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(CC1/S1) Test captions repeat All right. Good evening
everyone. It is 5:33 p.m. On Tuesday, May 27th. And welcome to this special session. Would anybody like to make a motion on
to action 2.1 action on written resignation submitted by board member, Education Board of Education Director Carolyn Read. Go ahead Kevin, with a heavy
heart, I will make this motion. I move that the board accept the resignation of Carolyn Read from her seat on the Poudre School District Board of Education,
representing director, district E, effective as of May 27th, 2025. Do I have a second? Thank
you. Jim. I'm going to let others start. Who would like to? Kick it off? Go ahead. Yes.
Starting feels like it has to be made real and I'm not so sure I'm on board with that. Carolyn. I remember being at Casb the
first, I don't know, within a couple of months of getting appointed. And you. Feeling incredibly or making me feel
incredibly empowered from the onset. Even at that point, you were encouraging me to eventually consider board leadership, which I probably I
may never have had I not talked to you. You encouraged us to visit and talk to everyone. There are connections I have that I wouldn't have without
you. You invite us each to visit with you. You have built this board to be stronger than it ever could have been had you not been here. This district is
stronger than it ever would have been without you. I, I don't know this board without you, and that terrifies me. I know we're in good hands because you have given us the tools, and you've
given us the strength and the ability to do it, but it's in some ways feels like if you're, you know, riding a bike for the first time and you're finally letting us go and we know we can
because you, you helped us get there, but it's still terrifying. This district will be set up for success for so
long. I'm not ready to cry. I'm like, there's going to be. You're going to get like 12 more emails from me over the course of the next years, probably as
things happen and as it occurs to me like how much you've changed my outlook, you've changed how I interact with being a board director as a
community member. What I'm willing to try that I may not have ever considered trying. I look forward to continuing to talk to you and continuing to
reach out and continuing to collaborate with you, whether that's PTSD related or not. This isn't the end. It's just a
different chapter. No. Go ahead. Kevin. Well, I was going to start my comments by saying that I gushed last week to you, so I'm not going to try to gush now. I'll try to be more
eloquent. I sent Caroline a pretty heavy hearted text when I had all the feelings. When she announced her resignation. I'm still not ready, but I respect your decision and it's your
decision to make. And so I will say comments that I've made to you privately. I'll say, now that I admire your over a decade of your life, that you've committed to serving not only
this district and this board, but the thousands upon thousands of students whose lives are better because you were here. They owe you a debt of gratitude. I owe you a great
attitude I'll miss, since I'm on the theme of what I'm going to miss about Caroline. I'm going to miss your calls. Especially the days of meetings when I finally kind of wrapped my head around what I think, how I'm
going to vote, or how I'm going to think about an issue. And then there's Caroline leading the trail of some other thoughts that I hadn't considered. I think I almost had it, I almost had it. But to continually push
me to get my head wrapped around everything, all the McNuggets, I'll miss that. I'm. I hope those calls will still continue, and that you'll still poke me and prod me. More than anything,
I think I'm going to miss your moral compass that you add to the room, and that you add to this board and this district, and that your unwavering commitment to transparency and
the legacy of transparency that you're leaving us with. I'm going to try to continue that legacy of having difficult conversations in public that need to be had, because that's
important. It's important that we do the business of the public out in public. And so I want to thank you for being the moral compass on that. And I guess I'll, I'll just I'll close my
own ramblings here by saying that I genuinely mean this, that I'm going to miss having a friend that I can talk to about some of these important issues on the board. And I truly, truly
hope that over my time spent on this board that I can measure up to a fraction, just a fraction of the impact that you've had on the board in this district over the over the decade that you've
been serving. And so, with a very humble heart and a grateful heart. Thank you. Caroline, you're 11 years. You've just
been such a force for good on the school board. It's just been amazing. And your experience, your demeanor, your inquisitive
nature. And your teamwork just it's they'll just be so sorely missed. One of the things I love about you is when you talk about the students, you always refer
to them as our kids. And you really got me to think that way about the students. There are kids and thank you for that. Thank you for all you've done
for me. I've learned so much and I don't feel like I'd be the board member I am today. Without your leadership, your curiosity, and your thoughtfulness. And I
just wish you and David all the best. I'll go next. You know, I have to say that you were one of
the first members of the board to approach me. I was new to the board, didn't know anybody. I knew. I knew Jim and Jess, but I didn't know exactly how it all
worked. And you welcomed me as an equal right away. It really try to lead with an open mind in terms of, you know, who's this new guy? Where is he coming
from? And really gave me a chance to have a voice, but also show exactly how how things worked. And I think our shared
passion for getting students ready for the real world is a big thing that we connected on the CTE program. I hope to continue your legacy and really pushing for that, because I
think it's so, so important. Even the passion for dyslexia, integrated services, those types of things. I will be pushing hard to continue your work in
those areas as well. Like Jim, I really respect your ability to ask probing questions, do the research, do the digging, and then not being afraid to shake
the tree. You know, it's something that you don't. You do it very professionally but very direct. And you get results because of it. And that's what I think we all have learned from
you. So I thank you very much for what you've taught me and what you've done for PTSD.
Connor, are you here? Did you want to say something? Oh, you're on mute. Oh, we're on
mute. We can't hear you. Yeah. Hold up. Am I on mute now? You are good now. Okay, so thanks
for letting me join remotely. Carolyn. I wish I was there today, but I can't because of other engagements. But I wanted to reiterate what Scott was saying. I think that your long
standing commitment to CTE programs has really pushed the envelope for our district, and I it's sad to see you go, because I think all of your hard work is
starting to bear fruit. Within the programs that were highlighted over the weekend during graduations, you know, you've never taken your foot off the gas on CTE, and that's
something that I think will stand in the district for a really long time. Thank you for, you know, your your over a decade worth of time on the
board. I've learned a lot from you and I wish you all the best. Thanks, Connor. Carolyn, I'm
still not ready to go because I'm not ready to have you go. You have been just an amazing support for me, an amazing
mentor. When I first came on seven and a half years ago, you took me aside and you said you're going to be drinking from the fire hose for quite a while
here, kiddo, but let me show you how to do it. And I couldn't have done it without you. We had to go through some amazingly
tough decisions, and we always did it together. We always did it for the good of the kids. And
that's what I know about you with all of my heart. Is that everything that you do, you do for the good of the kids and
that is who you are. And I'm just so proud to have worked with you. I'm so proud to continue to work with you in other capacities. I'm so proud
to call you my friend. You are just an amazing, amazing human.
And you are going to be missed. Did you want to? Yes, please.
I'm going to miss you. This weekend. I was doing a little bit of spring cleaning on Sunday and a little bit on Monday, and I actually found my notes from
my interview journey four years ago and all of the individual things that I was writing about all of. Well, the two of you who happened to sit on the board at
that time, and it was really awesome to come across this because I knew you through zoom. I watched you from the other side of the country. I watched
board meeting after board meeting. I watched presentation after presentation and things that I wrote down about you, Carolyn, was that you have
tremendous backbone, incredible presence and spirit. When you speak, people listen. Incredible intellect. You want to be
innovative, but not for you, for our kids. Your heart for this community is incredible. And
what I got a chuckle out of in my notes is that I wrote down, I need to get on her good side fast and stay there. And stay
there. And I'm hoping that I did a decent job of that over the last four years. You, in the interview, told me about the importance of partnership in
this community and that there were proverbial brick walls built. You were my sledgehammer. You gave me permission to begin
to create and coauthor and work with this incredible team that's been here for a really long time, and give them permission to work with organizations and new and innovative ways. That's,
to me, one of the really important reasons we have to behavioral health connections that we have in this district that we didn't have four years ago. You told me your stories
about how, as a parent, helping your child learn to deal with reading difficulties, and you were passionate and prioritized really wanting to think about how do we make sure other
parents don't have to go through what you did? And I'm so proud that together, collectively, staff and board have really made a lot of progress in that
particular area. We opened two more trades this year, pathways. You've been very passionate about that, and you're going to continue to be passionate about that. And you were the first
person in Colorado that made me realize that when we buy land, water just doesn't come when you turn the spigot on. And I had to learn because on the East Coast, that's a very different kind of
situation. And so I just from the bottom of my heart, not just not just professionally, but personally, you have been side by side with me through all of
the things over the last four years. You have shown up for me not just as the superintendent, but as a human being, as a neighbor, as a father. And for
that, I will forever be grateful. And I'm hopeful that you will continue to want to stay in touch with me, because I could really benefit from picking your brain, learning from you. You have made this
district stronger and I will tell you personally, you've made me stronger to. I have a lot of love in my heart for you and
miss you. Will quickly try to say something without maybe losing it, but I just want to say that
I really appreciated working with this board and with this staff, and really with the community too. I've learned a lot from the community, but I've learned a lot of things from
everybody here in this room. And you talked about friendships. All of you did. And this is this has been the best gift I guess I've gotten from this board is
friendships. I've appreciated it so much. I'm really going to miss everybody here. I'm going to miss these meetings. I'm going to miss not having conversations about education
and all the great things going on in the community. But like I said to the news, to Kelly, as I do really believe that this
organization is in great hands when I leave, the work is going to continue. And that makes it makes it easier for me to step aside and let somebody step up and start doing this important
work. I think that over the past four years, this group has done so much to improve things in this district and for our kids that I am so proud of, and I'm
always going to be proud of
that. And I'd like to thank all
of you for that. Thanks. Jill. Jill, can you call the
vote, please? Jim Brock, I, Kristin Draper, I. Conor Duffy I Kevin Havelka with a heavy heart
I Carolyn Reid I Scott Schmidbauer I don't want to but I Jessica Zamora. I feel like I
should be the one to say no just cuz I. Motion passes seven zero. Thank you. We will go ahead and take a recess until about 615.
Please join us if you can at the reception, and we will be back here at 615 to start the
meeting. Thanks. All right. Thank you for joining the Board of Education this evening. Please go ahead and
mute your cell phone as we begin. Today is Tuesday, May 27th, 2025, and this meeting is now called to order at 6:18 p.m. Those attending this meeting in person, live captions are
available on the TV, in the boardroom and in the lobby to access the live captions in a language other than English on your own device, please scan the QR code on the screen or on the table near the entrance and select the language of your
choice. The live stream of this meeting is also available in English and Spanish on YouTube. For links to these live streams, please visit the Board of Education page of the PSD
website or PSD TV on demand on YouTube. So moving to 2.0 approval of agenda. Would any board members like to make changes to the agenda? Okay.
Seeing none, we will go ahead and move on to 3.0 Superintendent Report. So Superintendent Kingsley will now make remarks. The Board of Education in the community. Thank you. Yeah. Thank you for having me. Good evening or good
afternoon? It's evening. Right. Good evening. Yeah. Good evening everybody. It's a bittersweet day right. In terms of being able to talk and celebrate our
work while also honoring fellow director. Read. So just got a little bit emotional about all of that. I was so grateful to celebrate our graduations over
the past week, and really want to say thank you to members of our board staff. Our school communities really showed out. There was at the Lincoln Center, was at the Moby Arena, up at the football field in Wellington,
which seems to have created a new tradition, our graduation ceremonies and celebrating really the pinnacle event of what happens after young people
spend 13 years of their beautiful lives with us, in partnership with us. It was just really grateful to attend all of those graduations. And in addition to that, other types of ceremonies that celebrate our students, whether it's our partnership with UC health and
the Project Search Internship program, our Transition Pathways programs, Community Connections, Coop Home Opportunities Unlimited, it's just endless the number of celebrations that have
happened over the course of the past week. And I know that they're also happening in our elementary schools and middle schools as we speak right now. I learned just this past week of a long standing tradition that I
really haven't over the last four years, had a lot of visibility into that I think is really cool, which is this concept of grad walks where seniors have an opportunity to go back to their elementary
schools and their caps and gown, and not only go back and say thank you to the teachers who served them throughout the course of time and PC, but have an opportunity to inspire our youngest people to know that this is what they're striving
for. And so we'd love to start our meeting today by showing you a quick win video that talks a little bit about what that looked like at Polaris this year, which is one of our I think it's our one of our own
K-12 schools. So an opportunity to highlight three students who
spent 13 years of their life in one school. Check this out.
