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Reductions of this magnitude cannot occur without affecting personnel, and the choice between for us tonight is not between cuts and no cuts. It's actually about acting to align
staffing with revenue. And I believe delaying action and risking deeper instability later, including the possibility of more abrupt and more disruptive reductions, that the support of this
resolution does not mean that any of us are comfortable with it. It means that we believe failing to act would be less responsible. As board directors, our roles are stewardship, and
that means ensuring that the district remains financially solvent, sustainable and able to serve students not just this year but in the years ahead. And it means facing difficult
math with honesty rather than deferring it. And at the same time, stewardship also means compassion that if we carry out
these reductions, which I hope is the last thing we consider and that we explore all possible avenues prior to that decision, that we do so with
care, transparency and respect, that we give our district employees dignity, that we owe our students stability whenever possible, and we owe our community ongoing communication
about how we move towards from here. I also want to acknowledge this as well, that reduction in force is not simply about numbers, that they affect morale, they affect
trust, and they affect affect how safe people feel in their work. And we cannot pretend otherwise. If this resolution passes tonight, our work does not end with this vote. It
shifts. It shifts to ask, and how do we support those who are impacted? How do we protect our core student services, and how do we prevent avoidable disruption? And how do we
ensure that future financial planning anticipate trends rather than reacts to them? These are not rhetorical questions. These are responsibilities to our educators and staff. I simply want to say you are not
invisible in this decision, that your work matters deeply, and that this vote for the resolution does not diminish your value to our families. Your advocacy matters and your
engagement strengthens our district. And I ask that you continue to hold us accountable and to the board. I ask that we continue to approach decisions like this with humility,
clarity, and shared responsibility. And lastly, acknowledge that tonight's vote is difficult. It's serious, and most importantly, it's not
inconsequential. Thank you. I'd just like to reiterate that this is just the start of the process. And I myself, and I think my other board members
here reserve the right to stop the process. If we get more clarity going forward with the budget. Any other comments
leading into our vote? All right, Karen, I simply want to say thank you for humanizing this challenge and this vote that we're taking tonight. Thank you very much. Jill, can
you please call the vote? Carla bass. Hi. Conor Duffy. Hi. Kevin. Gavalda. Hi. Scott.
Schoenbaum. Hi, doctor. Andrew Spain. Hi. Jessica zamora. Hi, doctor. Karen de ziegler. Hi.
Motion passes seven zero. Thank you. All right. I'm going to make a short statement on behalf of our board. Tonight. The board approved a resolution
giving the district the authority to implement a resolution in force if needed. This was not an easy vote, but it was a responsible one. This does not mean layoffs will occur. It ensures the district
has the flexibility to make the staffing decisions necessary to balance a budget that could be reduced by as much as $17 million next year. We expect the district to exhaust every alternative before a riff is
implemented, and to follow the school district's employee agreement at every step. Our focus remains on students and on supporting the staff who serve them every day. Thank you.
We will continue. We will continue. All right. Next we have our 8.2 monitoring policy review L 2.4 Financial Planning
and Budgeting. Can I get a motion. Please? I move that the board determine that the superintendent has reasonably interpreted board of Education
Policy L 2.4 and his internal monitoring report dated February 24th, 2026 and that the evidence presented supports superintendents conclusions stated in the internal monitoring report. Thank you.
Andrew, can I get a second? Thank you. Miranda. All right. Jill, can you please call the vote? Can I say one thing? Yes.
I think this is an important could be not a throwaway item, but something that seems may perfunctory. But I want to at least just so we've all done this before we vote is listen
to what L 2.4 requires. And it speaks to the stewardship. I believe that Doctor Ziegler just addressed 2.4 financial planning or budgeting for any fiscal year, or part thereof,
shall not deviate materially from the district ends priorities or risk fiscal jeopardy, and shall not fail to be derived from a multi-year plan. Among other things, the superintendent shall not, one
fail to include conservative projections of revenues, expenses and carryover funds, separation of funds, capital and operational items, cash flow and significant balance sheet items, and disclosure
planning assumptions. Two shall not plan or budget in a manner that risks incurring those conditions set forth in the board's policy on financial condition and activities. And
three superintendent shall not fail to provide the board prerogatives during the year as is set forth in the investment and the governance policy. I we've studied the report, we
reviewed the report which informs the vote that we're about to have. But I think it's important that at least our community knows that those are the things that we are considering in monitoring whether our superintendent has reasonably interpreted those
executive limitation policies. Thank you for that. I also agree that that's an important piece of this picture. Are we any other comments this time?
All right. Jill, can you please now call the vote? Carla Bass. Hi, Conor Duffy. Kevin. Velda.
Hi, Scott. Schoenbaum I doctor Andrew Spain, I Jessica Zamora I doctor Karen de Ziegler. I
motion passes seven zero. Okay. 8.3. We now have our monitoring report policy review for D 1.0.
Can I get a motion. I move that the board determined that the superintendent has reasonably interpreted board of Education policy D 1.0. In his internal monitoring report dated
February 24th, 2026, and that the evidence presented supports the superintendent's conclusion stated in the internal monitoring report. Thank you. Can I get a second? Thank you Kevin. All right. I believe we
have a presentation. Brian. Yes. Thank you. Tonight we look forward to hearing part two of our D 1.0 general District ends. Joining us for his final presentation before he retires
is Doctor Duane Schmitz, our chief institutional effectiveness officer. Duane, welcome. Before you begin, can I make two comments, two observations. Doctor Schmitz, if you permit, as Brian
eloquently said, this will be your last of these presentations for the foreseeable future. The first point I'd like to note is that as our collective gift to you,
you are beginning at 6:29 p.m. and not past 11:30 p.m. at night. And I think that this is probably the one time that that's ever happened. And the second thing I was going to say,
since this is your last one, do you have any chalk or something you'd like to throw up in the air? Do you need to walk up? Song are you ready to go? I'm good. Thanks. All right. Board
president Zamora, directors and superintendent Kingsley. So proud. Again, I want to start by just mentioning. So proud to be here, to be able to give voice to this report that represents the work of just so
many people in our system trying not to get emotional, just want to say, really appreciate the way you all approach your work and the seriousness with which you just
displayed those heavy decisions that you have to make, which is your duty to make the decisions to help our district move forward. So thank you for that. I think that your care of our staff is evident and we all
appreciate that. And I know that that speaks to the feelings of our cabinet and the all the different leadership teams that operate in this
system. So thank you. Okay. So just a quick reminder. This is D 1.0. It's aligned to the Unified Improvement Plan and
the strategic plan. As far as the what we do. That's the means. And this is really the the outcomes right. It's it's about how we're doing. And so
we're going to stay very focused on that. And this presentation will be a little shorter than the last one. Because even though the last one was just over one of the ends foundations for success,
there's a lot of pieces to unpack in foundations for success. And this tonight we're going to talk about connections, success in a changing world and
above and beyond. Okay, okay. I want to start off by thanking a colleague. Dana Hudson had taken over the connection survey about two years ago and
came on. She's our data analytics and assessment coordinator. She's done such a good job. And so she's the one that carries this work forward in quite a bit of other work. So our district's in good hands.
