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All right. Good evening everyone. Thank you for joining the Board of Education. Please mute your cell phones or anything else that might beep or buzz as we begin this meeting. Today is Tuesday,
September 23rd, 2025, and the meeting is now called to order at 5:30 p.m. For the meeting in person. Live captions are available on the TV 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 Wspd-tv on demand on
YouTube. Okay, moving to approval of agenda. Would any board members like to make changes to this agenda? Okay. Seeing none, we'll move over to the superintendent report. So
Superintendent Kingsley will now make remarks to the Board of Education and to the community. Welcome. Thank you, President Draper. Good evening, everybody. It's an honor to be with you all tonight. I want to
start off our evening and our board meeting by wishing all of our Jewish friends, colleagues and community members a happy Rosh Hashanah. I also want to
start off, as you know, historically, for the last year or so, we've been starting off our board meetings. My superintendent update with a quick win video. We had an incredible opportunity to have a ribbon cutting ceremony up
the hill here at our Career Tech Center to really kick off our advanced manufacturing lab. Our students stole the show alongside of our partners, and our communications team did a great job of highlighting that
event. I'd love to start there tonight. Good morning and welcome to the grand opening of your BSG manufacturing lab.
Students have the curiosity and now the skills, the ability and the courage to take a more active role in a rapidly changing world. At the Poudre School District. Embedded in
our strategic plan is the belief that every single student should graduate. Options. This new advanced manufacturing lab is a game changer. It blurs the lines
between industry, the workforce, and our classrooms. It is the result of strong partnerships and a shared community vision, a regional vision. We are celebrating a shared belief in
what's possible when we invest in our youth. This space will not only equip students, but also is an opportunity for businesses to continue to play
a key role in partnering to offer industry specific, work based opportunities. When I think about innovative programing, when I think about what the future of high school
looks like, this is it right here and now. We'd like to proudly open your SDE manufacturing lab. Cut that
ribbon. To our students. This is for you. This is only the beginning. I want to thank the comms team for just once again,
putting together an incredible video to highlight our exceptional work. What you saw there was the result of tremendous regional collaboration. I think it's really important to send
another special shout out to the Bohemian Foundation, Larimer County, who contributed $2 million towards that effort, also put $2 million in the coffers of Thompson School District, where their students
can also benefit from that advanced manufacturing lab. And our students will also be able to benefit from their financial investments and their expansion of different work based learning opportunities down in
Loveland, which is just fantastic. This is one example of many of different types of pathway programs that are available to our students at the Career Tech Center, and if you are a member of our
community or a student who's aspiring to attend, our students will offer tours almost on a daily basis. And they do such a great job. And again, I want to thank our local media as well for just elevating the stories of our
students and our teachers. If you know Josh, the teacher up there of that lab, he's pretty passionate guy and I wasn't sure if he was getting ready for a Denver Broncos football game or or opening an advanced
manufacturing lab. But nonetheless, his students love him as a result of what he brings to the table. So I want to just give a special thank you to him, as well as the entire career and innovation
department, as I shared with, you know, you saw in the video, I talked about that particular effort being aligned to one of our three district priorities,
which is ensuring that all of our students not just graduate, but they graduate with options. And as I shared with you in our dinner session, I would also say that effort aligns very much to our mental health and belonging priority, because the
more that we have students continuing to be engaged in their passions and their interests, working with their hands, being around teachers like Josh, who make them feel seen and motivated to do
something that's bigger than themselves. I just want to say like, those are things that we need to continue to think about that both and. And not only did we recently have a ribbon cutting ceremony up at the CTC,
but I had the pleasure and the honor to attend in partnership with Larimer County, the opening of the Adolescent care unit at the Longview campus, which was a grand opening that
provides around the clock 24 over seven, 365 days a year, mental health care to all members of our community, but now, especially to our adolescents, which has been a gap in our community. And I
just for anybody who's watching and listening in tonight, we need to continue to be hyper vigilant about checking in on our children and on our young adults. We can't do enough
parenting, teaching, mentoring, counseling, guiding, just seeing how they are, how they're experiencing life, how they're experiencing school, how they're experiencing the world, how they're experiencing technology and social media,
and the various aspects of content that is available to them. There has been some sobering statistics that have been recently published across our state. While Larimer County is continuing to trend in a
positive direction while reducing our suicide rates as a community, it seems that adolescent care, especially in our emergency rooms, is really experiencing an uptick, and we
need to be really vigilant about why that is. Children's hospital in the state of Colorado experienced a 22% uptick this past summer on children entering their
emergency rooms for mental health supports. That's sobering. And so while we're continuing to prioritize this, we also need to be honest that many of the supports and
services that are being provided to children and young adults in this space are grant funded, and many of those grants have been at risk. Some of them have been eliminated. And as we have this changing
landscape, we need to continue to be vulnerable, continue to be honest, but also try to be creative in trying to find solutions to just being touched, you know, to checking in with our children. I just think
that's really important. And that's not just the job of our teachers and our counselors and our principals. That's every member of this community has a role and responsibility to continue to look out for each other. And I'm really proud for
the work that we're doing here tonight and in in this district tonight. I think we have a really great meeting. Once again, you're going to have an opportunity to hear from our director of early childhood, who's going to share our annual
report. I know that's always a highlight for us. And so I'm really looking forward to hearing that. And we're going to continue to have ongoing conversations over the next month about other important topics that have potentially
implications around how we do business in our districts. At our next meeting, we will be talking about instructional minutes and what that looks like across our school district in terms of how we can continue
to not only be in compliance with state regulations, but how can we continue to optimize how we do our business to make sure not only our students benefit, but we've talked about a lot of different things from
instructional minutes, bell times, calendar changes, and there's a lot of people around our district who are doing really great work to think thoughtfully around all of the interdependencies of those spaces, to try to figure out if
there are ways for us to take a step forward, to be responsive to the general public in many of the things that you all are hearing from members of the community. So I look forward to a series of really thoughtful
conversations over the next couple of months. But let's start here tonight by having a great meeting. So thank you for allowing me a few minutes to address the community. Of course. Thank you. All right. And we'll move on to our
community comments portion. So welcome to the community comment section of the board meeting. The board desires to hear the viewpoints of all stakeholders, including students, employees, parents, guardians, and community members. Public comment is
designed to address issues, not personalities or personnel matters. Please keep your concerns and comments focused upon the district and appropriate for K-12 audience. Please note that the board does not generally respond to
remarks made during community comment. Our lack of response should not be construed to mean that we agree or disagree with what is said, or with the description or interpretation of events as presented by any speaker. Further, even if some
remarks may be factually inaccurate, we generally choose not to respond or correct the record here, because board meetings are not the time or place for back and forth dialog. As we begin this community
comment session, let us model for our entire community how to listen and how to interact respectfully, even with those with whom we disagree. For we all have the students best interests at heart. And so this opportunity for public comment
is from members of the community who registered to speak by the designated deadline. Those people will be called on to make remarks in the order that they signed up, and each speaker will be allowed three minutes to
address the board. So first up, we're going to welcome Tom
Griggs. Welcome. Good evening to the board. For those present in the boardroom today and to those tuning in from a distance.
My name is Tom Griggs and I'm a candidate for the district D seat on the Poudre School District board. I have a confession to make. I am a
clown school dropout. It's true, I really am. I guess I just wasn't funny enough to get my clown license. But if you see me fooling around in Fort
Collins, I suggest you run the other way. Maybe it was a good thing I didn't make it as a clown, because my failure at it meant I had to finally get serious. Next thing I knew, I
became a teacher, and I earned my PhD so I could become a scholar of schooling and a teacher of teachers at the University of Northern Colorado in Greeley. I retired from UNC
during the pandemic after winning a Fulbright Distinguished Teaching Award and teaching at a university in Brazil for a full academic year. During the last few years of my
career at UNC, I also chaired and helped start a state level education policy advocacy group, which is now known as advocates for Public Education Policy.
Since then, and for the last five years, I have been working as a substitute in Poudre and Thompson school districts. This range and depth of experience matters a great deal and in my
humble opinion, makes me uniquely qualified to serve on the Poudre School District Board of Education. Experience really does matter. I firmly
believe I understand schools almost inside out, teachers, classified staff, parents and our kids will notice how much these experiences affect
decisions I help the board make if I am elected. Since I started my campaign this past spring spring. Excuse me, I have marveled at the 11 years of volunteer time and energy
committed to by Carolyn Reid and the eight years of the current president of the board, Kristin Draper, not to mention all the rest of you. I believe the current challenges we are
facing as a district will demand even more of us, but I know I'm up to up to the challenge. As a semi retiree, I am in what I suppose is the
enviable position of being able to work as hard as any volunteer can to support our community through my work as a board member, and I promise to
do this with a sense of humor, because I believe a sense of humor is necessary to create a healthy, balanced approach to doing the important work we do for our kids and their families
in such work. Please check out my website at Tom Griggs for SDGs. Org and I think you will see that I mean business because my depth and range of
experience really does matter. Thank you. Thank you. Oh excuse me. Next up we have Ron
Schakowsky. Welcome. Hello. Thank you for having me tonight. I would like to share my family's experience with the Poudre School District special
Education program to illustrate the impact this has on our families. We moved to Colorado in 2016 when my oldest daughter was entering sixth grade. She is on the autism spectrum and
has had an IEP since kindergarten. During her first IEP evaluation at Poudre School District, Madeline Carter served as her team lead. Madeline finally took the time to fully assess our daughter's
reading skills, which we knew were accelerated but never had any proof. It was a delight to finally see that what we suspected was actually proven.
