(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
(CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw
(CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat
(CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message
(CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line
(CC1/S1) Scrolling caption. (CC1/S1) abcdefghijklmnopqrstuvw (CC1/S1) Test captions repeat (CC1/S1) Test Caption Message (CC1/S1) Encoded as a 2-line (CC1/S1) Scrolling caption.
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is just really was tremendous. And then I'll celebrate Lopez Elementary School that continues their leader in me program. It just makes your heart feel good when you walk in the school. And I had a
chance to meet. I can't show you on the camera, but it's a young student named Aiden who was superintendent of the day the week before. I came and didn't know I was coming the next week for a school visit. So having a chance to meet
Aiden and convince him that my only job was not to fire everybody, I told him, I said, you can't fire people, you can't fire your way to excellence. But we had a great time and laughed with each other, but just really
impressed with the Leader in Me program over at the school. So just there's a lot of great things happening in all of our schools. And I just want to thank members of the board and members of our community for helping me celebrate all of
them. We have a really important board meeting tonight to talk about some really important topics, and I'm excited about it. One of the topics that we will be talking about is air conditioning. We're going to hear an update together on our district
strategic strategic approach to installing air conditioning in the 30 schools in our district that don't have it yet. We'll be focusing on the next five years of installation plans. In
our conversation this evening, I want to take in behalf of our entire team and us as a governance team, to thank the voters for their support for the 2024 debt free mill levy.
This conversation tonight would not be possible without our voter support, our community support, and it's really, really grateful. And our ability to address those deferred maintenance needs that
are in the amount of over $1 billion. It's just going to be absolutely transformational for this entire community. We'll also have another conversation to hear about potential modifications to Bell Times.
This is a continuation of part two. Well, I would say it's probably part 3 or 4. We've been having this discussion for a long time. And to be honest, as I go back and, you know, learn and think about prior
boards, prior superintendents, this has been a conversation that's been happening in our community for over a decade. So it's an important one. And I know the weight of that will continue to be thoughtful and patient and kind in how we
engage with each other and talking about the length of our instructional day and the potential implications that has on Bell time. So I look forward to a great meeting with all of you, and thank you for allowing
me a few minutes to address the community. Thank you very much. All right. We're going to move on to the community comment portion of the board meeting. The board desires to hear the viewpoints of all stakeholders,
including students, employees, parents, guardians, and community members. Public comment is designed to address issues, not personalities or personnel matters. Please keep your concerns and comments focused upon the district and
appropriate for K-12 audience. Please note that the board does not generally respond to remarks made during community comment. Our lack of response should not be construed to mean that we agree or disagree with what is said, or with the
description or interpretation of events as presented by any speaker. Further, even if some remarks may be factually inaccurate, we generally choose not to respond 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 the
students best interests at heart. So this opportunity for public comment is for members of the community who registered to speak by the designated deadline. Those people will be called upon to make remarks in
the order that they signed up, and each speaker will be allowed three minutes to address the board. So first up,
we have Laura Whitehead. Welcome.
Hold on just a moment. I'm going to get the mic on there. Okay. Thank you. There. Hello my name is Laura Whitehead and I am speaking to
you today not only as a former employee of CLP, but also as a concerned parent and long standing member of the CLP community. I am here to address the Mishandlings of the Effective Needs Program, a
program that has seen many successes, some of which I was proud to be a part of. I have always taken pride in my ability to understand behavior, use sound judgment, and be trusted to make decisions in
the best interest of students. Unfortunately, recently recent changes in protocols have stripped me and others of the trust, particularly when it comes to safety. On September
8th of this year, during a seclusion training, we were instructed that if a child was running, regardless of whether the staff was CPI trained, they were to be stopped. However, just two weeks later, on
September 21st, that directive was abruptly reversed. When I sought clarification on the new procedure. I was met with vague responses like yeah, I know, sorry or simply you need to
trust. But trust in what? No clear guidance or plan was provided. I was later informed that I was no longer allowed to protect myself in situations of imminent danger. As a direct result of this policy, I was
personally assaulted. The only instruction I received was to get out of the way. This directive, especially when applied to those labeled as just paras, were implemented without consistent
communication, without transparency, and without support from leadership. The fallout has been devastating. Essential staff have been mischaracterized, their reputation damaged, and their roles diminished. More
importantly, the children of the Ann program have suffered without clear expectations, boundaries or consistent protocols. There has been noticeable regression among nearly every student in the
program. This lack of structure has even begun to impact general education students, creating a ripple effect throughout the school. Many students are not now afraid to walk through the hallways, and
some are even being denied access to the bathroom due to safety concerns. When fear and restriction replace routine and support, how can we expect students to feel safe, let alone learn, by removing
expectations, eliminating structure, and failing to provide clear leadership? We have not only stunted the growth of our most vulnerable students, we have created an unsafe and chaotic environment
for all learners. So I ask, when did this become acceptable to Poudre School District? Thank you. Excuse me. Thank you.
Next up we have Molly Gutierrez. Welcome. All right. Good evening. My name is Molly and I'm a parent of a 10th grader
at Rocky Mountain High School. My wife and I are proud to be raising students in this district. We have two other older children that have already graduated from SWD. I have a doctorate degree in
public health, but tonight I'm here simply as a member of this community who believes deeply in the power of education to shape lives. We all want our students to succeed
academically, yes, but also as full human beings and as someone who studies health and well-being. I can tell you this education is one of the strongest predictors of long
term health, happiness, and life opportunity. But students don't learn best when they're afraid or disconnected. They learn when they feel safe. They learn when they're fed. They
learn when they feel seen and when they feel like they belong. And those conditions, safety, connection, belonging don't happen by accident. They're
created intentionally every day, by teachers, by staff, and by leadership, by a board that's committed to inclusive, responsive education. So I want to thank you for the work that
you've already done in this direction, especially around mental health and belonging. I know from personal experience just how transformative that kind of environment can be. I
grew up queer in a public school system, and at that time there weren't many visible examples of what it looked like to grow up and thrive. And yet, thanks to educators who
believed in me, who made space for me, who told me I belonged, I did thrive, I became a professor. I became a parent. I've built a life of purpose
and connection. And I know I'm not alone in that. So many of us can point to a teacher or a moment, or a book we read that we felt like we mattered. And that's what I want for every
student in this district, the chance to fully become themselves in the presence of adults who expect great things from them. That's not political, that's educational, that's good
public health. That's how we raise resilient, curious, engaged young people. So thanks for your time. I know firsthand that public board service is
hard yet worthy work. Thank you for staying focused on what matters. Creating schools where every student feels like they belong, and every student has a future they can believe in.
Thanks. Thank you. Next up we have Tom Griggs. Welcome. When
I started my campaign for school board back in April, a lot of people were asking me, what are we going to do about the federal budget cuts? Are they anticipated at that time they were anticipated still, I
believe, or the threat of state budget cuts. And I didn't have a good answer at that time. But I started looking around, and I recognized that the strength of this community is what is
probably going to end up carrying us through. I'm an optimist by nature, perhaps, but I'm also an optimist by choice. I started getting to know what partnerships existed
in the district. I checked, I visited or made contact with in various ways. Conflict Resolution Works, which is a City of Fort Collins project
that helps divert kids that are in trouble with legal issues away from the criminal justice system. I visited Dexter Rowe as a former school resource
officer, now as community engagement officer for Fort Collins Police Department. I went to Kiwanis meetings, to Rotary International meetings. I went to North Fort Collins Business Association meetings.
I went to rotary. I'm sorry, getting ahead of myself for Fort Collins Chamber of Commerce, I visited with representatives of the Association for Classified Employees, and I appreciated
the video on custodial that we saw last meeting. I've been to 2 or 3 different faith communities. I know about projects that are going on by Fort Collins Coats and Boots,
Project, Smile Make backpack, where I helped pack food for kids that don't make it through the weekend without having food for themselves. And I got to say, my optimism is holding up pretty strongly after all those
visits and all those people and all those projects, I got to know very, very positive experience for me and gives me
a good feeling and a confidence in my feelings of optimism. And I've got to underscore that for me, optimism is a political choice. It's one we're going to
face as a community, especially when we hear about the budget cuts that are still going to be coming for a while. And we've got to start working together on those things and keep
working together and build those projects as much as we can. That's what's going to get us through, I think. So thank you very much. I'm Tom Griggs, I'm a candidate for the district D seat on the school
board. Thank you very much. Thank you. Next up we have
Carrie is Pezzullo. Welcome. Hello. My name is Carrie and my pronouns are she her? I'm the
mom of a non-binary child in PTSD and the proud aunt of a successful, brilliant trans nephew who is on his way to med school. My baby has just
started middle school at Weber and is thriving. I've been thrilled to see the support they've gotten from their teachers in using their preferred name and pronouns. See, my baby is aware that the
world isn't always so welcoming to LGBTQ plus kids, but thankfully, hostility and discrimination has not been a real factor in their life. At least not yet. My baby is
growing up in a community school in a district that supports their health and wellness. They have not been stifled, minimized, or restricted in spreading their
wings and being who they are. And they are brave, creative, happy, smart and kind for children who do not have that kind of support, the
consequences can be dire. Just a reminder, given the outsized political attacks on this most vulnerable population. According to the CDC, in 2023,
only around 3% of youth identify as transgender, according to The Trevor Project, 39% of LGBTQ plus young people
seriously considered attempting suicide in the past year, including 46% of transgender and non-binary young people.
LGBTQ plus youth of color reported higher rates than white peers. 54% of transgender and non-binary young people found their school to be gender
affirming, and those who did reported lower rates of attempting suicide. LGBTQ plus young people who reported living in very accepting
communities attempted suicide at less than half the rate of those who reported living in very unaccepting communities, according to the American School Counselor Association,
transgender and non-binary students and their families face increased risks, as well as unique circumstances that often require additional support and recommendations to
help ensure these students receive the same educational opportunities as their peers. Research shows 83% of transgender and 68% of
non-binary youth reported being victimized at school due to their gender. Students with supportive adults in their school are less likely to feel unsafe or to miss school, and are more likely to have higher
GPAs to pursue post-secondary education and to feel a higher sense of belonging in school. My family is new to PSD this year, and I'm so happy to see that clear, supportive policies
are in place for trans and non-binary students. Thank you for that support. Our kids need
you. Thank you. And next up we have Danae Lawrence. Welcome.
In your email tonight are the documents that I'm referring to in my speech this evening. And I hope that you will consider the information and that it will help you to be more informed for your November 4th meeting about integrated
services in 2024, the Office of Special Education Programs, or Osep, participated in investigating the Colorado Department of Education and released their findings in May of 2024. In their review of the
state's performance, they indicated that CDE failed to adhere to the responsibilities for enforcing the annual reporting data from school districts under part B of Ida, among other offenses. So the representation from the
Integrated Services Department here at PSD that you are being audited by CDE isn't exactly true. CDE is finally requiring school districts to do annually what they were required to do
all along. This is not an audit. It's certainly not a third party objective view of the two entities that dropped the ball. But due to the performance of CDE, Osep instituted a facilitated assessment schedule
and our district will begin participating in that data collection in February. Not just an audit, but just a federally required data collection now hopefully being enforced of the information
that was supposed to be reported were vital statistics called indicators one through 16. Beyond graduation rates like things like assessment outcomes, suspensions, preschool performance, child find post-secondary outcomes,
disproportionate representation representation not just for race and ethnicity for IEP students, but disproportionality regarding their specific disability category, which is hugely important. Despite the CDE
wasn't enforcing the collection of that data, PSD knew they were supposed to be collecting the data. It's a federal law, and so I'm asking you as directors to seek the information and make it publicly available.
Additionally, we have been we we have information spoken in this room that I think deviates from giving the full picture. And I just wanted to point out the year over year statistic that you guys keep talking about. That IEP students are
improving one year's growth over the previous year. I think Brian and Kevin have both mentioned that statistic. I want you to understand that our director indicates that that growth statistic includes charter schools as well. Does
the graduation rate data include charter schools too? Do we keep separate statistics on charter versus public schools? Because staff is now stating that the graduation rate data is corrupt because it includes those students who stay longer,
the 18 to 21 year olds. But those students shouldn't be included in the graduation rate data according to the well defined parameters of that federal reporter indication. And so why is that happening?
In short, how can we evaluate this wicked problem without data integrity? And I'm asking you to demand it. And given the breakdown of CDE and PSC together, I believe there's strong cause to ask for this information to be collected by
a third party auditing source. So please be analytical of what you hear in the next meeting and ask deeper questions that will help a lot of very vulnerable students at a critical time. In our school district, students with disabilities are more
unprotected now than ever, and they are owed any safety, any safeguards that you can all give them. So thank you for
reading my email. Thank you. Okay. Okay. Thank you all so much for taking the time to share your thoughts during this community comment tonight. We
appreciate your engagement and the feedback that you provide, and we look forward to further discussions at our next engagement session on anybody have that readily available. I know it's November 6th. Thank
you. And the two schools are going to be. Yeah, I'd have to I have to double check on that now. Somebody's going to check for me. But yes, we will have
our two engagement sessions again on November 6th starting at 530. And we welcome you all. You do not have to be a member of this school area to go to that particular school. You can come to. Which schools are they
again? Irish and Irish and Timnath. So if you would like to join and you do not have to be have somebody in that school you do not have to have, you can be just a community member.
You don't have to have be a parent or a caregiver to somebody who is in the district. Just come and chat with us and we will see you there. Thank you. All right. And now we will
move on to board topics and committee reports. So this agenda item is an opportunity for board members to provide an update on committee work or speak to board topics. Do any board members have anything to
report? Okay, Connor, just a quick announcement for the PTSD Foundation. They're having the Ignite the Impact night. It's a fundraiser. It'll be November
10th, and it's, I believe, 530 to 730. You can go online to PTSD Foundation slash ignite the impact, and you'll be able
to get all the information there. It's a great night. I believe Brian is speaking. Kristen, are you speaking as well? Not that I know of. Okay, I'll be there, but at least one
of you two will be speaking and it's always a very uplifting night. There's a great celebration for all the things that the Foundation does and all the things that they enable our students to do. So please,
if you have a chance, please join us. Wonderful. Thank you. Anyone else? Go ahead. Jim, I'd like to give an update from the community community engagement session that we had at Linton
last week. There were about ten people attending, and Jess and I led that session. The biggest interest in the group was about integrated services. So that's where we spent most of the time. That evening. The last
community comment, I covered a couple of my bullets, so I'm not going to recover them here in interest of time. But for integrated services, there was concern that some IEP kids are being gently or otherwise
encouraged to opt out of testing. One community mentioned that sometimes parents opt out their high performance students as well. And of course we want all the
kids taking the tests in some districts is leads our cabinet positions. So in PTSD it is, it is not. And the question was does is have sufficient clout
in the organization. Also a comment please keep accessibility requirements in the forefront as we move to the new district website. The final one I guess, on this section of
integrated services was one community member discussed that she had had an excellent experience in PTSD with her special needs child. She said her school recommended that she choice into a different school
in the district that could meet the needs of her child better. She did that and she has just been thrilled with the results, so that was interesting as well. We talked a lot about dyslexia.