We have a lot of strength in our IT department and our assessment department, our professional development department, our curriculum instruction department. We have a lot of people who will keep all this work moving along. I want to echo something that I
heard President Zamora say earlier in her in one of the points she was making, which is the importance as we as this district walks forward into uncertain times, things we don't control, politics,
budgets, just things we'll navigate it nonetheless. Right. And as we do that, the importance of having stable measures, having a focus on our core business. And that's
really what this whole process of D and these monitoring reports and these pieces are about, and a lot of those dashboards that we've built, the connections being one of them, and the systems that
we've put in place this kind of annual, you know, we have a semiannual family engagement survey. We have a connection survey. Those are at the direction of the board boards. Before this board were the ones
that said, we need those things, make it so we put those in place. And I want to give a sincere thanks to this board and the prior board. So we have some members still sitting here tonight from for holding
consistent on certain things, because we can see some amazing facts. Okay. There's I'm going to draw a parallel tonight to the nor'easter. Believe it or
not that's going on off to the northeast okay. And that is that the nor'easter has massive accumulations of snow now in Colorado. We know that's a good thing because we like to ski right. But there's an
accumulation going on. They're breaking records. Well PSD is breaking records. They've got all time depths of snow going on in the northeast. We have
all time highs on multiple measures. Our K5 literacy we talked about last time, our graduation rates. We're going to see tonight the number of students we have participating and concurrent and dual
enrollment, the number of students that we have getting different types of certifications. All these things are accumulating. They're getting deeper, they're better. And so there is a parallel there. So with this
connection survey this year is another record year just like the nor'easter set records back east. So 85.6% is our composite score, which is up from 84.8,
which was up from 84.2, which was up from 83.8. And so the importance of what directors and Maura was saying, just having consistent measures so that we know internally are we
making progress or not in certain spaces. This is important. Well with regard to student connections, overall, we are making those types of
improvements okay. So this slide shows the so what what travels with student connections. Like why why does that matter. Matters a lot
right. In fact well I won't go off on that tangent. So when we see that graph right there you can see the data. I was just kind of walking through where that 85.6 is the all time high in that graph, but it's
actually the all time high since we've been doing this survey, we see that we have data that's in our dashboard to back all this up, that when
student connections go up for those students, attendance is higher, achievement is higher, and discipline rates are lower. And so we track minor discipline events, we track
major discipline events. They go down as student connections go up. Everything moves in the right direction. When students show up to school and know that it's a warm, caring place, that people see them. You know,
dusty is a place where every individual kid matters, all right. And so we work toward that every day in all of our schools. And that's what students connections is
fundamentally representing to us, which I was thankful to the board when they pushed us on that and said, we need a measure other than attendance, discipline, achievement, growth. We wanted this other piece,
which felt kind of nebulous, like, how do you get your hands on that at the time? But I think we've done a pretty good job, and then we've stuck with our our measure. Okay. So
student connections, you saw this on the foundations for Success Slideshow two and you see it in the morning report where we're kind of comparing and contrasting off that one really awesome item of when we
asked sixth through 12th graders, do you think you're going to graduate? Yes or no? Like I'm not sure or yes, I'm going to write once again when we split the connections data
by the answer to that question. Yes, I think I'll graduate. That's the answers on the left column or I'm uncertain, is the answers in the right column. You can see that there's a real
big difference on things. We talked a little bit last time specifically about the food security. But when you when your eyeball goes down that safe at school, connected to adults at school listen to
cared about, there's these gaps in every single one of those lines. Right. Interesting. The largest gap, if you do the math on each one of those, is 33%. And it's the connected to
students, I'm sorry, connected to adults at school. So isn't that interesting? The biggest gap between kids who say, yeah, I'm going to graduate versus the ones that say I'm not certain. The biggest gap we see
is how connected they feel to adults in the building. Tells you how important it is when kids show up to school. And when we say adults, we say that on purpose. And I didn't say teachers, I said adults because
it's bus drivers, it's food workers, it's parents. It's all the adults that are working with our kids in our school system. Very, very critical. Okay, okay. The increases that
we've seen. So I just mentioned that the connections overall composite score has gone up year after year for the past five years in a row, and we're at an all time high. When you
look at the subscales we always have, the student to connections is the highest rated of the three subscales, and then the students to their interest and passions and
students to their peers are always below that a bit. Okay, but the growth, the change has happened most evidently in the students connected to their
interest and passions and to their peers. Okay. And the connected to adults has remained relatively high. Okay. So zeroing in a little bit on
connections to interest and passions. And this makes sense. We saw a little video tonight in this boardroom on Zillow. Right. And Icap Zillow and Icap
are connected and Zillow and Icap are all about students being connected to their interests and passions while at school. It's what it's about. I want to throw in a quick plug. My wife, Karen, and I recently
got on Zillow again with our son, who's we have three kids, one still in the house, and we were walking through. It's a beautiful tool. And as a result of that conversation we had with him and walking through
that tool, he he goes into Rocky this week and checks into the wildland fire program they've got going on. And the EMT program. That's just my own personal experience in my house.
Parents are important partners in this work of student connections to their interest and passions while at school. Those conversations matter. But this little graph right here, we're looking at shows pretty
clearly. We've gone up about five percentage points, I think, from 73% in 2021 to 78%. And that's the percentage of students that are indicating
that they're connected to their interests and passions in school. That number needs to go higher, right? We're not patting ourselves on the back. We're not there. But it's moving in the right direction.
And all that work we're talking about with Icap and Zillow and so many other things. By the way, I think, Scott, you brought up tonight, doctor or sorry, director Sean Bauer, you
brought up performing arts, you brought up athletics, you brought up competitions. And I bet there's more than one parent out there listening to this. Who knows? Like their kid, when they get involved in a
competition that kicks them into training and discipline and all kinds of things kids love to? Not all kids, probably, but many kids love to compete. And so, yeah, these things are all the stuff that's tied into
this, what we're looking at in this little blue line. So we're going to continue that work to push that higher okay. This graphs a little bit complicated
maybe. So let me just walk us through it real quick. So this is connections to the interests and passions. The same blue line light baby blue we were looking at a minute ago. But now again it's split out. I've got a theme going here between
students who say I will graduate and students who said six through 12. I'm not sure if I will graduate. Right. Look at the difference between those and look at how it's like railroad tracks, like it's, you
know, chance events don't replicate often. So that's not happenstance. That's real. Like there's a signal in the data and it's saying basically those kids that are not sure if
they're going to graduate, they are not as connected to their interest and passions while at school. That seems like a kind of a duh moment, right? But it's nice when data bears it
out. You can measure it, you can see it. It would be. I think it indicates to us. It does to me that it is worth us working on this interest to
passions connection, because I believe if we can improve that, target it for kids who are not sure if they're going to graduate, help them find their interest in passions, right,
then they're they'll start to be more sure that they are going to graduate. They'll know what they're working toward. So I think there's just an important signal for us to stay
diligent about that work and making sure kids feel connected, welcome, and that they're pursuing their interests and passions while at school. Okay.
