five years ago. They are guidelines that
kind of trigger sets of events for deeper study. And I do believe that was the spirit and the intent around how these things work together in tandem through the Comprehensive Planning committee. And I would invite your voices back in to
the conversation if you feel I'm speaking on behalf of the committee, because I think it's important that we're in alignment. Yeah, I, I think you nailed it pretty well. We, we viewed this criteria as
something that's meant to work together, that no one criteria is meant to be weighted above another, that they are supposed to be a package deal because it allows us to focus on the
outcomes for the people, but have data that enables us to achieve those outcomes. As I mentioned, community led, data driven. And yeah, we we discussed in the committee hard
lines. We did. And in the end, it was something that the committee decided not to advance. One of the reasons is because the enrollment situation right now is, is so
far below what other districts use as their standard that in a 1.0 version of the policy, it becomes a challenge to realistically achieve something above a certain bar for every
school, unless you're planning to be really, really aggressive. And maybe you do, I don't know. You'll have to tell me. But, well, our our intent was to put together a package of criteria that would allow us some
flexibility there. I think, per your comments at the last meeting, you know, if we used Boulder, out of our 27 schools, 12 wouldn't meet their criteria
under, I think it was Thompson. It was. 14 and with the passage of time, it only gets worse. And that passage of time is only three years. Per the statements from last time.
Right. So it is imperative that within the time frame of phase two, we draw hard lines. Is that a hard decision to make?
You bet you it is right. But ambiguity masqueraded as flexibility. Does this board and future boards disservice, right? At some point you got to
make a decision and it's going to be hard. And there has to be a line. And if you do it school by school, by school, then we fall into the same trap that we did last time, and we pit
schools against each other. And then everybody in the community comes in here when it's not 930 at night and they say, oh, we don't trust you because you
didn't use the same criteria against my school as you did their school. Okay, so I understand it's difficult. I don't actually want to do it
myself. However, it needs to be done and it needs to be done. Now, if we even have a semblance of a chance to get in towards a decision in October, which I have problems with,
that portion of the policy as well, I just want to know. I hear what you're saying. And again, it's not just a matter of this decision. It's impacts
a variety of people. Absolutely. Could we say, here's what we're going to do and we're going to do it and it's going to get done. But that's easy to do.
But we have to think about the impact on other people. And any time we rush into anything, we're not making good decisions. Like it's not like, like, like
I don't, I don't see where anything's dire that if we don't make a decision today, the whole world is going to fall apart tomorrow, right? Like there's people involved in
this process. We are making that decision, but it impacts the people. It's not just about buildings. It's not just about programs and curriculum. It's about teachers. It's about
students. It's about administrators. It's about our custodial staff. It's about people. And when we just name criteria and rip the band aid off and wrap it up in a nice,
neat bow, we forget about the impact of people. Change takes time. It's a change process. And I just want us to consider
that you can think about people in the process of change. You can think about people in the process of developing criteria. You can think about people in the process of consolidation
and closure and all those different pieces. It doesn't have to happen overnight. It's not a sale, it's not a closure. It's people's lives. And so I
just want us to consider that. So yes, it may take us to October to come up with the criteria to determine what buildings and what may happen. But, you know, in the meantime,
what that does, it gives people an opportunity to prepare. It gives people an opportunity to grieve. It gives people an opportunity to maybe even imagine what the process could
look like. So it involves them. That's the inclusive process. That's the equitable process. And that's why it looks different. We aren't talking about equality because equality doesn't necessarily exist when
we're looking at these buildings. If we were talking about equality, then every single building right now would have everything it needs, but it does not. So by the sheer
nature of the way our our district is structured, we are already at a conversation of inequity which require us to be equitable in saying we're going to have a certain threshold and
say whatever else, that is not an equitable conversation. So I will respectfully disagree and ask for us to consider. And just both of us just pause for a moment and consider what
we're talking about. We're talking about the same thing. I'm asking for a pause. I'm I'm saying let's not move on to phase three. Right. I would like to invite Scott and Carla
also into this conversation to hear what they have to say, whether they have comments on the policy concerns, wonderings,
wording, shifts, agreement, alignment to others. Do either
of you have. Don't rush. I'm I'm not sure what I'm supposed to say. I feel like we're.