The new curriculum is great, but there's a current there's a concern that those students above K through three that started with the old curricula still need more attention, screening and help, and some
concern that the implementation was moved in the legislation for screening from 2627 to 2728. I know that SWD is already
doing some trial screening tests at six elementary schools, and the dinner session tonight. Brian updated us on a meeting last week regarding dyslexia with the staff and the
community. We're we're continuing to work on this area. And the final thing I'd mention is just a miscellaneous one. One community member wondered if we were too rushed in the
calendar. Bell times, bus schedules, decisions, so we'll have plenty of discussion on that tonight. Wonderful. Thank you. Anyone else? Scott, you
had a. Got a couple things. So we also had a community comment event up in Wellington. We only had two attendees, but we had we filled the time. We had deep
conversations about integrated services, very similar to what Jim's talking about. We also talked about some long ongoing
problems and questions about some tax policy in Timnath. So we're looking into that as well. So it was actually good. Andrew
and I attended that and I enjoyed it. I thought it was a good discussion. The other thing I wanted to bring up was we just had our first annual equipment swap, a sports
equipment swap. This was put on by the Student advisory committee. There's a student kind of took the lead named Isla, and the the group did a
great job organizing this. And basically the idea is there are really expensive pieces of equipment that are necessary to play sports in this district,
and not everybody has access to it. But there's tons of kids who finish playing and then those. I think we all have garages full of sports equipment that sit for years. So this is an outlet for for an
exchange of that to people that can use it for their their future plans to play. So this is on Saturday. It was over at Blevins and really well
organized and and run by the students we had. The first half of the day was people coming with donations. The second half was families that came and got to to shop the the equipment.
And it sounds like it went really well. I was there in the morning. I didn't see the the end result, but I wanted to thank Ensign Olsen, Duane Schmitz and Brandon Carlucci from the district for really
helping put this whole thing together. And we're excited. I was talking to Ensign earlier, and we're going to do this again next year. We'll do it earlier in the in the year in August. So people have a chance
for these fall sports as well. So really proud of the student advisory Committee for taking the lead on this. And I think it's going to be something we'll do for years to come.
That's fantastic. Thank you. Jess, I'm just going to build off of what Jim said, just because there's a couple of things that I also wanted to ask. So we've heard it before,
but there was an ask for an audit of integrated services. One of the questions or comments, I think it was both came around our number of 504 plans compared to the number of
IEPs that we have in this district compared to our similar districts. So just curious if that will come in our November meeting like that comparison. And then we've also
heard this task force and feedback loop before between our district and CSC parts, and then our parents at large. And I think to Jim's point about the parent who had a really
amazing experience, and some parents are not having the same level of experience and wondering how do we make that consistent? And some of it is also looking at what are the
schools that are consistently doing it really well and making families feel like there's a very warm welcome and an understanding of what their options are, because some parents were talking about not even knowing that some of the
center based programs were available to their kids, that they would have to search it out, or if there were schools, dyslexia in particular, that were more geared toward had more resources for dyslexia that that was hard to find. So
having ways for parents to discover if they do have to choice schools to discover which school would really be the best choice based on all of the information, all of the needs of their child, and how
they can get that information more efficiently? Yes. Wonderful. Yeah. Go ahead Andrew. Just a couple of things.
First of all, a shout out to the Wellington softball team that's on the way to state. And if you all knew that or not, but they have a big send off on Thursday. Also Wellington football is is doing some
serious damage as well. But I actually wanted to talk more specifically about a particular individual on the football team by the name of Seth Long. He's their kicker. Does the the kickoffs, punts, everything
like that, and he actually is kicking against cancer. And so he's actually doing a fundraiser throughout the entire year for every yard he kicks, he's collecting pledges
and donations to give to Alex's Lemonade stand. And I just thought this was a first of all, I want to congratulate him on a not being just just a fabulous kicker because he's really good,
by the way, but being a fabulous person and how that's an indicator of the amazing students we have every single day in our district. And we don't even hear about most of their stories, of course, but
this is at least one I can share. And I think he's doing an amazing job, and hopefully he's going to kick him, kick them all the way to a state championship as well. So we'll see. But but kudos to Seth and
his family who gave me permission to share the story because he's he's doing great things. Thank you so much. And you can find that information on Facebook. Yes. Excellent. Thank you. All right. Anyone
else? All right. I'm just going to kind of hop off what you were talking about, Andrew, with the students, because I was able to, in the last two weeks, attend the Community Classic and the Peer Summit.
And I just want to say, hats off to the Peer Summit, the group thank you to the adults in the room who organized that, but especially thank you to the to the students who were there.
And we're very willingly sharing their experiences and and what can be done better, what's working for them, that kind of thing. And they got to share with each other, which I think is extremely important as
well as sharing with adults. So that was simply fabulous. And I did want to mention in the Community Classic, as we were watching the the film there, Brian and I got to see the students. Actually, the
broadcast community broadcast. Yeah, the sports broadcast journalism kids. And so we actually got to watch the football game while they were putting together the film for
it and broadcasting that, and it was just amazing. It was simply fabulous to be able to to see them in, in their elements, doing their work. And I know that they're all going
to be working for the NFL or the NBA or something like that after this. So it's fantastic. So thank you all for that. And with that, we will go ahead and
move on to the consent agenda. Would any board members like to pull anything from consent? Okay. Seeing none. Can I get a motion. I move that the board
approve and adopt the recommended actions for the items on the consent agenda. Can I get a second? Thank you. Jim. All right. Joe, will you please call the vote? Jim. Hi.
Kristin draper I Conor Duffy. Hi, Kevin. Hi, Scott. Schoenbaum. Hi, Andrew. Spain. Hi, Jessica zamora. Hi. Motion
passes seven zero. Fantastic. We'll move on to informational reports and discussion items. 8.1 is an update on plans for AC installation. So we have a couple of special guests for
this. Yeah. Presenting the update on plans for air conditioning installation is our Chief Finance officer, Dave
Montoya. Welcome, Dave. Good evening and thank you for having this presentation tonight. It is on air
conditioning. Let me get it set up here. All right okay. So we're here to talk to you about our plan for air conditioning on the upcoming summer and then
a little bit into the future years as well. I'm joined with some guests that I'm going to have come up toward the tail end of the presentation, Franz and Pitman and Saunders, and they're joined by Peck and
Engineering Group and Da modeling. Everybody is represented in this, in this in the room tonight. So these are going to be our teams that are helping us with the new projects that we're taking on
next summer. So excited to just kind of walk through where we're at with this whole process. Superintendent Kingsley, I think, mentioned during his update that we need to talk about the debt free
mill levy before we start this conversation. It's only through the debt free mill levy that we're even possibly having this conversation. If the debt free mill levy did not pass, we would be in a much dire
situation and we would be holding on to every dollar to replace things that broke in the moment. But there would not be any pre proactive kind of approach to deferred maintenance. So the debt free
mill levy is extremely instrumental and transformational as, as Superintendent Kingsley said. So let's just review the debt free mill levy a little bit here just to ground ourselves. So the first part is we did
pass an override November 2024, and that was for $49 million. It was approved November 24th. I think I just said that it grows with inflation. So this was a very important part of
our planning for the debt free mill levy was a dollar. Today won't be a dollar in future years. So we need to make sure that the revenue keeps up with that. And so we added an inflationary component of which
the voters did approve. So just looking at the numbers here, you can see that 49 is now 50 million. And that's because we did have I think it's 2.3% inflation that we were able to apply in there for the 25, 26
year that the current year we're in now. That's the 50 million. Just a reminder, it was designed for recruitment and retention, school maintenance, classroom
resources and small neighborhood schools. Back by popular demand is the graphic that we've all that we all got to know so well last year. And
I thought it would be just good to I didn't think I'd ever have to show this graphic again, but I thought it would be good just to ground ourselves in kind of what we talked about and how this mechanically, how the debt
free mill levy was working as, as you may remember. And I think maybe people can see my slider here. One of our goals was to actually utilize
existing expenditures in general fund move them over. Utilize existing funds in the general fund to basically move those, move staffing existing
budgets over to the debt free mill levy. What this did, and it's on the left here. It freed up about $21.5 million of budget in general fund. And we really did three things with
that. And we're continuing to do these three things. The first one is $4 million dedicated to small school support and programing. That kind of ties into the small
neighborhood school component. We also had a a large injection of money to move our salaries forward one year. And so that has happened. And that was
about a 5% increase across the board. And that cost just under 15 million or just around $15 million to do that. Get this question a lot with compensation. Does that mean that we're going to get another
$15 million next year and another $15 million next year? No, the $15 million that we moved aside is established. It's in there. It's supporting those ongoing pay increases, but there's not new revenue
that generates to apply to more increase. Right. But it the 15 million is in the budget. And it's dedicated to supporting those increases that we gave in going forward. The third bucket
is really $2.5 million that we were really focusing on replacement cycles for things that are kind of outside of maintenance and operation. Think about instruments, curriculum, athletic supplies, things like that. So that was
really the goal was to free up some money in general fund to do those three things, but also and then now we're going to kind of gyrate to the right of the graph also was to actually
move us forward in maintenance and operations in deferred maintenance. So you can see this graphic shows that existing operations staff and existing operating budget, of which there wasn't much, there
was about 800,000 that we had in general fund for operations that all moved over into the debt free mill levy. And so that that doesn't really change that $21.5 million is exactly
what we were doing before. So it's nothing new. But then the green box right under the the the pink box there is really the new the new expenditures. So we, we have expenditures for
maintenance. And really this is our deferred maintenance category. There's $22.9 million that was dedicated the first year for that. And that goes everywhere from HVAC, plumbing,
electrical. So like your MEP type stuff, bus fleet replacement. We're going to talk about transportation here after this presentation. Software, hardware switches, all of that fun stuff and then
things that are actually a little more visible to the students. Things like sound systems, gym systems, digital scoreboards, those were all contemplated in that deferred maintenance that we wanted to start tackling. And so we have
$22.9 million that is ongoing for that. And then the last portion of the debt free is the pro rata share to our district charter schools. They receive a 95% pro rata share based on
state statute. And so you can see in last year that was $4.6 million in the in in the budget. So so this graphic just represents how we were
conceptualizing the general fund and the debt free mill levy interplay. And I think it does a good job of telling that story. So so now to kind of come into a little more detail
than. Than you saw the first or in that graphic. Let's dive into some of the budgets so you can see how the allocation of the debt free mill levy is actually happening. So you remember there's there's really
two components that moved over from general fund, some staffing as well as a small amount of operating budget. This first line item represents the staffing. So that's our existing maintenance and operations staff. They moved
over from general fund into the debt free mill levy. And that was about $21.1 million in this year's budget. Charter schools. You'll notice that number increased slightly. And I'm going to explain why in a
minute that actually I'll kind of jump to it. The first two lines in here need to increase by inflation regardless of what we do, because inflation will happen. Pay is going to increase charter schools. If
the if there's inflation and we're collecting more money, they should get their pro rata share. So those are those are really things that are are heavily tied to inflation and something that we want to think
about. Then we get into the more of the maintenance type categories or the deferred maintenance that we're trying to take care of. And I'm just going to go through these categories quickly. We have
about $1.8 million in information technology. That's replacement cycles, enhancements, switches, networks, all of that type of stuff. Those are all contemplated in in that in that
budget, 300,000 is going towards security upgrades directly. Those are going to be taking care of the small replacement cycles like cameras, door access, things of that nature. The next category is
bus and support fleet replacement cycles. So we we talked a lot about last year about our bus fleet and the poor condition that was in because we weren't able to buy new busses. This was
instrumental in changing just how transportation is operating this year with having some new busses arrive on the fleet. So that's exactly what this line item is intended to do and will continue to do. We have about
800,000 for child nutrition and custodial equipment. This is everything from like a floor scrubber to I think we're installing some new serving lines at Rocky Mountain High School right now in this month
I believe. So. So those are kind of some things in the equipment and replacement cycle there. Then you get into the more general the facilities and outdoor services type maintenance. And these are the
smaller non construction deferred maintenance that we're taking care of. So think about a water heater that might go out or filters that need to be replaced or a motor that if we
swap this out it makes the equipment run longer. Those are all contemplated in both the facilities and the outdoor maintenance budget. A large portion of this is actually in the outdoor services realm,
because when you start talking about maintenance, and I'm sure you've all witnessed walking around in our schools, our concrete and our asphalt needs some attention. And so that's going to take us a while to get
through the district and all the concrete and asphalt that we have. So so that's really what those dollars are going toward. And then we have a larger bucket which is called the capital or large projects budget. And this is really the
the deferred maintenance plan that we talk so heavily about. Last year we talked about, you know, the bigger items like boilers, rooftop units, fire, fire suppression systems,
things like that. So so these are the large projects. And that's not to say that a large project couldn't take on a characteristic of another one. So I'll give you an example. Just a hypothetical on the fly
here. Security upgrades. We may decide at some point that we need to replace a system in security that will probably be in excess of $300,000 that year. So it would make sense that that might go to a larger
project type thing. So that's just an example of how that that capital large project budget can interplay with some of these. But it's really focusing on the large capital projects. And and what I did
here is I did put a link in here as well as the, the website, our projects that we've been planning to do over the over the next five years have not changed drastically.
They're all out here on the website. You can kind of see this is some documentation that we put together before the election. And it goes, goes through by school and talks about the things that we were planning on doing. We also
talked a lot last year about this is deferred maintenance. So if we have something that has a priority over it, something in that list might have to shift down. If
something else is a priority that breaks that. We we didn't plan for. So this is going to be just a breakdown of how we're using this. And got about
$50.3 million in total. And so the balance of everything that I've shown above and the 53.3 really comes down to about 1.2 that's unspoken for and then that could be applied to air
conditioning. We're going to see how this works in a little bit okay. So let's talk about the current air conditioning status and how we're thinking about prioritizing the the way
we're going to move through these projects. So first is identifying schools that don't have mechanical cooling. So we have 22 elementary sites. That would have been 24 if I was
presenting this last spring. BT and Oday are now air conditioned. So that that has gone down by two. We have five middle schools. We're going to be talking about two of them today. And then we also have
three nontraditional schools Polaris, PCA and Centennial that would need some mechanical cooling as well. So that's kind of the status. And we have already incremented incrementally moved forward a
little bit this last summer, but we still have a long way to go. 30 schools is a few is quite a few to get through. So then the next question is, well, how are we prioritizing that?