Madeline also held our daughter to the standards we all knew she could meet, while giving her the grace when she was struggling. Our daughter's middle school experience was nothing less than phenomenal. When she transitioned to Fort
Collins High School, Troy Tolar became her team lead and continued the amazing tradition of ensuring she was supported but also held accountable. Jessica Gilman was particularly exceptional as her math teacher,
helping our daughter succeed in a subject that was difficult for her to conceptualize. Our daughter graduated in 2023 and is now in her final year with ASD Transitions Academy,
attending her second year at Cooper Home, Dustin Nodin and all of the staff at Cooper Home have been outstanding, continuing to challenge our dogs and support her growth. We are deeply appreciative of the
special education program at Poudre School District. Whether it is the inclusion of our daughter in the general education curriculum with supports as needed, the Unified Sports program that allowed her
to feel connected to both her middle and high schools, along with the diverse group of students who participated and attended those games. And finally, the transition programs that are helping her
move into adulthood with the support of Poudre School District. Our daughter has excelled and we are sincerely grateful. I do have to dine and dash because I have another
commitment, but thank you so much. Thank you. Thank you so
much. Next up we have Nicole Alvarado. Welcome. I'm here
speaking on behalf of the Poudre Education Association Executive Board, an organization that I am proud to serve. I'd first like to thank those members of the board who were bold enough to vote against the initial
recommendation by the board president and members of SDS cabinet to limit community comment. I'm also here to continue to advocate for educator voices in all spaces of decision making. I feel it
is important to highlight the ways that educator voice and community voice are being suppressed by members of this board and cabinet leaders. I'm disappointed that this community community continues to be gaslit in hearing that
our feedback is important, yet our feedback is neglected. Thank goodness we have five sensible directors who realize that our voices matter and voted to preserve this community's freedom of speech. Essentially, I am here because
there are now multiple occasions where decisions made by our superintendent and his cabinet exclude the vital voice of educators. P represents over 1200 licensed employees, in
addition to a number of classified staff members. And the same conversation is had over and over again. Listen to us. Trust us. We are professionals. After seeing this pattern time after time, I
now believe you are intentionally trying to cut out the voice of our union and our members. Let me share a couple of examples of ways that educators have been excluded from decision making that directly affects the roles and
experience. One a cabinet and cabinet level decision was made to pause the calendar committee for this year based on hearing that the state changed how districts must report instructional minutes. However, we as a union learned it would
now be looked at by an instructional minutes. Action team P was not asked to provide any feedback or participants for this group. In fact, when we asked about the participants of this action team, we were
told this selection was at the discretion of the superintendent. We also had heard that this board has no desire to count elementary recess as part of instructional minutes. Is that correct, or
are decisions about the calendar and instructional minutes being made at the behest of cabinet members claiming to speak for the board while continuing to shut out stakeholder feedback? Two in
the 2425 school year, a member of our bargaining team directly asked members of cabinet if there was a small Schools Committee meeting designed to look at for funding. Our union was then gaslit into thinking this was not true. However,
weeks later, it was discovered in a March 25th meeting that this committee was in fact meeting and was actively making decisions without any licensed employee on the committee. Why are Poudre educators? And I am
talking about students facing staff being excluded from decisions that affect us. This is not a new issue. This is an issue that we continue to bring forward because we are seeing and feeling that our voice does
not matter, and that only those in this room know what's best. If there's a committee being formed, a licensed educator should be there, and our elected union leadership should have input into the process. If
a committee is meeting anywhere in this district where decisions are being made about educators, I want to share this. No decisions about us without us. I certainly hope our
experience, opinions and commitment to standing up for our students and professions still matters. Thank you.
Excuse me. Thank you. Next up we have Jamie Ridgeway. Welcome.
Good evening and thank you for taking my comments. My name is Jamie Ridgeway and I want to speak. As a parent of a queer student, I am a proud parent of two current PhD students, actually a seventh grader at
Lesher and a junior at Collins. As I was preparing, I kept coming back to the phrase just let kids be kids. Okay, that's not exactly controversial. We all want kids to be kids. We all want the best for our kids.
But today I want to consider the whole kid, not just the parts we as parents want to focus on. And that whole kid can include being queer. Colorado law aims to provide a
safe environment for LGBTQ plus students while at school and school sponsored activities. A safe place for a queer kid to learn and learn about themselves. Excuse me? For
example, the Colorado State Statutes, title 22, article one, sections 143, 145 and 147 protect queer kids from harassment. Transgender kids right to be addressed by their
chosen name, and free menstrual products to all who need them at school. The Colorado Anti-Discrimination act addresses harassment and safeguards equitable bathroom and facility access based on sexual orientation, gender
identity, and gender expression. These laws are bolstered with the Fort Collins Anti-Discrimination Ordinance in City Code, chapter 13, section 16, as well as other state statutes. Colorado, Fort
Collins and PSD together make a safe place for LGBTQ plus students to learn and grow. But let's not kid ourselves. Any school board staying their ground under pressure from the
whole of the federal government is profoundly difficult today. You may even think supporting and protecting your transgender students is a great liability to the Poudre School District.
But please remember, you do not report directly to the federal government. You answer to the state school board, state statutes, and the local community. Of course, you know that your job is to focus on
the students in your charge, and they these students include queer and transgender students in all grades pre-K through 12. Today, queer kids in PSD
schools don't have to care about the politics today. They care about common stuff like friends navigating the halls of the school. My youngest has crutches right now homework, the tennis team, school dance,
the next field trip. You know, kids being kids today, that's in large part thanks to the oversight of this board. You all. But today and tomorrow let kids and queer kids and
transgender kids be their own whole kid, not some mirror of our own childhoods, and definitely not some political
pond. Thank you. Thank you. Next up we have Eliza Devinsky. Welcome. That's pretty good.
Good evening everyone. Thanks for having me here. My name is Eliza and I'm a career and tech ed teacher at Rocky Mountain High School specializing in metal and machining,
fabrication, engineering, and manufacturing. I'm here tonight to speak on behalf of myself and my colleagues who teach in CTE pathways across this district. To give you some context, my teaching partner and I offer more than 13
different classes to students in grades nine through 12, including metals and woods, levels one through four. Architecture, Geometry and Construction, drafting, engineering, and front range community welding courses. These are not only high skill,
high demand courses, but they require significant funding to run successfully. As you stated, Mr. Kingsley, one of the key goals in this District strategic plan is for students to graduate with options. So by
providing them more academic pathways aligned to their future goals and increasing awareness of those opportunities to earn free college credit certifications, industry certifications, things
like that while they're still in high school at Rocky, our CTE program directly supports this goal by offering nine college credits in Front Range welding and industry recognized certifications in drafting, welding, and construction.
Unfortunately, this year we've been hit hard by significant budget cuts when the district eliminated student fees to make classes more equitable and accessible. It also committed to continuing to fund that lost revenue. That funding is
critical, with consumable materials being the lifeblood of our CTE programs. For years, we've carefully tracked spending so the district knows what it takes to run these programs. Yet a few weeks into this school year, we were
informed that the code 29 budget allocations were being eliminated entirely, with no plan to cover that lost fund those lost funds. This has forced us to operate with 10 to $15,000 less than in previous
years, which is already short of what student fees were bringing in. Meanwhile, materials costs like lumber and steel have surged, and demand for our courses has grown. As you all saw in the video, as well as we've added more course
offerings. In other words, we're expected to do more for more students with significantly less CTE. Teachers are expected to teach just as many students as other content areas, while also managing and maintaining a shop
full of large, complex and often dangerous equipment equipment that should be maintained by trained technicians. The district provides no budget or support for this, so teachers are left
to troubleshoot, order parts and make repairs on their own time. On top of that, CTE teachers are required to demonstrate thousands of hours of industry experience just to be qualified to teach our content. It's deeply
demoralizing to be told that we need to start writing grants and fundraise just to keep our programs running. After 14 years in education, I find it disheartening to watch programs that directly align with the district's goals be left
underfunded and unsustainable. I'm not interested in watching my program fail because the district cannot uphold its side of the bargain. If you believe in your strategic plan, please fund it. If fees are not
returning, restore the $15,000 in lost funding. Otherwise, we risk losing more experienced, highly qualified teachers and more importantly, we risk failing our students. I understand the economic and political pressures we're all
facing, but we cannot let budget constraints become roadblocks to student opportunity. CTE programs prepare students for real careers and real futures. We're not asking for extras. We're asking for the basic support
required to keep these programs alive. The decisions you choose to make or not make will not only have to ask you to wrap up. Can I finish the last sentence? Yes. Okay. The lasting impact on the success of our programs,
both the lies and the futures of the students we're all here to serve. Thank you. Thank you, I appreciate it. And sorry. Alisa. Correct? Yes. Thank you. Next up we have Anna Liberta.
Welcome. Good evening. I'm going to go off script a little bit because it's pretty pretty all over the place. So we'll just go and adlib. This part of it is because I can't type and
I'm struggling. I feel like I've gotten a good dose of there's a simulation that I did several years ago for dyslexia, and one of the things they had us do was write with our
non-dominant hand at a pace that everyone else was expected to keep up with, because dyslexic dyslexic learners tend to take five times as long to process the information coming
in and to try to get that on the paper. I'm just living that I'm living that life right now, and it's rough. So I'm here to ask you guys to do something about that. Okay, so up until
this school year, we haven't really started a school year saying dyslexia. And last year we didn't we weren't in that position. And this year we are. And so this year, the risk of
sounding like Groundhog Day, I'm going to come back to you guys again and ask, would you please consider a dyslexia specific task force? Ciac does
not fit that bill, and I think this is the year that we need to do this. It's a three year rollout for how we are addressing professional
development. Last year was elementary school. This year is secondary school. From my understanding, a lot of the secondary people, it's optional whether they do it or not. This really drags out the process
and we need more hands, very specifically doing the work that needs to happen. And so my proposal is that we have the board initiate a task force of
diverse stakeholders. That would be pcsd people. Yes, but community experts on dyslexia, families who have dyslexic learners, actual dyslexic
learners that are students in the district. And I think we need to really wrap our mind around what the issues are that we need, like where we need to feel the relief in the district.