We're sort of all talking about the same thing. And I hear. I hear what Kuranda is saying in terms of the people that are being affected and they're
being affected. Now we're seeing principals having to make really challenging decisions about their staff. We're seeing students not getting the level of education
that everyone on this dais wants them to have. And I think that that's what's informing the CPC moves and decisions and and trying to create policy
that's inclusive and looking at the district as an organism and a whole and an ecosystem. That's where I feel like that
equity is going to be generated. I, I agree that it should lend itself to be flexible. I think that pigeonholing these decisions into a space that
doesn't allow us to look at things in a case by case basis is dangerous. And for the reasons that Vice President
Gabel mentioned, that, you know, we have full schools that are probably haunted. I'm just kidding, Brett. That was really
funny. No, I but they do need so much work. And then we have beautiful state of the art schools that are have very low
attendance. So. Yeah, I this is challenging. By no means can we do it alone. I just hope that we can find some consensus on.
The next steps. Scott, would you like to share? Sure. This is awesome. I love having these open discussions. I think that's what I love about this
board. This is fresh. A lot of us haven't heard these arguments. So so this is good stuff. I had the same concerns going into this. Reading
through the policy. Carla and I got to go to the CPC meeting on the fourth and got a little preview of this. And my expectation was along the lines
of Connor's that there was we'd be seeing thresholds and scoring and that type of thing. And so I asked a bunch of questions. I asked questions last week. And then over the
weekend and on Monday, I had a conversation with cabinet members and got some clarification. So my understanding is phase three is
where that kind of information will happen. I, I love hearing these arguments because I think there's merit to all of them. I
do worry about the future boards. I think that is something to really factor in because things change. You know, we, we just a few years ago,
ten years ago, built two brand new buildings, three brand new buildings based off of projections. We're in a completely different place now.
So what's going to happen in ten years? Not only will we tie their hands, I worry we tie our own hands. If we name in a
policy that's firm, these thresholds and we run into those situations where we have exactly what Carla was describing, closing a school
and I'll watch my language is a big deal. I call it the nuclear option. And so quantitative
assessments are incredibly important. That's the only way that you can ensure fairness. But qualitative factors like equity and a whole host of
other things that are named could make us say no to closing. It may we may determine it based off those qualitative factors. It's essential to keep
this building open even though it doesn't meet certain quantitative criteria. So I I'm leaning towards sticking with the game plan. I think it's
important that we name the criteria, not the criteria, but we name the thresholds and the scoring if there is such a thing. I think Brian made a
good point that any scoring is a signal. It's not a you have to close. And I think that's something we need to make
really clear to to everybody in the district, because I think it gets scary. And that's what gets people ratcheted up. I have a whole bunch more to say about feedback that we got from
the community, and I do want to talk about that at some point, but I'll just leave it at that. In terms of, you know, how I
how I'm leaning in terms of where we're at on the phases and that type of thing. I mentioned one more thing. I do think that language is wildly important. I think that the
word study is in the language to indicate, to signal that we are doing our due diligence. And we talked a lot at CPC
about words like relocate and affected and making sure that. This process is one of bringing
people together and making our system as a whole stronger and better. And, and we have talked a lot about loss and grieving
and feeling displaced. We've also talked about the ability to bring in mental health specialists and consultants and
celebrate new. And so my, that's where my, my heart leans. That's where I believe that will make the most and best
impact. While respecting what everyone is going through through the process. I think that I'm very encouraged by the
really smart and intentional people that were in the room at the CPC. And yeah, I don't know. I'm going to leave it there and
pass it along. So, President Zamora, I'd like to hear what you have to say, which I was just about to give you. Yeah. So I think to Superintendent
Kingsley's point, we have a committee that is ongoing. So this need for thresholds, I think, is lower for us when we have people looking at our schools on an annual basis to
give us that feedback to, I would question what criteria we would put in as far as numerical values, because on the one hand, I think you and I are, as with engineering
backgrounds, numbers are comfortable and identifying things are comfortable. However, we do have a people problem. We don't have an engineering problem. So when we have. If we
were to put in numbers a thresholds, is it utilization thresholds? Is it percentages of specials, teachers time? Is it enrollment? Is it facility?