Congratulations. 300 on and. Starting up and ready to oh my gosh. Hey you guys I would say keep making things I'm really
into just I guess buildings and being creative. So trying to foster that in my younger self or encourage that even more and kind of build that habit I think would have been more beneficial
for me in my later years. They definitely focus more on myself. Through my middle school years, I was mainly focused on like what other people thought of me. But once in high school, I figured out that doesn't really
matter. I would say try, because oftentimes back in those grades, I didn't really try and I didn't learn too much. I just was at school to goof off and maybe learn a little bit. One of the
joys I think we have in a K through 12 school is that I think a lot of other schools are put in a position to see kids as six years, three years and four years, and we get to see them as
13 years, you know, coming in with their backpacks that are bigger than them. You know, they're hanging down, knocking against the back of their legs, and then they grow up and move
on. And I think my wish for, for these guys and all the graduates is to live the life you've always dreamed for yourself and just be amazing human beings
that you are, and keep it going because the world needs you. Really want to thank our communications team, who's just absolutely outstanding for
continuing to produce content and share all the incredible things that are happening across our district. When I was having my coffee watching the news this morning, that actual story was
on channel nine news. And so it's reached the Denver metro area, which I just think is another awesome thing, not just for Polaris, but for PSD. And we all know that Polaris has a very special graduation. Each graduation is special and unique
in its own way. Certainly was a highlight of last week, amongst many others. I think we had at Fort Collins High School. They had in my career the first ever Val Sal that were twins, which I
thought was really, really cool at that ceremony, was also the first, in my opinion, that I've ever witnessed the first JROTC color guard that were all female. So I thought that was a
highlight. The rose ceremony for Centennial was amazing, sending off Doctor Woodall at Rocky Mountain High School with a standing ovation was awesome. And starting new traditions in Wellington and for Timnath. And
I want to thank our local media for covering all of our schools with those pictures. And the stories really, really do matter to everybody that's involved. Real highlight that too, is when we were looking at a lot of our
graduations. They're like these see different colors of waves, of different people that were standing for different types of awards throughout each of those ceremonies. A fact that I thought was really important to
note is that we had over 20% of our graduates graduate with a seal of biliteracy, so I thought that was really, really amazing. It was 416 graduates across nine
of our high schools that are traditional high schools in PSD, receiving a seal of Biliteracy. And I think what was 12 different languages, which I thought was really, really impressive. And the great news
keeps on coming. So we're celebrating our students. And I would also tell you like just 3 or 4 hours ago from our communications team and HR team, I learned that our school
district was named one of the Best Employers in America by Forbes magazine, especially for new graduates. Yeah, there are
500 employers that were named in Forbes list. We were numbered 254 on that list. We were the only school district in the state of Colorado to be named, and we were the second highest
school district to be rated in the entire nation as one of the best employers for new graduates coming out of school. So if you're a graduate and you're looking for a job, this is a place that you want to be. So
super exciting things. We have a great agenda tonight. We're going to learn a little bit about the work of our DAB. We're going to talk about our SRO contracts, all of the great things that are happening in our
early childhood programs, as well as continuing to educate ourselves on the amazing things that are happening with concurrent and dual enrollment. I don't think I've left anything out, but I'm really looking forward to having a productive meeting with everybody involved
tonight. So thank you for allowing me to address the community. Thank you. All right. We will go ahead and move on to 4.0 community comment. So welcome to the community comment
section of the board meeting. The board desires to hear the viewpoints of all stakeholders, including students, employees, parents, guardians, and community members. Public comment is designed to address issues, not personalities or
personnel matters. Please keep your concerns and comments focused upon the district and appropriate for a K-12 audience. Please note that the board does not generally respond to remarks made during community comment. Our lack of response should not
be construed to mean that we agree or disagree with what is said, or with the description or interpretation of events as presented by any speaker. Further, even if some remarks may be factually inaccurate, we generally choose not to respond
to correct the record here, because formal board meetings are not the time or place for back and forth dialog. As we begin this community comment session, let us model for our entire community how to listen and how to interact
respectfully, even with those with whom we disagree. For we all have students best interests at heart. So this opportunity for public comment is from members of the community who registered to speak by the designated deadline. Those
people will be called on to make remarks in the order that they signed up, and each speaker will be allowed three minutes to address the board. And first up, we have Kristen White. Welcome.
Okay. So next up we have Tori Pappas. Welcome. Where's Tori?
Good evening. Beatty is receiving air conditioning this summer and our community is genuinely grateful. What many may not realize is that this
upgrade has required our entire school to be packed up every classroom, every shelf, every drawer, and every book on the library shelf and every book in the library. All of it has to be
done by the last day of school. Beatty's staff have taken on this massive packing project. In addition to their daily responsibilities, the library alone required a coordinated
family volunteer effort of over almost almost 28 hours. It's frustrating and disheartening that these uncompensated responsibilities have been placed on Beatty's staff. We
would expect. Would we expect doctors and nurses to do it on top of their medical duties without pay? Probably not. Projects of this scale require full scope planning and support
from packing up to settling in. I'm no expert, but we started the library effort by sitting down with the librarian to develop a timeline and a plan of support. I also have this document that another Beatty
teacher shared with me around challenges they experienced during the packing project packing project that I'm happy to share with you all. In the midst of this, Beatty continues
to do amazing things. The fifth graders designed and edited this magazine Beatty uncovered, and you all have a copy of it. It highlights various works of art
among our third and fifth grade bighorns. Additionally, Beatty continues to demonstrate. SDS strategic priorities. According
to the CDE, 97.5% of Beatty students meet with expectations, helping us earn the Governor's Distinguished Improvement Award this year. Beatty teachers consistently respond among the
most positively and at the highest, and one of the highest response rates at the district for the TLC survey. Seriously, our teachers give Beatty an A+ and you can feel it in the
building. It's reflected in our 95% attendance rate, student attendance rate, and despite being a small school, we've expanded access to art as well as innovation technology
specials. We're also the only elementary school to provide a dedicated health class. In addition to PE, Beatty provides a thriving, robust, and supportive educational experience on a small school budget. The mill levy funding
will be transformative next year. We're so grateful and excited to see what more equitable funding will further benefit our community. While we're gaining resources in one area, we're losing them in
another. Last month, the Trump administration chose to end funding for the largest grant awarded in Colorado in 2023. This $9.7 million grant was
given to PTSD in partnership with CSU, to expand student mental health services by placing masters of social work students within PSD schools as interns and fellows. It's a tragedy that money belongs to
our students from birth to masters. I hope there's some kind of plan or response. Finally, there should be remote comment available at these meetings. Thank you so much for the opportunity. Thank you. Next
up we have Wendy Bergman. Welcome. No. Okay. Next up we
have Tom Griggs. Welcome. I have to first of all I want to congratulate Carolyn Reid on 11 years. I can't imagine I came
thinking it was ten, but now I'm even more blown away to know it's 11 years that she served on the board. And I congratulate her on her service. Pretty impressive. It's when you think about it, not all of us get a
chance, even if we want to serve 11 years to do so. So that's a great thing. Secondly, I've got to say, I'm still getting used to the three minute timer. And I got crunched last time. And so
I'm going to I'm trying to pull it apart a little bit and speak a little bit less at it per time. So I apologize for that as well. And I, I just want to say there will be some repetition,
but this is something that bears repetition. The school closure and consolidation plan proposed by the superintendent, delayed for adoption by the current board, is a pivotally important
issue for the new board members, who will be elected in November. School closure and consolidation is just one of the tough questions the board is currently facing. Of course, close on its heels as a critical issue is how
we will most constructively use the resources from the recently passed mill levy. I believe my depth and breadth of experience at all levels of the school system will provide rich data to
be used in helping determine that, and I think that I can contribute that and can compliment the knowledge base that already exists on the board. My opinion, of course, is not the only one that matters.
The process to be used to gather the data, to make well informed decisions must be as transparent and comprehensive as can be managed. As Miss Pappas pointed
out, the Beatty School, the Beatty Elementary School is an amazing school. I had the good fortune to substitute there a few weeks ago, and I was again
blown away by the teachers worked together. They work hard together. They they work to meet the needs of individual students very effectively. They have a
system to do all those things. And I don't think we want to avoid learning what we can learn from schools, like Beatty, about how to go about these tough
issues. Right. How to how are we going to challenge the how are we going to deal with the challenge of having to face the possibility of closing schools, and can we avoid it at all in
ways that will undermine those those kinds of efforts, like the ones that are going on at Beatty? It takes the perspective of all the effect of all those affected kids, their families, their teachers and site
administrators. There's a sense in which these decisions, like these decisions, need to be made from the grassroots up so they can be truly made in the best
interest of every child, every day. I'm Tom Griggs, candidate for the district D, as in David seat on the school board. Thank
you. Thank you. Next up we have
Danny Lawrence. Welcome. Okay. These are heavy comments
and I'm sad to make them. I have no relationship with anyone in school administration to trust them privately with this information. I wish I did so I didn't have to come here and publicly ask for the board's
help. Last week, I became aware of a text message thread between 13 PSC staff members that were using images of disabled students for sick and demeaning entertainment purposes, pictures
of disabled students in distress, pictures of those with intellectual and developmental disabilities with funny memes, and the ribbing of other employees. Not in the thread in your email. Tonight is a small
fraction of the evidence that I have personally seen. Parents have this information and are too scared to go to school administration or to all of you for help, and I think that's a sign of a culture hurting in our
district. There's obviously law violations here with FERPA and the Colorado Student Data and Transparency Act, as well as many district policies of staff behavior. After Zanella, I thought we had learned that nepotism hurt kids. PSC staff
shouldn't be supervising their own children or the friends of their children. In one case, a student who's depicted in the thread hasn't been a PSC student for more than six months, meaning that some employee was
hanging on and saving that image all this time. While the district is making cell phone policies to protect students, consider that you might need to create a cell phone policy for adults who work here to protect
children from them. The use of personal cell phones by staff is a dangerous liability that I have long discussed with the Integrated Services Department. Clearly, no help is coming. Their most appalling to me is
that individuals involved in who run unified sports programs or lead teams for Fort Collins High School would be involved in this. I was utterly shocked by the names in that thread, and I think you will be too. This
isn't just an issue of new employees not knowing better. These are several decades long employees that are involved. And for me, while you're all boasting about improvements and progress for disabled students, I again don't feel it because of
crap like this. No member of the public should be coming here and asking you to help regarding staff bullying children, and you shouldn't need a member of the public to tell you that distributing private and identifiable information of
students is illegal. The images were taken in a learning environment involving the services needed for these students. No parent signs the media policy, thinking they are giving permission to your staff
to use their personal cell phones, to take photos to humiliate and degrade their children. These students students deserve dignity. It's supposed to be an expectation here, and that dignity was taken
from these by these 13 individuals. Reading the names of these professionals would give me a great pleasure. But your public speaking policy protects the perpetrators over the victims. Here tonight, I'm
requesting an investigation of the Integrated Services Program at Fort Collins High School. This summer, I will be offering these families the assistance of filing their FERPA complaints and requests. If you are a parent of a student in this
program, please reach out to me. I likely have images of your students with text messages that you would want to be aware of. As an alumni and community member of PSD, I am deeply ashamed. And if you aren't, I
think it's time to get out of the business of making decisions on behalf of children. Thank you. Thank you. Okay, I'm going
to move on now to 5.0 board topics and committee reports. This agenda item is an opportunity for board members to provide an update on committee work or to speak to board
topics. Do any board members have anything to report? Go ahead Kevin, I'll go briefly this time of year I always love I think everyone hates they call the 90 or 100 days of May. I
feel that as a parent getting ready for the end of the school year. But one of the great benefits of having this position is getting to be in attendance at our graduation ceremonies. I didn't get to go to as many this
year for personal reasons, but those that I did attend, I love sitting back and looking at our graduating class and the staff and the teachers and the admins and these these incredible
moments. And there was one moment when we were on stage at Fossil Ridge High School and just listening to the accomplishments of these students at the valedictorian had had a GPA that was above a
4.5, which I didn't think was possible, but the one thought that I was, I was watching, and it's a really cool vantage to be on the stage and get to face the students as they're, you know, they're being celebrated and
honor in this way. I had this tremendous, for lack of better words, being trite. I had this tremendous wave of hope just wash over me because, again, we come to these board meetings with a lot of the fraughtness of what happens in our community,
but also in our schools and nationally. And so it's always present on my mind. What's the work that we're doing here? Is important? Is it meaningful? Is it moving the needle? And then those moments, it's a helpful
reminder to look out and say, not that we're doing great, but they're doing great. And I look at the students that are going out into our world today and I it's a renewed sense of hope and a tremendous sense of purpose
that we approach the business of our kids. I'll use Carolyn's words, our kids here tonight and every night we're doing something right. They're doing something right. And so I just want to leave with that because it's a tremendous moment of
hope, looking at our kids in the face and seeing what they've accomplished. And they're going to go out into this world and we're going to be okay. Ed Scott
yeah, I echo what Kevin was saying. I was thinking about it a lot. Sorry. You know, people saw the schedule. It was a pretty intense schedule,
especially Kristen. You were at every graduation. That's a big, big deal when you're having to hold a full time job at the same time. So it's challenging to be there. But people ask me
questions like, why do you need to be there? You don't say anything, you don't do anything. And being there, I realized we're we're not there to do anything. We're there to see
what's happening firsthand, to witness what's happening. It's so important for us to see that and really experience it. And like you're saying, Kevin, just to see the amount of different
awards, like it's all over the board and there there are kids doing, you know, I won't even go into the, into all the different things. But, I mean, the seal of Biliteracy is a new a new thing
that is really important, I think, these days. And just recognizing those folks and the staff and even the music, the music is always the highlight
for me. And so I think we need to be and I'm going to try to be at as many as I can to experience that and feel that. So I appreciate you bringing
that up. Anyone else? I just want to echo that. And I feel like that. Brian, you had you hit the nail on the head when you told all the classes that this world needs you and we do,
and I am so excited to see what they bring to this world, because it was an absolute, just showstopper of a series of graduations of what the kids had
accomplished, what they want to do in the world. The thing that the couple of one of the things that just kept coming back again and again and again was regardless of the
accomplishments, regardless of where they were going, regardless of what they were planning on doing. Every person talked about kindness. Every person talked about inclusivity. Everybody talked about being the
best that they could be, not even just for themselves, but for the others. And that's what I can't wait to see in this world. And I think my favorite
graduation of all, not to say that one's better than the other, but I got to go to church and every time I go to project search, it just lifts me up and fills my bucket. And this year
was no exception. Project search was absolutely restored. My faith in humanity to be able to watch so many people from UC
health support our students and just give them such a gift and a lift. You know, the gift of being able to work and find something that they enjoyed
within UC health. But that lift just being accepted for who they are. And I mean, there were five graduates and I think ten
departments, and each department was fighting over who was going to get the graduates to come to their department. It just it was amazing. It was absolutely amazing to watch. So I just want
to say thank you for allowing us to see that to be a part of it. And I think you're right, Scott. It we absolutely need to see those not only to fill our
buckets and see the best of humanity, but to know that our students are are well taken care of. Our kids. So anyone else?