We do have increasing percentages of students. Find Icap and Zillow useful. Now, this has been this has been part of the connection survey for since its inception. And it
used to be a lot lower. And it's consistently climbed up. At any rate, there's been a 28% increase in the percentage of students who say, yes, I find this tool useful. That's pretty
good. It's a 28% increase over the last five years, and it's been a continuous march up. That's again, we're moving in the right direction. We're not we haven't arrived. We would
like for all kids and families to find relevance in this tool. Work was mentioned earlier by Tanya Alcaraz and her team in Career and Innovation. There's lots of other counselors are
working on this. We have a lot of different pieces we've put in place to try to connect with our community, our parents, our staff. So everybody's becoming more and more aware of the
presence and the existence of Zillow and Icap and what it's really all about. I want to mention to the board real quick, a heads up. You know, the state has changed something that will take place for the next year,
2627, where the funding model is changing a little bit, and the post-secondary workforce readiness indicator on those school performance and district performance indicators for high school is going to be focused
on what they call the three, the big three, which are post-secondary credits that kids earn college credits while in high school, industry recognized credentials like how many kids earn them, not not
pursue them, but earn them? And how many students have a work based learning experience, like an apprenticeship or an internship. And funding from the state is shifting to that school performance district
performance frameworks, accountability pieces are shifting to that. We have a growth rating opportunity that we can find evidence of effectiveness as required by the state, for our licensed
educators through those types of measures. I'm telling you all this because it's all in alignment with the importance of connections, student connections, interest and
passions, parent conversations with their kids about what they're doing, where they're going, what they're excited about. It's all connected. Okay.
So we've we've mentioned this a few times now, Icap and Zillow, just real quick, mostly for the viewing public. The Zillow platform, super easy to find on our website. The video gave a link to this as well. It helps
students build resumes, create the four year high school course plan. It's incredible. As a parent, you can open it up and you can see exactly which courses your kids have, which grades they've gotten in those
courses, but maybe most importantly, which courses they still, or which categories of courses they still need and how many credits in order to graduate. So our family found a
lot of value in that. Students take career skills and personality assessments. We heard the folks talking on the video speak to that a little bit. You can research and apply for colleges, identify good,
in-demand careers, connect with local scholarships, and you can find those opportunities we're talking about under work based learning like internships, apprenticeships. So very powerful. So a lot. Just keep
your eyes open for more and more work. I think in this district, trying to connect with our community in that space. Okay, success in a changing world. So all
everything we just talked about was under connections. But you can see how just directly flows right into success in a changing world. Right. So concurrent enrollment we're
going to highlight in this presentation real quick concurrent enrollment in career tech Ed, two different things that both really help prepare our kids for success in a
changing world. Okay. We have PSD has increasing percentages of students that engage in post-secondary and career connected learning opportunities. That is a celebration. That percentage
has gone consistently up year after year and it continues. I'm going to give you a couple numbers. The PSD concurrent enrollment has gone up by 17%
in the last four years. Okay. And that's from 20 2122 to the school year, 20 2425 that I'm talking about. CTE enrollment has gone up by 9% during that
same four years. So they both increased and they've and they continue to increase. And we're
working toward that okay. Okay. Opportunities abound. I did refer to PSD as having a tremendous buffet table last time I spoke to you. And I stand by that. And it's
especially strong it feels to me. Well, it's really all levels of our school, but I feel like we have a little bit of a high school focus because we're talking about work based learning and concurrent
enrollment and stuff like that. But yes, there is an amazing buffet of opportunity in PSD, and we do have to continue to do our diligent work towards
making sure that every student and every family is aware of what those opportunities are encouraged to take on some of those challenges, support it to be successful. When they do
take on those challenges, that is the work in front of us, and that's not going to change. And even in the face of budget reductions and changes in political landscapes and whatever, this work is critical.
So last time I was up here, the board members asked, you know what? What is mission critical? This work is mission critical, right? Icap, Zillow, interest,
connections, passions, and helping kids find their way to college credits if that's the direction they're going. Work based learning. Internships.
These things matter a lot. Okay. We always measure students attaining their personal above and beyond. So we're switching into that end, you know, above and beyond. The whole spirit of
Above and Beyond was kind of like bringing home the gold, right? Like students that go off. And that's kind of where the thoughts, I think started bringing home the gold winning state championships. Right.
Individual students going off and just doing amazing things and bringing back different types of accolades. I want to mention that it strikes me that everyone in this room is
probably aware of students that not only had accolades and won competitions and have amazing stories while they were in PSD, but those things continue when our students leave PSD and they
go out into the world. I run into people all the time that are telling me about their kid did this or kid did that. So PSD students thrive and they thrive while they're with us, and they thrive while they're out there. Students who aren't
connecting to the their interest and passions are the ones in danger of not thriving, which is why that prior part was just so important, right?
At any rate, I want to say that all of the every other year we do the family engagement survey. And so we didn't do one this year. We did one last school year, and we'll do one next
school year. But from the 2223 Family Engagement Survey to the 24, 25 and two, there was an increase in each one of the levels at the elementary level,
the middle, the high school and combined, there was an increase in the percentage of parents and families that indicated that their students attained
their above and beyond, in part due to PSD. So I'm just indicating that the parents that we do that every other year, we get feedback and that feedback is shown an increase.
Okay. So there's the evidence we offer in that space from that survey. And this is a quick highlight of just the actual one of the key item
actually that asks has PSD and or this school provided one or more opportunities for your children to strive toward their personal above and beyond as described above. So it was described right above this in
the survey. And you notice there's a yes for some of my children, and there's a yes for all of my children. The combination of those two is what I'm referring to as a yes,
but there is a no. And that's 14%. Right. And so that's a number to track over time. Like we'd like to see that. No. And it has decreased. But that is a good number for us to actively
work toward decreasing consistently over time. So back to President Zamora's mentioning of the value of consistent measurement on big
needles and just taking action, which we do, but tracking that over time consistently. And I want to pretty much close, I think, with a heartfelt thank
you to the board, because it was not too far in the distant past that we had been shifting around on an almost yearly basis. What the measures are,
what the targets are, what this is, this goes back a little while, but it was it was like trying to chase a cat, you know, and then at one point the board locked in and said, these are the ends, these are the metrics.
This is how we're going to track it. And, and at that time, I said to the board, if we do this, if we can just lock in on that, it allow the system to organize itself toward those
actual outcomes. But it takes time because this is a system, right? What we've seen in the last four years especially, but we've seen over time, is we've seen increasing metrics, like I
said, K-5 reading the graduation rate, these concurrent enrollment. There's so many examples of this, I don't think that just happens by chance. And the board played
an important part of that. Locking in on the ends, locking in on the metrics, having an annual report process like this, giving the leadership the charge to make it happen, to make show improvement. And we
still have a long way to go. So I'll close with that. Yeah. Okay. We have a lot less further to go than we used to.