All of those things are things that are being looked at within our committee. So if our job we built a committee, our job is to trust them to do what we ask
them to do. And if we don't, then we have a problem with our own policy and our own expectations. We haven't set that clearly enough. That's on us. The other thing I want to
say about our policy as boards, whether it's our current board or a future board, we have the ability to change them. If we come a year from now, after we've done this work, after we've had thorough assessment
and our schools are in a much better place. If at that point we decide as a collective that, you know what? I think we're in a really healthy spot. We do want to put some thresholds in here because now we think it's
the appropriate time to do it. We can do that. We have the ability. But right now, if we put some of those thresholds in there, every school could end up on the list anyway. Quite frankly, depending on what our
thresholds are and what our ranges are, is that I don't believe that's the best path right now. We have kicked this can boards before us have kicked this can multiple times
over decades, to the point where we are saddled with a problem that is well beyond what we should be saddled with. I don't want to saddle the next board or a future board with these problems, so I'd like to
have a robust policy. But for right now, I think the policy that's in front of us is a good starting point, and I think it obligates us to look at it again one year from now. If we
are not reviewing this exact policy next spring to assess how did it go? Did we do it well? Is there anything we would change? What did we miss then that's on us. That's our
failure. But for right now, I think this policy is appropriate. My one caveat is I would like to have some language for. I'm looking at
the wrong one at the bottom. Per director of Elda, Spain. Others around just making sure that we're not enacting a policy and then we're immediately out of compliance. I understand that sentiment.
That's one that I shared a week ago when I first saw this, but I think we can get around it with some loosening of the timeline or adding some language to allow us to say
we've already enacted it, or we have the ability to move on this process at our leisure because we're not. We're not
actually shocking our community. We have been through this process. We have been working through it. So my question to you and other directors on that
are, are we comfortable moving to phase three? Yes. A few points. I argue for a living. I'm sorry. I'm going to try to
give you some counterpoints throughout this conversation and through many others. I want to take a step out and zoom out a bit. I say this a lot and I mean it genuinely tonight. We
cannot let perfect be the enemy of good. And here's why I want to take you back. Two years ago, almost to the night, Connor, do you remember that conversation? Yeah, almost two years ago.
Exactly. Right before the graduations, we had a very spirited debate and discussion amongst ourselves as board directors. And at that point, I think this this whole process
was different. But the reason I bring that up is because if we had applied a strictly objective criteria during those amalgamations of scenarios, you know what? We ended up with a
scenario that was unacceptable to anyone on this board, which implicated 90%, I think, of which were title one schools. So let's punish schools that are that that meet certain objective criteria without any
consideration of equity. Which leads to the second point of that throughout this engagement process, one thing crystal clear has reverberated through our community, through the data that you showed us tonight, through the conversations in
this room with the Comprehensive Planning committee. Because I was at tables, I had this conversation. Conversations among us. Equity has to be a lens through which we look at everything. As difficult, as challenging as
that is to define. That's why I'd say, look again at this administrative policy guidelines. I think they've done a remarkable job trying to overlay all the ways equity could be inside that decision.
But that does not mean a decision isn't going to get made, in my view. And this is I'm going to use my own words against me. I'm at the point after hearing our principals, after hearing cabinet, after hearing experts, after hearing
people from the state demographer's office, after listening to the sage advice from former board members as well, and considering all of these things, I'm at a point beyond reasonable doubt where
we are compelled to act. And if we do not act, and if we get bogged down in the semantics versus the action of what we need to do, then I'm not doom and gloom ING it. I'm saying
That we. We are commanded to act at this moment because that is also what our community has begged of us to do. So with that, I'm. That's why I'm saying the policy language. We're building the plane as we're flying it. It ain't going
to be perfect to just this point. We're going to have to evolve and continue to tweak and revise that so that we situate future boards with a better work product. But at the beginning of everything, there was a beginning, right? And so
I don't want to get bogged down in semantics to keep going and say, let's, let's keep tweaking the policy language until October. We don't have that much time. We need to make a decision in October. That's my
point. So in response to that, at some point now in phase three, right. We're going to come up with criteria. And guess what. For everybody on
this board and everybody listening online, there's going to be hard numbers in there, right? There is going to be thresholds in there for the schools that are potentially
going to close. So I'm not understanding why we would move on into a phase that is preparing a recommendation. When we don't have an exhaustive list of criteria already defined. That, by
definition is putting the cart before the horse. I will also say going back two years, I think we treated this like a math exercise. And guess what?