Okay, moving on to the consent agenda, would any board members like to pull anything from consent? Seeing none. Can I get a motion? Go ahead. Jim.
the recommended actions for the items on the consent agenda. Can I get a second? Thank you. Kevin got the second. And then. Jill, can you call the vote? Jim? Hi.
Kristin draper. Hi. Conor Duffy. Hi, Kevin. I Scott Schoenbaum, I Jessica Zamora. Aye. Motion
passes six zero. Thank you. All right. We're going to move on to 7.0. Action items 7.1 district Advisory board dabs annual report and changes to DAB
bylaws. Can I get a motion, please? Go ahead. Jim. I should probably do this one. As our DAB rep, I move the board, receive the District Advisory Board's annual report, and approve the
DAB amended bylaws. Can I get a second? Thank you. Jess. All right. There we go. Yes. Joining us this evening to present the
district advisory board annual report and changes to DAB bylaws is Taylor Ritchie, our DAB
chair. Welcome, Taylor. All right. Thank you. So I'm Taylor Ritchie. I was our chair for the
DAB this year. I was the chair chair elect last year. So this year to start off the presentation, I did want to have just high level update on the bylaw revision that we were
asking for you guys to approve this evening. So I'm not going to go through all the all the wording verbatim in here, but you can see the, the old phrases that were in here and then the
new wording that put into the bylaws. One thing to highlight in the terms is we were trying to put in a mandatory minimum
for any of the executive board that sits on the DAB. And the reason to do that is if we do an individual in there that that is showing up to the meetings, we really need to have good representation and it could
cause an issue. So we wanted to add that piece of it in there. So really the first section is changes to allow flexibility around officer nominations. In the past this has been
difficult. This year we did a reasonable job with it, but a lot of times it's playing Bueller. Bueller. Nobody look at the speaker because nobody wants to put their name in the hat. It's a difficult thing to do. So
we want to update this, make it easier and more flexible for the chair to be able to get nominations for this. And then as I said, the second piece of it is to allow the removal of an
officer who's not attending meetings, making sure that the duties are being met for the membership. And then below you'll see the process that went through. We gave we had open
discussion at the DAB meetings. We gave multiple options to go in and make revisions and edits. So I feel like we gave everybody a really solid opportunity to
give input onto the changes that we ultimately voted to approve as the DAB. So. All right, so on
to the new new piece of it. We start off the year with trying to set the tone for what is the dab. And I really wanted to remind everybody that we're not there for personal reasons.
We're there to represent our schools, just about everybody. Part of the DAB is part of the part of their sex. So our goal is to represent our school, represent the other parents
there, not just our own personal interests. I wanted to establish some leadership on making sure that we had good open communications, that we respected one another. It's
important to hear both sides of the argument that we can make informed decisions. Really tried to push that. We got to avoid dominating the conversations as part of the DAB. Everybody's we
like to joke and say they're super volunteers, but people are very passionate. I'm sure you guys are well aware. So we want to make sure that we allow for specific individuals to dominate
the conversation. So make sure everybody got a chance to talk and offer constructive feedback. This is probably one of the hardest parts, I would say, for leadership because it's really easy to criticize idea. It's
hard to get constructive feedback. So really tried to push that. That's our goal. We don't want to just criticize everything that happens. We want to give ideas and solutions or or different ways to look at it.
So and ultimately at the end of day, for us to learn, collaborate, communicate both amongst ourselves and then back with our schools that we each represented. So at the beginning
of the year, we took a membership survey on what kind of topics of interest the members had. And you can see here we got a pretty list. This is consolidated down on topics of interest. And overall, I
think we did a really good job of trying to address basically every item on our interest list. About midway through the year, we did pull back additional interest, or if there's any new
topics of interest as well, and then tried to address those. So as you'll see in the list of our agendas that we went through, there's some recurring themes
here. Spent a lot of time talking the debt free meal, talking about our students with disabilities and gifted identification, as well as
really a lot of talk about our budgets and how spending budgets are occurring. And that included everything from summer maintenance projects to what
what our plan is moving forward, as well as the oversight committees that you guys are putting in place to help watch over spending that we've got. So and then going into the end of
the year here, we spent some time on dyslexia, literacy, adoption. We talked about the UIP and transportation schedule. And then we spent a bunch of time as well talking about cell
phone policy. So both middle school and high school cell phone policy. And then we ended our year with a good Q&A with Brian. So. A few key takeaways
from our year. Really accountability and transparency for our budget and mill levy spending. That's going to be real as the membership. We feel that's really important to push
to PSD and to the board here is that it's going to be a focus moving forward. And we as parents and community members, we expect that. So the long range planning process, the
oversight and communication obviously that that's a big, big topic. So that's important how that's going to get communicated and how the oversight is going to work with that. A lot of
support for the phone policies. So heard very, very little feedback that people didn't like it. There was concerns brought up. I think the district did a good job of addressing those
specific concerns in most cases. And then the final one is main focus improvement on our our kids academic success and graduating with options. So I
think we had some good progress this year. I think we need to maintain that. And that ultimately needs to be the goal of this of PSD. And the board here is to continue to push
that. Future topics and projects. The long range planning, the consolidation efforts and the budget moving forward are going to be pertinent topics that the DAB is
going to want to continue to poke at, work with and hear from the district. So and then this is just a list of our executive board for this year. I want to
give a special thanks to all of our DAB members that donated their time through the year. I want to share assist superintendents are coming to all of our meetings and helping,
as well as Jim for coming to all the meetings. So thank you. And that's it. Thank you so much,
Taylor. Other questions. It's not a question, but I just want to say thank you to Taylor. I mean, Taylor's just been a rock star as a leader this year for the district advisory board,
having been there as he's he's such a wonderful leader in terms of pulling out their opinions from the group, facilitating great discussions. He's you've been a rock star. Thank you
Taylor. Thank you Jim. Hi Kevin. I just want to also express my thanks. I think you touched on one key point for me, which is that the volunteerism that's displayed at these meetings,
it's a labor of love. So I want to both thank you for the time commitment and helping to make this district better. And also follow the question, just a real general one. What can we do to better support you going into
next year? I would say continuing to provide the resources. I think our PD has done a good job. We would ask for topics, they'd provide good support. So continuing to offer
that and then to listening to our feedback is probably key. So I mean that's why ultimately why we're all there is we want the feedback heard. And I think you guys are in some of it. So I
appreciate it. Go ahead. Scott. Yeah. Taylor I just wanted to also echo what the others have said, that I really respect your leadership. I've heard great things, not just this year, but last year you really stepped up
as well. And thank you for that. And the bylaws go back to even Jess, and my day is needing updating. So I'm really glad you took that. It's not an easy thing, so I'm sure we'll be
looking at those and hopefully approving them soon. And then in terms of we I think the process that Jim has done in terms of giving us a summary after every
meeting has really improved the feedback. So it's not just waiting for this presentation to hear what's going on with DAB. We do hear about it. Is there anything else that that you'd like or your members would like
in terms of interaction with the board? You know, maybe another presentation earlier in the year or other ways to do things? Yeah, I think we could consider
another presentation earlier in the year. It might also be interesting to have a, you know, one specific meeting where we have multiple board members just attend to for some of the board
members that maybe haven't been to a DAB meeting, might be good for them to meet some of the membership and then just kind of see how the process works would be good, I think so. I'm just
going to go. Yes. Sorry. Oh, these are having fun tonight. Historically, there's been sort of a wondering with DAB whether they want topics from us or if
they want to their own ideas and then just provide input. Do you feel like we've hit a good spot there where DAB is getting to have their voice on the things they want to have their voice on, and or if we have topics
that they are getting asked as they're coming up, do you feel like that's been a good level? Yeah, I do think it was a good mix this year of, you know, we brought in some of the things we
really wanted to talk about, a lot of the budget, that kind of stuff, as well as PSD bringing pertinent topics to the group as well that that are coming up. So I felt like it was a good mix
this year. So great. Thanks so much for all that you do. I, I know that it's it is a labor of love and it's a time intensive labor of love. So thank you for that. So, Jill, can you call the
vote? Oh I'm sorry Brian, did you want to say something? Go for it. I just want to. Taylor for his leadership and partnership. Not just you individually, but bringing along the collective on behalf of the
assistant superintendents and myself. We're we're super, super grateful. So thank you. Thank you. Apologies for that. Okay.
Jim, hi. Kristin draper I Conor Duffy I. I Kevin I Scott Schoenberger I Jessica Zamora I
motion passes six zero. Thank you and thanks so much Taylor. Next up we have 7.2 concurrent enrollment and dual enrollment program expenditures. Can I get
a motion please. Go ahead. Jess, I move that the board approve expenditures in excess of 250,000 for programs detailed in the summary of concurrent enrollment in dual enrollment
programs and PSD. Can I get a second? Go ahead Jim. Thank you. All right. And we have a special guest for this as well. Yeah. Tonight we look forward to hearing about the concurrent enrollment and dual enrollment
program expenditures and an update on legislative action related to the ascent program from Tanya Alcaraz, our director
of career and innovation. Welcome, Tanya. Gooding. Should
I pull the presentation up? Right. Okay. I'll present I don't use I use slideshows.
Thank you. All right. Well, that's getting pulled up. Good evening. Thank you for having myself and Kristin Besanzoni here tonight to talk a little
bit about our current enrollment and dual enrollment programs in Poudre School District. Typically, this is a consent agenda item. And these contracts
and MoUs with our post-secondary partners are renewed annually. Tonight, we have a few changes to the program. So we want to take a few minutes to share what
those changes are. The program that will have the largest impact in changes is called the Ascent program. Ascent stands for Accelerate Students through
Concurrent Enrollment, and this is a program that's available for our high school seniors the year after they graduate for a
fifth year. This program covers tuition, books, and fees in their fifth year of high school to attend either Front Range or Aims Community College. Ascent
began back in 2009. We had 14 students that participated, and last year we had 252 students participated in the program. So
a little bit over a 11% of our seniors chose this as their post-secondary option. The year after high school. So we're
going to start with an overview of what we'll talk about tonight. We're going to review what those changes are. We're going to also identify what the impacts of those changes could be. And then at the end, we
would still love for you to vote to approve our contracts. MOU, our post-secondary partners. So first, the ascent program
changes for the 2526 school year. Next year, the funding for this program will be reduced from $9,488 per student to
$7,104 per student. Last week, the governor signed SB 25,315, and this is the bill that is overview and legislates our
postsecondary and workforce readiness programs. The intent of this bill is to streamline and enhance our programs, our post-secondary workforce
readiness programs, and the funding to increase the amount of students can access these opportunities. And there is a big focus on access before
graduation. The ascent program provides opportunities and access to college credit in the fifth year, so this legislation is looking to reallocate the funding and put it more towards
while the students are in high school. Within those 13 years, they're in K-12. The next year, 2026 and beyond, US will
discontinue and funding will be consolidated with our other postsecondary and workforce readiness programs to support our high school students in completing one of what they're
calling the big three. These albums. So the goal is that the class of 2029 is supported, and there's funding available to
support students in completing one of three things before they graduate from high school either earn an industry certification or earning 12 post-secondary
credits before graduation, or participating in a work based learning opportunity. So the funding available will be structured to support the big
three. What are the impacts we have impacts for, of course, our students and our families. And then also on the budget. So for
next school year, 2526 school year, the student and family impact, we are really excited to hear the funding would continue, even though it's reduced, and that there would be no impact
for our students and our families next year who worked hard to qualify for the program. And it was their plan that 7104
is enough to fund the cost of tuition, books and fees for the 210 PhD students that applied and are qualified for ascent next school year. PSE budget
impacts are. We will have a reduced total program funding in the PSD budget of approximately $700,000 in our general fund
next year. After that 26 beyond the student and family impacts will be. And that's in the way
ascent will be discontinued. Sorry, I just want to make sure sorry the Student and Family Pack program will no longer exist. But as a district, we're going to work really hard to
provide additional supports to some of the programs that the state has developed to support our students that need need it the most to access college
credit. So Fafsa in the state of Colorado, the KSA, which is a financial aid application and process for undocumented students and families, empower
Ed, which is funding for our students in the Mckinney-vento program to access college credit. And the last is the Colorado Promise tax credit
reimbursement for families. And then the PSD budget impacts for 2026 and beyond. There'll be additional funding available for state sustain and support. The
big three. And that is for our students prior to graduation. The good news is in Poudre School District, with our strategic plan and graduating with options, we we're ahead of
the game, are ready for these changes. We have work based learning coordinators that are staffed full time in all of our buildings, so that we can support students in accessing
that. Last year, almost 50% of our high school students earn college credit through dual enrollment programing. So we've got a little digging to do and analyzing to do there. How many
of them got to the 12 college credit attainment? And that's work ahead of us as as they streamline these programs, get ready to support our students.