And as everyone knows, things take time. Everyone's like, it takes time, change takes time. So if we need the change to start happening after professional development is over, we need to start
addressing what we are looking for after professional development ends. So things that come to mind would be like adding American Sign Language as a graduation credit, as a
foreign language credit for students who would need structured literacy to learn a foreign language. This cuts. This is a huge obstacle for kids who need to learn a
foreign language. We have great music programs over the summer, like, how about some really fun literacy camps for kids that they look forward to going to? That are district programs that
families can find as a district resource. These are things that could be planned starting now, like looking at next year, like we need resources that families
can feel for relief. Right now, the professional development is not reaching families yet. I have friends in elementary and middle school and high school that are all struggling. So all
right, have a good night. Thank you. Thank you so much. And last up we have Eric Sutherland.
Welcome. Eric Sutherland got a few comments this evening about action items 7.1 on your agenda. But first question is it
possible is it legal for the school district to use revenues derived from a bond levy for general fund purposes? The answer to that is no. And that's for the same reason.
It's unlawful for urban renewal authorities to use monies diverted from property taxes for general fund purposes. It's
specific to debt service only. That's a requirement of statute in both circumstances. Now, Dave Montoya, of course, knows this perfectly well. He's known it for 15 years since I
explained it to him. But despite the obvious illegality that is harming taxpayers and the school district and public education throughout the entire
state of Colorado, he continues to run. Interference, continues to misinform board members, etcetera. Now, action item 7.1
on your agenda gives you four options to detail whether or not the administration is somehow dealing properly with the community stakeholders.
Well, there's one group of stakeholders whose interest in the school district eclipses all others by several orders of magnitude. And that would be the people who are paying taxes
to make this whole enterprise work in concert with a social contract that their sacrifice produces public benefits as it
goes through. Now, the fact that this board would even contemplate the resolution before it, it's just hilarious. Why? Because this is a culture
of zero up here, zero accomplishment, zero initiative, zero legislative administrative purview over the operations of this school district. Anybody
up here standing behind this podium is very likely just wasting their time. Because even though you have this large framework of policy, government, which of course somehow has
some sort of nexus with 7.1, there's nothing in your policy governance statement or anywhere else that allows you,
provides for you a mechanism to exercise legislative or administrative purview. And indeed, you never do. It's zero guys. So my question this
evening as to whether or not school district can use bond funds. It's moot, as would be anything else anybody ever says up here. It is absolutely a
culture of zero. It has been this way for nearly a decade. Probably more. Have to go back to Ross Caniff to find somebody who actively participated in engaging with the community and
resolving problem solving their issues. Thank you. Thank you. All right. Okay. So thank you
all for taking the time to share your thoughts during community comment tonight. We appreciate your engagement and the feedback that you provide, and look forward to our further discussions at our next
engagement session, which is going to be on somebody Help Me Out here October 2nd, Thursday, October 2nd, 530 to 7. One will be at Warner and one will be at
Olander. So we hope to see you there. So thank you all for speaking tonight. Moving on to board topics and committee reports. This agenda item is an opportunity for board members
to provide an update on community work on sorry, oh on committee work or speak to board topics. Any board members have something that they would
like to report. Go ahead Scott. Oh, I just wanted to first off congratulate everybody who's involved in opening up the the
new advanced tech lab over here at Poudre High School. It's an amazing place. I encourage everybody to go check it out. It's really impressive. It's
it's awesome to see the equipment that was donated by very generous companies for that and for the funding that we got from Bohemian and the
county. Another thing I did want to bring up, you know, near and dear to my heart are the is the cell phone policy. Very excited to announce that
we're not announced. This has already been out there, but we're going to have an airing of a a great movie called Screenagers. It's a documentary
about growing up in the digital age, the challenges kids are going through with cell phones, and how parents can help them manage that. That is the first
airing of it is going to be on October 8th at Fossil Ridge in the Performance Performing Arts Center, and we're advertising that on Facebook, Instagram,
and you'll see it in other communication from the from the district. So it's really designed. We'll have it for each group of high schools.
This is going to be for Fossil and Timnath Path kids, Preston Canard PGA. Those those schools will be hearing about this. So it runs from 6 to 830. There'll
be an airing of the movie. It's about an hour long. And then we'll have a panel discussion afterwards with experts, and sounds like a student will be there as well to give their opinion. So very excited about
that. And I thank the district for for putting this together. Thank you so much. Anyone else
okay, Kevin. Okay. Yeah. That's better. I had two committee assignments that took place
last week, the first of which we had our first meeting of the calendar year. This is at the new Transition Pathways Center and the rest of them will be there. So I finally got to see the new. I didn't get to be
there for the grand opening, but it's just it's so great to be physically in that building first. I'm not going to go through the whole thing. It was a very dense meeting. We covered a lot of ground. It was
a very, I'll say, a very ambitious agenda. I'm not putting anyone on the bus bar, but it was very ambitious. We didn't get through everything, but we definitely got to welcome in some new members,
which was one of the highlights. We got to reconnect with some existing members, one of whom was here tonight. The first order of business we talked about, and this is kind of been
an ongoing discussion point for CAC, is this idea of trying to get more community engagement with CAC directly and sort of their navigating, understanding their role as an advisory board
and not an advocacy board. But still, there is a push to try to have more community engagement so that more bringing in more parents and families into the fold. And so some of the things that were discussed without any kind of
decisions being made is potentially having a special meeting. This was a carryover from an idea that was brought forward last school year, and then perhaps doing a special session that is open to the
public, but a virtual one. So it would be a little bit more accessible to folks who want to come. It would also provide for some anonymity of members that maybe don't want to have their names in the minutes or things like that. So again, more food
for thought. And there was some good discussion around that. The other we got a great update. And I'm not going to steal any of your Thunder doctor, because I know we're going to get an update on November 4th, but we
got a an incredibly thorough update from the director, Jody Rummel, one of the stats. And if I butcher any of these, please correct me. But there were 80% of our students served
in an IEP made year or more worth of growth in reading and math last calendar year. Is that correct? Okay. So I'd like to celebrate that and have, you know, there is some accomplishments that are done
in this district. Doctor Rummel also talked about some of the priorities for setting for the next calendar year and some others. We also did a very what
I appreciated, a very thorough deep dive into the graduation graduation rates with our students that have IEPs. We've heard about this a bit more. We seem to be lagging behind
behind some of our other peer districts, but I really appreciated the thoroughness of that discussion. And and again, more of the probing nature of the questions that are being asked. I think I've said this
up here before. I'll say it again, is that my dad always said, excellence, those who truly seek excellence are never threatened by it when they see it in others. Rather, they are excited. So I think we've got
we've got this examination period, which is what I'll call it, not investigation, but examination as to why our numbers are doing what they're doing. I think we're asking the right questions. I think I've still got some more questions. And so I'm going to be really
excited to hear the the follow up presentation on November 4th. And I'll kind of leave it at that. And there are some there are some very interesting data points as to to answer that question as to why that may be
the case, I also want to leave on that note and say there is a really happy point that I thought about is that, you know, if some of the numbers are due to our transition pathways and
some of those numbers being captured in a population of our students that has that requires additional needs, I'm proud to be in a district that actually can support that. And we have dedicated, unbelievable staff
and admin and educators that are that are providing that resource to our students and to our community. It's incredible. And I don't know if we're singular in that when it comes to Colorado, but I'm very proud
to be a district that that offers those supports. So hopefully that we can balance the graduation rate examination without eroding some of those support structures. Finally on sorry again, it was it was a it
was a long meeting. We also got an update from the multi categorical program evaluation from Nora Love, Integrated Services Assistant Director of Teaching and Learning. Again this is a very dense presentation. But some of the
touch points I thought were interesting. Again one one big stat is that 84% of our students with IEPs are in the multi categorical category. So it's a pretty robust group. We
talked about ratios. There were certain components of the survey as far as how folks are feeling about the resources and the services they're receiving. And there were staff participants. There were
student participants and there were community members, participants. And I'll highlight some of the some of the things that I pulled out from that report is that our educators are reporting that they have a somewhat
unmanageable workload when it comes to both addressing IEPs, updating IEPs, doing IEP compliance work. It just it just seems like a lot. So one
of the priorities that we've set forward as a district is to address the workload challenges that we're hearing. We're not just hearing from educators. We're hearing it from admin as well, is that they feel like the workload to some of their
staff is is unmanageable, and that will threaten some retention issues if we don't address it. So again, I like that we're being forward thinking in that regard. Some of the fun, some of the fun feedback we got from students,
from our students that were pulled, they, you know, they were asked about what they understood about the IEP meetings, of which they were the subject, and they were also asked, have you ever attended any? And one student reported, I think it was an eighth grader
said, there's a lot of talking. And so that sounds familiar. The other one, which I really like and I'll leave on this one as far as my quick update, is that one student encouraged his other students that were on
IEPs to participate in his IEP meeting and to be a self-advocate, and I thought that was a really strong place, so I'll leave it there. The other thing, and I'm sorry, but the other important work that's
going on in the district is our policy review committee had its other had an update last week. I'm just going to touch on the policies that were addressed. It was JL, DAC screening,
testing of students, JL, CDC, medically medically necessary treatment in school setting, JL, CDB administrative medical marijuana to qualified students on district property and then
JL CD administering medicine to students with asthma and allergy, anaphylaxis health management. So as we're doing
this work, I want to again credit Autumn for her role in getting us on a schedule so that we're looking at these policies and a cadence that makes sense, where all the updates that we're talking about would make it updated
with, consistent with, with current law, which is important. We're also getting a lot of feedback from different various interest groups that are going to be affected. And all these. And so you end up learning a lot from people's touch points.