And it really kind of boils down to three big bullets. And I would say the first two bullets are probably the dominant bullets right now and probably in the short term of this plan. But all three are going to interplay with how
we're prioritizing the air conditioning approach. The first one is, and it kind of alludes to the bullet above implementation of mechanical cooling at sites with no
mechanical cooling or tempering. So what this means is if you're one of the schools listed above, you would be prioritized. The second bullet point is prioritizing schools with larger student population and
higher occupant densities, such as middle schools. So when we when we think about what that bullet point is saying, it's saying we have larger populations in our middle schools. They also have higher densities, and they're
typically there for longer periods a day. So there was some prioritization there. And then the last category kind of after you get through the large concentration of schools, of which again would be the middle
schools, then I think you start to settle into prioritizing the other projects based on a number of things. And, and things that we've looked at were like, we have data on high internal temperatures during
high heat days. That would be a way to distinguish between what school to do next. We do have a plan in in rank order, but I will say once you get through 30 schools, I mean, you're
probably talking 12, 15 or more years out. That may or may not land exactly at that point in time. So so the prioritization
is really we're focusing on the middle schools first and, and the, the schools that we're really going to be working on next summer and into the next year is going to be Weber and
Lesher. And we talked about this at the last update when I did a kind of a summer projects update. One of the things we learned through these projects is to not take on more than we
can handle in a small summer summer window. So in both of these projects, we're going to take a multi year phased approach, of which when I turn it over to the guests later in the presentation, they can talk a little bit about what they're
thinking around, how to help us move through a multi-year approach. So the next part of this presentation is going to focus a lot on the financing of air conditioning. And we're really going to pull from
various different items to make this work. And what I would say about these these items is I'm going to go through them each each all four of them. But what
I would say is that they can be used in conjunction with each other. They can be used independently. There's there's a lot of flexibility as to when we when we, let's say, pull a lever, each one of these bullet
or bullet points is like a lever. We can pull multiple simultaneously or defer them separately using a combination of approaches. And because I
just said it's very flexible, you can slice this all sorts of ways. But one example that we came up with, as we were kind of just looking at this, is by pulling these four levers in different times, you can yield
something of around $110 million over the course of five years for air conditioning. In that assumption, I'm assuming a 2% inflation rate. I don't know that that would last over a 15
year period. But just so you know what the assumption rate is because that's critical in there. So those are those are really the the options that we're going to walk through. And so I'm going to walk through them in an orderly
fashion here. The first one is we could consider allocating a portion of the capital. Large projects deferred maintenance directly to air conditioning. And in the example that I have
on this slide, what you'll see, and I intentionally left the strike out here. What we would maybe do is reduce $15 million to $13 million. That would allow us to continue to do
deferred maintenance on those projects on that list that I just showed. But it does allow us to move $2 million toward air conditioning. That would be one example or one lever that you could pull. Obviously, I've
shown $2 million. You could do three, you could do one. It just depends on what the need is there. The other option, and probably lever two, is
utilizing our remaining 2016 bond reserves. Prior to the election we talked a lot about these reserves would be what carried the district for potentially eight years if we
had to go to another election, if the mill levy didn't pass. And so what we've done is we've scrutinized and looked at the the reserves, and we're actually closing projects out at this point as well. And
we've got a number of things that kind of build up to some reserve dollars that I think that we can start to count on, to utilize toward air conditioning. One is we just had some general reserves, and
I believe that was $12 million a number of years ago when we started this. Some of it has been used for things that came up prior to the election. But right now we're standing at about 10.6 million in bond
reserves. And those are just unspoken, for we have about $4.2 million of of what I would call budget closeouts. So we've completed a large number of big,
big projects. And as a result of that, we did have some positive budget savings or variance. And so there's 4.2 that is going to be swept from those large projects to to the
reserve. The next category is a is project Closeouts 2.7 million. What this is, is a lot of a lot of other things that
are not large construction. So these are all the other small projects that we're in, what we called the $40 million list as part of the 2016 bond election.
And so you're going to see a number of things closed out here. The largest one in here, though, is about $1.5 million for for what we call project
management. And what that was really doing is paying for staff that were paid, that were supported out of the bond. It would buy other things that were necessary for construction. At that time. We were pretty
tight on that because we didn't know that the election was going to pass. So we actually have some positive savings from that of about $1.5 million. The rest of it is a whole bunch of
other small projects. I mean, most of them are under $40,000 that are swept and going back to the bond reserve because they're closed out. We also have some projects that the
debt free mill levy, if you were to look at that, that list on the website, there was one project in particular that the debt free mill levy called out that was in the bond. And so this was one that we did move
to the debt free mill levy. That just frees up that money to utilize in the bond for other purposes. That that project was the Fort Collins High School controls project
that we did this last summer, and that was about 3 million of the 3.8 million. So. So what you have is the bond reserves that we we kind of knew were unaccounted for. We've closed
out most of the rest of the bond, and there's really not much left that's active in there. So these are all positive budget variances from from the budgets that were established. And with with all
of this, we can come up to close to about 20, $21 million of bond money that could be deployed for air conditioning. Again, this lever, just like the last lever, can be pulled at different times. I mean, we
could put $21 million in one year, or we can stretch that out across over four years. It just depends on what the need is. But that is another lever that we have at our disposal to
utilize. The next the next lever, the third lever that I'm going to talk about is inflationary increases. And
this is why I kind of alluded to there's some items in this list that we need to keep inflation up with, and there's some that we might be able to freeze. And that's exactly what this lever or this approach is
doing. What it's saying is we would need to continue to apply inflation. So if it was 2% in that forecast every year, we would add another 2% to both the staffing and the charter
budgets to make sure that they're able to support the staffing that we moved over there, as well as to support the pro rata share that the charter charters are legally entitled to. Our intention was
to apply the inflation across the board to all the categories, but an option would be to delay that or defer that inflationary increase to these, to these categories. And so really what
you're looking at is the ones that aren't those two, the staffing and charters. It's the it it's the security upgrades, bus, bus, fleet replacement child nutrition equipment, all of those in this example or
this lever, what you can do is you can freeze those inflationary increases for a number of years. And in the model that I drafted, that got to the $110 million over 15
years, that was a that was an inflation freeze of five years. You could do 6 or 7 years if you wanted to. I think that as we can, as we do this and continue to do this, these
budgets are taxed even harder in the future to actually do what they were designed to do. So. So we want to be careful with this, but it is an option that's available to us. And
then there's really the last the last lever, the last strategy that can be deployed. And there's a reason why I kind of put it toward the end is I do think we want to utilize
other strategies where we can, but there is also the idea of issuing more debt. And, and that's, you know, it's financing. And there's really two ways that you can get at that. I'm going to just briefly
mention bonded debt. This is typically what school districts have done for a long time. They issue bonds. They spend the bonds and they issue more bonds. And then they spin the bonds. When you're issuing bonded debt,
it's it's considered general obligation bonds. And that's why they call geo bonds. And that means basically that the voters are the ones that are authorizing. And they're also
agreeing to support that bond. And so we can tax them for the principal and interest payments on those bonds. That's what geo bonds mean, means these typically fund major capital
projects, of which this could be air conditioning, could be is absolutely considered one of a large capital project. It does require voter authorization. So it's not something that just
automatically happens. And any taxes that are levied for this specifically have to go to pay off the principal and interest on that debt. The big bullet point that I have at the bottom is probably the most relevant
here, is that voter tolerance must be considered. If you're considering any kind of election like this right now, we just had an election, so I would say that voter tolerance may not be there immediately,
and that that may be something that we're looking at in the future. But I wanted to display this as an option, just to be fully transparent with the options that we might have available to us in the future.
So that gets me to probably another type of debt that we haven't talked about in the board meetings for quite a while, probably 18 years ago, we were talking about certificates of participation.
Certificates of participation is another form of debt, just similar to a bond. It's used for capital improvements, and it's usually used when a
district cannot or does not wish to seek voter approval for a bond or mill levy. And so what does that mean? It may mean that you don't have voter
support and you're not going to have voter support. And there's districts in this state that that is true. There's also a situation where we may not we
may not want to issue debt because it's going because we're not positioned to pass an election that that is the that is the crux of that or the focus of that. And then there's
some times where you just don't have the property tax wealth to to necessarily go out and raise a mill for debt or something like that. So, so another option that's utilized when,
when districts bump into this situation and it does happen. We used to have them way back when we can issue this different type of debt. It's called a certificate of participation. It's very different in the fact that it's
not directly supported by by the voters. And in fact, it's not issued in the bond market. A bank issues. It's like a loan. It's like a mortgage. And then you would pay it back over time.
Annual appropriations from the district's budget. So that's general fund are what pays for certificates of participation, not a dedicated tax. So it's a very important distinction
there. I had a very lengthy conversation with our bond underwriter, RBC capital, a number of weeks ago, and then a detailed conversation again today, walking through some of
these numbers. And they still hold true right now. They would forecast that about one for every million dollars of debt service. So that's principal and interest payments. You
could issue up to about $14 million in. The payback for those is very similar to a bond. I mean, it's just another form of debt. So it's very similar
to a bond, but it is paid back over 20 years, 20 to 24 years. So in the example that I kind of started with, that got us to $110 million. One of the things
I'm doing in year six and then year, I think it's nine is we're starting to issue cops, and they're being issued at about $1.5 million per, per
issue. So that would generate about $21 million each time you did that. In my forecast, I did it twice. You could possibly look at doing it a third time and the out years if you needed
to, but the other the other option and like I like I said, I started this. These can all be pulled at different times and this can be pulled or utilized when we have a heavy
workload cycle where we think we can get to a lot of work. So all of this money can be targeted to the amount of work we're able to accomplish. And we're not talking about it the other way. We're saying, well,
we only have this much money, how much can we get done? It's a very different approach. And it's it's a really good way, I think, of actually not getting ahead of ourselves. So those are really the the four bullets
that I wanted to talk about. Just to summarize, those methods described can be used together or independently to allocate funding. So we could put more money up front. We could put more money toward the
end. We can actually apply it where it needs to be, where the where the work can get done. Focus can be on how much work can we do. And it's a and a shift of the timing strategies
to match what can be accomplished. I just mentioned that in the last slide. So it's it's really focusing on the work. And then the the financing can match what the work is. And again, the bullet
point here is in the one example that I created. And again, if you're pulling for different letter levers at different times and different magnitudes, you can come up with all sorts of different numbers here. But $110 million
seemed like a good a good example when I was looking at this. And that generated over about 15 years. So that's really the financing. There's also two other bullet points that I just wanted to make sure
the board was aware of. I don't know that we need to focus on them heavily, but we're talking about the financing and there's also the work side of it, like how much work are we taking on? We've talked last the summer
summer project update that we have this extremely short window in the summer. So we could actually start moving quicker on work if we had somewhere, a space and a
building to move kids while we did work. And then that would allow us to actually do work beyond the summer window. We might be doing work in the fall while those kids are moved to a different location, and then
they might move back after the project's done. That's just one example. I don't know that anybody's talking about it significantly seriously right now, but I did want to bring it up. The other one is this idea
of reducing the number of schools and potentially reducing the number of AC projects. I think that really depends on what we do with schools. If we were to reduce
schools and to really get at what I'm talking about here, you would need to divest ourselves of the property or ensure that that property would not be needing air conditioning if that was something you were
going to do. I just I just mentioned these two because as we're talking about a 15 year strategy, it may be pulling multiple different levers at different times. And these are other ways to actually get at
more work and more timely way. So now I'm going to move into the the Weber and Lesher project for next summer. And what we did is we we
established that we were going to approach this as a design build approach, meaning that we have a single team and we're joined by them tonight. There's two teams here, and we have a
contractor, an engineering team and an architect, and that's the teams on each one of them in this situation, because you've got the contractor, the
engineers and the architect together, you can actually move quicker because you're all doing the work together. And as the design, as the engineers and the designers are coming up
with designs, the contractor can say, yes, I can do that. No, I can't do that because they're all talking in real time. In this type of approach, the district defines the need and then the team develops a
solution collaboratively. So it's we need to be involved in the team as PSD for this this approach, this approach sets up a an initial get the design
done. That's the design build team that's working on that. And what they do is they build to a point. So we'll start the work. And then there's going to be a point where we will bring a contract to the board with a
what we call a guaranteed maximum price amendment. And what that'll do is it'll actually establish the price of the project. Once the contractor has been able to go out and bid it out, get an understanding of what those
costs are, what the contractor pool looks like. And so that is something that once the scope is fully developed, we would actually be bringing a GMP to the board to approve. And that
would actually establish the cost for that for that project. By doing this approach. Again, if you have the whole team together and collaborating together, it shortens schedules,
it reduce risk, and and it supports efficiency and a phased, multi-year approach. Because because we all need to be talking. Can we move the classrooms out in time? Can we get the classrooms moved back
in in time for the window that we have? So that's the design build approach. We just recently and not recently, but a little bit ago, we did come
up with the selections. Obviously I've got two here today. That was RFP 26 700 004. And just a little bit of statistics from that. We did
receive five qualified design build teams. So that's not just contractors. That's contractors that came with engineers and with architects as a team. So
we received five qualified out of the the process. We did bring in four. And it was really our constructions and trade staff that did this. So you're talking about our
plumbing department head. You're talking about our HVAC, our controls, our electrical controls, department heads. You're also talking about our construction staff, all of our project managers. They were all
in this evaluation to select four firms to interview. We did bring four firms in that group, interviewed those four firms. And we in the end selected two.
And so that's what the committee is. It was actually an internal committee of of the people. I just talked about the construction and the trade staff, and we selected Weber.
And for Weber, it's Franzen and Pitman joined with Peck. That's an engineering firm and Da modeling and architect. And then last year is going to be provided to Saunders. And then
a very similar engineering identical engineering and design team in that. So with that what I would like to do is I'm going to turn the balance
of this presentation over to our two contractors that are going to come up in succession and just lightly talk about what we're going to be doing over the next couple of months to develop a scope, things that
we're how we're going to go about that. And then they might also talk a little bit about how they're thinking about phasing things over multiple summers. That was something we were looking for in the interviews. So I'm going to be
joined and I'll call you up in here in a second. But Sergio is going to join us with Franz and Pitman. Gabe is going to join us from Saunders. And then with Peck Engineering. We have Chad and Dan here tonight, and with
Da modeling, we have Sean here, and I don't have everybody's last names. I'm sorry I didn't write them all down, but those are the those are the teams. And I'm going to now turn it over to Saunders. And they're going to come up and talk about
the, the project that they're focusing on, of which is Lescher. Yeah. Hello. My name
is Gabe Dunbar. I'm with Saunders Construction. I'll be leading the team for Lescher. I'm a proud alumni of the district, so thank you all for what you do. So I just wanted
to talk briefly about our timeline, things that we're working on right now at Lescher, and what's going to happen before the end of the year. Ultimately, in in preparation for our ten weeks of summer
activity out there. Excuse me. So we've done already started our on site investigation work. We were there this past couple days that they had off of
school. We are starting to work on confirming the design strategies for cooling this this building. Some some of you may know that it was originally built in 1959. There's been
several additions over the years, so it's a pretty complicated project, which is something that gets us kind of excited and we geek out over.