So I'm going to I'm going to leave it there. I have Kristen here with me. If you have any specific detailed questions. But tonight what we're asking for is that you approve the concurrent
enrollment MOU for 20, the 2526 school year and beyond, and there are no large changes to these contracts or MoUs that are different than before. And we
just have some different impacts with that ascent program and want to share that with you tonight. So with that, I will leave it for questions and
discussion. Thank you so much. This is great questions. Go ahead Kevin, you touched on at the very end, but I had it from the very beginning, which wasn't in the materials. And I think it
was a point worth highlighting. I think Brian and I were at a Fort Collins leadership class once, and we were talking about this very subject about how many of our students avail themselves of the concurrent enrollment. I think you said close to 50%,
which is the quick math I did at the time. But do you have those numbers on the top of your head about how many of our graduating seniors this past year took the opportunity to do the concurrent enrollment? Yeah, yeah, we were
close, I think just a little over 4000 for like 40. I can't quote the exact number, but 4106 is what I'm thinking in my head. And for next year, we'll we'll
have even more students earning concurrent enrollment, our career tech center campus, every single student that's attending there is earning college credit. And we're expanding through Aims
Community college. So and that was that was for the prior year. This this year will be more. I appreciate that. Do you know where that makes us fall in some of our other companion districts, as far as the
participation percentages? And the reason I'm asking is that I think that it's an important point to distinguish ourselves, that our commitment to graduating with options buttressed by the numbers that you're talking about. And I think it's worth a little time
if you if you have a little time to talk a little bit more about those numbers and our comparative analysis. Yeah, yeah, we're definitely top five in the state for percentage of students earning college credit.
I also know that specifically, Poudre High School was ranked number four in the state a few years ago. Poudre High School has really led that initiative with expanding concurrent
enrollment through Front Range and Aims Community College, and we're investing quite a bit in our career tech center, because we have other schools where it's harder to access these programs
at Centennial, at PCA, PGA, our smaller schools. So now all of those schools have access through the Career Tech Center to earn college credit through computer science, medical
assisting, automotive and all of the pathways that we host there is thank you for that. Thank you for the work that you're doing. And please keep it up. Yeah. Great. Other questions. Go
ahead. Scott. Yeah I had a question for Kristen with the Senate. I know that some of the students that are juniors or were juniors this year are going into their senior year, were
kind of playing on this with the changes. What kind of feedback are you getting and what kind of guidance would you give those families in terms of how to navigate this new dynamic? Yeah,
like Tanya said, the work ahead of us really is going to be educating the students on the options that are available to them. And this was the first year that Fafsa was required for the ascent application, and it
was really eye opening to see how many students were really struggling. What is Fafsa? How many of our students were eligible for a Pell Grant, and they just need a lot of
education in that area right now. They really understand ascent. They do not yet fully understand a Pell Grant. So we have some work to do in that area that will help a lot of our
students. And again, with the Colorado Promise and Empower Editor, these are good programs that are going to help our maybe partially Pell Grant families and our McKinney Vento families. And we also want to just
encourage students at every class that you take is saving about $1,500 just in tuition alone. So when students are able
to graduate with maybe 30 credits, they're saving 25 to $75,000 on college tuition. And so we're going to continue to encourage them to take those classes that are going to carry
into the future, regardless of where they go and what they do. And looking at earning those industry credentials, because it helps them to get a job more easily, be more readily available for promotion, maybe
get paid more right off the bat. So we're going to be focusing on encouraging to continue to do what we really do well and hopefully improve some education
around Fafsa and Colorado Promise and that kind of thing. Yeah. Fantastic. Any other questions? So Tanya, I do have a question. First of all, I just
want to say that I'm extremely happy that the ascent program is continuing for one more year, and I think that it has a lot to do with that's a lot of credit to you and to other people in this room who were very vocal
about that, to our state legislators. So kudos to you for making and others who helped with that to make that happen for next year. When we say 2026 and beyond, and we're looking at additional funding will be
available to sustain and support the big three, is that money that right now is for ascent, and is the state planning on basically divvying that up proportionally? Is that how
that's going to go? Because right now it's per kiddo who goes to ascent. So it's just going to be a proportional divide. Yeah. There there are a whole host of funding streams.
There's the concurrent enrollment grant, the AP incentive grant. Ascent is one of them. Another one called CDP for industry certifications. So the goal is to streamline all of
those funds, including ascent into one one funding stream. And the goal also is to reduce barriers and administrative burden. You can you can have coffee with Kristen about the
administrative burden of, you know, K-12 receiving the funding and then having to work with our post-secondary partners for tuition, books and fees and all
of that. So yeah, that that is the goal. And take all of those funds to streamline. And the other reason they're doing it is it's not equitable. Across the
state, our rural partners don't take advantage of these programs. We are number two in ascent participation in a state just behind Jeffco, many of our
partners Windsor, Johnstown, others don't don't participate in ascent. There is an administrative burden, and we've been really lucky to have support from our IT staff.
Kristen on our team, lots of others to be able to provide this opportunity. So the larger districts are benefiting at a disproportionate rate. Tanya,
thank you for saying that. I just want to highlight and I think director Velda was was bringing this point earlier that I just want to reinforce Jeffco has about, I think, three times the amount of students in PSC,
and we are second to only them in the participation in the ascent program. So again, I just want to congratulate you, not just on figuring out ways to partner with students and families to get them enrolled in
these amazing opportunities. But we have built out system infrastructure that with this change, we're well positioned to continue the work moving forward. So and that's a result
of your thoughtful collective leadership. Awesome. Well thank you. And if there are if there are ways when we're talking about how to make sure that that funding is coming down to help
streamline administrative issues and that sort of thing. If there's something that you would like us to talk to legislators about, please do let us know on that. Great. Thank you. And with
that, any other questions? We'll call the vote. Hi, Kristen Draper I Conor Duffy. Hi. Kevin
Havelka I Scott Schoenberger I Jessica Zamora I motion passes six zero. Thank you so much. All right moving to 7.3 resolution
declaring a vacancy on the Board of Education. Can I get a motion please Kevin I move that the board adopt the attached resolution declaring a vacancy
on the Board of Education as presented. Can I get a second, please? Thanks, Jess. On this? Yep. Go ahead and call the vote,
Jim. Brackish. Hi. Kristin draper, I Conor Duffy. Conor
Duffy. Hi. Thank you, Kevin, Havelka I Scott Schoenbaum I Jessica Zamora. Hi. Motion passes six zero. Thank you so
much. Moving to 7.4 SRO contracts. Can I get a motion. Yes. I move that the board approve expenditures in excess of $250,000 and authorize the board president to execute three
separate contracts with the City of Fort Collins, Town of Timnath and Larimer County in the form of presented. Can I get a second? Thanks, Scott. All right. And we have a special guest. Yes. This evening we look
forward to hearing about our SRO contracts and their work moving forward from our current SRO and SDS. New Director of Student Safety and Emergency Management. Jared. Sergeant. Jared,
congratulations on your new role. And welcome to ESD.
I was going to say I'm loud, but I wasn't hearing the microphone. Guys, thank you for having me tonight. I'm here to do the 2024 2025 SRO update for you guys. For those that who have been
around the district for a while, you know that the district partnered with Larimer County Sheriff's Office and Fort Collins Police Services in 1995. We added Timnath about five years ago and have been working
with a great partnership with these agencies since 1995. I'm going to give you guys a couple updates from this year and some new faces, at least this new
face for you guys. So starting direct from, you know that as a corporal for the West Side for Fort Collins Police Services for the last six years. Prior to that, I was at Poudre High School and have gladly accepted
a position for student safety and emergency management here with you guys. So look forward to move new challenges with you guys. This is my family, of course, my wife Lane, who's my
backbone and support, and my twins who both attend PSD schools here. These pictures of course, are from when I was a Poudre High School. Part of the best part about being here, and
I think the city can can attest to this, was to build those relationships with students and seeing them through and in this case, these two students getting to the finish line at Poudre High School and handing them their diplomas. So that is one
of the things that we do. And one of the things I enjoy most about my role as SRO and looking forward to helping keep our schools safe in a different capacity, and continuing to get
to work with these fine agencies that we continue to work with in our district. Most of you have worked with SROs and may have a good understanding of the foundation of our unit. It stems from the National Association of
School Resource Officers, and we call it the Nasro triad. And essentially there are three components to a good school resource resource officer. The first one is a teacher. And I've got another slide about teaching
that you. The second part is formal counseling, mentoring. And so much of what our SROs do is that counseling piece meeting with kids who might be struggling in school, struggling at home, or struggling in
multiple facets of life, and having them be that positive person in the school. I think school resource officers is the resource in that phrase is key to what the SROs do, and part of that is being that support. Part
of that is also being that resource for our kids, whether that's finding supports in the school or finding supports outside school is a big piece that we do, and building those relationships and keeping our
schools safe. The last piece, of course, is the law enforcement piece. And I have some slides about data. And the goal for that is also to keep our schools safe and make sure that we're getting the best outcomes for
our students and staff. The goal of SRO unit in our contract and our SOP is essentially to provide a safe learning environment to help reduce school violence while building relationships and community
collaboration between students, staff. Fort Collins, Larimer County Sheriff's Office and Teignmouth Police Department. Note this picture is of Poudre. When we did community engagement with the toy distribution
center, cops had ended and I took this picture at Poudre High School when we were giving out toys, which ended up being a very big event for us. So let's get to law enforcement because
we want to talk the stats from the SRO unit. Most frequent calls that we've seen this last year, and these are going to be up to date, roughly early May from our three agencies. We're looking at assault. Assault,
third degree assault generally is the number one we're going to be going to schools. That one's pretty broad. That one could be students having an issue at home with family. It could be a
variety of issues for assist the school harassment, mental health, drugs, disorderly conduct and welfare checks and theft rounded up the end of
that. In terms of citations this year. And this is going to go up for Fort Collins. We have 23. So now 24 in the last year with two days left, that's probably going
to stay there. That is a decrease from the previous. Larimer county's got 18 this year, 11 of those. That's an increase from 11 from last year. What's important to note about
that this year for county schools, we're seeing an uptick in assault cases. And so we have more assault charges this year, one of resulted in five being charged for assault. So that's
part of the reason we're seeing the increase in citations up in the county. And then Timnath has ten, which is a decrease of two
this year. Moving to safety has been a big goal for us the last few years. We really stepped up efforts last year and made a greater progress this year for
our traffic enforcement, for Fort Collins. And just so we know, kind of the difference between traffic related call and traffic stop, traffic stop is what you see when you see officer pulling a car over on
the side of the road talking to the driver. Usually for this and our stops for SROs, they're going to be speed related in our school zones. So oftentimes we're talking 15 to 20mph over
the school's speed limit. Traffic related is going to look more like when you see that marked patrol car in front of the school, and it's there for visibility, it's there to get our drivers to slow down. It's there so students and the
parents feel safe getting their kids to school. So that's traffic related. We've had a big increase across the board for all ends up to 244 stops. Part of that was doing resource with
our each team having specific stops at schools. So one day the Westside group went over to Blevins and we did radar enforcement and had SROs conduct stops, which for the most part
for SROs are educational. Another day we moved over to like the Bennett and Polaris area. So each side had different goals and objectives in schools that we were working. And then
again, go ahead on that page. When you're talking about stuff, are these specific stops or are these just community stops? So with all of our traffic related stuff, this is community specific. That's what I thought. Yes. Yeah. So students would
could be captured in this. Although it wouldn't be under a juvenile summons. This would be community wide for our county. We had about 97 stops and community wide in our county schools. That one also includes
our traffic unit from county, and those numbers doing specific stops near our school zone areas. And then our Timnath police department had 27, again an increase from the previous year. Any questions on traffic
stops beyond that? All right. We talked about teaching one of the components of the SRO triad. This is also one of our primary goals. And it really it's one of the tenets of any successful
SRO. You've got to be able to be to get into the classrooms. You have to be able to teach to your parents. And in our sorrows and district, we want to be able to teach safety to our teachers and our administrators. So this
year, we had about 274 different teaching events for the City of Fort Collins SROs, teaching about 7200 individuals in total. So really getting out there and
getting education, whether it's safety, whether it's classrooms, norms, whether it's teaching parents about drug and alcohol or internet safety, those tend to be the topics that we're going to be teaching on. We've
got 21 through ten and then 25 through Larimer County. Another example of teach will be doing response to school violence next week for our administrators. And then this year we taught
standard response protocol to every secondary. And next year we'll teach standard response protocol to every primary school in the district. Those are some examples where our teaching
across the district. Pictures there. That's Kane over at Rocky. And that's going to be our standard response training that he did at Rocky Mountain High School. And then I think we had Meg here in this lower one
at the crisis conference in November. Community events. I will say this is one of my fortes. One of the things I enjoyed the most about being an SRO, and I hope to help the SRO
units out this coming year in that in that transition. But we had a couple that we planned earlier this year. This one was November with our SROs and really was trying to connect with our Spanish speaking
population. I will say I talk about resource and relationships. If it weren't for our relationships with our family liaisons, putting on an event like this would be nearly impossible. So we have families
that they helped get everything set up and promote the event, and then had coffee and talked about what SROs do, what SROs don't do, and answered questions for our families that had them
about our unit. In May, some of you stopped by. Thank you for the SRO to barbecue. I think we had 100 people there. Officer Mike, if you know, officer Mike from Weber grilled burgers and
hot dogs and then made this wonderful pork. If you missed it this year, I recommend you guys show up just for the pork. If nothing else, we do that, of course, with Lori and the activity center or the center for Family Outreach. That was in
May. And then every now and then we have these events just kind of pop up out of nowhere. In December, I got a phone call from Osborne Farms, and they sell Christmas trees, and they had extra trees they want to
donate to family needs. So me and Mike loaded up my trailer and went to different schools and dropped off Christmas trees for schools we thought would need those. So we gave about 60 trees out. Those are just some
of the events that we worked this past year. Questions about at all. All right. More in connections. And I have this slide in here because I love talking about SROs. I know that
world really well, but I think it's really important to highlight how SROs work in conjunction with the community and our school district, the center for Family Outreach, because I wanted to know how
many direct referrals SROs had made to the center for Substance Abuse Issues at home. And Lori emailed me back and said, I wanted to give you all of it. And what's important here is that we have a total of 160
referrals, basically during our school year. Of those, 33 were from the district court. So they were kids who were summonsed into court and referred directly back, but the vast majority were
122 were open referrals. And those are from our SROs, but those are also from our teachers, from our mental health and counselors and people in district that are looking for supports for these kids outside
of the four walls of these schools. So I just wanted to present that slide because it really points to how we're working together with people in and outside of this district to support our kiddos. And finally,
I've got this last slide here. There's two parts to this slide that are super important. The first one is this year, just SROs specifically for Fort Collins had 14 referrals to
restorative justice or conflict resolution. That's 14 likely juvenile summons. If we can't get victims and parents on board to do this process. And if you've been a part of an RJ circle, they're fantastic.