So credit the work to Ottoman her team. And that's all I got. But that was a busy week. Definitely lots going on.
Anyone else go ahead Jess. So early Childhood Policy Council kicked off last week, which is always amazing. It's just so much fun and you're going to
hear a lot of the amazing work as well tonight. But one thing I want to make sure everyone's aware of is one, parents are dedicating their time not only to coming to those meetings, but also to sharing out what
their kids are learning. And every single time I'm impressed by the amount of learning A that's happening, but it's happening through play and that teachers are assessing their kids, but the kids don't know
they're being assessed, and then they're going to their parents and they're sharing. I learned all these amazing things about the weather or about animals and food, and it's like you could not possibly ask for a bigger
bucket filler than these meetings. And it's so important because the parents are really influencing the work that early childhood does. So it's this just unbelievable community
gathering of amazingness. So I'm really excited that Becca is going to share tonight, and I'm really excited they kicked off because it's, again, one of
the best things that I do every month. So much fun. Yeah, I'm jealous if I can. I'm actually going to just share a little bit. So I was also able to go
to the the celebration of manufacturing and it was absolutely amazing. One of the things that I actually got to do was talk to three students, Ava, El and Jade, and they talk
to me about being women in Stem, and they were just absolutely thrilled to be there. They loved their teachers. It could not say enough good things
about the the teachers, the just the whole program, and they supported each other. It was just it was such a a wonderful way to start that day.
And Ava, El and Jade, you guys, you're going places and I just I have to say, okay, women in Stem, you are gonna you're gonna lead the way. I also was
able to go to the Larimer County. Sorry. Longview. Longview campus, I couldn't remember. Thank you. And got to get a tour of the. It's going
to be five beds to start with for adolescents. They're going to move it up to eight, which is fantastic. You know, five doesn't seem like a lot eight doesn't seem like that much more, but it's certainly more
than we've got now, which is zero. So it's fantastic that we've got that. And we also, you know, just to remind you, just last year we opened up the Matthew's house. So we've got a
homeless youth shelter. So that is something that is done through the community, by the community, for the community. And that's what all of this is. This is what what working together does for us. So when
PTSD works with Larimer County, who works with Thompson, who works with the City of Fort Collins, who works with the city of Loveland, this is what happens as we have these
beautiful places now for students to be and safe places for them to, to go when they need it, and just wonderful places for them to learn. And
so we need to keep doing more of this, keep doing more of our working together and figuring out how we can celebrate that. And I just want to point out,
as far as working together, we've got CSU this Friday night is the canvas classic. So that's a beautiful thing, working together. If you can get out there and see that those football games starting
at 430, if I'm correct. So come on out and see that. Fantastic. And then again, to all of our Jewish friends, happy New Year.
Anything else. All right. Let's go ahead and move on to the consent agenda. Would any members like to pull anything from consent? Go ahead. Kevin,
I'd like to pull 6.2, please. Okay. Can we make that 7.3? Okay. Anything else? All right.
Seeing none. Can I get a motion? I move that the board approve and adopt the recommended actions for the items remaining on the consent agenda. Thank you. Connor, can I get a second?
All right, Jess, thank you for the second. All right, Joe, can you please call the vote? Jim Brown? Hi, Kristin draper. Hi, Connor. Duffy. Hi, Kevin. I
Scott schoenberger. I Andrew Spain. Hi. Jessica zamora. Hi. Motion passes seven zero. All right. Thank you. And we'll move on to action items now 7.1
Monitoring Policy Review L 2.9 working with the Poudre School District community. Can I get a motion? I move that the board determine that the superintendent has reasonably
interpreted board of Education policy El 2.9 in his internal monitoring report dated nine 2325 and that the evidence presented supports the superintendent's conclusions stated in the internal
monitoring report. Can I get a second? Thank you Jim, and any other questions, any statements? Go ahead. Kevin, I also like to
highlight some of the evidence that was in the contributing report from Superintendent Kingsley. It's small or may seem small. It's a bullet. It's a bullet in this report. But he visited all schools during the
2024 2025 school year. That's impressive. You know, I'm not sure which one is yelling at me. Sorry, I think I think it's impressive. And I think it's really important that our
students and our educators and our admin get to see the leader of this district in its halls and being in front of kids. And I think that's so there's plenty of other evidence to support. But I saw that and I
thought, that's an incredible achievement. It's a big district. There's a lot of schools. It's a busy day. There's a lot that gets in it. But having you physically in schools and I'd like to join you to more, that's my
commitment to you. But I just want to say I thought that was really a really impressive step. Anyone else go ahead, Jim, I just want to say I think there are many, many areas that Superintendent Kingsley
absolutely rocks. But this getting out into the community and getting out into schools and getting out of his office is definitely one of them. So thank you, Brant. Anyone else?
And I just echo that, I think what we just talked about or what I just mentioned, between the Canvas classic and the Matthew's House Youth Shelter and the manufacturing lab, all
of that, it's just it shows the power of community and you're harnessing that and leading that. So thank you, I appreciate that. All right. With that, Jill, can you call
the vote Jim? I Kristin Draper I Connor Duffy a Kevin I Scott bauer I. Andrew I Jessica
zamora. Hi motion passes seven zero. Thank you so much. All right. Now we're going to move on to 7.2. Approval of the 20 2425 Head Start and Early Head
Start annual report. Can I get a motion I move that the board approved the 2024 2025 Head Start and Early Head Start annual report. Thank you. Connor, can I get a second? All
right. Thank you. Jess. All right. We have a special guest. Yeah. Thank you. So joining us this evening to present the 2024 2025 Head Start in Early head start annual report is our
director of early childhood, Rebecca Benedict. Welcome, Becca. So glad to see you. How
about now? Oh, yeah. Okay. Well good evening. Thanks for having me. I am honored to be able to share some of the early childhood work with you guys.
As a Federal Head Start grantee, the Board of Education is responsible for oversight and approval of our Head Start and Early Head Start grants. And so you'll see me at least twice a
year, once for our annual report, which will tell you all of the things that we are up to. And the other is for the full grant review, which will come in April or May. But you are
also welcome to send any questions with Jess to our Policy Council meetings. We meet once a month or contact myself or any member of the district cabinet. If you have
questions about early childhood, we are happy, happy, happy to share what's happening. So in terms of federal requirements, there's lots of rules and report guidelines. The picture
in the top is just to help you orient in your packet where the annual report is. And the bullets on this list just tell you some of the things that we're required to have in the report. I do not have
everything in the report, in the presentation, but you are welcome to ask questions about anything in the report. Our Head Start fiscal year is November 1st through October
31st, which is a weird year. It doesn't line up with any school years, but our annual report highlights the work from the 2425 school year. So the school year we just completed. All
right. So let's start with the children that we serve. While the head start and Early Head Start report is specifically for our Head Start funded students, you'll hear me talk
about all of our students, because Head Start represents about a third of our funded slots in early childhood. So if you're looking at the number of
pre-K students that we served last year, it's 874, 292 of them were Head Start funded and 153 were early head Start. And
the biggest difference between Head start and early head start is the age of the student. So early head start is students aged 0 to 3. That's primarily
our home visiting program and our center based program. And then our Head Start students blend right in with those pre-K kiddos. There are 3 to 5 year olds, so we have less turnover
in our head start. We have 275 slots, and one of the requirements for the program is if we have a vacancy, we have to fill it within 30 days. So we cannot have seats that stay
open. So as you can see throughout the school year, we have done just fine keeping our head start seats full. Our Early Head Start program has a
little bit more turnover, so we have 108 slots and that that 153 is count accounts for those that drop and then new families
come in. In terms of financial information. This will give you a good snapshot of our whole program, our federal funds. That's our Head Start and Early
Head Start funds are in the $6 million range. And our state and local funds, also known around here as Upk, are 4,700,000 ish. Our private
funds would be slots that are funded by tuition, and that would bring our total early childhood budget at 11,500,000 approximately. So our federal
funds make up the majority of our budget, but a third of our seats. It also has experienced the same ups and downs as our
federal budget has over the course over the last year. And so we've been watching this fairly carefully. We are paying attention to the new federal fiscal budget that's hopefully
going to be passed this month. But so far, our federal funds have remained stable, although there have been political ups
and downs with the federal, the changing landscape of federal money, Head Start lives in the Health and Human Services Department, not the Department of Education. And so it often
is, is listed separately. When we're thinking about education funding, the results of our most recent financial audit were great. No findings were
reported. And our next audit is going to be completed in 2025. And the reason why we're waiting until December to do that one is the fiscal year for some of our budgets ended in
June. So they're just now closing up the books for those. And then they'll they'll do the audit for that. So we have we actually have three different fiscal years in early childhood
depending on the funding. So this is my favorite part. I'll spend a little bit of time on this slide. I've been listening in this meeting and talking about listening to people talk
about the partnerships that are occurring in the community. And one of the very best things that early childhood is all about is the partnering with families. And so our work is
really to come alongside a family and welcome them into school districts, welcome them into their child's education and support them in whatever
areas the families need. So one of the things that we do with our Family Mentor program is home visiting. It's 90 minutes a week in the 0 to 3 program, and it's six visits a year in
the 3 to 5 program. And during that time, the family specialists and family mentors get to know families. They co-create goals, and then the mentor or the specialist and
the families work on those goals together. This results in a lot of visits, so you can see our early Head Start home visits were in the 3000 range,
our prenatal visits. So visits to families that are expecting and planning their families. 711 Our Head Start home visits 1300 a year. We're not talking
about a small commitment of time and it is so worth it. Another way that our family specialists and our family mentors really connect families to the community is through
referrals. And so we connected families 2821 times last year to different community referrals. The top areas that we're referring to are housing
services and mental health referrals. Top agencies are things like the food bank. Vindicate early Head Start also participates in Mckinney-vento
food Bank and food distribution serve 6.8. So basic needs like clothing and food insecurity are very much important to not just our school age children, but also those that will become
our school age children. We have partnered with Rotary Clubs, the library, to help families connect with resources for literacy. So at our Back to School bash, we helped all of