I think broadly, because you're able to put data to the nuance of our student experiences. So I really appreciate the work you've done. We wouldn't be
where we are. We wouldn't be as successful as we are without you being able to tell the story of our data. I, I can't possibly thank you enough for how much you've been able to
move our system in such a positive way. Thank you. Sorry. Other comments or questions? I know I was just sitting here like, genius. As you know, like
it's hard to take these, you know, abstract concepts like President Zamora just said and turn them into things so super amazing. And you're awesome. I won't get to work with you, but
I'm thankful that what you've put in place continues to support our district. So thank you for all your hard work as well as your team. I know no one person by themselves. That's right. Thank you, Doctor
Ziegler. I, I regret that we didn't get to interact over more time. I really like a lot of stuff you said in this boardroom. And I really wish we could have had a longer experience together. But we do have a great team. I want to
finish with that, too. I started with that at the beginning of this presentation. We have a lot of talented people in this district, so these things go on. And that's the beauty of the board was a big part of this. We we
collectively changed the fabric of how this district measures, monitors and does. And so thank you. You know that's it is going to continue. I've expressed my thanks multiple
times. But I want to say one thing specifically that I've always appreciated about your work and how you show up. Is that in your world, you know that numbers don't always tell the truth. In fact, numbers lie
all the time. But they also do sometimes tell the truth. And so what I really appreciate about your presentations is you've allowed us to wrestle organically with some of those multiple things being true at the same time, allowing us to
push back where we see some fractures in the system and where we think we could have opportunities. And you're you're the person that you are, doesn't shy away from those,
and you don't offer a deflection or defensive or, hey, look at this other shiny thing that we have buried in this report as well. It's you've been very honest and consistent and candid with where we can do
better. And it's not our job to always just to look for the friction points and expose those. And we do need to celebrate the district's wins and the district's upward trajectory, which I think you're doing, and you've done
it in a very compelling way, which gives me the pep in my step that we need to continue the work. But I also want to just say thank you so much for being honest with where we can improve, because this work that
you're pointing out, this 14%, some of the differences between those, I will graduate and I think I might graduate. That's the work that we've got to undertake. And so I guess this leads into a bigger question, the last big question I'll ever
ask you, what do you believe is the single greatest impediment to this district truly achieving greatness? Focus. And I say focus so quickly because
I we have proven we can achieve what we set out to achieve. Like we've set some things, some marks that we're like, we want to change that and we've done it so we can do it. The challenge is, as you all have
gotten well aware of, there's so much coming at a district like I have so much respect for my fellow leaders, including the board members. There's so much coming at us, right? And the sand is changing under our
feet all the time with resources and political environments and stuff. It is hard to focus when you're navigating that, but that is what it takes. So like when we
did the K5 literacy adoption and implementation, that was a space of focus when we noticed that our graduation rates were not just low, they were low. When our S.A.T. all the
learning metrics were higher, but our graduation rate was lower. That made us focus on that. And you can only focus on so many things at a time. And that's I think the number one
thing that holds us back is it's not our fault. It's kind of it's kind of natural and normal, but there's an awful lot of things we have to tend
to. It's very hard to focus. Dwayne, thanks for another great presentation. Really appreciate it. I really liked
what you had to say about the. The connections to those interests and passions and things like that. I think we all know this from our own experience and with our own kids, that when they're
pursuing passions and excellence and see success at a young age, it becomes a habit. And like you were saying after school, they just keep doing it because this is just their normal. And so I think that's
something we really want to emphasize is, is getting kids started, having that experience as early as possible. So in and you may not be the person to
answer this question, but what needs do you see at the elementary level, like the CTE programs, a great program at the high school level, even dipping a little bit into middle school. But at the
elementary school level, how can we, besides the music program, which is amazing, and those get a lot of kids fired up and passionate, but what other things can we look at? Is there are there any needs that
you've heard about that are unfulfilled? So one thing I want to mention is we've known for several years high school enrollment has been a strength for us, right? Yeah. Elementary
enrollment has been the biggest challenge area as far as levels go. And when we think about why that is, like what what's going on there? One piece ties into what you're asking. The
question around is how does a district tie together the high school experience to the middle school experience, the elementary experience. So they have a natural like feeding up through the system. So there's
a real benefit for parents to choose the public education system at the elementary level, knowing that there's these very clear articulated pathways and connections. Right. So I think
that's in alignment with what you're asking, knowing that in part. And just because she does great work, Tanya Alcaraz and her team have brought the process and Icap down into the
fifth grade at in some way. Okay. Like it's kind of Icap light yellow light, but they've brought down that type of thinking down into fifth grade, and they're kind of exploring that and working in that space.
That's one piece. Another piece is there's things like Lego robotics, right. Some of you have probably experienced that. There's a couple many actually different things that elementary schools actually do
do that are really quite in alignment, that you think Lego robotics is kind of the beginning of p-tech the advanced manufacturing and stuff? It's kind of it's interesting. Covid was a hit,
right? We had a lot of parent volunteers, a lot of like parent programing and community support. It wasn't just SDE making great programing happening in our elementaries. Covid kind of hit and shook
things up a little bit, and I think we're still building back in that space to make sure that our elementaries have this kind of awesome menu of buffet of options in alignment with what
you're asking about. But I think that's the answer there. There are pieces. In the
in-between space. How how long have we been doing the connection survey? You know, I don't know, but I think it's like 11 years or something like that. That sounds right, because I want to say when I
started on the board, it had been like eight years. I was like, geez, yeah, yeah, I had a technical question. Do we only do we give that survey once a year or twice a year? So we
okay. So Dana being awesome Dana, she piloted about a year ago doing a post survey as well as this one. Okay. So initially we rolled this out. We said
let's this was our thinking we're only going to do it once a year. But we we timed it intentionally. So about two months into school is when we give the connection survey. We don't we don't wait till
semester two. And the reason we did that from day, from the first year, and we still do that is so that we can have results back in the hands of our schools by Thanksgiving. So when they come back from
Thanksgiving, they've got information from that semester. Those kids are still with them for the remainder of the school year. Right. So that was our answer to like Pre-post, we tried to time it. So it's actionable like formative, if
you will, information. You can do something with it. In that very year when Dana came on board and just over about two years ago, she piloted a post survey, and it was just for
those schools that wanted to opt in. That pilot didn't prove to be fruitful enough. I believe I'm speaking correctly to like continuous. I don't think this year or last year
that was piloted. So we've played with that idea of like a pre post, but it is a fairly big effort to have all the students in this system, because you got to think about
instructional time versus all the other things that try to get in the way of instructional time. So it's a it's a big ask when we do a system wide survey like this. So for the time being, and I'll defer to Dana
on this because she's the new leader in this space. But for the time being, I think we're sticking with or planning to stick with this once a year, but timed intentionally. So we're getting formative
information. Thanks. On that note, though, I also would like to bring in part of these questions are do students think they're going to graduate? And
a shift a few years ago was to capture those students, actually go be intentional. That's right. Can you walk through what that looks like? So initially, everyone in the district was worried about kids
won't respond honestly or they won't respond. Your response rates will be low if it's not anonymous. And I was a big proponent of I disagree. Kids love to tell us their thoughts.
They just do. They really do. They're not nearly as concerned about that as adults are, it turns out. So the downside of collecting it, anonymous was
that you couldn't respond back, which is terrible. Now, for the first year or maybe two, it was anonymous and it had the benefit of we could see differences, school to school and things like that. So there
were signals in the data that were useful as a district and even as schools, but not nearly as useful as it is today, because today, the way we deliver it, it's not anonymous.