They're much more effective sometimes than just a fine or a summons. They're way impactful, both for the person who did the referral or committed the crime and the other people involved. So I wanted to share that with
you guys as well. Before I go on to questions or answer any questions, comments and knock stuff over, there's one more slide here. The center of the
picture. So many of you might see that that's Deputy Nancy Remington in the center of that picture. And I want to talk a little bit about Nancy Remington and Deputy Remington right now,
because Nancy Remington started her career in law enforcement in junction, Colorado, in 1981, in a minute moved to Larimer County and started her career with the
sheriff's office in 1986, in the jail, and then started her work in our schools as a Dare officer in unincorporated schools in 1996, and then became in a row in 2001 serving unincorporated
Larimer County. Multiple kids since 2001, multiple staff members, students and I know that you are connected with Wellington like nobody else in this room, so I just want to
congratulate Nancy. She is wrapping up her career with the SRO unit and the Sheriff's office this spring, and thank her for her service to our
schools and our communities. So thank you, Nancy. All right. You want to give a speech, Nancy? No. Okay. It's been an honor
working with you. All right, guys, questions for me. All right. Anybody have any questions? I have one I. I'm not
used to this without your police uniform on. So when does that come back? I was really debating, like, God, do I wear my uniform one last time or not? So I've got a couple days in uniform. I'll be with the police
department through. I think June 30th is about the official end of that. But to be fair, outside of response to school violence next week and that training, I think I got about a day and a
half in a uniform left. So catch me this week if you can. Will do. I just want to say welcome. And we are absolutely thrilled to have you so excited to be
here. Yes. Questions for Nancy Scott. Go ahead. Yeah, Jared, we're really excited to have you in this role. I think you're perfectly suited. You know the community the community knows
you. So I think it's perfect. One thing that I'm curious about and challenge you in the administration on is finding ways and talking to our staff and teachers who are feeling
challenged with. They feel like their hands are tied. I hear that feedback a lot with a lot of the new ways. New. Standard operating procedures and things
like that. So finding ways to tweak those so that they can still feel like they can control their classroom and, and command the respect that they they
deserve. It's a huge challenge these days, especially. So have that listening ear and be open to hearing even criticism, you
know, because I think it's really valid. Absolutely. And I think that's part of taking on this role is, you know, figuring out what we're doing well, but how do we get better. And that's going to be a lot of listening
for me. I know this world. I know the SRO world very well. Right. This is going to be a whole new thing for me to step in these schools in this role and get that feedback. So I'm looking forward to it, though.
Go ahead. Kevin. The reason I was asking about the traffic stops, there was a reason for it. Not only is it, director, that obviously puts safety first, but as a parent in this
community that has a kid that stops at school busses, school bus stops, excuse me, I travel Mulberry every day to work. So I pass by Don and there's a stoplight at dawn every day. And
when the stoplight goes, it means there's students and families that are crossing. So it's not been once, but twice. I've been parked with horror as a car will blow through the stop
sign, looking at its phone, etc. And I'm not going to deputize myself, although I wanted to in the moment. So just a message for our community too, that during the time when our schools are letting in and out, please
be vigilant. Please be careful. Nothing is more important, I assure you, in what's going on in your life than being vigilant about those small humans that are crossing streets that are on their bikes, etc. So I want to
thank you for your uptick in efforts and all your confreres and being mindful about that. I am not in any way displeased with the uptick in traffic stops around schools. Just to let you
know, we're going to keep pushing for that. So thank you. Oh, Esther Rose Wilby, I guess. Anything else? Yes. I just have
a curiosity. So you said there was 274 teaching events, and I never quite fully know what that means. Can you give me, like, just some examples of what that looks like? So when we track teaching events that could be
SRO 101, which would be in most sixth grade, or almost all sixth grade classes or ninth grade classes. And so that is one teach like one event. And that that would be talking about what SROs do, what you're not
supposed to bring to school, what don't do. And just that would be an example. Dane and Meg did a presentation on internet safety recently, so that would be one for the community that we're tracking as
well. And then when we do all of our standard response protocols for our schools, that would be an event where we're teaching as well. So those are kind of the those are the examples that I would use in the different ways
that we're teaching, both in the schools and then in the community as well. I love all of that. I remember back when my oldest was early in elementary
school, an SRO came and talked to the PTO about cell phone use and apps and whatnot, and I think I'm pretty sure it was just by invitation, like the PTA
president knew or had an older kiddo. And so I don't know what it looks like. I don't want to put it on your plate, but also any way to educate parents on some of these things, especially as we're adopting cell phone
policies and marrying the things that you guys do so well, because that was a very memorable and important presentation for me to hear when my kid was six. Right? Because
now he's 13. Yeah. So I just want to put that out there. But I really appreciate because it sounds like you have a standard practice for like sixth grade, ninth grade, you have some standard things you do. So I don't know what that looks like,
but I'd love to see it. I think there's always room for opportunity to give these presentations to other age groups. I was talking with officer Mike right before I walked in the building, and he had been talking to fifth graders who were getting ready
to leave Johnson, to go to Weber and talking about the fact that they're no longer elementary kids and that they're going to be middle schoolers, and kind of trying to set the foundation for what it's like to be in a middle school and some of those
expectations and responsibility and those things. And so some of it is relationship based, some of it is standardized. But I agree. Absolutely. I think the more we can get into these classrooms to teach, the better.
It's always better when you can do it on the front end. So anything else. All right. Well thank you so much. Wonderful presentation. Thank you. Looking
forward to many more. Sounds good. All right guys thank you. Yes. Now we're going to call the vote. Yes. Hi Kristin draper I
Conor Duffy. Conor Duffy. Hi Kevin. Thank you Connor. Hi. Scott. Bauer. Hi. Jessica zamora
I motion passes six zero. Thank you so much. All right. Going on to 7.5 early childhood annual report and annual head start and
early head start baseline grants approval. Can I get a motion please. So I moved to approve the annual Head Start and Early
Head Start baseline grant approval. Can I get a second, please? Thank you. Jess. Brian's hand go up. I was like, no, you can't. Second, that's all you have to do. All right. I didn't
see that Lauren did this slide show. Was that and I believe we have a special guest for this as well. Hello, everybody. I want to thank you for having me
tonight. And the last time I did this in May, it was a much later night. So I'm very excited to be in the 7:00 hour. And it will be
similar but not exactly the same. So I'll kind of walk you through some of the differences. This year. We had two. Originally we had two presentation goals, but I'm
going to focus just on the annual grant application. This is something that needs a board approval. Vote for us to submit the grant for our August 1st
grant submission for Head Start. This this year is a little different than last year because every five years we do a reset in our head start overall head
start grant. So the this is called a baseline grant application. Instead of a continuation grant application. So every five years you'll see the baseline. We do the whole
grant reset. And then each year when we renew the grant it will be continuation for the next five years. So our current grant is getting ready. Grant cycle is
getting ready to close. And so this application will be for our 2025 through 2030 grant cycle. This will be for year one of
five. Head start is a little tricky because it does not match our school year by any way, shape or form. Our grant funded year is November 1st through
October 31st, so our timelines don't match up with any of our state timelines, but we submit our grant in August. That's the normal process. And then we
receive feedback, modify our grant and have an approval by November. So the dollar amounts that come with this grant make up half of the early childhood
budget. So this one is a very important grant for us. The Head Start total award that's for preschoolers three through five is 3,450,475. And the head start
Tnta that stands for Training and Technical Assistance. It's money that must be spent on professional development related to our grant goals. And then the
third line here is our Nonfederal share. That's our agreement that we make as a school district. By accepting these federal dollars, we are also agreeing to commit a
certain amount of money. It's 20% of the grant in our services. So those might be things like transportation that are covered by other funding sources, but required by our
grant. The early head Start is a little different. They are two separate grants, but we turn them in together as a package. The Early Head Start grant is
for our program services 0 to 3. So our total award there is a million, 300,000, 12 or 312,756. Also has a training and
technical assistance component of 24,424 and a Nonfederal share component of 334,287. So you may
have seen this graphic before, but we are at this every year section where we are developing long term goals and measurable objectives for each five year
cycle. The goals that we create are designed to be enduring goals for all five years. While the measurable objectives can change from year to year, and they allow that so that we can
have kind of stretch goals, huge targets, aspirational dreams for those five years. But we also have the ability to change course or work on different
areas within those goals. The best example that I can give you is the last five year cycle. We wrote the grant before Covid and things changed dramatically, and
it allowed us to respond regularly and change course corrections and reprioritize as we need. So as we these overall goals, we will continue with an achievement goal. Head start
requires one achievement goal for each of the developmental domains for early childhood, and then we will continue to focus a goal around access that will be student health and safety. It
will be about how do we find the kids that need us the most and get them into preschool seats, and it will be trying to make sure that our processes are fair and equitable across the
district. We then create an action plan. Implement that action plan progress monitor with all of our data, do that monthly with our Policy Council and yearly with a
self-assessment process. When we see that things are working really well, we tweak. When we see that things aren't working the way that we would like them to. We are allowed to change
course, rewrite a new objective, and then continue the next year. We continually evaluate. Every year we have a self-assessment that community members and parents participate with us to
evaluate how we're doing on our goals. And then every five years, we conduct or update our community assessment to make sure we're still going after the
right things. What matters to parents and families in our community? So we're here. You are here. There's a little star.
This is where we are. This is all the things that are in your packet. You're welcome. There's a lot here, but the reason why I have put this in order is just to kind of talk you through.
When our parent governance boards have approved these documents and how involved they are in this process, and our board's responsibility as the
governing body to approve the grant before we send it off in August. So all of these are requested today, but our policy council has done this throughout the year, and we do that so that
our families have a chance to engage, ask questions, tell us when we've missed the mark, help us offer feedback, and just let us know what's important to
them. So the community assessment we always start with in the fall, proceed through our self-assessment, which is our personal data. Community assessment is more like Fort
Collins and Larimer County surrounding areas, but our self-assessment is about our goals. From the suggestions that our family and community, families and community members
make, we create our goals and objectives. Our action plan addresses our goals and measurable objectives. Then we decide, okay, what are we going to need in order to be
successful in terms of our own learning, for our training and technical assistance plans? And we turn in both cost and no cost. So, for example, an example of no cost trainings
would be when we go and train our own personnel in transportation about early childhood specific procedures that doesn't have an additional cost, whereas the cost items
could be having an outside presenter coming in about a topic. Then we work on our selection criteria, and that is to make sure that our families
have a voice in how we prioritize our waitlists. Our waitlists are not first come, first serve. So a family is placed on the waitlist based on need. Should a slot open the
family that is most in need of a preschool slot is offered the slot first. The transportation waiver is a document where we
asked for a little. It's a difference in the Head Start performance standards. So the transportation waiver changes the head Start performance standard that requires an
assistant on every bus that has a preschooler. Our waiver is so that we can have an assistant on every bus that has more than four. The driver has the four
seats right behind them, really covered in terms of buckling kids in and supervision. As soon as we add that next row of seats, that's when our three year olds and four year olds
might need an extra bit of provision for a waiver. And that's been approved for years. With our grant, then we develop a budget. I have this on here because I know you're missing it
from last year. The Cola and quality improvement requests are when new funds become available, we ask if okay for us to go after them. I think it's important for the board to know
that no new federal funds are available this year. We are held at flat funding. Now that is really good. As as you know that the political climate has changed a little bit in
discussions around funding educational programs. However, flat funding means we still exist and we're still applying for the same amount. This is
subject to change. Should Congress make different decisions about how they want to appropriate the money. However, we feel we're sad that we don't have a Cola this year, so
there's no cost of living increases or any new money coming in for the grant from the federal government. Can we interrupt for just a second? Yes. Thank you. I want to say
thank you for informing the board and the community around that changing landscape, and what it means to have flat funding. Can you clarify a little bit more, knowing that we
are applying for a five year grant and we're looking at one year at a time. So just for the community that's paying attention, our board myself, when we say flat funding, is
that for the next five years, or do we know that to be true going into just next year only? I would love to say it's for full year funding. We are applying
for this grant. Should we get the grant for the five years it is renewable as long as those funds are available every time
the budget goes into needing to extend the budget ceiling, this comes up for negotiations. So I will tell you, just over our
last year cycle, we were awarded our dollars in November. They only gave us half of them, and each quarter we had to wait to see if the debt ceiling was
approved enough to cover the grants that has created where ordinarily this would be like a super stable funding source. We've never had question it
before, wondering if the funding source will be available. This spring. We went through a portion of time when the there
was a leak about the budget that had eliminated Head Start. In general, when that leak came out, the nation responded and in
one week they had 390 contacts to legislators and people showed up and stood up for Head Start. And when the budget was released, Head Start funding not
impacted. So that is a very, very good sign, but it is something we want to watch very carefully because should head start money go away, that is half of the early childhood
budget. So that is something that is very, very important and very dear to our hearts. And we are writing this grant like the
money's going to be there. And I am planning on it. So thank you. For each budget, we have to do a narrative or justification that
tells the feds how we will spend our money. The grant narrative describes every single portion of our program. So if you don't know a lot about early childhood, the grant narrative
60 pages is the best way to learn a lot about how we do business. The annual report, actually, you guys approved in September. I came in the fall to start the year off with the
annual report, so it's not so old by the time we get to the end of the year. And then should we vote to approve this grant, we'll need assurances letter that just says that we've
participated together in the process, and that you guys have had a chance to ask as many questions as you need, offer suggestions, and that we've
co-created this with our policy council and parents as well. Who? If you look at the document
itself, I believe that our grant total pages is over 400,000 or 4 400,000 feels like that 400 pages. We don't typically ask our parents to look at all 400
at once. And so that's a lot of burden on you, but I'm really appreciative. I also want to thank Jess for helping us at Policy Council every month. She's there participating in the
discussions, listening, answering questions for families. So this really is a process that is co-created. So thank you, Jess, for your help
as well. Questions before questions. I just wanted to say Becca and her team have done an amazing job every month. I appreciate your I was like I was
going to do it first. I've done an amazing job of collecting parent feedback, answering questions, being very authentic,
asking for any feedback, not trying to just garner favor or very intentional with anything that anyone has a suggestion or a wandering on or needs more information or more time. They
do such a good job of breaking it up, explaining it in a way that's easily understood, as well as garnering as much feedback to make those 400 pages
as robust and thorough and as community focused as possible. So I just really commend your work, your leadership, your team. There's probably no other
building that brings me more just joy, whether it's the littlest or the adults in the building. You guys do such a good job and I'm I know our littlest people are in the best
hands. Thank you. If I can just jump in on there too. I know we've got more to go, but I just want to say about the baseline grant application, thank you for approaching it as if the money
will be there because I know it. The 400 page application, it's very easy to be like, well, the money's not going to be there, so why do it? Because it's 400 pages of applications, and it's
got to be exhausting to be able to do that. So thank you for having that approach to it. And you know, just we will will that into the universe that that
money will be there and that our, our littlest and most needed will get that. So thank you. Thank you. Yes. Go ahead.