So our we've got a few milestones that we need to hit here in the next couple months. The first one being our schematic design documents
that'll allow us to go solicit for mechanical subcontractors. Chad with peak and Dan with peak and Sean with Da modeling
are working on those design documents now. The next big milestone that you'll see on here is our permit submission. Over the course of the winter,
the state of Colorado gets very busy with permit review. So that's a big, big milestone for us to hit that before winter break. And then ultimately
ordering equipment. So ordering our mechanical equipment, some of these pieces of equipment have pretty long lead times. I can talk about the next slide, but hitting that date before
winter break is really important for us. Kind of a little graphic to show you what we're looking at. But some of the lead times that we're seeing on equipment these days are are four months, five
months. Some electrical equipment's even almost a year. So with that being said, we're going to focus on the first summer being the cooling the
classroom, specifically on that south wing of the school, of the school, and then coming up with a strategy that we can defer any major electrical
upgrades to that second summer to allow us time to order that equipment and get it on site for 2027. Just a quick overview
of of the plan. The purple shaded areas are what we're going to focus on in that first summer. And the yellow shaded areas are what we're going to
focus on for the summer of 27. If there's no. Yeah, the south side of the school is down here. Yeah it's turned. So yeah, the south side is actually from
left to right on that bottom of the page. I'll turn it over to Sergio. Thanks, Gabe. Hi. My name is Sergio Ortiz with France and Pitman. I appreciate
your time. Yeah. Weber middle School pretty near and dear to me. I've been there. This will be my sixth year as a parent, so I have a 20 year old Rocky Mountain Weber Baty Elementary, and then I have two other
daughters. So Johnson, Weber, Rocky. So this will be great. And I do want to tell you that my youngest daughter told me she wants it nice and cool when she goes for opening night next summer. So I have some pressure because she's been through all
the events and all the concerts. But in all seriousness, I appreciate the district doing a design build approach. I actually have over 17 years of experience in that specific model. It's a very good model
to bring everybody up front. I love it for a lot of reasons. It's not only to set up the job successfully of what's important and get the team oriented towards that same common goal, but it also breeds a lot of accountability. So when everybody's in early
planning early, they get to hear the discussions, they get to be a part of the solutions. And they actually own how the the execution goes. So another kudos to Alex and your group and everybody who went that way
don't want to bore too much when we go to the slides here. Very similar to what Saunders just covered. Similar timeline when it comes to the upfront and coordination for the
project itself. So as we've talked, this is the team. I will be your senior project manager and lead for it. Very similarly, we have what we're calling, you know, the bases of work, which is the critical
spaces. We are focusing heavily on the dense areas. So you'll see we have noted classrooms. So when you're looking at this this is kind of in a northwest perspective. When you look at
the plan view for Weber, I was going to let some of my team come in and speak a little bit around the intent and the strategies that we're working through as well, specifically at Weber. So go ahead, Chad.
Hey. Yeah. On the cooling side, I mean, I'll keep this pretty high level. Weber went over or they had some major HVAC equipment replaced about 12, 13 years ago that updated a lot of
equipment. So what we're hoping to do is just bring cooling into that equipment. You know, we're focusing and working with the facilities group to make sure we're looking at longevity of equipment efficiency, and we
really want to try to keep as much as we can in place. So we're looking at all the options that will allow us to do that. The heating plant is in good shape at Weber. So you know this one. Yeah. We're just
concentrated a little bit more on cooling and strategies we can do to bring that in. Appreciate that Chad. And then I was going to introduce Dan to come and speak a little bit. We as well were at Weber Middle School last Friday. We spent
about five hours there total looking at existing equipment infrastructure. So obviously the success here is we don't want to over promise of what we can do in a in a summer wonder. Right. And it sounds like there's been experience there.
So what is very important and vital for us is what our current electrical loads are, right? And everybody knows that's some pretty old equipment. So my number one
task is to coordinate with the power company, find out what we got available and then feed back to our mechanical team and hopefully get that those classrooms and everything hooked up in that phase one.
And then in phase two, we'll bring in those long lead items for that switchgear, get it hooked up, get you brand new equipment, and we'll never have to worry about this again. This will be a one and done on both
schools once we get these service upgrades. That's kind of what we're looking at. Thanks, Dan. And the only thing I was going to note with France and Pittman technique is we utilize a lot of technology
these days. I like sharing it with districts, getting students involved. So we've already conducted our drone flight and we've created effectively an ortho model from the outside. So now we have our as built conditions that we
could back check all of the documents that are in place. We've also done our integration of 360 walks on the inside of the building. And then once we get a little more specific, we're going to utilize laser scanning technology. And what
that helps us do when we're upfront in design is be able to verify the actual conditions and eliminate the oh noes, because when you're on a ten week timeline for a summer wonder, you a day is like a
week, and a week is like a month. I can't even express how tight those schedules are. So there's a lot of reasons we do that. Pre-planning. And without getting into all the specifics, we have a very high level schedule kind of showing some
of the early release, similar to, once again, what Saunders was showing for the Lesher Middle School. So I'll open it up to any further questions. So
so thank you. That is the end of our presentation. We will be able to take any questions at this point. And I'll have the team stay up here with me in case they have questions. All right. Fantastic. Thank you so
much. And thank you for all the work that you are doing. I know that not only are your kids going to be happy, but all the kids in Weber will be extremely happy about this. So thank you
so much. Questions. Go ahead Kevin. Yeah three. Excuse me I got three. I'm going to go in reverse order. If someone is experiencing a design build
project. That was an unintentional one with my own personal residence, I do appreciate the model. I think it has a lot of virtue. I guess my question is we started this
conversation with financing and talking about for a money, and the sliver of the bucket of the four that's going to be appropriated to AC, which is
2.1, 1.2, excuse me. So 1.2. So I guess my question is if we're if we're doing a design build concept and we're not going to cheer up the numbers for any specific projects until the
design phase is complete, which is, I think, a prudent thing to do. How do we know how much money we're talking about in the grand scheme of things? And that builds into to the other questions that I have and
you're talking about in the grand scheme of things, of the district wide air conditioning. Right. And so I don't want to pretend like we've gone through and costed out every school. We haven't done that yet. What we
are doing is relying heavily on the McKinstry data. That was done. They did air conditioning studies in the district of each of the schools that doesn't have air conditioning. I will say that with McKinstry, they
suggested the systems they would like in in an air conditioning retrofit. I think each of our teams will be asking the questions, what equipment do you need and what
serves the district best? And we'll have our trades in there and our construction people to help figure that out. That was that collaboration I was talking about. But that's really where we're at right now with the the planning and the
cost side. I appreciate that. The reason I bring that up is of 22 elementaries, five middles and three nontraditional. If we get to a situation where I'm not going to pick on Lesher, but let's
say that Lesher becomes a 10.5 million and then oops, scope creep. And some things are happening with tariffs. It's now 15.2. And in lieu of that we could have gotten 3 or 4
smaller projects knocked out in a 2 to 3 year cadence. I'd be interested in that conversation coming up early. But again, I know you don't. Yeah, I know you've kind of estimated for all of these. We're using McKinstry, but I wonder how
much thought that was went into that. Yeah. I mean, I think that scope creep can happen all the time, and we want to plan for that. The the good thing with the GMP is that we
actually know what number we're working to once we get there, that's really important, but we don't necessarily know what that means for CLP middle school or bullets. Right. We can use data. And actually now
that we have teams on board, we can actually use things like square foot indicators and things like that. Once we get through the middle school design, detailed design, what I'm hoping is that we can turn
our design teams into, okay, now let's start looking at a high level at these other schools and start thinking about how that goes. But we want to prioritize Lesher and Webber first. Yeah, that makes sense because I mean, because
I'm assuming of the sites, there may be some that just need updates. They don't need the entire thing. So that might be easier to triage. And I and I think that's something that
we actually saw with even BT and O'Dea that like it wasn't that we needed to go in and replace the entire system. We were able to replace rooftop units that had you guys know about. Some of you know about
this more than I do, but the the AEC came in as a as an add in or an improvement to that. Okay. And last question of my three is you mentioned one of the slides, the committee that
was sort of examining this and making some of the decisions about which site could you speak to that just very briefly, because I think it builds off of that last question. Yep. Sure. So so our internal committee and what I mean by
committee is anytime we do an RFP or something like this, we get a group of people together to evaluate. And in this one I'm just going to list the people off. So you kind of know who's in there. Had Alex
Hendrix, our planning and construction manager Trudy Trembath. She's sitting behind Dan over there. She's our assistant director of facilities. We had Jason Lee, construction project manager, T
Bruckheimer construction project manager Zack Kubicek. I didn't say that. Right. Construction project manager. And then you get into our our
trade experts. So we have Matt Robins. He's our building automation controls department head. He knows just about everything there is to know about controls in the world. And and what I say about the controls and the HVAC and the
plumbing and electrical. I can't think of anybody that's more of an expert than somebody that is responsible for managing 54 plus sites of
different systems and keep those things running all day long. So these four people, Matt Robins, Building Automation and controls, Steve Saab, HVAC, Colin Legg, he's in our plumbing department, and
Brian Zimmerman with our electrical department. They just have so much knowledge as to what works in this district, what doesn't work within this district. Most of these people
have worked with the people behind me at some level or another in the past. So that's really the group that was put together for that. And then I was there, but I, I felt like I,
the expertise was there and my vote wasn't really that important. So thank you so much. Thank you. Other questions. Go ahead Jim. Yeah. Dave, I want
to talk mostly about the financing part of this as I go through your slides. For that, the I'll just go through I think you had five categories. One was Reprioritized capital
sounds fine to me. I'd leave that up to the administration using the 2016 bond money. Sounds fine to me. Leave it up to the administration. Defer inflationary adjustments here. The inflationary adjustments.
You're the best one to figure that out. I'm good with all that. When we get to the bonded debt going back to the voters, it just doesn't feel like a good idea to me. And then when
we start talking about certificates of participation, I think you're in the same camp. But this one makes me really nervous because first, I think
we should adopt a pay as you go kind of approach on this. And also things are going to become clearer and clearer over the next five and ten years where we're at with our schools. Have
we had closures, all those kinds of things. So it's we're going to know more. As as much as I want to get this thing done tomorrow, we're going to know more over time, and it's
going to be a better use of our taxpayers money. Yeah, I appreciate you mentioning the cops as a pay as you go is the exact same phrase that we were talking with our bond underwriters today when I was talking to them. And, and the
way we've structured this, because we can infuse them in small amounts if we need to, we can literally once we get the runway and know on a fairly detailed level what we think
the costs are going to be over a course of a number of years, we can accelerate a cop and do that faster, but it's just another option. And like you said, I agree with you. The the bonded debt, the bonded debt,
geo debt right now just doesn't seem like it's a conversation that we should be having. Okay. Thank you. Yeah. Go ahead Scott.
Yeah. Kind of building off of what Jim was just saying I, I agree with those first options you were talking about that could free up about $21 million.
I'm very impatient on on getting this done. I think the voters are too. And. You know, getting to middle schools done
in two years is great, but I want more. And so so I definitely want to explore options to start getting some of those elementary schools and that type of thing. I, I do
agree from the last presentation that you had that the middle schools are a, you know, we're going to help a large number of kids all in one building. So I do agree with the middle school approach, but
I think we need to kind of tackle some of the other the other ones out there. So I'm impatient. But I agree with Jim.
The bond is not palatable. And I'm actually curious about the certificates of participation, but only if that's kind of a last resort and we have an
opportunity to kind of pounce on some other projects soon. The big thing, though, is I want to make sure we're utilizing our money as efficiently as possible. And so
one thing that we've heard some feedback from recently is when we're doing this, and I think this came up with BT. Roof
replacements, the any lighting improvements, sprinkler upgrades. Are we doing that at Webber and Lesher? Are we planning to do that on on those projects, or are there needs
for those things? And is that part of the planning on on other things. Yeah. And in fact, I'm going to answer and I'm not even going to look behind me to make sure that they agree with me or not. But those are
absolutely things that we are thinking about as part of that. So just like with BT lighting upgrades, I mean, this is going to be a design build. We haven't done the we haven't finished the scope yet, and those would be something that
we would consider definitely in there. Another one is like at Lesher, there's a secure entryway to that we're going to get ready to do. And I believe that there's been conversations between our project managers
and at least the people that are working on that school at Lesher. But yes. Thank you.
Other questions. Andrew, did you have some good. What capacity do we have for a number of projects per summer?
Would you estimate based on availability of of those who can actually perform the work, etc. I don't know that I'm equipped to answer that right
now. I think we're going to know that much better come December. And I haven't talked to these guys about it. But as part of that GMP process, one of the things they're going to do is go out to their subs and
get costs. And at that point, I think we're going to have a real good measure of how much capacity and work is out there. We'll have a conversation with them to talk about how many, how much interest did you get,
how many subcontractors came in, what were the bids looking like? And that's actually something we need to sit down and review with them as they're going through their bids. But at that point, I think we'll have a
much better read on what capacity the contractors have. Do we have? Sorry, did you have another a few more? Okay. Go
ahead. Yep. Is there an overall order of placement in terms of at least grouping of schools that have been identified as higher priority and then moving on? I mean, if it's literally
just we're starting with the middle schools and then we go to the elementary, I just wonder if there has been any assessment. Yeah. To that level. Yes there has. And it was
primarily done by our trades folks. But we do have Weber and Lesher at the top of the list. Next would be Boltz CLP middle school. We might come in and do
a smaller thing with the Centennial Annex. Then you get into other population or density schools like the K12, like Polaris, and then right after that you're getting into
the elementary schools. That's at least the order. Now, that's not to say that's in concrete. Like if priorities change, we can move things around, but that's at least our thinking
right now. No, I appreciate that. Couple of things in my mind related to risk points. And there was one comment about electrical and what that might
look like external to the schools. And I wonder, are there concerns about the grid where we might have to have, for instance, work with the city to have improvements in
coordination with the city? Obviously, for that increased electrical need? Sure. And then the other risk point I wondered about was how we're managing costs with the changes of
what's more expensive external to the US versus internal costs of steel, etc. things like that, what mitigation strategies we have for those types of things. I'm going to let him take the electrical one, and then maybe
somebody else might want to take the managing tariffs and all of that. Right. I've already been in conversation with Fort Collins. Power and light. They are they this is on
their radar. So they do know we've even talked about having the transformers available from power company. And they're already searching for those
right now. So we're not going to be on long lead times. You know, getting the new switchgear and now waiting on utility transformer. So we're
kind of jumping ahead before we select the mechanical equipment. I'm kind of getting ahead of everybody else and trying to head these problems off at the pass by. You know, starting
that conversation early. I appreciate that. Just again I see those as potential all of a sudden, what if things slow down again somehow. And so I just appreciate the no, that's
a good question. But yeah that that's that that's on my task early. Early in the design.