And in fact, our schools are very much able. Our school leadership teams are able to see students their responses. And it's just like taking an algebra quiz. I mean, we we
test kids in algebra. It's not anonymous. Why? Because we got to give feedback so kids can learn, right? So when you ask this the cell there's five dimensions of cell in this
thing. Safety questions connection questions. Am I going to graduate. Questions. You very much want your staff to be able to follow up. And so yes, presents and more. We
started that quite a while back and we've stuck with that. So all of our high schools in particular and middle schools have their processes of how they respond back. We've
recently had conversations and this is probably next level. Whoops, sorry. Next level work for again Dana Hudson to lead with cabinet and such around how do we systematize that. How
do we organize that more. So it's a journey. Absolutely it's not. We're never finished. Yeah this is just random. But it's funny you say that about students wanting to complete
the survey. So this is from my own household, but my kids like appreciate that survey and get excited. Like often I'll like you know you send it to parents. I'm like, well did you fill
that out? And they're like, oh, absolutely. I had to complete that. And so I just kind of want to share that anecdote in terms of in my home, they appreciate it. And my oldest often talks about just how it's
kind of been a part of his experience within the district and just kind of knowing that that's being shared and put out there. So I know I'm just one person, but if other folks in the district have that same
experience, feel free to share. Thank you. Other questions or comments? Oh yeah. Please.
Doctor Schmitz, I want to thank you so much. I think this data is so important, particularly as we move through these really challenging times. I think that
what you've been able to illustrate with focus on interest and passions as a mean, as a means to earning student success and grown up attention,
it's a lot like hiding vegetables in the lasagna. Yeah, I think that we need to really have a focus on how we kids to come to school and be
interested and sneak in all the good stuff in the back end. So I think that's where that data becomes really important when we start to have these really hard conversations. I'd like to
encourage our community to remember what leads to this student success and how we get there. To piggyback on what Doctor Ziegler said, we're asking so much more of our
educators and part of our empathetic response to these budget limitations is ensuring that our educators are not overburdened, and to limit their stress, we're looking
closely at things like burnout and absenteeism and the costs of that as well. So I think that holistically, your data
just shows a really clear story. And I just yeah, I want to thank you. That's that's kind of all I have. Thanks. Thanks, director Baz. Thank you. All
right. If there's no other comments, we will call the vote. Carla. Baz, hi. Conor Duffy, I.
Kevin. Gavalda. Hi, Scott. Schoenbaum. Hi, doctor. Andrew Spain. Hi. Jessica zamora. Hi,
doctor. Koranda Ziegler. Hi. Motion passes seven zero.
We're okay with embarrassing you. We appreciate you too far. All right, we'll move on to our
resolution of the Board of Education. Seeking to recover exclusive chartering authority. Can I please get a motion? Yes. Kevin, move that. The board adopt the resolution indicating the board's intent to recover.
Exclusive authority to authorize charter schools. Can I get a second? Thank you. Carla. All right, Brian, this evening we're joined by our general counsel, Autumn Aspen, who will present the exclusive
chartering authority item. Welcome, Autumn. All right. Good evening. The resolution before the board tonight is a resolution seeking to recover exclusive chartering authority
for the school district. And before the board deliberates and votes on this resolution, I want to just provide a few slides of context for what exclusive chartering authority is. So in Colorado, charter
schools are authorized by two different types of entities. The first is the local school district. And the second entity that could authorize charter schools is the Charter School Institute. If a charter school
applicant applies to and is approved by a local school district, then they are considered a district authorized charter school, and the the school district is the one that is the authorizer and
the one that provides the oversight. Charter schools. Applicants that apply to the Charter School Institute and are approved by the Charter School Institute would be considered institute charter
schools, and they are not affiliated with the school district, and oversight is provided by the Charter School Institute. So as far as as far as exclusive chartering
authority goes, basically this is something that would allow a school district to have the exclusive authority to authorize charter schools within the geographic boundaries of a school district. And this basically means that
this school district would be the sole decision maker on whether a charter school applicant can exist within the district's geographic boundaries. If a school district does not have exclusive chartering authority, then there is a concurrent
jurisdiction basically between whether if it's a charter school, that is with the charter school institute, they would have the authority for those schools, and then the school district would retain the authority for any charter school applicants applying to
be a district authorized charter school. If a school district does have the exclusive chartering authority, a charter applicant seeking to be authorized by the charter School Institute would first need to seek permission from
the local school district board of education, and that board would then decide whether or not to allow that charter school applicant to be authorized or seek authorization from the charter
school Institute. So if PhD recovered exclusive chartering authority, it would not impact any currently existing charter school institute schools that are currently within SDS boundaries, and it also would
not impact any of the district authorized charters that are within the school district. It would impact any future applicants to be either a district, a CSI authorized
charter school. So as far as next steps, if the board does seek to recover the exclusive chartering authority tonight, the first step is to approve the resolution, which is
included in the board packet for the board consideration, and the resolution includes supporting documentation to show that the district has a recent pattern of providing fair and equitable treatment to its charter schools by showing
it's in full compliance with the Charter Schools Act, and also the other criteria that's outlined more specifically within the Charter Schools Law. The resolution then would be
provided to the district authorized charter schools, and after that, the resolution with the supporting materials is submitted to the state Board of Education. Once the State Board of Education receives those materials, the state board will
set a hearing to consider the request to recover the exclusive chartering authority. If exclusive chartering authority is granted, the district then retain exclusive chartering authority until either the school board relinquishes that authority, or
if the state board subsequently revokes the authority. If the school district does not receive exclusive chartering authority and a request is denied, then the district could still reapply as soon as the board determines that it has
recovered or resolved any issues that were the basis of the denial from the state board. So that's just a very brief overview, but if there's any
questions, I'm happy to answer them. Does anyone have any questions? Please. When is it due to the state for the
application? No later than March, first of any year to then apply for the next school year. So in a few days. But the the next steps are something that would be completed tomorrow. The the district
would provide the notice to all the district authorized charters. The board approves the resolution tonight. And then directly after that, we would provide the materials to the state Board of Education to
meet that March 1st deadline. Autumn. What's the purpose in providing that to the district charters when this wouldn't affect them? It sounds like they're grandfathered in to a
different system. The state law requires that as part of the process, just so that the district authorized charters are informed, and if they want to provide any sort of statement to the state board as part of the hearing process, that gives them notice that the
district is seeking it and can provide that notice if they want to. Any other questions? Okay, I just want to make a brief comment. I really
appreciate the work you've done on this process. It's no small thing for anyone who's seen this document. It is rather long and impressive, and I'll just speak. In my own opinion,