We failed the test, right? I'm sorry, but it seems to me right now we're probably going to fail the test again because we don't solve our problems
financially unless we do this right. And it's got to I'm sorry, I don't want like I said, I don't want it to be, but it's got to be big. If we just nibble around the outside of
this cookie, guess what? We're going to be doing this every single year, just like this policy suggests. And we can't do that because it sucks up 95%
of the time of not only staff, but us. Right? I, we've got to make sure that the criteria is well defined before we put in
preparing a recommendation for closure, because that's what we're talking about. I'd like to hear from Andrew. I think you had or you if you're not ready, that's okay. No I'm good.
I would like to point out one rather obvious thing that we also heard from our principal who presented to us last night. This process has gone before. There is zero documentation and
policy about how to do a consolidation and closure. That's something that we have to address as a board to create a roadmap for future boards, and I recognize any number we
put on there, any equity criteria we put on there are merely suggestions for future board, but we should be leaving them a roadmap. We would be a lot better off. You would have
been a lot better off two years ago if a roadmap had been left for you previously. Because guess what the policy also does. It creates transparency for the community. So they see when we
speak to your point, hey, we're starting to get towards some of these problem areas, problem numbers, problem equity issues. We should be looking at not just numbers, but also, again,
the equity issues, having markers that we track for. Are we keeping our counselors? Because if you don't keep your counselors, where are we meeting our mission statement of well-being? We don't keep
our specials. Where are we having quality education across the board, because that's going to limit access to those things. I don't know that we personally
need that number right now. And the argument why I say that is we have a committee that has said, these are all the items that we're going to look at numbers and all the equity
items, and they're going to be able to bring back some things and say, this is where all the all these schools are. They will need direction from us at some point about where we're going to agree and say, this is
what we do, which I think every one of us has said, we need to do something. But to define it right now arbitrarily with just a percentage number or something like that, I, I'm, I
know I'm not in favor of that. I am in favor of moving the process forward and let a committee that's done a tremendous job putting together a lot of good things to look at
both quantitative and qualitative, very comprehensive and a lot of respects not fully detailed. I do agree with you, but even right now, I doubt
that we all have consensus about how much is right because none of us have a crystal ball. We can look at the state demographer data. We're going to go down for a little bit,
and then we'll go up a little bit. There's so many things beyond our control that could change that. So we're going to have to make a best decision with what we have at hand. And you have a committee doing an amazing amount of work over the
next few months. If we say go to the next step, that will bring us a lot of these things back and help us understand where we can pull the various levers. That's and that's why I feel having a policy with
enough enough structure to show process to the community with some flexibility, and then back to a year from now. Perhaps we can go in and throw in some actual numbers that are this
information for future boards to say, this is what we found at this time. Because by the way, ten years from now, PSD, we don't know what it's going to look like, where all the schools will be, but at least
informs them and helps them understand. And of course, where it went, right? And maybe not so right. I guess I just
have a clarifying question in f, c, b, r, and then also in the PowerPoint on slide 11, are those not the criterion that is being considered? They not they
don't have heart numbers around them. But I thought that was the criteria. So I'm just trying to check it is okay. Yes. That's the criteria that our committee has consensus on.
Okay. That we would propose being in the policy. And then so I'm clear. Connor and Andrew, I don't know where I went. I
think I had another question. Are you all suggesting saying that what's missing in that criteria is that like hard numbers or like, like when they and not I don't know if I need
to talk about it. I'm just trying to clarify. So when you're talking about the numbers, so like when it says criteria, building utilization, current and potential site capacity and stuff, are you saying that in that section, some hard numbers around that?
So the utilization rate is 60 or whatever? Is that the part that's missing? I think it's I look on the left side building condition and quality is not a
numeric thing. That's a report out. There's there's going to be numbers associated around it like boiler age, roof age, things like that. And it's probably more a, an aggregate dashboard status that we can
see if everything's starting to go red on a building or something like that, for example, just, just for sake of we haven't created that. I understand that the next two clearly are numbers. I would
suggest if we, if if we're not paying attention, building utilization becomes more important. That's a now thing because we're behind the curve. In the future, we're going to probably look more at enrollment projections
collectively. And we may not need number two very much, but that's a guess as well. The stuff on the right, not numbers, but at the same time, there are probably some numerical things about it, like FTEs and things
like that. To me, all of this is together what we're going to be looking at. Because if if we're just looking at enrollment projections and things like that, why do we have a committee that would be
ignoring equity, all of those sorts of things. It takes a lot of people to address all of those things and help bring some pointers to us, because we're the ones that are going to have to decide what that
looks like, you know, which school do we decide, you know, is going to be integrated with another one consolidated with another one? I mean, all those things that comes down to us,
they're doing that heavy legwork that's going to help inform future policy revisions that are more clear for future, you know, the future, whatever that looks like. And so that's, that's kind of that's my
response to what you're saying. It's, I don't want to pretend it's just a numbers game because that would be foolish. And it absolutely all those numbers, things are omnipresent in the background. Dollars are omnipresent in the background.