our families sign up for the Dolly Parton Imagination Library, where they get a book mailed to their home every month. But in addition to that, we also give away books every month in Early Head Start home
visits. Once a month, the child gets a book and in the Head Start home visits six times a year. They get a book to keep at home. We are looking for books in multiple languages,
including Arabic, Vietnamese, Pashto and Urdu. We have over 40 languages represented in our program. So what we're trying to foster is that connection with the family, the heritage,
heritage, languages, and also the ability to bridge into English as well. So our parent involvement numbers have grown considerably. We had 478
families attend at least one engagement event. And one of the things that I'd like to celebrate from our fatherhood involvement numbers, they
doubled last year. And part of that is an interest. We have a male family specialist who really wanted to see more fathers at events, and they've
created a prenatal dads group that meets and are talking about what it means to them to become dads and creating that peer connection, that community
group. It's so neat, and I am really excited to watch all of these things grow in our program. Our Back to School bash hosted more than 600 people. And so our our program,
our families are engaged. They want to be there. We are so excited to work alongside them. And we have so many members of the community that come alongside us to help families
build networks, which is really exciting. We also offer hygiene and diaper products distribution throughout our home visiting program, and we've done cooking classes,
cooking matters classes where they virtually cook at home together. So we deliver the food bag. The families cook virtually in their own homes, and then they all eat with
their families. Based on the Healthy Nutrition Cooking Matters classes we offer circle of security parenting classes. We've had more parents participate this year and last
year than we have in previous years. We offer both in-person and virtual in English and in Spanish. So we're just we just love our families. We love our
kids. Another requirement of our annual report is to review any review or audit. And one of the things that I need to share with you is that an area of
concern was identified this summer in the area of transportation. So just take you a quick walk through of the incident. We had a little bitty that was led off the bus
without a parent present. And so that is definitely a violation of safety. And so immediately we had air investigate. We reviewed the footage, tried to figure out
what happened. What ended up happening is we had personnel that were doing everything right. Early childhood requires a lot more to ride a bus. The parent has to come with a
driver's license. They have to be on the contact list and pick up an adult to adult handoff. What happened in this particular case is the driver was one by one, calling kids
off the bus. When he reached the the last parent, he he turned to the parent who was a substitute, not a regular employee, and said that's all of them. And instead of
unbuckling one at the end when he heard that's all of them, he unbuckled the two. And the two were very good friends, and they trotted off the bus together to the one parent. So they weren't alone. They
weren't without adults. But then the little bitty saw his sister playing on the playground, and he just went over to the to the sister and
was alone with his sister for about a minute. So that is something we do not want to occur. What is issued at that point? The office of Head Start would review all of the video
footage and all of the information they issued. What's called a deficiency and a deficiency is something that the program must correct. Within 30 days. We got the deficiency July 7th. The
problem with trying to correct something July 7th within 30 days is nobody's on contract. So the bus drivers aren't on contract, the teachers aren't on contract. So we did ask for
an extension and we should be able to share with them all of the things that we've done to resolve this problem on October 1st. So after October 1st, we should be released of that
deficiency. We're hoping. But what we did to really ensure that this does not happen again is we looked at all levels, from kid to parent to adults to
bus driver, all of us, to say, what could we do in order to make this a little safer? So the kids get Buster the bus presentation. So if you see Buster, the bus is in this video, it's an animatronic bus.
There is a friend of Buster on the bus with a microphone so he can actually interact with the children back and forth when they ask him questions. It's adorable. So he will be
training all of the kids about bus safety. We have created partnering with communications, a bus video for parents so they understand the requirements for
identification. They understand the requirements for being to the bus on time. Otherwise the child is returned to school. That's called a bus return. So we did some parent education. We updated all of our forms. We
also worked with our teachers, admin and bus staff to retrain the expectations. Using these great examples of this is how
easy it is to have one little thing go wrong, and our little bitties are our most vulnerable. So we really want to make sure that we're following all of those procedures. We meet monthly with the transportation
team to continually visit and revisit. And then we have also started to join the monthly bus operator meetings to use these teachable moments as
opportunities to just get better and better every day. Our kids love riding the bus. We have approximately 150 kids on a bus on any given day, so if I can tell you, let's do
some quick math in our heads. 150 kids times 142 days times one bus incident, we're still doing pretty well. I would also just say that there's we don't
mess around with safety. It is upmost importance and we're going to be continuing to work on this. So I'm hoping after October 1st we'll be all back
to back to normal. But if not, they'll give us additional guidance on what's needed. All right. And that kiddo still
rides the bus. He loves the bus. So another area that we have been working on is our health information for Head Start and Early Head Start. I don't know if you remember from last year,
but our previous audit had really flagged our health information as an area of interest. Because we post Covid, we've really struggled getting
back to a normal set of health routines. Our numbers had dipped into the 70 percents. And so if you look at our numbers, I'm so proud of our teams. We are at 98 and 99% of
every one of our students having a vision and hearing, screening developmental screeners at time of application, 98 and 99. Also, it will tell you the the at
least on the 99%. The one was because they had a more thorough evaluation before they came in. So they didn't give the screener because they had already been evaluated, but it still counts. And then dental
exams, we had 100% of our early head starts current on their dental exams, and 96% of our head start. So we do dental exams in the classroom for students who haven't had them.
And then we are charged to help families find a dental home, find a medical home, get connected with their regular providers and visits. I will say for early Head Start we are
exempt. We do not have to follow this requirement until the children have teeth. So we do have a third of our early Head Start population that don't have those yet, but are
working on them. Another trend we have noticed post Covid is an increase in early childhood mental health referrals. So last year we had 90. Actually,
the previous year we had 90 and we had 119 last school year. We are trending up in this area. Our August and September numbers nearly doubled from
last year to this year. In terms of the number of families seeking support in the area of mental health referrals, it's something that is very important to us. They are trusting us early and often,
which is great. Oftentimes, our mental health providers, we have two mental health specialists, one that works with Early Head Start, one that works with preschool, that partners with the school resources or outside community
resources. Sometimes our gap fillers while families are waiting to get appointments, they're helping them organize and get resources that they need. Sometimes it's an emergency basis, other times
it's a maintenance basis, and they're just really connected to our families. So I really appreciate that. And just as a call out, our our health team
is mighty. It's it's one full time person and 180% person. And together they did 3467 events recorded in Child Plus. So what that means is Child
Plus is our student information system. What that means is phone call. Your child's physical just expired. Can you go get one? Okay. Thank you. They can go on to the next. So
3000 contacts with families. We're tracking vaccinations. We're tracking physicals. We're tracking dental appointments. We really are looking at that whole child and trying to help
families get a schedule and a routine for quality care. So very proud of this team. Also very proud of our student outcomes. So on the left hand
of the screen is our student outcomes. We have domains of of development. And then we have the Spanish language and Spanish literacy are tracked at
Harris only because that is the only site that does class in Spanish. The rest are tracking native language and English, but all the instruction is in
English. Our goal for the spring is that 85% or better, will meet and be within. It's called widely held expectations. So we have multi-age kiddos. The three year olds are trying
to be within widely held expectations for three year olds. The four year olds are trying to be within widely held expectations for four year olds. That bar moves as they age, but
our goal is to prepare them for kindergarten by sending them in their developmental stages where they should be. If we see that a child is behind in their developmental stages and we
start collecting data on students at age zero on up, if we see that there's a delay, early intervention is possible. So we see, oh gosh, we're seeing this delay. We're going
to make a plan. And we start to build in interventions for families and for kids right away. Ideally that means as they're coming into kindergarten, more prepared,
we're also more prepared for providing interventions and continuing ongoing support for student needs that we've already identified. On the right hand side of the screen
is class coding scores, and one of the things that Head Start does is requires programs to evaluate the teacher or, well, it's not just teacher staff, adult interaction and child
interaction within a classroom. There are three domains that are tracked emotional support, classroom organization, and instructional support. So the first column you'll see the
head start averages. That's our national average. In 2324 we had a Head start reviewer federal reviewer come in. And those were our scores from the
previous year. And as you can see from last year, our scores went up in every area. We still exceed national average. Well, we exceed national averages in
all three areas. So I'm very proud of our teachers. I'm very proud of the environments that we are creating for students. And we're seeing some really big jumps, particularly in the
area of instructional support. It is our lower score. But if you think about the rigor and academic language available for three year olds, it's their
they will tell you about architecture and excavators. And like, we're not just talking about trucks here, but we are charged to really help
them raise to that next level, whatever that next level is. And so that's what that instructional support category is for. And last but certainly not least, one of our major
jobs is to help families transition to kindergarten. Surprisingly, we're doing that now for next year. So the kindergarten registration opens
up the beginning of November, which means our family mentors are now meeting with families to help them think about what is the school choice process? What? What is your neighborhood
school? What are your thoughts or your ideas about kindergarten? And they help families prepare for that kindergarten registration. Prior to that enrollment window opening, EC also sends every
elementary school the the age eligible children within each area. So if if I have say trout element well that's not Trout's not a neighborhood school. If I
have McGraw elementary and I know that this many students would be in McGraw's neighborhood, I will send McGraw all of those lists of names so that they can be looking for them to support them in that kindergarten
registration process. We also have mentor follow up for any families that haven't registered throughout the spring. And then we start thinking about closer into the spring, the transition meetings.