I think that our community deserves to have the ability to weigh in on charter school options. Our community has the greatest access to us as their local elected body, and therefore they look to us for
their or their educational options. I think for our local community to actually be able to understand those options, weigh in and make sure that the the options within their locality actually meet the
needs of our community. It's really important that we have this authority. So I really appreciate the work you've put in for this. Are there any other comments before we vote? All right. Seeing none. Jill,
can you please call the vote? Thank you. Leah. Carla Baz I Conor Duffy I Kevin Gavalda I
Scott Schoenbaum I doctor Andrew Spain I Jessica Zamora I doctor Corona Ziegler I motion passes 7 to 0. Thank you. Next
we will move on to 8.5 which is now the air conditioning and other building improvements at Weber Middle School. I move that the board authorized staff
to execute the guaranteed maximum price amendment with Franzen and Pittman at Weber Middle School to install air conditioning, lighting, upgrade and other building improvements
for a total cost of $11,165,632 over two years. Can I get a second? Thank you Andrew. And then I believe we have a short presentation. No. No
presentation, just discussion. I'm sorry. Questions? Yes. Yeah. I figure I owe everybody an explanation as to why I. I pulled this from consent. I
think it's important in the interest of transparency and building trust, especially with such a difficult decision that we are that we voted on tonight about the roof and the budget
challenges and things like that. When we have such a large expenditure designated at the same time, I think it's only in everyone's interest to talk
about it, explain it, and, you know, make sure that we're, you know, being good stewards of our, our taxpayers funds. And
so I wanted to give Dave and his team the opportunity to, to talk about this. They've talked about it in the past, but I think given the current situation, I think it's good to to bring it up again and kind
of know exactly, you know, how this aligns with, you know, the McKinstry study, the recommendations they had, the projected costs, and then what
confirmations do we have about getting competitive bids for these kind of contracts? Great. Thank you for having having us to discuss this. Before I get
started, I'd like to introduce the team, if that's possible. So that way you know who you're who we're talking to. Who's prepared this guaranteed maximum price amendment. So I'm going to start with our
external folks. I'm joined with Sergio Ortiz. He's the senior project manager for Saunders. And give a wave please. We've got Gabe Dunbar senior project manager with Franzen and
Pittman. Thank you. We've got Chad Hayes, principal project manager, Peck engineering. Okay. We've got Dan Pennington, electrical lead and project manager. Thanks, Dan. We've got
Sean Christiansen, architect Da modeling. Thank you Sean. And we've got in the audience our own staff. Jason Lee, project manager Jason Lee has been with us for a long time. Many of you
have seen projects that Jason Lee has completed, like the Futures Lab, The Partnership Center, T Bruckheimer, he is, he has joined us now, and he's been with us for over a year now, and a great project
manager. And Alex Hendrix, the construction manager. So what you're seeing tonight is the team that has been assembled to to prepare the guaranteed maximum prices. We I'll give
you a brief introduction as to what we're doing tonight. What we are asking the board to do is to approve a guaranteed maximum price amendment for both Weber and Lesher middle
schools, providing mechanical cooling aka air conditioning, electrical service upgrades and lighting upgrades for both sites and boiler and plant replacement, entryway
improvements and building envelope upgrades for Lesher. The total cost of the for the air conditioning on its own is about $21.6 million for both
schools, and that is over a two year period. So you're talking about two schools two years. So total of for four periods. That doesn't make sense. But you know what I'm trying to say. In
addition, in addition to the air conditioning projects, we heard loud and clear from the board that they want us also to be looking at deferred maintenance when possible when working on these projects. So we've also included some of
those other things that I mentioned, like lighting upgrades, security in many ways, building envelope that totals about $3.5 million of the of the total assets tonight. And
so so that's basically what we're here to, to ask for just so that people can. Some of those questions you asked earlier, the, the this project.
And I'm going back to a presentation that I gave. It was back in October. I think it was around air conditioning. The project will be funded through a combination of debt free plus inflationary
increases that are coming from there and some bond reserves. And so if you need to go back and look at that presentation, it's available, went through a lot of detail as to how the numbers would work and how that
works. So so tonight I've got the whole team here. We have we've assembled the entire team so that the board members can ask any questions that they have, raise any concerns that they have. These are the people that can answer them. This is
the team that has put this together. They've worked countless hours since we approved the base agreement back in. I think it was November and trying to get this ready. We've also moved very
fast on getting equipment purchases and other things so that we can actually be poised well this summer to do these projects. So it's an amazing team. They they I just appreciate them a lot. They've
they've worked really, really hard. And and it's it's nice to be have a complete package in front of you to say this is how we're going to air condition two, two large middle schools
over the next two years. Okay. Thank you. I would say that the first question is I kind of alluded to it is how do some of these projects match up with
what McKinstry was projecting? Are we higher or lower than those projected cost? And then the other question is, how do we ensure we're getting
competitive bids on on these kinds of projects? Yeah, sure. I'll go ahead and answer those. And then if there's more probing questions around how the Subcon or the contractors are actually getting
subcontractor bids, I have them come up and describe their process to you. So let's hit the first one, the the McKinstry study comparisons. So back, I think the the reports
were dated year 2023. So that means they were based on 22 prices. We had McKinstry come and do a thorough evaluation of all of our schools to see which
schools, what the feasibility of air conditioning was, and some projected costs that might be incurred based on what they were seeing in their preliminary assessment. I want to emphasize that that was a
preliminary assessment. It was based on their ideas, their approaches. And as we saw with some of those can change and we can have cost savings from those just because McKinstry said they're doing like this
doesn't mean we have to do it like that. But it's a good reference point, as you pointed out. So one of the important things is anytime you're dealing with numbers in time, you have to adjust for time value of money, right? So one
of the first things I need to do is inflate the the ranges that McKinstry produced in their reports for the inflation that's happened. And typically this probably wouldn't be as big of a deal. But we've been
going through so many years of high inflation that it's critical that we factor this in because material costs have gone up, labor costs have gone up. That's just undeniable. So once you inflate these, the
McKinstry numbers for both projects, the ranges that they did per square foot, it turns out that our air conditioning projects are falling very close to the middle of the ranges. One is runs about 64% into that
range. The other one is about 45% into that range. So I feel that fairly fairly confident that looking at what McKinstry did, adjusting for time value of money and then comparing to
our costs in the GMP, I feel very confident that that's a that's a good check. Another check that I think is important is that our contractors and the
design build teams that we have were competitively selected. We went through a competitive process. They were selected competitively, and we talked about that in November when we when we actually approved the base agreements that this
amendment is attaching. And then another check that I, that I also think is important for the board to understand. And, and I don't think everybody intended that this was what we were doing. But because we have
two contractors working on two middle schools at the same time, we have two different ideas, different approaches, different thoughts, and there's some nice healthy competition amongst
that. So because we're also not doing it in isolation, the the general contractors from both, both schools are actually coming together at times to talk about what they're doing.