Okay. And then I guess the only other thing I think I had, I feel like he addressed both of the items there. Just what what do you need from us tonight in
terms of direction input or just hold for more information? Any of those I think this is an informational item tonight. It's just it's just an update. What you will expect is you're
going to start to see some contracts hit the board agendas. So as soon because we're impatient as well, as soon as we have the GMP ready, we will get those in front of the board.
We'll want to turn those around quickly, because that allows us to actually start moving in a very robust way after that. So it's informational tonight, I think. I think I've heard a
little bit of commentary around that. Looks good. Maybe not that the good news is maybe not the bond. That wasn't even something we were thinking about for 6 or 7 years, at
least in my forecast. So that's not to say you couldn't do it sooner, but like that's where I placed it with 110. So. So yeah, I think yeah. We're just. Yeah.
Thanks. Thank you all for the work you're doing on this. Looking forward to it. Thanks. Okay. Anything else? Okay. Go ahead. Yes. Thank you. Saw me.
All right. I just got a couple of things. First is I saw the lead time on some of the things. Should we start considering preemptively purchasing anything, particularly those
switchboards? I don't know if all switchboards are the same for all projects. I'm going to guess not. But is there anything that we should be doing proactively, since this is a long term project that a
lot of buildings? Yes, I think there is. And I think even in the interviews, some of them alluded to that we would want to buy equipment earlier if we can. I have had some conversations with our legal
and policy counsel, Autumn Aspen, and we believe we can get there. That should not be a challenge. We can purchase the equipment, we just need to do the documents correctly so that in the end, that gets folded
into the GMP. But the GMP and that's but that is something we're going to do. If we can get equipment early, we will. Well I mean, so you'd have equipment and then you wouldn't necessarily. Are you saying you
get equipment and then we decide where to put it later. No, no we would get we would get to design. We'd know what equipment we're after. And then if we don't have the GMP at
that point, I don't know that we want to wait a month for that to happen. We might go out and purchase that equipment that's in that design. We're going to have to assess whether we're ready for that or not in that moment, but that's a way
to move a little quicker. And we've thought about that. I mean, I think that's great if I'm remembering the when was the GMP this time around, like January, like the 50 weeks wouldn't be I mean, it would be it's okay for this project
because it's a two year project. But if there's other projects that are only a one year project. Yeah. And we did not do a design build on the other ones. The design build is, is where you bring the GMP. That's
that's a little different. The other ones I believe were bids. Yeah. Let's see. Sorry I had a couple pieces as far as like value statements go. I'll be
really curious if you guys could bring back. Sorry, I have
it here somewhere. Sorry. So many notes. Once we know more through this process. Like if you guys could come back so that we when we go through
those five options, right. Whether we're deciding to go out for a bond, which I agree not, we prioritize that with the mill. But if we did want to
do a co-op, what that would look like, how much we'd have a better idea once you guys have done the legwork, especially through a round or two, so that we know what that looks like
and how much we would actually be willing to consider. Absolutely. That's exactly the plan, is that as we get and as we get through these middle schools, we're going to learn a lot more about how we can move
in this design build process. And as we get better information, we can be more informed. The good news about those levers is that they can be pulled at different times. Right. And so I had the cops not coming in in the forecast
until like 6 or 7 years out. But if we find that we can if we find we can do more work, I got to stop talking on my hands. If we find we can do more work somehow by increasing the window or something like that
of the work we can do, we can move that cash to a upfront. We can we can do something like that earlier, and at that point we'll know why we're doing it. Yeah. And I think, like knowing what the capacity of our community is, we're actually
getting these things done. How much would be really helpful information. There was something you said, Andrew, that made me want another
update. Oh yeah. Capacity for number of projects I think was can you you said you had an answer around December. Can you give us an update once you guys have that idea for what that
capacity. Yeah. The vendor capacity. Yeah. And I and I said December, it might be December January ish. But yeah I figure you guys will find some information. I'll have to sift through it and decipher it. And I don't know when that
update comes to us, but what they'll do is they'll go out and get bids from their subcontractors. They're going to tally those up. We're going to review those together, make sure we all agree with the selections. And at that point, we'll have conversations about
what was the interest, how many contractors did we have. If we see that there's like eight subs lining up for work, that would indicate that we might have capacity to take on more. I would look to the GCS to tell us that, though, because that's
their work for sure, and they know whether that makes sense or not. We would be asking that in that moment. Yeah, I would rather work it done well than fast just for the sake of fast. I do like fast too, don't get
me wrong, but I'd rather it be done well. And then just one last piece, because you guys, your team did a lot of work this summer on trying to help our schools mitigate heat. Do. Is there a plan to give us an
update on how that's going or how that went this fall at some point so that we can also I know it's out of the scope of this presentation, but yeah, I don't know that there's a plan to come back with the board.
I'd have to look to the superintendent to see if that's something we want to. If the board wanted to bring that back in, we have been having regular updates with a group that is managing heat a little bit in the district. That includes
some of our educators. And so we talked a lot about some of the things that worked, some of the things that didn't work, the portable air coolers, I think for the most part, they were received well. Now schools
are trying to find places to store them and what to do with them. And so they'll maybe they're not as desired right now. And so I think that that's going to be something that we're learning through. We did try some window tint on some
film. We tried putting some shades in the Delaney models. We're going to evaluate to see if that really I don't know that those helped as much. What we found with the window film is once we got to a certain
temperature, I think it was like 95. Any of the benefit of the window tinting kind of went out and you can see the temperature just boom. It's like you're you're back to where it was without the window film. So so that may not be
something that we deploy greatly, but we are going to try it at least at another school or two to see if we have better success. Those are some of the things. And I think that's those are the big ones.
Right. Just an idea of like just because it'll give us an idea of if something's working, if those portable units are working relatively well, maybe it says that we can take our time and do it with the money
that we have available. If they're not working well, maybe then it pushes us to go for a copy so that we can be quicker. I wouldn't I wouldn't want to stand at the podium and represent that. They worked
that well. I think our teachers would probably not like that if I said that, because I think there's also other considerations like noise and humidity. Those are some other things that we heard about with
this portable coolers is yeah, there's challenges with them. They're not perfect. Right. They weren't designed to be. Yeah. Thank you. Okay a quick follow up. Sorry I know we've
got another big information session. I did want to at least acknowledge the folks that are standing behind you and saying, thanks for ponying up with us on this particular journey may
not be every client that you have to come present at 730 in a public meeting. I did want to underscore something that one of you said. I forget who said it. I apologize about, I think
a day feeling like a year et-cetera that just bear with me. It reminded me of the scene from interstellar where they're on Miller's planet, where every tick represents. I think it's
like a year or it's an hour on Earth. I do want to underscore that while we're developing these partnerships, I appreciate it, and I hope you don't feel too much under the the spotlight here, but any
efficiency gains we can make. To Scott's point, anything you're learning, I'm not I'm not saying it's going to give you preferred vendor status in the next RFP. But you know, we're looking for partners that are that are saddling up with
us because every summer that we're spending this work is another time when kids and staff are coming into these buildings that are hot and they're not learning. And so this is a partnership. We really appreciate you taking
this venture with us, and we hope to learn a lot about the work that you're doing so that we can accelerate this, this partnership down the road. So thank you. Yeah. Thank you so much. Go ahead Scott, one last
thing. Yeah. Last thing I'm just curious how much of this work is we can duplicate where we're not having to take every
building as a, as its own brand new project where there's, you know, like you were talking about there's a lot of buildings that are the same design. So can we just implement that same plan? And
then real quick, the other thing would be bulk buying equipment that fits those those plans. So we kind of save money and time. Yeah. On both those. Yeah I think I think to your
point and, and I want to echo what I heard the urgency around doing this. We want to do it quickly too. So, so yes, I, I do think that we want to move
as fast as we can on that. Scott. I'm sorry. Can you repeat your question again? Yeah. Just basically like, can we instead of having to do brand new designs for every building, can we just duplicate
and say, okay, this worked in this middle school. So, so yes and no. Maybe for like the middle schools, I think both of these schools are different. When you get to bolts, it's
even more different. It's going to be more challenging just because of the way that's constructed. But then you're right. We do have schools like the Delaney models and different models that are similar models, and we would
want to look for efficiencies there if we could. Those are all things that I I'm now they're listening behind us. And those are all things we want to do together as a team. And and to Kevin's point, I
would also say that there's opportunity for us to continue with good working teams as well. The way we structured this RFP. So there's opportunity to
actually have a partnership for a bit if it works great. Well, I want to thank you all so much for coming and presenting to us. I do want to keep in mind when
we are talking about the AC and the prioritization, it ties very well into our next conversation of Bell Times, because if we are talking about, you know, flipping Bell times and elementary schools start
going an hour plus later and staying for an hour longer than they have, we are talking about hotter temperatures in buildings. So, you know, that may influence where we want to
prioritize. So I think that is something that we need to also be considering as we as we move forward. That said, I just want to say thank you so much. Thanks for presenting and thanks for all the great work
that you will be doing at Lescher and Webber, I know that we're all looking forward to that and the students especially. So thank you all. Thank you. Is there any
interest in taking five minutes before we go ahead? Yes okay. We will go ahead and take five
minutes. We'll be back here at
730. We will start. Hey. Thanks.
All right. If I can start to call everybody back.
Andrew and Scott. All right. Welcome back.
Thanks for bearing with us. We just needed a little break there. And now we're going to move on to informational reports discussion items of Bell Times. So we have a guest for this as well. Yeah we got a
couple guests here. And I just want to start before we transition. Wasn't that last presentation a good one a really good one? I want us as we get into this next one, which is going to be equally as
great. And that's not putting pressure on the presenters. It's it's not. No it's not, but I do, I do I do want to gently remind us what the lead from
Saunders grad Poudre High and Paula shared that when he found out with his team that the project at Lesher Middle School was going to be quite complicated, it got their team
really energized. And so I'm asking all of us to have that same mindset as we enter into this next important conversation, because it's equally as complex as we all know. And so we're going to talk about Bell Times, and I
look forward to the discussion with our CFO, Dave Montoya, and our Director of Transportation, Dan Weaver. Welcome, both of you. Thanks for being here. Thank you. And I'm just going
to do a brief introduction. This is really Dan's presentation. The words that I wanted to do, because I know we're going to get into a serious conversation here with Bell Times. Before we start
that, I just want to really appreciate the work that Dan and the routing team did and the entire transportation department to to pull off the data that we're going to show you. It took a whole system to
do that. And what that meant is when Dan and the routers were working on Bell times, the others had to step up and keep the busses running. And we all know that. And Dan's going to talk about this. We all know
that transportation is way understaffed right now and it's a real challenge. So I just I couldn't be prouder of the work they did. And it's it's just
amazing. So Dan. Thank you I appreciate that. I just want to quickly echo exactly what Dave said. I couldn't be prouder of my team, both the routing team
and just the transportation department as a whole. All the work that they put in on a daily basis and the extra mile they continually go, I'm proud of them and I'm honored to to
work with them in such a great department. So just wanted to start with that, and I appreciate you guys having me here tonight to talk about Bell Times. So I wanted to start off tonight with a brief overview
of the recent history with our Bell Time project, as we took a look at this in 20 2324 school year, Transportation Department was tasked with evaluating our routing efficiencies. We we
contracted with First Services to assist with this evaluation. In the 2425 school year, some bell Bell time changes were implemented to increase our
efficiency. This year. Going into the school year, we did some additional changes that also further increased our efficiency. Those were mainly looking at group stops instead of door to door. Also doing
individual analysis of individual routes and just kind of seeing where we could make some improvements, some of the goals we had as we looked into this project was we really didn't want to start any
earlier than what we are now. In fact, we wanted to try to make it a little later even, but we at least set that as our target. So no bell time. Starting earlier than 7:30 a.m. we wanted to make sure high schools were ending no later
than 4 p.m. to give them the time they need for their athletics activities, jobs, other things that that they have involved in their lives. We want to increase our efficiency and our cost savings, and also decrease our total
number of routes to help with our driver shortage. So as we took a look at this, we first started off working in conjunction with First Services. We took a different approach
this year. I failed to mention to. We also looked into the instructional minutes and made sure that those were in alignment with everything we were doing. As we started the Bell time conversation, we then
started working with First Services and use their team to work on it, as well as our internal routing department and Poudre School District. Both of those teams came up with great
ideas. All of the examples you'll see tonight were actually proposals that came through from our internal routing department. Colton and his team did a fantastic job as well. What we saw and some of
the stuff that he looked at had some time savings. Meaning on our tears. When we look at a three tier system, he might have saved ten minutes here, ten minutes there. When we really started looking at some
of those, what we didn't account for was inclement weather and different traffic situations, so there was a real risk of running behind schedule on a daily basis. And so that's
why we kind of leaned towards the models that our team did in-house. After both teams finished their assessments, we then had the teams get together. We had Colton meet with our internal team and myself and Dave, and we kind of vetted
each other's work. And Colton really looked at it and said, yeah, you guys really knocked it out of the park with this. So all the models you're about to see kind of focus around what we did internally. We did run some other scenarios and
look at some other options as well. Some of the current transportation challenges that we're facing. Currently we are running with 11 operator open
operator positions and three para positions. We also as of the end of week nine, which we are now starting week 11. So this is a little over a week
ago. Our absences and time off requests totaled 554 times in the first nine weeks of school. Myself and our support team, which is managers, supervisors,
routers, dispatchers, trainers and myself have been on the busses 350 times since the start of the school year. Those numbers have actually increased. I looked this morning and as of
today, starting off week 11, we've had 634 absences and our staff has now been on the busses 405 times. We also face a really large geographical
size to our district, so our schools are spaced out quite a bit, and we're similar in size to the state of Rhode Island. We picked a starting point of
trying to find exactly what we wanted and valued in our district. What if we could make every bell time fall between the 8 a.m. and 4 p.m. window? Could we use the seven hours
and 15 minute instructional minutes length of day that Mr. Hunt talked about? Last board meeting, and get over 8000, over 8400 students to 49
different schools in that window. The simple answer is yes, but it comes at an extreme cost. We would have to increase. We currently are running 113 routes. We would have to
increase to 156 routes to accomplish this. That's a 24% increase in total number of routes coming in at just under 2.7 million. In additional costs for routes alone. In
addition to that, we'd have to look at adding to our fleet and growing the size of it, which comes in $6.6 million for additional busses and equipment.