And that would be between the early childhood staff and the receiving school for that case manager, whoever will take over the care and support of students with special needs,
about 30%. It's about 33% right now of our students have IEPs. So many of our students have this transition meeting so that we have a gentle and warm
handoff from one team supporting that student to the next team supporting that student. We also share student data and anecdotal information around our priority objectives.
We build a power BI and share that with receiving schools so that when they're building classrooms for kindergarten, they have a good idea of which students are within widely held
expectations in our priority measures, and which students are going to need some support. And and we also share information with our mental health specialists and our
mentors as they connect with family liaisons that will receive them in kindergarten, in the schools where they will be going. So we love
kindergarten, about about two thirds of our students exit the program every year. So in preschool, of that 874, we send
about, we send more than 500 each year to kindergarten. So the rest are with us for another year. We're very excited about that. And then we
are constantly doing re enrollment. I will tell you, our enrollment is very healthy right now. In fact, we're bursting at the seams. We had
reached our the numbers where we were in December by the end of August. So last year's December numbers were our end of August numbers this year. So we are ahead of schedule in
terms of enrollment. We are required throughout the year to continually serve any student on an IEP that comes in and ages in at three. So we do have to keep some seats open because
we know some kiddos are going to turn three in February and they'll need a seat to come into. But we largely are are
full and just really happy. And our teachers and our classroom staff make a really wonderful place for students to be. And our family specialists and
family mentors really help families connect. So I'm very proud of them and glad to be able to share their work with you. So are there any questions
about our Head Start and Early Head Start annual report? Becca, thank you so much. This is always a highlight of the year to to see what's happening. And
I just have to say, I do recall last year from the year before about the the vision hearing and the dental in particular was particularly low. And that's just amazing that you
then got it up to 100% and 98, 99. That's fantastic. So nice work and 3000 phone calls from
1.8 people who that's not a phone call. That's a lot. So hats off to y'all. Thank you. Yeah. Any questions I'm going to open it up. Connor. Go ahead.
Thanks, Becca. Just a quick question on that last part that you were talking about. So there's roughly 500 children that age out of the program every year. Do you have any
data on how many of those 500 stay within PSD? The majority of them. In fact, the data that we have trends towards wherever they go to EC is where they
want to go to kindergarten. So even if they are not going not attending their neighborhood school, they often will stay at the school where they were assigned in EC because they've fallen in love with the staff,
they've connected with the community and they found their place there. That works really, really well. Sometimes there's confusion about center based programing because they can't
always attend the school where they attended. Early childhood if the child has specialized programing. But we work with families as they're transitioning through those transition meetings to help
with that. Other questions? I have a follow up to that one, so I'm hoping he needs a minute if he has more questions. So one, I don't know that this
part of the question is for you, but we've heard that 30% of our families choice. I would be curious how much the early childhood 500 kiddos, if they're trying to stay in their early childhood school, how
many of them end up like, that's why they're making that choice. That would be one. I have a wondering. I don't expect that today, but that triggers. And then I guess the other piece of that is if
they're staying in their neighborhood school, do we have an idea of what early childhood capacity is for expansion, or how many kids we could actually
serve or are available to serve in our community? Sorry for putting you on the spot. These are the things. So right now we have just over 900 seats
available. So 925 about are available seats in our program right now. Every time we convert a half day program to a full day program, which is the overwhelming majority of
families want a full day, we lose 16 seats because you can't have a morning and an afternoon. You can only have the the full day. So we converted three classrooms last year to full
day classrooms. Every one of those schools is full. That converted to a full day, but we also lost seats. So if we want to add seats, we're going to
have to add classrooms in order to add a classroom. It's not like we can just say, oh, school A has an empty room. We can't really do that immediately for early childhood because it requires capital and
revenue. So in order to have an early childhood classroom, a certain amount of flooring has to be hard surfaced because we do family style meals and we eat in the classroom. So anything under the tables has
to be and the diaper changing station has to be hard flooring. So sometimes we're putting in tile. The bathroom is also a big challenge because we have
multi-age classrooms with three and four year olds. Ideally, we need a bathroom in every classroom, so licensing requires toddler classrooms to have bathrooms. And so we we
bridge that toddler pre-K line. Those are very costly to add in and don't happen overnight. So the classrooms that converted last year either already had
bathrooms in them, or they moved into a vacated kindergarten classroom that had a bathroom in it. So we were able to move into those classrooms. Basically, we're we
have more EC sites in in buildings that are less full with elementary students. So we in lower enrolled buildings, we
often have higher enrolled EC classrooms. We're in 20 elementary schools, if that helps you. It is not all of the I think we have 30 elementary
schools. So we do have we do have principals that are just really ready for that list of early childhood students. If they don't have an early childhood classroom so that
they can reach out to families to invite them to register for kindergarten. But we are in every feeder system throughout the the school district. It just really depends on where we
can add. Another challenge that we run into is like the state system, universal pre-K requires us to update our seats and have it ready the window
for enrollment for changing our classrooms is October 15th through November 8th this year. So I need a commitment from people. Now, if we're going to
do a classroom for next year or they don't get in that first matching round and they don't get an opportunity to get additional members of the public until about May, March,
April, May, depending on the Upk system and how well it's flowing. So we are operating under federal guidelines, state guidelines, child care licensing rules. There's lots
of layers, but overwhelmingly we have schools that are very supportive of early childhood programs. They are a value add in elementary schools space, and the construction required
for classrooms tend to be our barriers. Go ahead Kevin, what can we do to help? Well, send any early childhood kiddo our
way. We enroll year round and so we do hope that any family with any kind of early childhood needs could come see us on a Tuesday in February, just as much as they could see
us now, and we would try to find them a place in within the system for children to have access to programing. I would also hope that as we're thinking about long term
planning, we're thinking about what do we want our early childhood footprint to look like. We are not in competition with child cares in the
community because Upk is accessible to both community child cares as well as school districts, so families can choose. Families often choose
the school district because we have the ability to put them on the bus with their brother and their sister, and families can stay together in the same location. We are doing some
very exciting things, partnering with a pilot program with alphabet to try to get some wrap care. We're working towards providing some. I get so excited. We're working
towards providing just some of those same kind of benefits that other students have, but there are child care licensing opportunities, and I think any
time we have an opportunity to add a full day classroom, that's what parents communicate, that that's what they need and that's what they want. So. I
have a quick question to follow up on on that. Does the Onebe Larimer County vote affect you at all? It will it will in a positive way, yes. Okay. So I
think that might be something that people can look into as far as helping. So that would be help Larimer kids thrive. Org would be the place to go
for that. Thank you. Sorry. Were there other questions? I just wanted to throw that in there. Yes, Andrew. Do you have an estimate for how many more
children could take advantage of this program if we somehow magically had a wand? Well, I am a big fan of magic wands. I really believe in them. I would
say, let's look at the numbers of kids in the community and we, like I said, our seats are are nearing capacity at the moment. We have been able to fill every
full day. We've put, with the exception of Wellington, where we do reach a capacity like a threshold of how many kids are in that area. So we can only go to a certain number up there.
But we do have six classrooms up there. The in terms of the numbers, I think we we watch birth rates, we watch the numbers of students that are in
the area and know that child care providers would have seats available as well. What I will say, what the district offers that childcare providers don't offer is special education
services and services for students with special needs. And so sometimes kids find that they aren't successful at a neighborhood provider because they don't have the staffing or
the skills for their special needs, and then they land with us as well. Now, in terms of do I know if the neighborhood providers are full? There's mixed reviews, some are really full and some are not. But the
Early Childhood Council of Larimer County has a place where you can see how many seats are available in the 0 to 5 range. Larimer County does
not have the same amount of childcare seats as children. We're still lagging behind. So could we add, yes. Could we add
thousands? Maybe not, but we could add a classroom a year, two classrooms a year to continue that growth. We will reach a threshold at some point.
We couldn't just say, oh, we're going to do ten school full schools worth if there aren't that many early childhood kiddos. But the district does offer many things like transportation that will help
families access these seats, that neighborhood child care providers just don't have the resources for. So I do think that we have a responsibility to really think about those kids that can't access a
neighborhood provider and try to get as many seats open and available for them as we can. I really didn't give you a number, but I do have places that we could go to find that number.