If there's some mythical future where suddenly they magically give us a boatload more money, every single one of those numbers for enrollment projections can be a lot looser in theory. I mean, I'm not sure
that's fiscally sensible, but those things can change too, over time, based on our current situation, based on population changes, all these things. But the things we're really matter are educational outcomes. Yeah.
If we spend too much money because it's it's being watered down, we can't do things like CTE that we just saw to not CTE, sorry, the dual enrollment and concurrent enrollment, things like that that we saw tonight.
We don't have money left over for that by comparison. And so it's that balance. Totally. And that's why it's really difficult to put numbers to each one of them. But you know, concerning points when when we
hit worrisome points, when we're really, you know, how can we meet well-being if we don't have nurses in the, in the building if we don't have counselors, if we if we don't have those resources, how can
we make sure they're learning if we don't have enough math support, English support? ET cetera. ET cetera. Awesome. Thank you for clarifying that. Hey, I was just curious at some
point. So we're bringing this. It's a broad overview. At some point, I thought you all talked about like having a dashboard of numbers or things like that. Are those more specifics or can you provide the board with
something like that? It seems like you all as a group have looked at this. So I'm assuming that that information is articulated somewhere. So with
the support of our IT department, our facilities department, we are launching a dashboard tomorrow that will have much of the criteria that you see on the left hand side of the screen. That will be
evident because it's specific to facilities, not as much about programing and offerings and some of the things that you see on the right. But again, you know, really taking a look at that property and facility
asset and all of these factors of enrollment, utilization capacity, as well as the finances for each of our schools in the, in the system. And so that's going to be publicly available for our
community. They're going to be able to see those trends that we've been studying as a comprehensive planning committee over the last year. They're going to be able to see the same set of data that we've
been looking at, and that will be a part of our conversation. If the board adopts this criteria, that we would move forward into a recommendation. So that's that's going to be
visible to our public tomorrow. So thank you for the question, and thank you for your response there. I think when you have an opportunity, when our community has an opportunity to have a
thoughtful moment with the release of the dashboard, there's going to be a moment of self-discovery around how these data points play together or don't make sense, right? Where we have a healthy enrolled school, but the building
condition has questions, right? So that's going to lead to questions and curiosities that the committee will need to grapple with. But I also think for many school communities, it
will be sobering as a result of seeing a dismal projection over the next five years, seeing a building condition, to no fault of their own, be what it is, seeing their building
utilization be what it is, and having to come to terms and grips with that reality, which will lead to a future conversation in the fall around, we'll have a spectrum of data that we will need to make a
decision around. To what degree do we want to solve this problem? That is a it is an honest question that needs to be asked and answered. I don't think we're there yet, though,
because I think another part of the conversation that we had in dinner session that I just think is really, really important. And it's been brought up loosely here tonight, but with intention, is that
there are many parts of our community that are grieving as a result of this conversation, lingering for multiple years without a decision to see what
there's hope on the horizon and applying an arbitrary criteria. Because if you look at one district has this number and it's arbitrary at best, there's no best practice. We're all figuring out a way to build
this thoughtfully in a human centered way, learn from our mistakes. But one of the things I heard one of our principals say here today is that we're dealing with an incredible
amount of uncertainty right now, and it's putting duress on individual people. It's putting duress on individual schools. It's putting duress on this entire system in lots of different ways. It's weighing
on us 95% of our. I would agree with you 1,000%. But when a school comes up, if we make firm criteria right now, firm numbers to that criteria, you
are going to continue potentially to feed that duress in a way that does not allow us to hold space, to grieve, to empathize, to help understand. We already have employees that