So as we go into the five scenarios again, as Bud talked about last board meeting, there was three models that kind of came to the light as we did instructional minutes, a level aligned model which was all
elementary at the same time, middle at their own time, and then high school as well, a system aligned and then a system aligned with the late start. Our team looked at all three of those models, and then
we gave two additional models as well, trying to get a little creative and think outside the box a little bit. So in scenario one is our level aligned. As you can see the tiers, each of these models
will show a three tier system, meaning each bus route transports to three different schools. So in this model they will pick up middle schoolers first, then elementary school and high school. It's worth
noting on all of these scenarios because of the sheer number of elementary schools that we have. Some elementary schools are on those other tiers that it's not noted. So elementary is primarily on the
second tier in this, but some fall onto the first and third. With this model, you've got six hours and 54 minutes of instructional or of bell time for elementary, 722 for middle
school and 725 for high schools. This model came in at the exact efficiencies that we're running at right now, 113 total routes, which is what we're doing this year. We are budgeted for 118
because that's where we were last year, which gives us about $355,000 in savings. And we'll talk about the calculation of how we calculate exactly what
the cost per route is at a later slide. So, as you can see when you look over to the table, and I want to get everybody familiar with this because you'll see this on all of our scenarios. This table shows
you'll see that first column is labeled as Bell times before 8 a.m. Again, we wanted to model anything that started before that time. And then down at the bottom you'll see at Bell times that go after 4 p.m. This only
shows any of the schools that are falling outside of those windows. I've had a good mentor.
I did, yes. It's payback. Oh that's good. So on that table, we modeled everything that started before 8 a.m. on all of these slides, and then we
modeled anything that went after 4 p.m. in the evening. As you can see. You then have a breakdown of elementary, middle and high school. This model shows seven middle schools
starting as early as 703. Again, that's not what we were wanting to see. But some of these, as we talked about in the previous slide, really we couldn't make it happen with only 45 minutes
to spread out before and after with a seven hour and 15 minute day, or in this model, close to seven hours. We also have nine elementary schools starting at 729, one elementary at 739, one
middle school at 740, and one elementary at 745. This model also has all of our high schools going. After 4 p.m. they are ending at 420, so this
one did not meet the criteria of nothing. Starting before 730, our high schools go past 4 p.m. there's no additional increase or no additional efficiency or cost savings per or compared to
what we're currently doing, and no change in total number of routes helping with our driver shortage. Scenario two is our system aligned? This model
shows with all schools at every grade level having a day length of seven hours and 15 minutes. This one is set up with elementary, primarily on the first tier, middle school on the second and high school on
the third. With this, this was our most efficient model. We were able to look at reducing it down to 100 routes even, which is compared to our budgeted 118 routes, almost
$1.3 million in route savings. This one has 19 elementary schools starting at 730 and one starting at 740. So we did start at 730 or later, and our
high schools still unfortunately now are getting out at 425. So we did spill out on the back end of it. Scenario
number three is the system aligned with the dedicated late start to explain that? That means that one day per week, every grade level would have a
35 minute late start or early release. However you wanted to set that up. It's important to note that in order for this to work and to hit the efficiency models that we've done, it has
to be 100% of the entire district deciding on that. We cannot split it and have some schools deciding to do an early, early release and some doing a late start. So it would have to
be district wide one way or the other. It's also worth noting, I forgot to mention earlier all of these models. Our routing team actually fully routed.
Students have been assigned on all of these, so we've proofed the concept and backed it up with actual data showing showing all of these students getting transportation that we're providing transportation
to is currently. We also have no reduction in service that we're offering at the district level. So with this model, there's two ways that you can do this. In order to do that 35
minute late start the other four days of the week, you're going to need to add ten minutes. Now, you can either add that ten minutes at the start of the day or at the end of the day we modeled. You'll
see down at the bottom there, the data is shown with the ten minutes added on to the morning. So the morning bell times shift forward or shift earlier by ten minutes. So now those same 19 schools are now starting at 721
at 730 and one at 7 or 4 at 750, all elementary schools. And again, because we added time only on the front end of the day, we still have ten of our high schools getting out at 425.
So this one bell times potentially start at 730. That's if you added that time on in the afternoon. The high schools do end later than 4 p.m. We still see our max
efficiencies at 100 routes, and we do decrease the number of routes to help with our driver shortage. Scenario number number four is where we kind of switched it up and really try
to take a different look at it. We modeled both four and five off of that seven hour and 15 minute day. The system aligned day with this one. The biggest changes. We've now put high
school as the first tier, so we're now moving high school to the first schools to start every day. With that, you end up with only four elementary schools starting at 745. So now we've actually pushed the day back a little bit. But eight of
our high schools are starting at 745. So we've actually pushed back the day by 15 minutes compared to what we're doing currently. This one comes in at just slightly less route
savings at 105 routes, which is just under $1 million. And then on the back end, we do have several schools that end up going past 4 p.m. and so you can see a breakdown of how that lands, most of those being
elementaries at the four 4:10 p.m. time slot. You'll notice over on the high school column, the little asterisk next to the two. Those two schools are actually our K-12 schools. So
those would be not our traditional high schools, but some of our alternative K through 12 schools that are ending at that time. Scenario
number five, we set up again with high school as the first tier. The switch on this one, as we now put middle school on the second and elementary on the primarily on the third tier.
We come in with the same number of routes that we had on the previous model 105 total routes. So just under $1 million in savings. Our bell times start at 730. So we're right on par with what we're currently doing.
All of our high schools end before 4 p.m. in fact, they actually end at 3 p.m. and our middle schools end at 345 and 4 p.m. So we've actually not only
had high school, but we've had middle school fall into that category that we were trying to target. We do see increased
efficiencies and cost savings, and we do decrease the total number of routes compared to our current model. Now, you'll notice some of the downside on this model is now we have our
elementary schools ending later in the day. So we have three at 4 p.m. 18 of them. So the majority of them at 435 and two
that go until 445. Here's a comparison of all the different models as well as our current system. So it kind of breaks down the total length of day, total number of routes each one
has, the percentage of route efficiencies. So that's total number of routes is what that is the earliest start time for each model. And that's district wide at all levels. The latest release and then how the tiers
are structured for transportation. So you'll see like on our current system we do middle school first then elementary then high school. So it's kind of breaks it down, runs through every different
scenario. And as you can see scenario two and three as far as transportation efficiency, are our maximum models at 15%.
This is where we kind of talk about how we come up with that route cost. So it's I want to clarify that we are discussing cost per route numbers. This is
not overall transportation budgeting. This doesn't take into account, you know, salaries for staff, office supplies, different things that it takes to run day to day that the number, total number of
routes doesn't affect the cost. So we take the driver and pair of pay plus your fuel cost plus your maintenance cost. And that's how you come out with your total route. We figured
that at 71,000 per route annually, and we're currently budgeted for that 118. So as you run down each one of these, that route savings column is how many routes we trimmed off of that 118 model. And then the
cost next to it is how much money that saves based on that figure of 71,000 per route. We
then wanted to sit down and start discussions and get peer reviews from different people in the district and get a feedback loop going. We did that for all of our scenarios.
Some of the pros and cons going into scenario one. On the pro side, minimal disruption. This one's the closest to what we're currently doing. Elementary start times may align with younger children's wake times
and learning stamina. Cough cost savings for hourly staff, so it minimizes the additional costs for elementary hourly employees like paraprofessionals. The downside? High school end time again,
we're going past that 4 p.m. mark. Operational issues for shared staff and schools. Significant difference in start end times between middle and high schools could be
challenging for schools that share jobs like specials and ssps. The early middle school start time, 730 start could be viewed by some in the community
to be too early for middle school students. Scenario number two some of the pros later start for middle school students. The later start for middle school may be viewed as
better for students in this age group, and may be more manageable than the current schedule. With its early start time alignment with research, early elementary start time aligns with research indicating
that younger students are typically awake earlier. Operational efficiency provides greater operational efficiencies and brings middle and high school times closer to
alignment. Expanded benefit eligibility A longer school day will result in additional staff having an eight hour day, making more staff benefits. Eligible paraprofessional
compensation A longer school day will result in paraprofessionals working additional hours, increasing compensation, and universal pre-K funding opportunity. The longer hours offer more funding
opportunities for our early childhood program. Some of the cons high school end time could be considered suboptimal for athletics activities, and students who work. Significant cost increase for hourly. Four
hourly staff lengthening the day means 6.5 hour paraprofessionals particular, particularly in integrated services, must be assigned additional hours, leading to
increased costs, especially at the elementary level. Early elementary start time 730. Start time for elementary students may be too early and could lead to increases in
tardies. Benefits. Benefits, cost increases, expanding benefits eligibility will likely result in additional cost to the district's self-insurance plan and compensation costs. The
district is experiencing budget constraints and would need to identify funding to support compensation increases for paraprofessionals associated associated with additional
hours worked. Scenario three some of the pros built in staff collaboration. So you now have. This is our dedicated late start. So there now is built in time for those teams to
collaborate. Middle school collaboration time same thing. Operational efficiencies provides greatest operational efficiencies and transportation. This is true of both scenario two and three expanded benefits
eligibility. Again, more staff working eight hours paraprofessional compensation. They're getting more compensation from longer hours. We have the same increased universal pre-K funding
opportunities. The downside high school end time again. We're going past 4 p.m. We're getting kind of late there. Impact of weather and daylight conditions. Elementary students starting at seven 20th May be
out in the cold slash dark, waiting for morning busses. Late start and elementary. Paraprofessional or professional learning communities PLCs 35 minute late
start meaning meeting may not be effective for PLC work at the elementary level and again, to pull off the dedicated late start, we would need all grade
levels to do that. So that's why that's a concern on this one. The increase in benefits costs and then the compensation costs. Scenario number four
pros can be high school. End times high school is now high. Schools may benefit from a 3 p.m. end time for athletics activities. And students who work high school dismissal prior to other levels. Students
being dismissed earlier in the day may allow them to be home to receive care for younger siblings. Childcare for younger students, later elementary and middle school dismissal times
may align with parent guardian work schedules, potentially minimizing child care needs. Expanded benefits eligibility. Paraprofessional compensation,
and increased universal pre-K funding. The cons middle school end time 450 end time for middle school may be considered too late and may impact
activities and athletics. This is the latest bell time ending for any of the scenarios, so that 450 time frame is is the latest of all five scenarios. Elementary end times elementary
schools ending as late as 450 could impact the dinner hour for families, and may be considered a hardship for families. Significant start end time shift for some schools. Schools moving from the
earliest to the latest start times example would be going from a 745 at our current schedule to a 930 shift is a shift that could be difficult
for the community. Benefit cost increases and compensation costs. And on our last scenario, secondary end time as a as a pro, end times for middle and
high school may be considered ideal because they accommodate athletics activities and students who work class time. High school students may miss less class for athletics and activities because high school
end times are earlier. Again, this model shows all high schools getting out by by 3 p.m. high. High school dismissal prior to other levels,
students will be home so they can receive and care for their younger siblings. Childcare for younger students later elementary and middle school dismissal times may align with parent guardian work schedules,
potentially minimizing childcare needs, expanded benefits, paraprofessional compensation, and universal pre-K. The Cons Elementary start time A late start for
elementary may be difficult for families to work schedules for families, work schedules, and younger students may be awake for a significant amount of time before school begins.
Learning for younger or yeah, learning for younger students later. End times 3:30 p.m. or later could be difficult for younger children, which could result in loss of learning
benefits, increases in compensation costs. I'd like to add on this one as well. A potential pro, you know, depending on how you look at it, we could look at then putting some of our after school
programs at the elementary level as possibly being before school programs and offsetting it that way. And you could argue as well. And it's going
to vary household to household. This may actually align with the standard 9 to 5 work shift, which not everybody has, but it could be in alignment with a lot of different families in
our district. Questions and discussion. So as we came to an end of this, we just had a couple questions that we wanted to to discuss. Are there additional feedback loops that
the board would like the district to explore? And if the district implements changes to the length of instructional day and a bell times, should this implementation occur for the
2627 school year or the 2728 school year? And so I'll turn it over to you to any questions that you may have. Dan, thank you so much, not only for the
great presentation, but for the amount of work that you and your staff put into this. I know that to have it come back when you've given it to a consultant and have them come
back and say, you guys rocked it. You know, you did good. So very proud. Yes, you should be very proud. And we're very proud of you and of the Transportation Department. So I
just want to, you know, send our our thank yous out to you. And if you would, please pass them along to all of your staff as well, because this is this is fantastic work. And, you
know, with that, I know that, you know, we had a discussion last board meeting where we were talking about the instructional day alignment. And I think that the board
mostly aligned with the having the day be the same amount of time. So seven hours and 25 minutes is sorry, 15 minutes. Sorry. So that we could have
that that alignment throughout the schools. And so I think keeping that in mind as we go through the scenarios, it's yet another reason why, you know, scenario one does not look like
it's it's going to be something that we, we go ahead and discuss, you know, going back to our previous discussion of the AC, you know, I look at scenario two and I see that,
you know, elementary starting the mostly the earliest. And so that would actually be, you know, something that we didn't think about as a pro or con necessarily. But for those
elementary schools that are starting early and getting out early, that's a pro for them. In the early part of the year when it's very hot. Whereas if we looked at scenarios four and
five, when they're the the last to get out, getting out at 450 in those buildings that are not air conditioned, that could that could be considered a negative too. So I think those are things that we need to be
thinking about as we go ahead and have this discussion and then thinking about the implementation, you know, the 26, 27 or the 2728, and I just
want to put out there as we go ahead and ask questions. That this is something that I know all of us feel that urgency. We
want to make sure that we have the best for our students. And I also want to caution us for going maybe too fast. So I want to just put a cautionary out
there about again, slow is smooth and smooth is fast. And when you look at these scenarios, I mean, for me what I'm looking at is do we do scenario two or scenario five. That's where my brain has
landed. Those are hugely different. You know you're talking about elementary school going first in scenario two and high school getting out at 425. Or you're talking about high school starting at 730 and
getting out at 245, and elementary not getting out until almost 445. Those are huge differences, and I think it's wise for us to counsel, get counsel from our community
on that. So I will preface it with that. And then we can kick off with if if there are any questions, may I add something?