Kids Count Data and Early Childhood Council would help us with that. How robust is a written plan that if you're looking at those numbers more detailed and say we have to go
sooner rather than later, and everything you presented feels like we need to be prepared for that growth. And I Tracy, I think this is you've been working on this collectively
long term. I'm just wondering if they're written plans that when we're ready, we will be able to see them and therefore be able to vote on them, move on them? I think our biggest
barrier right now is financial. So if we're looking at the infrastructure required for early childhood classrooms, for example, the last time we built classrooms or built bathrooms
in a classroom, it was about 65,000. I'm sure it's up since then. So if we're talking about like, let's build eight classrooms, that's not a small price tag. So our large problem
right now in budget situation that we're living in, we have not had cost of living increases from Head Start in the last two years. That's our
federal money. Our state moneys cost of living increases I believe were 0.25 of 1%. So the cost of living increases does
not keep up with the cost of staffing increases. And 95% of our our budget is spent on people. And so when we're
looking at the wage cost rising and our grant funded slots have reached kind of a ceiling or, or a really flatlined, basically we're going to have
to find some new revenue sources in order to be able to come up with an expansion. Kristen asked about one be that would be one avenue that we
might be able to tap into, that would be available to the whole community, not just us that would provide tuition assistance and some facility
dollars. But that can't be the only thing that we rely on. So we would always be looking for more opportunities to expand our head start. Hopefully our federal picture kind of levels
out or continues to grow, but we are going to face a funding crisis where our labor wages and our cost of the services
don't line up anymore. So I don't know if that answered all of the question. I don't think it did. But yeah, I think to.
So for early childhood, it's really the input source that we use for trying to project, like how to accommodate the number of seats when we look at demand. So as Becca talked about, the
demand is for full day care. Right. So half day sessions are not filling. So our strategy that Becca and I have aligned on is we're going to add as many full days as we can to
align with where we've got waitlists. So we want to keep those waitlists clear as much as possible. And so that's kind of the first thing that and also looking at the geographical regions like do we
have the entire geographical region of the district represented in terms of access to early childhood. So that's kind of the first approach as far as getting the input of like a projection, there's
really no mechanism for getting a good projection of early childhood seats that need to be made available. So really we what we have are birth rates,
right. And so birth rates in Larimer County translate to a certain number of people accessing child care. But it's not a predictable pattern. It's not one that our IT projections
team studies. It really is very much about who is coming in and pursuing a spot in our program by their choice and their desire to come to our early
childhood program. The Early Childhood Council of Larimer County is probably more so in the space of monitoring, like where we have a need within the
system for access to early childhood. And as Becca talked about, like, we know, one of the the pieces that we have to continue to explore is the wrap care, which is that before and
after school care. Right. Because our elementary day is six hours, 6.5 hours, most people need an eight hour window of care. And so that's
an avenue that we have to keep exploring that is putting potentially, maybe a private provider, better position to provide an eight hour or more care than we're currently able
to. But we also have other assets like transportation, for example. So yeah, we continue to study what our parents are asking for in services for early childhood and respond to
what they're saying they need. I just remember you said that you were working collectively on the I'm assuming I get my memory is right. So I was just excited to see where we might be leaning into that over the
years. So and then one other question related to your. Bus incident, how confident are you
with your communications, scripting, and methodology for person to person transfer? You know, starting in the school, going on to the bus, working
with the para and the bus and the bus driver, and then back to the parents and things like that. Are you pretty confident that you've identified some some possible evolution to your
scripting? Because when you described what was said, I could see why the error would occur communication wise. And I just wondered if that was part of your that was part of the
training. Absolutely. And so we do a name to face match. And so all of the teachers provide the bus drivers. So if we know on
bus route 1076, we have these five early childhood kiddos. The teachers have made them a chart with their picture as well as their their names and things like that. As kids scan
on to the bus, they have a badge. It now has a sticker that says ID required so that the bus driver can see right away, hey, this is an early childhood, kiddo, because not
all early childhood kiddos look like their early childhood kiddos. They can be mistaken for eight year olds, or it depends on the child. So that is another way that we have
built in more communication. They are using the scan system, the zoom system in transportation, and we are using really ongoing communication to say, hey, this
one, this occurred, let's talk about it. And then getting in front of those bus operators every month to just practice, practice, practice, practice, practice, practice, practice.
So I do feel confident we do. We have in the last month we have also created IDs for families. So sometimes the barrier is that the family
doesn't have access to a photo ID, they don't have a driver's license or they don't have a passport. And so we have we are able to make them an early childhood. This is for the purpose of releasing on the bus
that they can have in their wallet, so that that isn't a barrier for them picking up their child as well. So we're trying to figure out what those barriers are and address them. But really it's about knowing
the kiddos on the route, knowing the families, and then knowing that substitutes will happen. And do we have those procedures in place so that even if they don't know the
kiddo by name and by face, they have a cheat sheet, if you will, to help them with communication with that kiddo with early childhood as well. Not all of
our kiddos are verbal yet, and so being able to say to the child, you know, what's your name? You might get a blink, blink, blink, blink, deer in the headlights. Who's your teacher? I don't know what
school do you I don't know, so they're not at a place where you can ask them a lot of questions. And so we do have like an after school call tree. If there's a problem with a bus,
we can meet the bus we can meet back at schools with families. So we do try. We're very hands on in early childhood. In fact, my operations manager rides the bus frequently to help kids who are struggling with transitions
to get on the bus, and they cry the whole way. She'll ride with them and create a plan to help them get engaged. So we really are in that back and forth communication with transportation all the time,
which has has really helped. Thank you. Yes, thanks. Go ahead Scott, I'll be I'll be quick. I just wanted to know, how are you getting the word
out to the community about the availability of of our early childhood program, like marketing wise? And is that an area that you could use some help? We are primarily filled
with word of mouth. So families that have participated in our program talk about our program, talk about the impacts. Schools will talk about us during their back to school night, things
like that. We are not like I said, we are not struggling for enrollment. So it's not something I'm broadcasting everywhere because I don't want to be turning families away
either. However, I will put anybody on a wait list and wait until their perfect seat becomes open, and then we'll constantly fill and refill some of the things that we have. If
if you've seen any of the early childhood logo wear that the staff wears, it all has a QR code. You can scan an early childhood staff member and it takes you right to the
application. So if you see us in our sweatshirts, you can scan us and you can apply. The early childhood website is where they start for us, but we also get people that start on
the universal pre-K website, and we learn about them through that system. And then we call and engage and get them to fill out our application as well. So there's a lot of different
avenues that we're exploring with that. You can always, always, always talk about early childhood. So that is the best method for us just knowing that
it exists. We serve about a thousand kids a year, so we're not a small group of people. We're the size of a high school. And so we're just spread out
and tiny and super cute. Arguably the cutest kids in the in the schools. But just being able to to communicate, hey, this is an option. Families get
a chance to say, okay, full day is what works for me. Or afternoons work or mornings work because we're still napping every afternoon, things like that. We will talk with families and try to help them
get in to whatever seat makes the most sense. But it's about starting the conversation, and oftentimes that just comes from I met somebody who knows somebody in the district, and they told me to show up here.
Come on in. Let's sit down and talk, and then we figure out what they're looking for. Thanks for asking that question. Awesome. Thank you. All right.
Sorry, I've got two. I got two more. That's it. Okay. So one on I don't know what slide. This is three. There's an asterisk for extended year only in session. Can you tell me
what that means? Because it's like June. Yeah. What is your calendar year. So our calendar year matches the school district year primarily. But in the past we've had a summer
session that is about three weeks long. The summer session was designed to help us get the rest of the hours required for Head Start, because Head Start
requires more hours for early childhood than elementary school does. And so we had to have a summer session. Unfortunately, this will be the first year we don't have a summer session because of
budget cuts, and so we have had to. Summer session costs over 100,000 to over $100,000 to run, and we are not able to fund
that this year. So what what we are now doing with Head Start is a waiver that allows us to match first grade. So the instructional minutes conversation is important for us because early fitting in
early childhood day in an elementary school day doesn't work because our numbers required are are more than the elementary. Okay, I lied, I have two more questions now.
How many hours do you require? So Head Start requires 1020 for a full time, full day student. And Upk requires 30 hours a
week and 900 hours over the course of the school year. That used to be 1080 hours, but it changed August 1st this year to match kindergarten, which is
awesome. But that then still puts Head Start still needing 1020. Becca, would you mind just restating that? That's just a really important set of data points for the board to have as other context for
additional conversations? Okay, for instructional minutes, that instructional minutes conversation matters for us right now, because we are in every elementary school, and elementary minutes require less
instructional time than early childhood minutes require. So for Head Start, our federal money, which is the biggest pot in our budget, it requires 1020
minutes per year. And then for Upk, it's 30 hours per week for a full time student. Or sorry, not or and 30 hours per week
and 900 hours over the course of the school year. So we have to have both. So for example, right now our our full day sessions, we operate four days a week because Head Start also
requires home visiting and things like that, which we do on Fridays. Our four day a week sessions only get to 28 hours, so we're not able to access the
30 hour a week funding because we cannot add 30 minutes a day to every elementary day and still get on busses. So those are the the numbers that we're
wrestling with in the instructional minutes conversation. And the the more minutes, the better for us, because right now we extend the elementary days based on the
bus window. So when that first bus can get there is when we can start an early childhood day, and then we also extend at the end of the day, just so we can get on those busses at the
very end and get as many minutes as we can. We also want to protect employee rights with a mandatory break in between. If you have an Am and a PM session, they need at least 40
minutes to eat, 30 minutes to eat, and five minutes for a dismissal of one class and arrival of the other. So, trying to fit all of those pieces into an elementary school day is difficult right
now. It doesn't fit right now. Okay, we'll have to consider. And then I have a totally other, somewhat separate question. So we had six heat days this year.
Can you tell me how that impacted your program? Yes. So the the first heat days, the first week we were doing center visits. So our teachers were
able to reorganize their schedules and calendars to make sure the center visits happened earlier during the day rather than through the heat window. But the second week of school, we missed four instructional
days for all of our afternoon sessions, so the full days were able to go, the mornings were able to go, but if there was an afternoon session, those sessions were canceled.