So it's I feel like we have probably more checks and balances in this situation than probably most of the other things that we do. Because because it goes well beyond just sourcing and looking at
the sourcing. Yes, we did that in November. Yes, we have a great team that's doing this. We we can compare to the McKinstry study. I know during the planning they also compared
to things that are called like Rs means there are other square foot industry standards that you can look at. So so there's been double checks along the way. And and again I don't want to underemphasize that, you
know, our vendors want our business and do right by us. And that healthy competition I think has been really exciting to see. And I think we're
getting better products for it. I want to thank our guests for being here at an unusual hour from your normal work day. I thought it's important for me
to at least begin some of my comments and my questions by saying that it's an unusual hour. We're an unusual client. Raise your hand, gentlemen, if
you have kids, keep them raised. Do you have do any of you have kids in this district? Okay. Thank you for that. The reason I bring that up is that because
we are an atypical client for a number of reasons, as you know, I've got I represent clients that are in the public space that submit bids, and they have to go against folks that take shortcuts and that do things
with public money that are that are not great. So the only thing I'd like to ask, other than the fact that it's nice to know some of you have kids in this district, is that to make
us a promise as we undertake this process, is that you'll perform your work safely, competently, and with our students in mind. This is not a
typical project. The room for error is minimal because of what's at stake. And I just want to ask that, as you're partnering with us, remember mentioning this last time when
you presented that you may feel an additional sense of scrutiny, and I think that's may feel unfair, but I think it might be helpful to you to know what happened in this room before
you arrived is that the board also had to make a very difficult decision to green light a riff resolution in the event that we have to make a reduction in force among our
own numbers. So at the time when we are, you know, we have abundance from four. And I think, again, our community who's investing in our schools, investing in our school district, we have to balance
that with the acute need to reduce our budgetary constraints in other places that are very real and have human faces at the end of it. And in fact, maybe some of the folks that see your kids in
those schools. And so I say this not to scare you off, not to ward you off, but to invite you into the severity and the importance of the work that you're doing inside our schools. And so I echo Director Bauer's
comments about the weight of this and the expertise that you're bringing. A lot is riding on your shoulders, and I look forward to working with
you in the future. Any other questions or comments? At the moment I will simply make one. I do remember that McKinstry study. I remember Lesher being
the most expensive place to put air conditioning in at the time, and I want to say it was either in range or above the projection that you're presenting now, which is impressive given all of the
inflation. And given that was four years of inflation ago. So I, I feel confident in the work that has been done. I appreciate the work that you've done, and I look forward to our
children being just a little less hot. Thank you. Yes, please. I think the only thing that I would add is I see this
as a partnership with with you all, and I think it's when, when we look at the finances that we're bringing up, we know that doing things through the
summers only can create significant challenges and barriers, and we've got to be able to work with you all to identify those early and make sure we're resourcing things appropriately so we get the outcomes that we're all looking
for. So just a sort of a baseline let let's work well together on this and help us do really well. So we're using the funds that the community has
given us. And the best way possible transparently, openly and effectively, of course. And as Kevin mentioned, safely probably has to come first before we even worry about a lot of those other things. So I
just, you know, looking forward to working with you all and having success. Please. I just had a couple other questions.
So when and we've talked about this, Dave, we have a firm I believe they're called answer. Is that how you say it Accenture. They've changed names a couple times. They have. Do we still use them to kind of
we do use them. We do use them at times when we need to. We don't use them all the time. In the past we had a we had some work we were doing to make some
improvements. And we we definitely brought Accenture in to do some training around pay app reviews, things like that. We've talked about that in the audit committee quite a bit.
And so they are they are pulled into the team as needed. Yeah. So we do work with them still for the public's knowledge. What what service do they
provide. So they they provide multiple services. But for for the thing that you're talking about it's owners. It's an owner's rep service type thing. So it's that's what they call them owners representations. So
an owner's rep is that that's kind of like providing expertise. Yeah. Like if, if we have questions about like internal staff has questions that we need to get some more
expertise on, that is always a place that we can go to. Okay. We don't use them for for everything. We didn't use them for this then. Is that these contracts? I don't know that
we've used them directly in this because we didn't have a lot of technical questions as we went through this, okay. But we can always invite them in as we need them. Okay. The other question I had, and actually I
will because these guys took the time to come, if people want to give us a little background again, this is for the public information. That's the only reason I'm asking these questions is I want to
get this out and be transparent. How do you select your subcontractors and that type of thing? If anybody wants to
speak to that? Just. I can start. Gabe Dunbar with Saunders construction project manager. We we have a
pre-qualified list of subcontractors that we work with throughout the Front Range. They're qualified with us based on insurance meeting our standards, financial strength
of the company. We in most divisions of the work. In this case, we invited 6 to 10 subcontractors in each division flooring, mechanical lighting,
that sort of thing. In some instances, we got back four plus bids, in some instances not, you know, three in some instances selected the low bidder, the low responsible
bidder. We level the bidders against each other to make sure that they're carrying the same scope, and then ultimately select the the low bidder.
Thanks Gabe, Sergio Ortiz, France and Pitman. Very similarly, we use a software called Building Connected that has a repository of close to 1.5 million different subcontractors. Through that,
we also track prequalification. So when we do our selections off of multiple bids, we go off of the low qualified. So there's always the low number. That's very enticing. But the qualified piece is deliver exactly what you were saying.
How do we deliver safety quality and maintain schedule and make those all Mary the way that they need to. So we always use the term low qualified in that because that's how we go through our process with it.
But very similarly we have multiple bids per all divisions. We had a very good extensive interview process for what I consider the bigger dollars on this project and the mechanical, electrical, plumbing scopes,
and have a trusted community partner selected for the project that we have full confidence in. I I'm going to go ahead and continue on that. So they're they're getting bids and they're putting those
together. And I give you a sample of the summary bids in an email earlier. So they're doing their work. But where's the check and balance to make sure that they're abiding by our procurement rules. Because
that's really what the expectation is to do what we would do or better. And so what we do is we bring our sourcing team in once the GMP is ready. And remember we were we met and
we kind of they went through here's the bids. Our sourcing people that are kind of a little bit more of an arm's length from this. I can ask them some very detailed questions, make sure that it is
above board for what we would expect. And and in this case it was. So there were some questions as we were going through that. Can we get more clarity on this bid? Can we understand that? But for the
most part, it was a very clean process because both contractors know how to do this and they do it all the time. Sourcing is in that sense, it's
also acting as a internal control to. Thank you for all this information. I think it's really helpful for everybody to hear this last question. This is not related directly with
this project. It kind of is because of the funding in terms from the community's perspective, people have asked about the the foray money, the accountability committee that
we have for that. I'm just curious and just I should know this. I'm on the board, but when are we supposed to be hearing from the For
Accountability Committee? They're supposed to report to us once a year. Is that right? Okay, thanks. Per their charter, they are reporting to the board once annually, and that will
occur in June. It's scheduled for the June 9th meeting. Thank you guys. I appreciate the time for this. Thank you. Can I just
make one quick comment? I just want to say one of the reasons I'm on this dais is because of my friends in the community that will have kids in Poudre school district in the future.
Gabe. And just to make a comment to the community, Gabe and Chad have become really good friends of mine, and I value them and their character. And I can speak to just what
incredible people they are. So thank you. And they were hired before I was here. Yeah. So thank you so much. I would add this entire team that's in front of you is amazing. We
have such a wealth of knowledge within this district. The two project managers and construction manager I mentioned here, but also our trades were involved in all of this work too. And we have five trade leads. And I asked them
the other day, how long have you been doing this work? And most of them said more than 30 years, and the majority of it was mostly at SDE. So, you know, when you're just talking about
five people doing page turns with this team, making sure that we understand how this is going, there's almost 150 years of experience right there
around that table. So thank you. Yes, please. Dave, quick question. Like in your experiences in SDS history, how often have we approached
projects like this from a design build way of work? We've done it every once in a while. So usually you do design, build
or a cmgc kind of a process when you know the scope is going to be very challenging. And when we're doing these retrofits, it is very challenging. You have to understand everything that you're doing. So we kind of
lean into those when we can't necessarily go out and have a very clean, sharp scope that says, you're going to put pipe here, you're going to do this because it hasn't been designed yet. We need to do it together. And so there's a lot of value
in doing projects like that. When you have that challenge, when you're trying to figure out how are you going to do this complicated remodel, for example, like when we get over to bolts, we're not doing that
project yet. But when you get over there, the structure of that building is going to make that an extremely complicated project. And so it's not just as simple as taking a rooftop unit off and putting another one on. It's there's there's a
lot involved in it. You're moving piping, you're moving electrical. You're dealing with a wooden structure over in bolts that is going to create challenges. So, so we often lean into a CMC or a design
build kind of a process when we want to do it together. And if you if you do do some searching on the internet, there's a lot of information out there about design build process. In my five years, members of the
board, members of the community, and my five years of being the superintendent of our school district, I have seen this level of collaboration from our project Nurse Trades with external partners who are thoughtfully engaging not just
on a singular project, but trying to learn across projects in a competitive, noncompetitive way so we can continue to figure out ways to be more efficient as a school system. I just want to say I attribute that to your
leadership. So I want to say thank you, Dave. Thank you, Superintendent Kingsley. One final thought. And again, my my comments were not meant to be overly harsh. I hope they weren't received that way.