Go ahead Brian. Sorry, Becca. I just want to thank you for your leadership. We are so lucky to have you in the broader team. Just providing remarkable services not just to our
youngest children, but to their families as well. I do think Becca's tone around us staying vigilant and paying attention to what is happening in the midst of the changing landscape is
really, really important. As I've had an opportunity to grab information from her department as well as finance to humanize this in terms of what the potential impact would be, is
this is almost 400 young children that are being serviced in an exemplary way just through our Head Start funding. So I think it's 383 students, if I'm not mistaken, and it's about 76
positions. So when you think about not the impact to our school district, but the economic impact to our community to kindergarten readiness, this is one of those things that we have to figure out every way
possible to figure out how to support you, the team, in this effort moving forward. So I really want to thank you again for educating us tonight. Thank
you. Okay. So are we. Do you want us to take the vote now or do you want to finish the presentation and then we'll take the vote. Sorry. Wait. This is informational. My. Nope nope
nope. It's not. Oh, she needs us. I do need you. I just want to make sure. Yep. Okay. No, I just want to make sure we finish the presentation and then take the vote. Does that sound? Yeah.
May I say please? So our intention tonight was to provide the mandated information to you. So you were equipped to have an informed vote. But the other information that we provided you
is almost like as an appendix, that there wouldn't be any further formal presentation on that tonight. If that's the will, if that's okay with the board that that's that's great.
I just wanted to make sure we did have, you know, 7 or 8 more slides. So I wanted to be sure that I wasn't cutting anybody off. Do you want to be here till midnight tonight? Well, I'm sure you've got enough. Enjoy your
company. And if you have questions beyond today, you can always send them through Tracy or email me and I will be happy to address them. Perfect. No thank you. I thank you for that clarification because I was
unsure. I did not want to cut you off. Becca. And I also know that, yeah, we don't want to be here all night. So with that said, would everybody like to go? Go for the vote? Excellent.
Let's call the vote. Jim. Hi. Kristin Draper I Connor Duffy. Hi, Kevin. I Scott Schoenberger,
I Jessica Zamora I motion passes six zero. Thank you so much. All right. Now we're going to move on to 8.0. Now we get to the informational reports and discussion items. Apologies for
that. So this will be for the Board of Education's Budget 8.1. And we have a special guest joining us this evening to present the Board of Education's budget is our chief Finance
officer Dave Montoya. Welcome, Dave. Second okay, so tonight we we're at the phase of viewing the Board of Education budget.
So this is not infused with the overall district budget. This is the Board of Education's budget. So really not a whole lot of
change or activity. It's pretty. There's not a whole lot of fame to this budget. It's pretty small. We have a couple of things that we take care of this budget. We have software for the
board meetings. We also have closed captioning. As you can see. That's that's some of what's coming out of that software budget. The Board of Education budget also helps support negotiations process. We
have a budget for our negotiator. That was John Weathers this last year. We also have budget in the board's budget for the legislative work or our lobbyist. So that
basically remains unchanged in the next year. Casb dues comes out of the board's budget as well as well as travel and conferences. And sometimes, like the big one in there is the
Casb, the Casb event that happens as well. We do have a small budget for board room technology that that helps us support microphones, all the different little pieces and
devices that you have that that help the public witness the board meetings. And then the final one is that there is a supply meal copy budget toward the end. Majority of that is the
meals for the dinner session. And the board, the board for the meetings. But yeah, so basically the entire budget, that's that's the categories that we have. The
only change from this year into next year is that I have increased the software budget, or the line item for software budget by $8,000, and that is to add ongoing support for not only
the transcriptions that we have going, but also the zoom meetings that we're actually using some of that tonight too. So those are those are kind of the two items that that had
changed in the board's budget, but everything else pretty much remains the same. Questions. Yeah. Go ahead. Kevin. Sorry I was absent when you went over this. The budget line for
negotiations. What does that detail. Yeah. So that is that's the facilitator for negotiations. That was John Weathers. And he he basically charges us per person when he
comes in and facilitates the negotiations. Other questions. Connor, did you I know that you have to leave at eight. Did you
want to did you have any last questions before we before you go. Sorry. No. And I look to the presentation. Everything looks good. Excellent. All right. Thank you so much okay. Great.
All right. And I guess we can just move right on into 8.2
proposed budget from board budget to big budget. Yes. Okay.
All right. Good evening everybody. Thanks for another opportunity to be here with you. Gosh I reflect back and we were able to do some budget series way back in the fall. And all of
a sudden, months and months have passed. And here you are with a proposed budget for fiscal year 26 in your packets. And so I'm going to touch on some highlights of what's in there. And of course, answer questions
as, as we go along or at the end, whatever your preference might be. And we wrapped up the legislative session session. It
came to really looking for SDE at comparing the new school finance formula with the current school finance formula. Remember, we have two running concurrently now for next year. And that new school finance
formula is the one that's going to benefit our district the most. And in that formula really what it determines is it's kind of working backwards. It's
determining a funding amount. And then we look at the number of funded pupil counts we expect and then arrive at a per pupil revenue dollar. Okay. So the new
the new formula really for us means about $11,248 per pupil, per funded pupil. And that funded pupil count now going to a four year average next year hasn't changed since we talked
to you with the preliminary budget or even earlier at overall in the district, about 28,613 funded pupils in our Non-charter schools. That's a
reduction of about 371. And in our charters, that's an increase of just under 136 funded pupils overall in the program funding.
Remember, that's the big formula, just under $11 million of new funding in the formula fiscal year 26 over fiscal year 25. And the primary difference
in that is about a million and a half dollars more because of that new school finance formula. So some other things that we're we're kind of watching as, as
now this is in effect for next year and we're moving on into next year. But also continuing to think about the future is late in the legislative session, there was a Kids Matter fund,
excuse me, established in within the state education fund. That will be some additional funding off of income tax revenue that
looks to impact the formula starting in fiscal year 27. So that's that's the high level on the program funding. Look at things okay. What are the big
differences. Yeah sorry Brian can we interrupt for you I'm sorry. Can you go back a slide, please? Of course. Thank you very much. I just wanted to signal to the board and members of the community around the district charter school
increase. That number is kind of an outlier. Based upon the increase of charter schools over the past several years. And I want to just name that Liberty common is opening a middle school in the year ahead. And
that's what that increase is attributed to. That seems atypical from prior years. I thought it was important to note that. Thank you. Yeah. Thank
you. Okay, so as we looked back in April, we looked at a preliminary budget, which really identified a separation of the projected revenue and what our
fiscal year 25 expenditures were. And the goal over the past six weeks was then to fill in with the expenditure side of the budget. What are the big drivers that are going to balance this
thing out? Primarily it's compensation. Of course, we know that that's most of how we spend our funds here at SDE and at all school districts. And what I want to point out is just the
compensation agreements that were negotiated, I'm sure you're aware of and you've reviewed in the packet that were negotiated and agreed upon for next year,
fiscal year 26. A our our employee classifications classified, licensed and administrator. Those associations all really get together, and they work hard on
establishing how the compensation is distributed within each of their realms or buckets, and the classified compensation part of things. It's about $5.5 million deployed
for increases in compensation next year. A this is about a 6.19% increase to staffing positions within the classified
bucket of funds. Now, that doesn't mean everybody's at 0.1 9%, but that's that's what it averages out to approximately included in that 5.5 million.
That's also some adjustments to classified staff with career incentive plans. Those folks with over 20 years of service in to the district and additional
district contributions to those folks for 57 plans. They also some implementations of a new child nutrition assistant manager reclassification market
adjustments for operations on call rates, those folks that are available at the drop of a hat to come and respond to situations that the district needs, and also market
adjustments for integrated services, paraeducators, para ones and para twos. All that is rolled into that $5.5 million of additional compensation for
classified staff. On the license side of things, it's about a $13.3 million deployment for compensation increases. This comes to about a 7% increase. It
includes a step and cost of living adjustment for licensed staff. This also brings the base teacher license salary to $58,000. So that's that's step
one a column one bachelor's degree base teacher pay to 58,000. And I'll refer to that again here shortly. When we talk
about extra duty compensation. With the administrative and professional compensation bucket, we're looking at about
$1.8 million available. And in the budget for compensation increases, this comes to about 4.8% for those staff members. And this includes the following
items. Some adjustments for non-school based administrators as far as internal equity. Taking a look at job descriptions and compensation, a market adjustments for those
administrators who are more than 5% behind similar positions in other Colorado districts. So that's that's some work that the human resources folks and the
administrators have done to do research and take a look at what the market bears for these positions. Additionally, a professional growth allowance is
going to be added to all positions designated as professionals. Currently, these professional growth allowances are for all designated administrative positions. A now
we're adding in those designated as professionals. So that's about another 67 positions that will have some additional funds
to help staff members pursue professional growth. So that's included in the administrative side of things. Can we interrupt
for one second? Again, I just want to take a moment to say thank you. Voters. We need to say it a couple more times throughout the presentation. But all of the slides that you are viewing, especially around
compensation, those percentage increases would not be possible without the passing of four A, which provided on average 5% increase moving forward. So that number is not on top of that.