Absolutely. So I also failed to mention with all of these models, you can also, if you take the entire model in incompletion, 100% of it, you can shift these forward or back
however you need. So what matters in our department for our efficiencies is just the order that they all take place. So the actual start and end time, we just send drivers out
on the road earlier or later, so all of them could be shifted forward or back to kind of fine tune it a little bit. And then also as we start to dig into them a little bit more, we could look for increased
efficiencies and tighten things up as well. Thank you for that. Yeah. So what what questions are there. Go ahead Jess I just want to kind of kick it off because you mentioned it
towards the beginning of one. We currently have 113 routes and we have 11 open positions. So as of right now our like best efficiency, if you will,
is 102 routes. That would be with our current team. So regardless of pretty much any of these excluding scenario one right. No. Scenario three. Yeah
two and three. Well one is two and three. Two and three are the only ones that get us where our current team can take it. And we're good. I'm not saying
I'm a fan of them necessarily, but just to frame any decision, we're probably still going to have a challenge with our transportation team. I want to
sit for a minute if anyone else has another question. So go off of. Questions. Scott, did you have one? Yeah. Go ahead. Kind
of along the lines of what just is saying maybe from a different perspective because that's how I roll. What is your current equipment capacity like
let's forget about number of drivers. But if you had an unlimited like you know, obviously I couldn't drive, but let's say you had unlimited
people that could drive. How many busses or how many routes could you do with the current equipment that you have right now? I don't know if that's an easy question to answer. It is not an easy question to answer.
I'm very well versed, as many of you know, as the vehicle manager prior to taking this role, and so I am very well versed in our actual bus fleet. If there's a direct correlation of how many additional
activities and other things that we provide transportation to. So the thing that's not mentioned in all of these is in addition to the 113 routes that we're currently doing, we're taking athletic trips, we're
doing special programs, we're working with CTC, we're doing custom transportation. We're doing different things to handle required transportation for our most vulnerable
students, both with IEPs and with Mckinney-vento. So there's a lot of additional stuff that plays into it. So it's not a one for one. We are currently now starting year one. We just
started our first year of the replacement cycle that Dave kind of spoke to earlier. And with that, we've now gotten rid of some of our older busses and are working on putting those
through the auction and cycling through. We're currently running about 150 school busses, but that is for everything that we do, which you also have to account on average, national
average suggests that you should have about 18 to 20 school busses on standby as spares for any breakdowns. So we're already pushing those limits right there without even
taking into account all the extra things that we're doing. So I would need to kind of break that up and really kind of do a full presentation on that alone to get you a better
answer to that. Quick follow on to that one in we had a discussion in 20 23, 24 about changing the bell times, the
decrease or the cost savings of that was primarily getting us to reduce the usage of charters. Correct. Has that happened substantially? Yes. Okay. So again, with our staffing issues
going into this year, we've kind of seen some setbacks with that. Last year we really tightened it up quite a bit, and we're able to bring the majority of those back into house. So we had substantial
savings with doing those runs in-house. Instead of using charter busses, you look at usually spending about three times as much to run a charter versus doing it in-house. And that's, you know, for the
mileage, you know, the cost that they charge us versus, you know, fuel, wear and tear driver pay, all of that stuff that plays into it. Yeah, absolutely. I would also add that when we're talking about
cost with charters not using those as much, we are seeing a lot of overtime as a result of the the vacancies that we have. And so that's another cost that
I just want to bring forward. Yeah. Yeah. And so the numbers presented tonight are strictly as I mentioned, a per route cost. These are not our transportation overhead and
budgeting numbers. And there's a lot that plays into that. And Dave's absolutely right. Our number of overtime hours is substantial. Thank you. And I just want to clarify for
anybody who's listening when we when we're talking about charters in this situation we were talking about charter bussing. Yes. And so charter bussing. Yes. Right. We would hire busses to come in and it has nothing to do with schools.
So I just want I just want that to be clear because it's the same name. So Jim, you look like you had a question, not question as much, but I wanted to make some comments. I also went through my phase of why
can't we just hire more bus drivers, right. And I think I've kind of started to get it that the more bus drivers just aren't available. And even if
we did, you know, could we pay more money? Could we do all those kinds of things? Even if we did those things and got more bus drivers, that would just make it so that people in the central office aren't driving busses and would be
doing their normal jobs, I think is the answer to that. Do you? Yeah. Yeah, absolutely. Again, my staff and myself are
on busses so frequently that on a lot of days, half of our day, if you're talking an eight hour day, that which isn't very standard in our department, all of my staff is very dedicated and puts in that extra time.
But when you're talking to an eight hour day, we're on routes more than 50% of our day. We still need to follow up with video download and review. We need to follow up with meeting with drivers. Drivers that need
to talk to our supervisors, handling different issues that come up, conversations with parent and community members, conversations with schools. We all, we all have to still figure out a time to do that
around being on the bus and filling in. So then with our continued efforts to get more drivers, it's really just going to bring us up to what what might be a reasonable operating
point for you and your team. That's that's what I'm hearing. Absolutely. And the district has been fantastic about backing not just in transportation, but staffing issues as a whole. I've seen a lot of shifts recently on how
they're attacking this and that. You know, the new switch to how we're doing our acquisition team, and we've gotten great support over there. So we are trying new ways of bringing people in. There's a lot of support on a district level, and trying to attack this with
fresh eyes and look at how we can get that staffing taken care of. So I wanted to give a shout out there. We've gotten great support from the district on trying to acquire that. I'm ready to give some suggestions, but I think there's more
questions, so I'm going to let that happen first. Dan, quickly, is your staff getting overtime? It depends on the position. If you're talking managers and supervisors, they are salaried
positions. And then we have classified hourly for our trainers and dispatchers. Who else am I forgetting and routing as well? Go ahead Scott,
on the on the staffing side of thing, I seem to recall like in 23 or 24, whenever we initially were talking about this, wasn't the staff or wasn't what were
the number of routes that you were running and then having to fill in then wasn't like 120 routes. And so the the data actually disappears off of bus planner. So I would have had
that statistic for you. But if memory serves me correctly, we were running 122 or 123 routes that year, and that was with management filling in. Then I
thought at the time, that was one of the the reasons to change the bus or the bell times was to, you know, help
management deal with that. So now we're down to 113. So we've lost ten more, or we have ten less drivers than we did two
years ago. What's to say that I mean, right now we've got these scenarios and they're around 100 to 102 busses. What's to say we're not going to be down to 90? Like I'm telling you,
the staffing thing is the is the thing and Jim's Jim's right. That's where I'm coming from is holy crap, we don't need to change everybody's world. If we
can solve 25 positions like throw everything we have at it. And in a hiring bonanza, we publicize the hell out of it. I
don't know what it is, but we can. I think we can find those drivers. And maybe I'm just being naive saying that, but to me, this is going to keep happening. If we keep doing the
same, the things that we're we're doing. And I just I really want to explore that side more than diving into this massive change for 30,000
people. That's just that's one perspective. Yeah. I, I appreciate the perspective. I, I think thinking back from even in the finance seat, we've
tried a lot to get a lot of bus drivers. We've tried hiring bonuses, we've tried all sorts. You know, we've tried a lot of methods and it's it's there's there's just a lot of
competition out there. We have an Amazon warehouse that I know it's not the same driving down. There I go again. I know it's not the same driving, but it's taking people that drive that
want to do that for work. And so it's it's been hard. Yep. And if I can throw into there too, when we had 122 routes, we
were down 40 bus drivers. Is that correct? Isn't that correct? That figure I don't have I'd have to I'd have to. We were down quite I remember it was it was more substantial
than it is significant, the number that we were down as far as because I remember that I mean, nobody was, was basically in the office. Yeah. So working
during that year, I can remember times that not only was the staff that currently, you know, counting the total number of people we have on the rotation is 22. In addition to
that, we were clearing out the shop. Our technicians were on busses as well. We were getting down to where all three of our locations, that being our two main terminals, our north and south terminals, plus then our satellite terminal of
Wellington, having one technician on hand for 120 routes in case there was a breakdown or something that happened on the road. There was times where we were very
worried that we weren't going to be able to cover all the routes. I know it's a point of pride for me and the whole department that during times when other school districts
were looking at rolling blackouts as an option and just cycling through which neighborhoods did not get transportation, we did not do that and we did not drop any
routes. So a lot of pride went into that, but at a great cost to the staff that we have in the department. Yeah. And I just want to bring that up so
that we, you know, have that understanding of not only, you know, when we dropped the routes in 23, 20. Sorry. Yeah, yeah. 2324 sorry brain. So when
we drop those routes, yes we were we did have a savings, but it was not in the sense of it. What it meant was that fewer
people who were not hired as bus drivers were driving busses. So it's not that we went to zero, it's that we went to a lot fewer who were doing that. So it just I just want to have,
you know, keep that in mind as well. So it's not that I don't think what's happening is we're, we're saying we'll do fewer routes and then we have fewer bus drivers. I think we're just trying to get to a point where
we have the same number of bus drivers as we have routes, and that would be ideal. Correct. And we also in our department have lead driver positions as well, which are kind of drivers that are the front line to fill
in when there's absences and other things like that. So when we talk about these numbers of staff being on the bus, this doesn't take into account the those 18 individuals that are
already doing that, this is getting past that. And then staff who's not designed to be on the bus or not, that's probably not the best word there, but not usually going to
that's that's not their primary role now getting on and filling in. So we've already gone through all 18 of our lead drivers. They're already out providing transportation and providing this level of service
that we want to show for the district and the community. And now we've dug into our staff that are office staff that are tasked with a bunch of other things on top of that. And I
agree with you too, Dan. I just want to emphasize that it is a point of pride that we never have gone to, nor are we considering going to rolling blackouts. Correct. And I do think that that is something
that, you know, is a point of pride for, for myself and this board as well, that we are not going to consider that in the sense of we want to make sure that all of our kids get to all of our schools. So just, you
know, thank you for I know you had been thinking about that, that that it not that it was a possibility, but that, you know, it's out there in the world. Yeah. I mean, the idea is floating around, but it it was
never a consideration in our department again. We've got a lot of extremely dedicated people. And we weren't even we didn't even bring that to the table. When we try to look at solutions and how we solve this problem, we get together and
try to build each other up and give that moral support to keep everybody going. And, you know, look at different options. And that was never a consideration over the last three years. Yeah.
And I appreciate that. And I think it brings back to that this is a big problem. You know it's a wicked problem. And one of the things that I think we probably need to do is also talk about, you know, the
school year in which we need to implement something and they go hand in hand. I do think that this is a bigger problem. And I do think that maybe this is something that we need to
wrestle with and not do an immediate decision. You know, we're talking about, again, the dates November. We were talking about having this done by
November 3rd, third, fourth. Okay. Yeah. So I mean that's that's coming up very quickly. So that gives you two weeks to be thinking about that. It gives us two weeks to try and
do some. If we want to get some community input on that. I know we can push that out a little bit further than that. At that point, there will be a new board, there will be more.
We'll have to get people up, up to speed on the bus. So yeah, sorry. Little speed reference there. Yeah. Thanks. Yeah, you
like that. But I'm just I just want to point that out there. So point of clarification. Yes. Are we looking to not only make a decision for the length of
the school day, but also the transportation scenarios all in the same decision? If we have to do it in two weeks, is that is that what we're so that we can contemplate that we're
talking about lengthening the school day, as well as optimizing transportation? Yes. That would be not necessarily staff's recommendation. We're looking for guidance from the
board on a suggested timeline. I think we as a management team recognize that the board and our community has asked a lot of us, right, trying to, as I shared with you, the last
meeting, like optimize bell times, optimize the calendar, optimize the getting compliance with the length of the instructional day, be more competitive with charter schools, maximize early
childhood programing. Think differently about the efficiencies that are needed and our transportation department so supervisors can take on supervisory roles,
which as a governance team, we've talked about the importance of that even as much as trying to identify how much time realistic that they watch tape of. So it's just like
really thinking about the trade offs. There's been a lot of assets, wildly complicated, but it would be my recommendation for the board to provide us guidance that would take into
consideration those two things the length of the instructional day and the Bell times as one one decision point. Yeah. And go ahead, Kevin. Okay, I've got
some comments. That's a great dovetail into something I was going to say. So I'm seeing a lot of emails already on this subject, and a lot of constituents are reaching out
to us and kind of giving input. So let me first of all clarify one. No decision has been made. None. Not to lengthen the day
for instructional time or for bell time adjustments. I think we have to talk about both because there are necessarily related. Here's my list because I also want to say I agree with some of the history of how we
got here. But it goes it goes further than that, guys. Most immediately, the conversations we were having in May about the CDC lengthening the day and where are we going to be in
compliance or not. At that point, we were examining, we didn't know we've had some more input. We had a very lengthy board meeting. We've had some good discussion. The district leadership has gotten some charges as far as sort of where
we're falling on that. We're each doing our own iterative feedbacks for our community. So our association presidents, our the folks who are, you know, who are coming to these
meetings, the folks that aren't coming to these meetings, we're doing our check ins as we we should be doing. So I mean, that's that's part of the process. But even before that, I think you were talking about
it, Connor. And you were talking about it too, Scott, that we had this what I called a crisis of our transportation department over a year and a half ago. And so we had to make a really tough call. And I
remember sitting almost exactly in the same spot, and Connor was vehemently against it, because some of the feedback that we've been hearing, too, was that people don't want to have continued disruption, which I think is a norm. So
I've got my list of norms of things that I've been hearing as we're doing this processes. Is that almost an equal measure? If we're going to change, if we're going to do a, a systematic change or something
large scale change, do it all at once and then do it well, right. Which takes time. I understand that I've also heard almost an equal measure stop changing things, I need continuity, I need
predictability in my life. I need to figure out what my childcare schedule is going to be after school. I need to figure out my work schedule is going to be after school. So there's a lot of competing feedback that we're getting as
we're making these. I've heard and again, I've I've heard this again and again and again, mostly from the folks who have schools in elementary and middle schools. That starting school before 8 a.m. is too early. We've also heard, in
equal measure, almost as loudly. Just so I can be very fair to this, is that having high schools middle middle schools end after 4 p.m. feels too late. Okay, so with all of this, I'm
also looking at here's what has happened in the last two years. We've gone through a school consolidation school closure process, which led to four A, which led to further
conversations about AC, which has led to Bell time, which has led to instructional time also, or what our calendar is doing.
So this these are all the things that are sort of interrelated interconnected. And if you've been paying attention to the conversation with as much precision as I have, and if you grasp 90% of
all of it, then credit to you. But that's not most of our community. That's not most people in this room. That's not the most people on this board. So in tandem with all those things, what's also happening is we've lost federal dollars.