are making decisions, teachers who are moving to become realtors, or that story today, as a result of just the uncertainty. And if we end up unintentionally putting a
scarlet letter on a particular school, we're not helping them navigate how to close this school year. Strong start a school year stronger, and deal
with that level of uncertainty in a way that's compassionate, in a way that allows them to understand what it might mean for them. Those conversations are coming in the fall, right, where we will have to talk about specific schools and
engage specific communities about different ideas and thoughts. But I think there are some potential unintended consequences of applying those arbitrary numbers now rather
than later. That I know, I don't believe is anybody's intent to cause harm on this board at all. But I think how that may play out would also, I think, limit the flexibility of
the comprehensive planning committee and how they're looking at various scenarios and being creative in those solutions. And I think, to me, I want to be able to try to maximize the opportunity for
them to be innovative in this space in a way that takes the values that you've all heard from the community, takes the values that they've heard from you, and applies that with some level of sensitivity. The good
news through our important conversation this evening is, I think we agree on more things than we disagree with, right? Which is really cool. Like when I think about the equity
guidelines that were put together in partnership with our committees and local experts and scholars and staff members, I mean, there's a lot of synergy and energy that
we've done something really good here. We just have to apply it. Right? The second thing is, I've heard throughout the course of the evening that the regulation in its current
form, F, c, b r, seems to be generally positive. There's some questions around whether we should be applying specific standards to or quantitative measures to each of those criteria. But for the most part,
I'm not saying we've got the wrong. I'm not hearing we got the wrong measures. I'm just hearing that maybe we need to be more specific in how we're applying that in phase two.
When we go back to policy F, C, B, for the most part, I think there's agreement with the exception of a couple of things that I think were thoughtful. We have to come back with another iteration that further
defines what did we mean by comprehensive study that I heard was loud and clear. The other part is an advocacy for flexibility, that the initiation bullet of processing
kind of hamstrings where we may consider me, I don't my interpretation is we wouldn't be out of compliance, but that's because we're in the know and have been talking about this. I can understand somebody coming into the conversation fresh could be
poking at that. And I think that deserves our attention to be able to clean that up in a way that provides maximum flexibility without locking future boards in. And if you choose to change that in the
future, you have the ability to do that. I do think it would be best practice to review this at least annually, bi annually at a minimum. But those were the only things that I heard in
terms of changes that need to be made to allow that flexibility, not ambiguity. There are some specific areas in that particular policy. I think that's relatively low hanging fruit for us to address
between now and the next board meeting, to come back and be able to do that, I just but I want to check in to see if my capturing of what I've heard so
far is accurate. Yes. For me, good summary. I don't think we've ever addressed the second bullet, though, do you? I mean, does anyone else want to clarify what Brian said to give
him some direction that he missed anything in the summary? Second bullet. So the second question you asked of us, should they continue? I think first, can we answer this question? And then I agree we should move on to the second.
I'm just saying, because it's 1005 and we have another session after this. And I appreciate I appreciate the dialog, but I want to make sure we get to question two while we're still fresh. So you said
yes. I would say yes. I would add in one thing on there for question one. We didn't get to it, but I'd be remiss if we didn't put some kind of financial analysis metric on
there. We are looking at potentially closing schools, and if it's not going to give us some scales of economy and
save us money, then we might as well take that one off the list. Just. Is that a. I wouldn't see that as as as the same as the
measurement stuff like enrollments and those equity things. It's more an output of our recommendations lead to is that just, just it's a language thing. Probably. Yeah. It's not,
it's not an analysis of building a cost 50% more to run than building B. I think that can be taken care of within building condition and quality.