That's embedded within each of those slides. And I just want to thank our community for supporting our educators, our paraprofessionals, our school and district leaders in that way so we can continue to try to get
closer to market rates for all of our employees, to stay competitive and keep our incredibly talented workforce. So I just want to take a moment
to say thanks. On top of those compensation adjustments and increases, there are some additions to extra duty compensation. On the elementary side of things, that schedule
now will be tied to that. Step one, column one of the license schedule. So whenever that increases in the future, then these stipends also will move at
the same percentage. And about $975,000 is being budgeted to address those changes. And on the secondary side of things, about $250,000 to address
stipend needs at the secondary levels. All of those together. If you add up, that's about $21.8 million of compensation increases. And that slide I showed you at the very beginning
showed about 11 million of new program funding. It's important to remember, to Mr. Kingsley's point that 15 million or so dollars was already in that
preliminary budget from the benefit of the debt free mill levy and its impact on our our general fund to help with compensation. So that that again, thanks for the additional
support there. And that's providing really a tremendous opportunity here that other districts are not experiencing at this juncture with declining
enrollment across the state. So we're certainly grateful there. Additionally, and this was in the preliminary budget, talked about many of these things
coming up before there's an extra $1.6 million allocated for health premium increases. We're looking at 5% premium increases for both employers and employees
next year on the health side, but no premium increases in dental life vision. The other plans in the benefits package,
although there are some dental plan design upgrades. Really the increase for next year is confined to the health insurance
side of things. And expenditure drivers outside of compensation. Already tonight you've had a couple presentations that have hit on some of this stuff, which is really great. You'll
hopefully see some of the tie in here. We've talked about the ascent program and that reduction in what we expect that to mean to the general fund and the reduction. We've talked
before of the school based and zero based budgets, net of about $1.3 million. If you were to compare fiscal year 26 to 25,
there are several reductions in personnel and operational expenditures of about $1.7 million. Some additions in the
budget. And in the previous presentation, Becca talked about Nonfederal share in the Early Childhood program and this $1.3 million addition is really us
being more explicit about placing that in the budget ahead of time, instead of using restricted funds to balance that out at the end of the year, knowing that there are some uncertainties in the future,
potentially we want to really make sure this is explicitly in the budget, our district portion to support Head Start and Early Head Start and the Early
Childhood program. Additionally, we anticipate about $700,000 of increased utility and insurance costs and some central department critical needs that
that exist. Thinking about things like ongoing investments in district marketing, some one time investments in multi-tiered system of support. And then
while this $293,000 doesn't quantify or capture other critical needs, we know that others are coming. Things like dyslexia screener, CPI training,
NWR map costs, some other things that will likely have to be addressed in our budget revision as we move through fiscal year
26. So a quick tour of the budget document. You don't necessarily have to follow on. You're welcome to if you'd like, but I'd like to just point out a few of the pages where things
fall within the document. Your revenues and expenditures fall on pages 5 to 8 in that document, and you'll note that expenditures exceed revenues by just about $4.5 million. That
means that when we submit a resolution or a couple resolutions to you in in the board meeting, June 10th board meeting, there will be a
resolution to ask for the use of reserves to balance that out. Okay. Also, the other funds are identified there on your on the, on the screen, but in the
document as well. And I'm going to point out just kind of a quick way to summarize the amounts that are associated with those funds. On page three
you'll find a draft fiscal year 26 resolution. Just a draft because this is information item tonight. The two columns identify the dollars appropriated in each fund and
then what's currently budgeted in each fund. So for example, the first line in this table that's on the screen, the general fund, the proposed appropriation would be just
under $524 million. That includes expenditures and reserves, the budgeted expenditures that we anticipate here to start out fiscal year 26
are $442,212,650. And then you can go through each of the funds that follow, for instance, the debt free mill levy fund we're calling fund M, that is slated
to grow by the rate of inflation. So that's a little higher next year than where we started it off this year. And we anticipate that to be an
appropriation of just over $50 million. Some of the others I'll point out, if you look under special revenue funds, the Food Service fund, we know that that's a fund that we've got to
monitor with potential changes coming in the Healthy School Meals for all program midyear. And right now, that appropriation is just over $17.1
million, with expenditures of just under 16.3 budgeted. So that gives you a quick look at each of the funds for a total as
you look across all funds in the budget for next year, total appropriation of just over $833 million, with budgeted
expenditures to be just over $661 million. And back into the general fund. As we go through the document, there is a reserve
summary on page seven. And this, like the other portions of the document, will compare prior year. Well, actually the actual
from fiscal year 24, the prior year would actually be fiscal year 25 here. Prior year budget, the estimated actuals for the prior year here in fiscal year 25, and then the budget that we
propose for fiscal year 26. A this reflects again, the reserves. And I'll, I'll bring up those definitions of what each of these reserve categories
are here momentarily, but I want to point out line 62 a line 62 is a new assigned reserve that we're adding into the budget this year. And this goes to a
couple of the comments and questions earlier in the evening about how are we going to plan for some of this uncertainty, especially in some of the budgetary and fiscal realms that
are beyond even the Colorado scope of things? And that is really we've created an assigned reserve that we're calling with, for lack of a better name right
now, reserve for funding uncertainty of $4.3 million in the budget first year. Basically, we're saying, okay,
let's call that a specific purpose, but we're not really restricting those dollars or committing them yet. We'll see what happens, whether it's healthy meals for all impacts or
additional grant changes from federal or state levels, whatever it might be, we have that set aside so we can address those those issues and be agile
next year. Go ahead Brian. Thank you. Brian, thank you so much for making that really important point. I just want to signal to the board and to our community
that us putting unassigned dollars in reserves is one time dollars that potentially would be put towards a recurring problem or challenge that we deal with in the event that this
landscape results in any of these particular ongoing expenses going away. So I just think that's really, really important to say that we could potentially soften the challenge
and potentially create an on or off ramp for us to be able to think thoughtfully as a system around how we deal with that changing landscape, but it's not going to solve or stop or prevent the pain. In the event
some of those dollars that the federal or state or even local level go away. So I just want to really make sure that we're aware of that. I think it's really fiscally responsible for us to do that, to be able to
have a measured approach and begin to contingency plan. But I just it's never a good situation when you're using one time dollars to solve an ongoing challenge. And I just think it's
really important to reiterate that with members of the community. Go ahead. Kevin, I actually a question on this exact so I appreciate you calling it out. I was when I was doing my review, I looked at line 62 and it jumped out at me
for one other reason is that it doesn't look like we've done that in the previous years. And so one credit to thinking creatively about, you know, forecasting uncertainty and
having a softening cushion. I appreciate because I was going to make the same point, Brian, is that at least from my understanding, this is a one time deployment. So we have to be very judicious about how we're going to do that and we'll
have discussions. I'm sure. The other thing I want to make sure that I understand, though, at least while we're on the general funding and if this is getting ahead, then just tell me you're going here. But some of the
changes that I that also point out are that if you're looking at the estimated and the real budget of 2025, the delta between the budget you're proposing for 2026 looks like around a four. I wrote the number. This is a rough math,
but a 14.3 million increase from the estimated budget from 2025 and a 15.2 million increase in general funding for the current budget. So help me unpack that a
bit because of that number, what I'm looking at is that 4.3, what would still leave a $10 million Delta in the estimated and like 11.11 million in change on the on the actual budget 2025, is
this strictly due to for a funding or. I mean, I understand the revenue drivers there, but is there there's a difference between those two numbers in the general fund being so much larger. Does that make sense?
I'm sorry if that was a convoluted question, but I'll see if I can capture do your best. What? So on this screen let's just look at the reserves
line. And then we can always look at the revenue expenditures separately. The reserve line you'll see really here is an
ending. Reserves of less in fiscal year 26. And so it's more helpful to segment them out and break them up. And so that
number at the bottom in line 66 is the combination of expenditures plus reserves. So we really do have more expenditures budgeted. But we plan on using some reserves to
get there. And part of that is the impact of debt free mill. Knowing that some of the carryover funds that would typically be in some of the
departments, like facilities and operations, that's all shifting to a new fund. So there's actually going to be fewer dollars here in the general fund that are held in reserve for those kinds of things. Yeah. So
that that's one thing that you would note in line 61 that that's an impact to fund them as well. So I hope that starts to address it. I, I thought that
was the case that we're it's because reallocation of where we're drawing from for the expenditures. But that clarified it. So I appreciate it. And we're anxious to get into next
year get get this year wrapped up. See audited figures on this year to see okay, where did things really end up, especially with adding a new fund. And then that will help us be even more
informed with how we plan for 27 and revise the budget next year, knowing that, okay, now the new fund is rolling. Now we're hopefully getting through some of the questions at different
fiscal levels federally and state and have a good idea of kind of where this sorts out. And one last point on that, and I do want to harp again on the reserve for funding uncertainty.
Unassigned. I think we need to be collectively somewhat comfortable as a governance team, that this may be in our vocabulary for the coming years. And so I appreciate the efforts. I think it was very prudent thing to do. I don't think any
of us have a crystal ball. But, you know, I think anticipating some of the uncertainty is the most prudent thing that we could do. So if we could make that an exercise each year, depending on how the numbers shake out,
depending on true ups, I think it's something that we should be conversant in. Thanks. Other questions while we're here. All right. So I won't go through
each of these, but just as you review those, those reserves, remember there are the different types of fund balances, whether they're restricted, assigned or unassigned. This is something we
shared with our Budget advisory committee and budget design teams. And it's always a good board policy to reflect back on and help really understand an
important part of the budget. The supplemental information later on in the document, as I described it previously, are different ways to slice this budget, different ways to look
at it, and so on. Page 19. This is a way to look at the to the expenditures from the CDE, what we would call program and object lens. Okay. It's a different
reporting element that goes to the Department of Education. Each year here at PSD we like to show a little bit more. I would guess, I guess a different way
to look at things is we like to show different detail based on locations, primarily as opposed to programs and objects, which are a little higher level. But this is a way to look at it gets
to that total expenditure budgeted of just over $442 million, and this the graph, the pie chart on your screen
basically divides up. Okay, what are those programs look like when it comes to expenditures? A program would be classroom instruction. That's the primary
driver of how we spend dollars. So this isn't really looking at staffing or or things. It's looking at kind of the categories, the big CDE categories, okay, the, the chart
and the table that's above it really compare in district expenditures to per pupils in
the district. So we do add in an allocation to charters at the end. But if we were to spend 100% of the budgeted expenditures in fiscal year 26,
those district funded pupils are 25,634.6 students. We would spend just under $15,600 on each of those, those pupils, if we
were to spend at 100%. So that just gives you an idea of how we're budgeting the dollars with relation to kids reporting
conventions. Another way we like to carve it up and look at things is on page 23. We like to break it up and look at, okay, how does compensation look and
compare not only year over year, but with those employee associations and groupings that I talked about earlier. So licensed classified
administrative here in fiscal year 25, our current budget for total compensation is $328.3
million. And in fiscal year 26, the budget proposed budget for adoption is $335.8 million. Again, there's some significant
changes here because of moving some compensation into fund them. This is just general fund dollars. But when you get down to the bottom and you look at
total expenditures again, you get to that $442.2 million. So just another slice and then one last one. And this really matches up what's earlier on
kind of our primary reporting method here. And that's a look at location types. So okay we see how how much we're spending on programs or we see how much
we're spending on compensation. How about what do we expect to spend at elementary schools or in integrated services or transportation. So this is just
a different way to slice things up and look at it. And this should match the data that's earlier on in the budget document. With regard to location types. Again, coming to
general fund expenditures of just over $442 million. So that's a big, big overview of
the proposed budget. What's next? Of course, this is an information item tonight. But on June 10th in your your packets will be a fiscal year 26 adopted
budget resolution, as well as a resolution authorizing the use of fund balance. Those two items then really would help us to make sure we have a budget adopted by June 30th for fiscal
year 26. Additionally, we'll have an idea which is federal sort of level of special education funding certification dollars that we submit for those
those funds in your packets as well, so we can make sure we're going after those dollars that help our our grants fund. What
questions do you have all that questions anyone? Scott. Go ahead. Yeah. Thanks, Brian and Dave for putting this together. This is really informative. One
question I had and Dave, you might be the one to answer this. We we've talked in the past about our reserve. So the 4.6 I think that's the number for the
uncertainty. Commitment there. Where does that. We want a healthy reserve which I can't remember what the percentage is if it's 3%. So the fund balance
policy that Brian was referencing up here would call for a and he's got it up here on that slide. So it's that appropriated that last line item
there is that 3 to 5% of which is recommended. Right. We also we also have our other sources. When we set these a long time ago, we looked at government
gfoa I forget exactly what that stands for. But they provide a lot of accounting information. And they had talked about having a three month reserve of which would be fairly large for a
school district. So we after a lot of conversation many years ago with our audit committee, our bond underwriters and multiple different stakeholders, we landed on having a 3 to 5%
contingency reserve. And that would be the sweet spot so that the fund balance policy would talk about, if you exceed the 5%, that you should spend that down on one time funds. But if you go the other direction, you
start to use your appropriation. The fund balance policy is very prescriptive on how quickly you have to restore that. The deeper you go, the faster you have to restore it. So. So with this
budget, with with that uncertainty as well as any other difference between funding and expenditures that we might have to dip into reserves, are we still going to be in that 3 to
5% window? So the so we'll still be I think we're at about 4.5% on the, on the appropriated reserve. So that's that 3 to 5. And then the 4.3 million that we have reserved would be in
outside of that and as a separate line item. And that's why we displayed it as a separate line item so that it didn't get commingled with the other reserve. The unassigned
comes to about 4.9%. Those two items combined. And then you've told me this before and I think in in a meeting, but maybe we should reiterate it just in this discussion, the federal funding,
I know we have the 9 million for the grant, the mental health grant that looks to be going away. What other, including Head
Start, what other federal funding do we have? Like a big number that we know that yeah. Is how much goes into our budget. Maybe I'm not saying this is at risk, but we should
just be aware of it. I think the public needs to be aware of how much we're talking about of our budget on on page five. Which is
really a summary of the district revenue. It's not the specifics. So much that federal revenue is primarily Medicaid. So and, you
know, it's qualified, it's considered federal. It's really reimbursement from activities we've already worked through. But that program is tied to
federal dollars. And based on on federal federal funding and legislation. So that's really the bulk of our general fund federal line item. I'm not that
is about $3 million for next year. Go ahead. Director Schoenberger, may I just ask a clarifying question? Because I
want to make sure that your question is getting answered. And I think Brian just did a really good job of getting you a response. Are you looking to inform the community on where
our federal funding is going? Not where it's going, but just how much of our total budget is from the federal government? Because I think there's, you know, there's heartburn out
there for changes that are happening there. So there needs to be understanding of what that potentially could impact us here. Okay. That that's helpful. Dave, do you mind if I talk to
that just for a little bit. So the one thing too, in your question around the mental health grant that we had to support our social work pipeline in partnership with CSU, that
money will sunset in December of 2025. So that decision has been made. It's not in flux. We are aggressively trying to figure out alternative type financing
solutions to keep that afloat. And so stay tuned. I want to over promise there. But we are looking to be creative partners in trying to figure things out. But it does look like we're
going to have to scale back pretty significantly there right now. Beyond that, we receive approximately $30 million in federal funding annually. That
is supplemental to our district. And if funds primarily for big things, about $7 million of it is tied to special education funding for I.d.e.a dollars,
there are no signals right now that that is going to go away. That's pretty deeply written into law. But again, stay vigilant and we need to make sure that we're paying attention
to that. Brian did a great job speaking earlier around the Healthy Colorado Healthy Meals for All Act. I think what's interesting, as I talk to members of our community, most people don't realize that that
only funds the money that we get from the state of Colorado. If I'm doing the math correctly, only funds 46% of our total child nutrition services program, which means that we're
really dependent on federal dollars, which is approximately, I think, another seven. I could be wrong on the amount, but we're spending $7 million from the federal government annually on just purchasing food. So I
think that's really important to note. And the event that that landscape shifts in the year ahead, another one would be Head Start. We had a really detailed presentation on that, as I shared with you, in the event
that that money becomes unstable, that is funding. Today, 383 children ages 0 to 4 and hiring 76, I think 76
teachers in our district. And as Becca shared, right now, we we're getting signals that we're receiving flat funding. There was an article published a month ago in the Wall Street Journal
that I think she alluded to because people responded that signaled that the government was considering eliminating that. So we'll have to kind of pay attention. And then the last bucket is our federal grants
that our title one schools receive title $2, which primarily goes for professional development, title $3, which funds services for multilingual learners, as well as title four.