We're an odd client, but I think that I think I spoke to this the last time you guys were here, that the opportunity for this incumbency value. Right. So because you're some of the first that are stepping up to do this important work
and to collaborate that relationship, we appreciate, we value, especially if you honor those commitments that I asked for safety competency with our students. First, we can make some really beautiful music together while holding us
accountable and holding you accountable for the work ahead and letting us know the pitfalls and where you think we ought to do things differently. So that was my invitation. If it got with some of my more
harsh comments, I apologize. Thank you very much for that comment. It perfect. Please, I, I just don't know if you left
out. No. Sorry. Okay. It's going to be a long four years. I just simply wanted to just wish you all luck and good luck. I know what any kind of bill
and project and stuff. You always have unknowns, right? There's a lot of safety features. Things shift, just change. And so just want to
send good vibes to you all as this come and wish you all well in terms of the work that you have to do. Thank you. Thank you so much. I will always take
a wish of luck, but luck's not going to do it for us. Planning is and this is the team that is going to make that work. So. So thank you for the luck. We'll
take that as well. Thank you I appreciate that. I think on that note, we're ready for a
vote. Carla Bays I Conor Duffy. Hi, Kevin. I Scott Schoenbaum. Hi, doctor Andrew Spain. Hi Jessica zamora hi, doctor Karen
de Ziegler I motion passes seven zero. Thank you. Thank you very much. And thank you to. That's for once. We need to do the same thing for the second one. But I don't think we're going to have as many comments.
If I had to guess, can I get a motion for 8.6? I move that the board authorized staff to execute the guaranteed maximum price amendment with Saunders at Lesher Middle School to install air conditioning, lighting upgrade and other
building improvements for a total cost of $13,966,289 over two years. Thank you. Connor, can I get a second? Thank you
Carla. And are there any comments? Just a yeah, it was $298, not 289 at the end. All right. I'm hopeful. Our second
holds. Are there any other comments. All right. Seeing none. Can we please get the vote. Carla Bays hi Conor Duffy.
Hi, Kevin. I Scott Schoenbaum a doctor Andrew Spain I Jessica Zamora. Hi, doctor Ziegler I motion passes seven zero. Thank
you. And thank you all for being here. It wasn't too late, but definitely after working hours. All right the. Yeah.
Nice. Yeah. All right. Last item on our agenda before adjourning. We have board forecasting. This agenda item is an opportunity for board members to discuss topics of
interest for future board meetings. Would any board member like to start the discussion? Thank you. Please.
Do you want to go? Go for it if you have an idea. Yeah, I like making lists and I like even more crossing lists off. So a couple months ago we sat in
this room and we talked about some of the priorities, one of them being one of the resolutions we passed tonight, eight, four, four exclusive charter authorizing. So I'm going to scratch that off and
move on to the next couple. I've got three topics. Priorities I'd like to kind of we talked a bit about engagement sessions with our community at dinner session. So I want to continue to chip away
at that and what that looks like in the next three months and the next six months, not just venue questions ask, but folks in our community, how are we going to engage them? Where
should we be spending our time as it as it pertains to some of the work that the Comprehensive Planning Committee is doing, one thing I'd like to just get maybe, Brian, if you if you have an update, if you don't,
I'll just put this on your radar. Maybe we get it for next time. I think we towards the end of last year, we talked about some pretty big topics, among them Bell schedule
changes, instructional minutes as well as transportation. And there was sort of a hybrid of all those three things that kind of coalesced, just so we kind of know in the in the background what work is being
done. It's something that I still think, and I think we lean on as a board, at least some of those are still priorities for the board. But we I think the timing is a little bit dynamic, to say the very least, based on what we're
dealing with. So do you can you speak to that or do you want to give us a report back not to put you on the spot, but I'm going to do it anyway. Yeah. It's okay. It's part of the job. I appreciate the question. I
know that there is deep work happening amongst our transportation department to look at ways, regardless of any changes on Bell schedules or instructional minutes. We've learned in this board room that there are efficiencies that
need to happen in order for our transportation division to operate with some form of organizational health, and they are working around the clock to identify whether there are any
efficiencies to be had there, because we're not in an environment where we have the opportunity to make deep financial investments because of the financial scenarios that we're continuing to grapple
with and learn from the state, we are temporarily pausing the bell schedule instructional minutes conversation. Not forever. It's a pause to continue to move forward with reconciling our budget and balancing that budget going
into next year. So I would say the staff is not going to be making to this board unless directed to any recommendations around changes for Bell times or instructional minutes for
the 2627 school year. We've said that publicly previously. I just want to clarify that as a result of you helping me tee that up, I do think, and I know it's a shared value of the district as well as this board,
to bring that conversation back. But I do want to signal that I believe that that will be a separate conversation from any conversation that our governance team has regarding
consolidation. If you see that differently, based upon the will of the work coming out of the Comprehensive Planning Committee, please send those signals to me directly or offline. But if you think about the charter of the
Comprehensive Planning Committee, this would not fit under their purview. So it doesn't mean that we can't do it in parallel tracks. But I do. Just going back to want to reiterate one of the things that amongst many things that
Doctor Schmitz had said to us in terms of the question that you teed up, that what we need now more than ever is focus and where we are wrestling with our
challenges, with our budget realities, as well as going into this very important conversation with our broader community around potential consolidation that is taking
the full capacity of all hands on deck right now, I appreciate that. That's why I asked. That's a very healthy update, I appreciate that. Thank you.
Okay, I'm going to take the moment because I think the riff that sits heavy on all of us. And I think one thing that we can do to set up our district
and our future boards, our future staff for success, is making sure that after this process unfolds and concludes
in June or by June 1st, that we also look back and we reflect on the process. I want to make sure that after reading the employee agreement, reading through the process, I feel
confident that the process will unfold as it's supposed to. And there were past folks who set us up for that level of success in a really hard time, and I want to make sure that we do the same for those going
forward. So I'm just going to put that on our priority list. Does anyone else have anything else they would like to add or other priorities they'd like to consider for the future? All
right. Seeing none, we'll keep rolling. Last thing on our agenda since we did remove that executive session is adjournment. S