I think it's once we move the students, we have student levels above a certain threshold. In a given school, there should be scales of economy there and there should
be cost savings. I think I appreciate the feedback and we can certainly do that. I would suggest that another lesson learned from our work collectively over the last
couple of years is leading, just not even just from a communication standpoint, from a value standpoint. Yes, we have financial pressures in the system, but school closure and
consolidation is not going to result in major cost savings into this district. I need to be transparent about that because you are shepherding, you're basically what you're
doing is breathing health and vibrancy into fewer resources. I think that's the important part of this. When you look at other school districts across the state right now, Jeffco is
an example that has 20 vacant facilities. They're having a hard time selling them what they thought in terms of what was real property value and what they may get in terms of savings to be able to. It's
very different community by community. And so how we think about that, I do think a financial analysis is important, but I think setting a tone and expectation that this is not
going to be an incredible amount of savings, it's going to breathe health into fewer schools that have all of the things that they're not able to have now, because we're spreading it so thin across so
many different sites with almost 10,000 empty seats. And I just want to be transparent about that. Yeah, I'm in agreement. And I think a range, it will suffice. But I want to
reiterate this. There will be cost savings. And the reason for that is because if we don't have the students in those buildings, guess what else we don't have? We don't have the
teachers in there. We don't have the paraprofessionals in there. Okay, you are going to get scales of economy. It's just if there's no students to
teach, you don't need the $0.85 on the dollar. I understand where you're coming from. There will be some personnel savings in this measure. But if we are
shepherding 200 kids from site A into site B, those 200 kids are going to still need 200 kids worth of teachers, right? So where are the savings in the economy of scale is you don't
necessarily need two principals anymore. You may not necessarily need, if we have a plan for what the building might be, and if it's not the district running it, we might not need custodial care, office
staff, certain things like that. But those are very few positions within the context of a school. But teaching positions, paraprofessional positions in most instances will migrate with these
particular moves. But we will continue to deal with further attrition over the next several years as a result of declining enrollment persisting. So I think that's important part of
the story, too. Let's let's address that offline. All right. Other folks want to weigh in on Brian's assessment of where
we're at. I'm just going to say I agree. And just recognize that we are developing a process. There are no best practices, and we have a
wonderful opportunity to develop a best practice for ourselves and where we are right now. I agree with you all and thank you for that summary.
Thank you. I like that. I would just say that the five value statements on the right might not be the values of the community in three years or ten
years. So I. I agree with what Brian said for sure. And, and what Kuranda just said about it being the best practice for us
right now. And I appreciate the work that you've put in. Well, for the second question, obviously, no, I don't think that we should move past
criteria because I think they're woefully underbaked, period. I also want to draw to the attention here is this second one is not a binding
vote, just like creating the cadence. Last time was not a binding vote. If we want to make this a binding vote, I think it should be the approval instead of going around around
the horn here saying, I think maybe this is a good idea, maybe it's not. Make it a binding vote on the approval of the policy next week or in two weeks. Excuse me. He does need
we do need to have clarity on if what they would need to move forward with or if we wanted to change the language, if they should change the language. So we're not you're right. It's not a binding vote, but they
also have to know where to go with where we're at right now. But is it my understanding is the CPC meeting before our next board of directors meeting? No.
Our next meeting is May 26th, which is where we would vote on these policies. Yeah, I think that we should withhold then judgment or a quasi vote on number two about them moving
forward until we approve the policy for them to move forward. We haven't discussed point number two. I'm just assessing whether or not we're in alignment with Brian's summary of our discussion thus far.
Okay. Scott, do you have. Yeah, I'm I'm in alignment with what Brian said I would. I do want to bring. I don't think we
focused enough on some of the things that, that we've done differently this time. I think the dashboard is huge. I think people don't even realize just how much great information is
in there. It's finally the clarity that I think a lot of people have been looking for and really gives a school by school assessment of, of the
current situation. So I think that's dramatically better than, than where we were a few years ago. The outreach to the community. So the first step
that's transparency in the dashboard, the communication, the feedback from the community. That was another big ask the last time. I think we really learned our lesson and are
doing this proactively rather than reactively the survey, I think those results are amazing that that many people responded.
The great thing, I think, is that we separated the responses, or we had a way to measure our English speakers versus our
non-English speakers. And guess what? They both came up with the same number one building condition and quality was the number one criteria for identifying schools. And they
also came up with the same number one on the values in to maintain during consolidation, the implementation side of that. And that number one was program offerings, special elective
extracurriculars. And I think that's amazing and great that, you know, for all our differences, it turns out that we share the same values overall. And that's good
information for us as board members and as staff. Everything, everyone who's assessing this. From the listening sessions, those were
hugely valuable. We did a lot of those. We spent a lot of time. A lot of people came out and spent their afternoons and evenings with us, and that information was a lot of that
went into the surveys, but a lot of it was anecdotal stuff. Everything that's in these values are things we heard.