Unfortunately, universal pre-K is requiring us to make up those minutes. Head start is not requiring us to make up those minutes. So then we have to look site by site. Is it a
head start session or a upk session, which then creates different things for different schools? So some schools have had to add five minutes per day for the rest of the year to
make up those that time, while other schools were not impacted because they either had full day sessions that didn't need to make up the time, or they had the head start session, which was longer and we have
enough buffer. We plan for weather days in our calendar. We just don't plan for four of them. So we did what we could and found out that they wanted us to make it up, and then made
the adjustments as needed for the schools that needed. All right, anything else? Fantastic.
All right. With that, thank you so much. This is, as usual, an excellent presentation, very meaty and also very fun. So thank you. Well done. Becca and
Jill, can you call the vote? Jim. Hi, Kristin draper I Conor Duffy. Hi, Kevin I Scott Schoenbaum. Hi. Andrew. Spain.
Hi, Jessica zamora. Hi. Motion passes seven zero. All right. Thank you. And we're going to go ahead and move on to 7.3 which is now building automation controls contracts
for FRS which we pulled from consent. Can I get a motion. Go ahead Kevin. Thank you. I move that the board approve expenditures in excess of
$250,000, authorizing staff to execute a contract with long building technology to provide the construction services. Can I get a second? Thank you. Jim. All right. And let's see, did
we. Can I tee it up? Yeah. Go ahead. Thank you. And some other board directors. The reason I pulled this from consent wasn't in any way to signal it's controversial nature, or that I disagree with
it. I just think that it. It struck me that an item where we're approving a contract in excess of $4 million appears on our consent. It's going to get
normal at some point, but it still doesn't feel quite normal to me, in the sense that it's remarkable that we're able to do this on consent. And Dave's going to give us just a very, very brief update about what
exactly these these dollars are getting us. But yet again, this is directly the consequence of our community support and investment into our facilities and the improvement of our
district in the $4. So I didn't want to miss an opportunity to say thank you again to our community for making this possibility that this appears on our consent. And at some point it will feel normal, but it still doesn't. So I wanted
to take a moment to say that this is a remarkable thing. Thank you for that introduction. And I'll echo what you said. I want to take every opportunity to thank our voters for these opportunities, because in the
past we were not talking about these things. And and it's just through the support of our voters that we're actually able to get some of this done. So I'm just I threw a couple slides together just briefly to, to kind of walk through
building automation controls. And I was trying to think about how do you how do you talk about building automation controls? Because they're not the most glamorous thing. You don't see them. They're important. And so when I started thinking about it over
there, I started thinking about biology. And I think about our humans. And we have brains and we have nervous systems. And that's very similar to what this building automation system is going to do. It's it's the
thinking it takes stimulus from the building takes that, it processes it, and then it makes changes at a very high level. So that's that's why these are important. And just like in our
lives, our brains and our nervous systems are important. Can't function without them. Very similar analogy is the best I could come up with. So why a building automation system? Our our large buildings
need control and automation for us to actually manage them effectively. And so when we think about building automation systems, we're talking about operational efficiency and cost savings. These systems
integrate with our HVAC units, our lighting and multiple other building systems. And they, again, are the ones, the brains that are deciding where things run, what times they run, what set points. When does heat kick
on? When does air conditioning kick on all of that? All of that is is handled in that process. Life cycle management is also something that we're thinking about in these control projects. And and I would expect that we're going to have
control projects for a while now as we're trying to get things caught up. But some of the controls that we have on our system are just obsolete or unsupported anymore. So this is another opportunity for us to
to stay modernized with those. And then and then another, another plus of a building automation system is it does help with risk management. There's multiple times where I'll talk with Trudy Trembath
and she'll talk about, hey, I'm getting an alert from the system, and then we need to send a technician out to go look at that. And sometimes there's a problem. And if we can get there early enough and we can resolve the problem, it
doesn't turn into a costly problem. So. So these are all good things. And why we do the building automation system. Just some quick just some quick bullet points for this project. This this is for Fossil Ridge High School. The project will
last over potentially over two years is what we're envisioning. The total cost is about $4.5 million. And the scope of the work is replace all the control panels, sensors, actuators,
transmitters, control wiring, all of those sensors, all those things that are on the other side of the nervous system, and the nervous system itself is going to be changed. There's going to be an upgrade to the
graphics and in the on the existing automation server. And and really what we're talking about is the controls, the graphical controls that give us timely information so that we can make changes in a timely
way. So these are all upgrades with these new systems. The project goal for this is our project goals really for just all of these is to to continue to be able to control our our
buildings. We have 60 plus sites across the across the district. And our goal is at some point to be on one platform. And we're doing that slowly over time. Right. And this started way back in like
2000 before I was even doing this, we started on these building control systems. And so there have been multiple retrofits since the building since the actually the the one that we're doing here, Fossil
Ridge, has been constructed since the early 2000. And so all those retrofits, this building control automation will kind of bring all of that up to speed. And working collectively together. Yeah.
And then contribute to updated controls and strategies. These things like what do people feel we're able to change air out better? We're able to control the air. I know that I heard
from Fort Collins High School, we just did a very similar project to that, that I mean, maybe the news is we weren't getting a lot of complaints about the air moving and things like we normally do, because we just did a controls upgrade and
seems to be helping and working. So this is also about comfort and occupancy. But so it's all it's all bundled together. And again it's not the most glamorous thing that you see. But it is very important to our
buildings to function okay. Take any questions. Go ahead. I think I've seen this vendor before in contracts. Was this same vendor that we use for the Fort Collins project? Yeah,
yeah it is. And in fact, we a number of years ago we did an RFP to and it was part of that work I talked about that was happening way back when we actually did an RFP to standardize two long building
technology. And so we have two that we standardized to we're really our controls expert is really trying to move into the long system. And so that's that's really where we're kind of putting all of our where
we're going for that. So I would expect you would see long building technology on any building control system coming forward, unless the RTS system made more sense for that building. Nice. I was just saying, I remember one of the
one of the reports you gave previously, a couple board meetings ago, we were in a work session was that we're going to start getting into a cadence with certain vendors that kind of work well with us. I like that some of the things, again,
just from the contract that I saw that I like, and I don't know if this is fairly standard with some of our vendors. I don't think it has been typically, I don't know if this is negotiated, but there's a prevailing party provision, so
there's an attorney's fees recovery in the event litigation ensues. There's also a governing law. And venue is right here in home in Larimer County. That's huge, especially for a project this magnitude to
have what I consider, you know, better. Venue selection also indicates a willingness from the vendor that they're going to play ball, and they're going to come forward in good faith effort. So anyway, I just want
to credit this again and say, I like this project. I like what I appreciate the update and the presentation, but this is worth celebrating. Thank you. I appreciate you pointing out the contract because it is our
standard form and you're really I mean, it's a big contract in there, obviously, but we took their document and then we strike out the things that aren't acceptable to us. And then our general conditions are
added in the back of which we have very lengthy general conditions, about 85 pages long. And that's really where we're saying, what is our expectation as the district to so so it's a good example where we don't
just blanketly take agreements from vendors, we look at them, we redline them, we make them so that they're advantageous to not only us, but the vendor. Maybe if that works. But we're
the primary focus on that. Awesome. Thank you. Anybody else have any questions. Go ahead Andrew. Just I see like
the lower energy consumption. And let's I just kind of wanted to get an idea of what we probably get back with each system that we upgrade like this over either annually or
the another 20 year lifespan, whatever. Yeah, that's that's not an answer I have prepared tonight. I will take it back to the team and see what we can do to to look at that. I think
it's always worthwhile to to consider that. And in fact, when we're working with our designs and our engineers, they should be also calling that out as we're putting designs together. So it's yeah, I can
get some more information for you. I mean, part of the reason I'm asking, I feel like it's it's a nice thing to show that, you know, we do have to upgrade systems and there are benefits
to it and even such things as how many times have these upgraded systems actually prevented a massive failure? It's just the electronic board that had to be replaced, not the whole boiler or whatever. And that obviously is a huge
impact financially and disruption to services, etc. So just just curious. Yeah, I'll see what I can pull together. Okay. Anything else. All right.
I'm going to call it. All right. So with that do we call the motion first okay. We did. Yes. All right. Just making sure. So Jill, can you call the vote.
Sure. Jim. Hi. Kristin draper I Conor Duffy. Aye. Kevin I Scott Schoenberger. Hi. Andrew. Spain. Hi. Jessica zamora. Hi. Motion
passes seven zero. All right. Thank you so much. All right. And we'll move on to 8.0 executive session. Executive session pursuant to CRS. 24
640243. To develop strategy to the school district for negotiations relating to the 2526 collective bargaining agreement or employment contracts. Can I get a motion?
All right. I move that the board enter into executive session for the purpose of developing the strategy of the school district for negotiations relating to the 2025 2026 collective bargaining
Agreement for employee contracts as authorized by CRS 24 6402. Subsection four. Three individuals invited to join the board in executive session. Our
superintendent Brian Kingsley, chief of staff Lauren Hutton, lead assistant superintendent. Tracy Gale, chief finance officer Dave Montoya, chief technology officer Bud Hunt and
general counsel, Autumn Aspen. All right, can I get a second? Thank you. Andrew and Jill, can you call the vote? Jim? Hi.
Kristin Draper, I Conor Duffy. Hi, Kevin. I Scott Schoenberger I Andrew Spain, I Jessica Zamora I motion passes seven zero. Thank you. We will now
convene in closed session. This is the last agenda item before adjournment. At the conclusion of the executive session, we will adjourn the meeting and the adjournment will be recorded. So thank you so much
and have a good night