That's about another $7 million in totality. There are signals that title two, title three and title $4 may go away. We'll have to see how that shakes out. What
I've read in terms of the recent Secretary of Education's address to the House of Representatives, was signaling that what was most stable are our title one and Ida
dollars, which is also signaling instability with those other funds. And that's not that's not just services, that's people. It's children. There's a
significant economic impact to our district, to our community. And I think it's also important to note that we are not the only institution in our community that is dealing with this
instability and the changing landscape. It is directly impacting our land grant institution in our backyard. Colorado State University, who receives a significant amount of
federal dollars, as well as our city and county, because these things have implications on families and jobs and children. It's interesting to see the interdependencies across all of
the largest employers in town, including our medical health providers, especially UC health, who is dealing with a lot of those implications. But for St,
it's primarily $30 million a year. Other question, Kevin, thank you for that insight too. Brian. One thing I want to pivot, to which I and again,
maybe this is just clarifying for process. So my understanding is next step, at least for us in this room is June 10th. We're voting correct. Correct. Okay. So I want to shift a bit to and I appreciate Director
Schoenberg's comments because I think there is a lot of anxiety as to shifting earth beneath us and what we can't predict. And so again, appreciate the conversation. I'd like to shift
back a little bit now to our locus of control and the things that we can control. The last conversation we had on a budget in this room, we spent a significant portion of that discussion on the for a spending for small schools. I want to
know where we are on that, because what I don't want to do is leave that discussion feeling uncertain. I feel uncertain right now in this room. I know where we're landing on that. I think we discussed definitional criteria for who's going to
receive that. But what I don't want to do is be in a position where I'm voting on a budget, and I don't know how we're allocating that amount, because while it is a smaller subset of our of our overall budget, it's a very important one, and it
remains important for the schools that are going to be affected. And I'll go out on a limb and invoke director, outgoing director Reed in saying that one of the tough things I think needs to be said is that the larger we draw that circle
for who's going to be the recipient of those, the less benefit, the less impact it's going to have for those schools that need it the most. And I'm very concerned about that, and I don't want to punt that
discussion to we'll see how it shakes out in a year. We'll see what the long term steering committee, I think we have an ownership and a control in this room to start having that conversation. And if it's not
tonight, that's fine, but I'd like to have it before that June 10th vote. So that's a long question. But if anyone wants to take a stab about where we are, where we're landing and kind of where that has evolved, I'd appreciate an update. Well, what
I can tell you in this budget that's proposed is there's no funds being taken away from any schools, right. So what? And you can hop in here. Dave, what I'm
looking for here is how do we reallocate if there's going to be reallocation. And we can do that either prior to June 10th or we can do that in a mid-year budget revision that would
happen before January 31st. One big question for Doctor Glasgow. I'm not trying to force the conversation to granularity, but I do think it's a it's a fairly important conversation that we
had last time, and I want to make sure that we revisit it. And if it's tonight, it's tonight. So. I think like just
to reiterate where we left off, like what we did as a small schools committee is we landed in the space that that we felt
like the schools got what they needed from the, the levy dollars. And so the, the money for the staffing, for
operational expenses and all of those things have been allocated out in the SBB. And so it sounds like the point of the conversation is essentially not
pulling that money back from the schools, but but relooking at where would it come from if it wasn't from for a so then it would have to come from, you know, another funding source to
be able to redirect that to the and we recognize that the next step in the work for the for SBB
is to look at the size factor adjustment. That's going to take a much larger process than we have time for this spring, because it requires us to reconvene groups of principals
to study what is an appropriate staffing model, and then to readjust the size factor. So right now our plan is to do that expeditiously in the fall is to
readjust that size factor, which then have an implication to that for a mill levy spending dollars. So that's where we're at currently in this state is that everybody has utilized the
funds as they've been distributed to hire staff and to plan their budgets for the next year. And so we're seeing it as like the next step for us to take would be in the fall is to
relook at that size factor. I appreciate the answer. I think my concern, which I just want to put in the room, is that I still struggle with when the decision
was made to identify which schools, because again, I will go back. I don't want to get back to a ballot language discussion, but I was I've been thinking about it and chewing on it since last meeting. And one
approach as far as drawing a large circle and having a large club and everyone saying that feels about right, the other opposite more. I want to use the word draconian, but the more severe approach would be to
restrict it so severely that we start with the schools that were named for consolidation or closure last year, because clearly those are the ones that have been identified through data as the ones that need it
the most. And so, in my view, if it's going to do the most good, those schools that were identified ought to have received the most significant portion of that fund. Otherwise, to me, it just has a dissipating effect where when I was looking at some of those numbers, I was
alarmed to see that some schools are getting 40,000 for the general and then a higher percentage for assistant principals, which they need. And that's their that's their prerogative under the school based budgeting. But $40,000 is not going to solve that problem
for some of those schools that have. I mean, we just looked at numbers of, what, 300 something students that are not in our district this year that were down from last year. So presuming that trend does
continue, I, for one, don't think that a $40,000 uptick in a school's budget is going to make the difference. Now, I think there's other levers we need to be thinking about. We need to be pulling. But as far as just the
true what foray was designed to do, at least at least why I believe it was on the ballot was designed to prevent, or at least stave off that discussion so we could find plan B, plan C for some of those schools. And I'm
just I just want to express concern, I guess tonight that I don't I'm not sure if the process that we're undertaking is going to have the true benefit of what I believe that it was intended for, and I could
be in the minority on that. And if I will, I'll stop talking. But I'm I have a concern. Well, I do think that we have to remember there's a three prong approach to this. Right. So
that's one of the prongs is that size factor adjustment that we're talking about. And then the other two were very determinant on other criteria. And if we're going to be looking
at the size factor adjustment in the following year, I mean these schools already have their their budget. And so if we start adjusting their budget now,
that's adjusting their staff now for fall. And that's not I don't see how that can possibly work. Well, to tell a staff two days before school ends, by the way,
you're not going to have what you think you've got. So I don't think that that is an appropriate way to go about that. And if we want to talk about a school adjustment, you
know, the size adjustment, which is what you're talking about, I think that's appropriate for the following year. But I do think that the schools that, you know,
we're talking about that get the most benefit from steps two and three, are the schools that were named, are the schools that were that have the smallest so the
smallest number. So I do think that they are getting what it is that they need. So and you know, Tracy, I don't know if you can speak to those. I know that
there were two other steps that were looked into. And if you don't mind. So the we started with the criteria as far as like which schools were identified
for, for benefit within a couple of buckets. So started with strictly enrollment. So elementary schools that fell below 400 students, middle schools that fell below 700
students, which is where the criteria was developing in the spring. And so that was the group that we started looking at to receive the benefit of the
for $1 million. And then we divided that group, then into three groups, then even further. So there was more intensive funding support for the smallest
of those groups. So if you think about like CLP, middle CLP was probably the most significant in that group, that received a substantial benefit of what we
would consider a tier three level of funding. And that primarily is our zero based schools. Tier two then was what we called our foundational, and
that had a large influx of funding. So that was the next level of support. Schools like Beatty, for example, were in that level of funding and
received a substantial amount of support to get to a foundational level of funding. And then we had a group of schools that we called the tier one schools, which I think you were kind of alluding to is like that
$40,000. Like, is that really an influx that makes a difference for those tier one schools that have closed the gap between what we analyzed was between what
their current state was and what they felt like they needed, like it really was to close the need gap for them. There could always be more like we could always offer more programs and
services. And so and we want to make sure in this first iteration that we made a plan for five years, like, we want to be looking five years into the future. And so that's why those
three buckets were designed is to give us not only today, like what would we need today, but also could we forecast as best as we could those five years into into the future to make
sure that those same number of schools that we currently have will be here five years from now. And so I think that's the work that we still need to do is like looking ahead that five
years and knowing that those three buckets that I defined, schools are going to move in and out of them as their enrollment changes. So they're going to meet different criteria. More are going to fall into that
foundational funding bucket as their enrollment declines. And so that bucket is probably going to be the one that grows the most. And right now has the most substantial amount of funding
into it to close that gap for the schools. So it's sort of got this plan to have an accordion knowing that it's going to expand at those three levels where it's needed over the course of five years. One last
point that was very well explained. I really appreciate it, and I like how you ended it with the five year forecast, because for A is going to last in perpetuity, not necessarily the schools that are receiving
these funds. And so I think that's something I'm trying to reconcile ahead. Is that necessarily I mean, use Darwinism if you want, but if a school closes, that eliminates the need for that school to be
eligible for a tier one bucket, which augments the pie for the remaining recipient schools. So I, I understand I appreciate your looking at that attention. The follow up question is how much did the enrollment trends
for each of these schools in the last previous five years inform the decision about where they would be in tiers? And do we even have that data? So we used
the five year projections that we had available to us at the time, which would have been given to us in June of 2024. So to do that evaluation of five years from now, would this,
would this methodology work? That was the number that we had at the time. We will now have the current iteration of projections. So we get the
annually to then do that analysis. Okay. Based on what we now know. What would that projection scale up to five years from now, as far as the sustainability of that funding
model that we put together so far, there wasn't a group that there wasn't a look back on the prior years of five year like five year projections, because
they're adjusted annually. And so the it based on those how we created that criteria for the different tiers, we had to create some framework of cut scores. And so right now the
primary cut score for that most intensive zero based school is 200. And so if we did a look back a few years before, we probably wouldn't have seen very
many schools that fall into that 200 bucket. Whereas now we do have more than at the time. It probably would have just been the mountain schools that fell in that below 200 bucket. Now we
have more schools that are in that below 200 bucket that have realized and are actually there, like we have actual numbers of students here who are in that below 200 bucket. And so it's a
matter of using like current today data, which was that was the primary part of the process that the committee used is like students in seats today. Like
how many would be in classrooms right now, as well as looking ahead a year and then five years in in advance. Last question. I promise on this subject, I do think the model we've undertaken
will lend itself to naturally, the follow up question is going to be we may defining threshold criteria for certain schools that need a certain percentage to remain in tier one if their
enrollment keeps dipping, at what point is the cutoff going to be so that it doesn't exacerbate the pool for the other schools? I don't know the answer to. I don't know if you're looking at that, but that the follow up question I've got
is at what point does it deviate so far from that threshold to receive the tier one funding that it no longer makes economic sense, or it's going to pull so many strings from the other schools? I think that may be the conversation I think is what
I'm, I think has happened if I got it right. Go ahead. Thanks. I really appreciate the questions. I think we're at a starting point, not the end. We're going to have to be really
judicious in looking at this on an annual basis. And though we're doing our very best, I think Doctor Kyle and the team and this committee has done really, really great work to get us off the ground. But I think
what's challenging and a part of this story is every single school is experiencing declining enrollment. So those pain points, nobody's immune to it. And there is great consternation
when you don't benefit from a financial distribution. And somebody else does. When you are starting to feel a different reality than you did what you were accustomed to. I also think as we're continuing to have this conversation, another piece of
context that's important is we can do all of these projections mapping out the next five years, but we have other things that are unstable around this. We're seeing signals of potentially
the end of averaging going away over the next several years, like our district is set to benefit from an inflated bump in our general revenue. The amount
of, I think 590 per pupils or pupils, not per pupils. That's significant that that would represent probably just, you know, 590 is probably the fourth largest elementary school, and
we're expected to decline by another 500 students. So I think those are things that are a part of the story that will impact how we have this conversation. As other things begin to deteriorate. For as stable, that
$4 million will always be 4 million. But as those other things bump up against those challenges, it's going to be even more complex. And I just think it's important that we as
a community, look at the whole chessboard, because it's not something specific to just a subset of schools that are under 400 or under 700. This instability is really impacting
the entire community. I just want to say thank you for the time, for this part of the conversation. That was not a part of the formal presentation,
I appreciate it. Yeah, just curiosity on the timing of the next or when the for a oversight committee is meeting. So I want
I wanted to know when that's going to happen because you guys will probably get asked this question in that meeting specifically. So be ready. And then the second question is the I always call it the wrong name,
but the long range steering committee, when's our next meeting for that? I'm just wanting to put this out into the public. The long range planning committee is next. Meeting will
be June 13th. And so right now we've had this will be our second meeting of the Long Range Planning Committee. And Scott, to your question about the debt free Mill Levy Oversight Committee, they have had their
spring meeting already. The board will hear an update from the co-chair of that committee at your June 10th meeting. They will not meet again until the
fall. Thank you all for that. Other questions? Okay. Well, thank you, Brian, so much. I apologize for the lack of introduction there. We're just
kind of slid right into the next thing. Thank you. And I can't actually believe I'm going to say this, but this meeting is now adjourned at 8:51 p.m. Yeah. So thank you all and have a
great night. I was actually thinking