Programing came, came up a lot. Couple things that weren't walkability, safe routes to schools that came up. That's in the implementation side of things. One thing about the
programing that we haven't brought up, and I think this is important just based off these listening sessions, is merging. The uniqueness of each school is important to our community,
that we have a lot of unique curriculums. And one of the ideas I thought was great, if it could be done, is to take the best of these different
curriculums and merge those together in whatever the new school is. But that's not something we should put in here that we need to leave up to the experts. Collaboration between
principals and teachers about what the new school is going to look like. That's an important step during after we announced schools. That's an important step, I think, during that year.
Transition. So I thought that was a good time. One thing we did not talk about with Bell times and transportation, that came up a lot in listening sessions. I'm assuming when we get into boundaries and all that, that will be addressed
and then cohorts, I would like to hear that was like probably the number one thing I heard is people wanted, how can we keep cohorts together? Grade levels,
that type of thing. But also staff, I think I've said this before that, that principals spent a lot of time curating their teams and keeping those people together, not only
because of the way they work together and complement each other, but also for the kids. Having familiar grown ups, travel to the new school with
them, I think would be would is an important piece of feedback. So I'm kind of this is the stuff I wanted to add earlier. I'm using this time to do that, but I would like to have Tracy
and Brett actually let us know where cohorts kind of fit in to this. And. You know, was that
considered so in policy FCB dash R, you'll see language around cohorts under staffing transitions and you'll see it under facility operations and
community. It's on page three of that guideline at the top. And so we did see that in the community survey, in the open
ended comments that people were very interested in talking about that and having that as a value that was expressed in the outcome of this. And so we
talked on May 4th at length about cohort and also recognizing that that was a value the way that the student cohort ended up being framed. And we talked about this a
little bit in dinner session is the fourth bullet under facilities, operations and community maintaining neighborhood cohorts to the greatest extent possible was a bullet that was added on May
4th in the Comprehensive Planning Committee, to the point of we are not going to draw a line through a community neighborhood and say, half goes here, half goes here, that we
want to maintain that neighborhood cohort going wherever it is going together. That's distinguishing from the another community value that we heard, not so much in the
survey, but anecdotally is friendship cohorts. That's going to be a little bit harder to analyze friendship cohorts and make sure friends go
together. And so, you know, if we if we could, you know, we'd try, but that's going to be a little bit more difficult than like a neighborhood cohort, like neighborhood cohort. Our community felt and committee felt pretty strongly that we
could accommodate that. We also heard from the staff engagement sessions around staffing cohorts. And so that language is the second bullet under
staffing transitions. And so that was added as well, based on feedback from the community. Would you add anything. Oh no.
Okay. Yeah. All right. Are we ready for bullet point number two. So bullet point number two.
We could save that until May 26th because that's when bullet point number two is really relevant. So just so you kind of have a cadence of how things are proceeding. They're proceeding expeditiously and
hopefully thoughtfully. So at the end of this week, you know, based on how tonight went, I'm planning to meet with a group of people who will lead some action teams. So that's going
to be on Friday. We're going to start to do some additional work in preparation for a recommendation, but we're not going to get too far into it until we know where the board
lands on May 26th. Okay. Are we comfortable with that collectively? Okay. Thank you so much. I really appreciate your time. It's 1020 at night.
Thank you for being here. All right, well, then we will keep moving because we still have, like Kevin said, other things on our to do list. Would we
also like to ignore forecasting? Does anyone have anything urgent? Okay, I feel like we could push it. All right, then let's just move on to our
executive session. 13.1. Can I get a motion? I move that the board entered into executive session to develop the strategy, the school district for negotiations relating to the 2020 627 collective bargaining
agreement or employment contracts as authorized by CRS 24-6-402. Part four, part E, part three. Individuals invited to join the board in executive session are Superintendent
Brian Kingsley, chief of staff doctor Lauren Hutton, lead assistant superintendent Doctor Tracy Gale, chief finance officer Dave Montoya and general counsel Autumn Aspen.
Thank you. Can I get a second? Thank you. Carla. All right. Jill, can you call the vote, please? Carla Bass I Conor
Duffy I. I, Scott Bauer I doctor. Andrew Spain I Jessica Zamora I doctor Karanda Ziegler
I motion passes seven zero. Thank you. We will now convene in a closed session. This is the last agenda item before adjournment. At the conclusion
of the executive session we will adjourn the meeting. The adjournment will be recorded