We've had major disruption to our federal government, and now we're still in a shutdown situation. We don't know what that's going to happen or when that's going to be reopened. Not to mention the fact that those CD requirements, none of
us saw that coming, and we don't know what happens with that down the road. So I guess some of the point that I'm making as far as feedback loops, we need to be as as intentional as we possibly can right now to
get as much feedback as we possibly can, but to suggest that if we pull the crowd or pull our community, that we're going to be deified out of making a decision that's going to be in everyone's best
interest, I think is naive. I think we were elected to be in these positions because we are commanded to try to understand the nuances of all these interconnected things and make the best decision that we can
for the people that we serve right now, because if we kick the can down the road two years, one year, and we say, but if we just have one more year of iterative feedback loop, if we did one more committee, maybe we studied this and that, guess
what I mean? There's going to be another thing that happens that disrupts that even further. And then we've just got to analysis paralysis. So I would say that there are the lot of the folks that we represent. The people that are may not be
listening, will never listen to this conversation. They expect us to be engaged so that they don't have to be micromanaging every single decision that we have to make. And so I don't
want to duck tough calls while we're up here. I'm not saying we need to do this in two weeks or that's it. But I also don't think that next year is this is going to get hugely better than the moment that we've got right
now. We can always wait for the next board. We can always wait for the dynamic in the room to change. We can always wait for leadership and cabinet to change and cycle in and out. We're still going to be confronting these problems in
this school district. Meanwhile, we have a shrinking budget. Meanwhile, we have a transportation cabinet that's telling us they are in dire need of some reprieve. Otherwise we may not have routes to school anymore. So
without sounding shrill, yes, I think we need more feedback loops, but that depends on when we're doing this. You know, if we're doing this, if we're doing this for the 27, 28 year and we want to give ourselves
that year, great. Let's not forget there's a there's a strategic planning committee that's also talking about which schools, if ever or how we're doing on enrollment. Should we wait for that too? Should we
wait for three years? Should we wait for four? Should we wait till the point where we don't get to make decisions that are in the best interest of the district, but because we have to because of budgetary crises?
So to me, the decision is I think two weeks is too soon, at least for this amount of information for our community to absorb meaningfully. I think
these scenarios, what I would like to see as far as feedback loops from our community is to, again, give them things that we can, we can use. So tell me what where your kids are and
what's in what level of school for next year? Are they elementary? Are they middle? Are they a hybrid of high school? What is your true value? I mean, make our community tell us what's the value. Is it
starting before starting after eight? Is it ending before four. Is it to. Is it saving the district money? Is it cost neutrality for these decisions? What is the value that we are trying to extrapolate so that
we can make an informed decision. Because without that, I could give you an interest for every single category of person. We've just talked about where it's going to be a loser for them and a winner for them, I think. I mean, to me, what I,
what I see here is that we have three choices. We can stay where we are, which, you know, gives us the ability to not make major changes. We are then
out of compliance. I don't really see that as a choice, because I don't want to have continually have recess become part of our standard day as
instructional minutes. I don't think that that's where we need to be. I think the exception for that, while we get into compliance is something that we can do, but I don't want to see
that become the norm. So that's one choice that I don't think it's necessarily a choice. I mean, it's something we can do as a board, but I don't think it's a good choice. The two
others that I see is we can move to scenario two or scenario five, and maybe 4 or 5 can be interchanged at that point. What I see there, though,
is there are some major choices to make in that sense, because you're either saying that high school getting out at 4:00 or before is your main importance,
and middle school as well. When you're doing the the five gets middle school out before four as well. And elementary is getting out later. Or you completely flip it and you say
that high school gets out and middle school gets out later. So those are the to me, those are the two major choices is who gets to go first and who
gets to get home last. And that is something to me that I feel like we need to go ahead and ask the community about. Can we do that in a short amount of
time? I think that's the question. If those are the things that we narrow it down to. I mean, honestly, the difference between, you know,
1.2 million and 923,000, I'm willing to take either one of those, depending on what people say is more important to them, because they're both a huge cost savings to us. They're
both huge as far as our staffing goes. So what is it that we want to do on that? And to me, that's a large decision
that we need to ask for feedback on. It doesn't have to be a year's worth if we can get specific feedback in the next couple of weeks, but I do feel
like that is a that is a short window. I think if we've learned anything from our two years ago where we because we were in this exact same position two years ago, we were
talking about consolidating schools. We were all in agreement that schools needed to be consolidated. There was absolutely no doubt in anybody's mind that the money wasn't there. There was no doubt that the only way to do
this was to be looking at something that was not going to be pretty, something that was not going to be something that people liked. We all said,
we're going to do it. And then April came and we didn't. And I don't want that to happen again, because this is a tough decision. People are going to
have feelings about it, and we need to be aware that we were told by our constituents that this was something they wanted
to have a piece, a part of that voice in. And so I feel like, you know, if we if we just you're correct that we need to make the decision. And is that
something that we want to do without any voice? So I'm just putting that out there and to be, you know, to be frank about it, I'm gone in a month. And so
whatever gets decided is not something that I'm going to probably be voting on. So I want you all to be comfortable with what has to happen and what the process is going to be.
And what I don't want to see is that, you know, there's steadfast we are going to do this, and then new people come on board. And then there's lots of thought and lots of emails
and lots of, you know, voices that are out there and, and minds get changed. And then all of a sudden we're not doing that and we're waiting and we've said, we're going to make
a change. Do you do you see what I'm saying? Because it's going to. Yep. Go ahead. I'm agreeing with you to an extent, because as I'm looking at the I've kind of charted them out.
We've talked about them a bit as I'm looking at the five options. I mean, I'll just if it helps, I'll go through. What I'm thinking is I think it marries some of those values that we just talked about, the
level of line to me, it's it's I don't think we do it. I mean, if it's me, I don't like level line. It's too similar to what we have. And I think that what we should be trying to, I guess, is the point I was making is
that it's never going to be perfect, but it's incumbent on us to try to make this district better and make it more efficient and make it better. Not not just for, you know, so it looks good on paper, but it's these are people's lives
that are getting better by these decisions. Right? I like system two and five two. That's where I came out. That's where as someone that says that the 19 elementary schools, starting at 730, that felt that felt harsh still. And then there's
ten high schools that are released at 425. So that doesn't meet that value. But it's a huge amount of savings. And it's it's sort of kind of gets to where we're we're where
we need to be. Whereas five feels like to me, the sweet spot you've got, there's only four elementaries at 731, elementary at 745, one at 755,
and on the back end you've got three elementaries and then 818 elementaries finishing at 435. That's a value for those families, because they don't
have to figure out child care coverage at 220 in the afternoon. Or maybe, maybe they're putting their kids on busses, quite frankly, because it buys their family an extra hour before they have to figure out how they're going to get
off work. So that may solve some of those problems, too. But five has zero high schools ending after four, which is a huge value that we've been hearing from our community too. So well done there with the
creativity. Yeah. And then the the eight high schools with an early start. You know, that's something we're going to need to examine. So what I think what I think we need to do is
synthesize what the values are that we're hearing from our community, whether they want this and if they want it, present them with ones that we agree that we're going to be in alignment for. So narrowing the list down and saying these are
the ponies and make it digestible. And here's the pros and the cons. I like that in every single one of these. Let's not be mistaken though. There will be a cost. There will be a cost in additional
classified work and overtime potentially for our staff that that that to me is worth further examination. That's where we want to take a little bit more time with it. But correct me if I'm wrong, Dave,
we could roll out any of these next year, right? That is true. Yes. Okay. So at least that that answers that part of it, whether we do it or not, I think is is the bigger question. I think you're right, President Draper. I think we teed that up.
So I just want to say that I'm not advocating we do all this tomorrow, but I think we need to start presenting. We need to be appreciative of our community's time and say, look, we're hearing what you're saying. We're getting our feedback loops, and let's
present some options and then do something. That's where I'm at, okay. And I think that's yeah, we are in alignment because I really do feel like, you know, again, three options. One of them I don't really think is viable. And we need to
find out what we're not thinking about for option two and for option five. Because, you know, I look at that and I didn't see anywhere in there about the fact that you're going to have elementary schools that are not air
conditioned and be staying be going until 5 p.m. close to. So that's a that's, you know, something that will come will come up, but it's something else that there's something else out there that we have not thought of that you know, it
will be brought up and it needs to be put into the discussion. So I, I agree, I think if we can have something of a survey or a somehow get some sort of
discussion going and essentially ask between scenarios two and five, you know, which would we prefer as
a community? Go ahead Jim, I appreciate both of those discussions. And I find myself agreeing with both of you, but not completely on the options I really like. I like options 4
or 5 and I have a preference for four. So let me talk about why that is. I kind of anchored my thinking with the high school, right? So get the high school sets so that sports jobs,
all that kind of stuff are set. So I had them in the first tier and then after that the question is what do you do? Do you put the elementary first and then the middle school, or
do you put the middle school first and then and then the elementary? I would give the elementary the next tier. And why would I do that? It feels like we're already asking the
elementary teachers to teach a longer day, and when we do that, it feels like pushing them to the very latest time doesn't feel like the right thing to me.
So I would propose to give them what I consider the best schedule. Kevin, you mentioned maybe that's not best for everyone, and I understand that. So that's a that's a question.
I guess another reason that I would do that is that some charter schools have an 8 a.m. to 3 p.m. school day, so I would want to try to get our
elementaries as close to that as possible. I don't want to make that an issue. And then, Kristen, you brought up the air conditioning issue, which giving them that second tier
helps that problem, right? It gets them at least half an hour earlier or whatever it is. And then I would put middle school at the in the third tier. They
get the latest times in this scenario late starts good for developing brains, all that kind of thing. But the late end times is bad for middle school sports, of course. So there's
the middle schools are going to have to be flexible. Maybe they do things before school or I don't know how all that works exactly, but that in my mind is
a lower priority. I personally would like to jump in and do this in the 2627 school year. I mean, I really resonated with a lot of your comments, Kevin,
about we are never going to get total agreement on this, and there will always be a lot of concerns from the community when we're doing this kind of thing. And a big part of our
job is figuring out, after analyzing and thinking and laying awake at night thinking about all this, what what do we feel is best and agreeing as a board on what that is. So I
would like to do it early. The only caveat I would have to that is if we're going to close any schools. So I would propose to do it in the 2627 school year. If we were going to close
any schools in the 2728 school year, then maybe we should wait a year, right? But we get into exactly what you said, Kevin, of pretty soon we're in
analysis paralysis. And are we analysis paralysis? And are we really going to close any schools? I am highly skeptical. So I would like to roll this into the 2627 and get the
savings as quickly as we can, get this rolling and go from there. So that's my view. I would still like some community feedback over the next month,
but I feel, you know, I want to look at all that data and I will look at all that data. But it feels to me a little like I already know what a lot of that's going to be. So that's
what I'm concerned about. Thanks. One other thing I do want to bring up is that and if we can have it shared with us
and with the general public, the data that we have about high school and first period misses and last period absenteeism, because one of the
things that we had talked about in our previous discussions about making high school start later and bringing elementary earlier, is that with high school starting so early that,
you know, kids were not there, their brains are still developing. There's a lot of data out there. There's a lot of papers that talk about a later start is better for our high school and middle school
kids. What we had found, and this is one of those things that I would, if we can have the data be shown to the general public as well, that we're not only now having high
school kids miss first period, but they're missing first period and last period because they're they're leaving early to go to sports or other activities, and they're still
missing their first period. So we're not seeing the the change that we had hoped. We are not seeing the fact that we're having everybody show up in first period for high school.
So while the data nationally says, yes, this is true, what we were seeing locally was that is not necessarily true. And so I just want to have that shared out with everybody too. So it's not something that we can we're
just sort of talking off the cuff. We actually have numbers on this. Anecdotally, I feel confident I can speak to at a high level what was shared a year ago when we were having
this conversation was that the yielding of more sleep time was actually creating a negative effect on first period attendance in our high schools, our middle school first period
attendance last year. I have not pulled a run. This year was really good and so we are getting feedback from many of our high schools that, you know,
decisions were made five, six years ago with really good intentions but may not produce the results that the system desired. And I think as a
result of like even going back and thinking about this, I was speaking with several board members earlier today. Just, you know, I'm looking at a report right now from 2018 when the district surveyed all of
its families on what they think about Bell Times. And just like listening to our conversation like the first, I'm I'm on page 22 of a 29 page report, first bullet elementary school should start earlier. Second bullet
elementary school should not start earlier. It's this process that for a second and it continues dismissal times after four or too late. It's
hot in PSC buildings as the day progresses. So I feel like we know what the community is going to share with us. I think the question that we have to wrestle with as a governance team, we I know we all
collectively believe in engaging our community and having robust dialog, but asking ourselves, what is the feedback that we're seeking? Is it about their feelings as a
community led decision, or is it about specific governance team led options that we want their opinion on before actually rolling them out? The only difference that I see, and
this is me, Brian, speaking for Brian, I haven't engaged the team thoughtfully about this report. I'm still processing it. And this is my first read, is that the post-Covid work environment is very different
than what is in here. And so there's no mention of some of the constraints that Dan eloquently articulated and we've articulated over the last 2 or 3 years that transportation in 2018 wasn't
dealing with the issues that it's been dealing with since, since Covid. I think that's really important to notice. I don't think we as a system prior to Covid, I could be
wrong wasn't here, but we were talking about being competitive with some of our other competing options. We might have been, at that time, competing with our own within our own 49 traditional public
schools. And I also don't think I don't see anything here about compliance. It was very research driven. So I just think that's context that as we think about engaging the community, I think it's
actually more of a need for focus groups where all groups are represented in our community equally. Director Velda, amongst others, articulated the nuance of this.
People really need a deep dive in understanding this problem of practice before providing any kind of feedback on it. And I think we're all still in a very much a learning space, but I think having a survey to just
get more of what we may already know may frustrate the community more than appease them. And I just want us to
just proceed with caution there. Yeah. Andrew. Go ahead. For a
2627 change. I need to know the date. You need a decision from us, which from what I can see, looks like December 9th. Is it
from last? What I asked last session was if we go any longer than December. We're. It's pretty much impossible to get this scope of changes done in
terms of contracts. All the all the ripple pieces for longer days, things like that. So is that an accurate statement that we would have to be no later than that board meeting in
December? Hang on. Sir, what I want you to include in your answer, which might prove one of my points, ironically, is what's our choice window?
Doctor? It's November. It's. I think it's November. Beginning of November, right. Yeah. First round choice right now is scheduled to be November 3rd through December 15th is when
that closes. So the only the only reason I say that is because there will be people making a choice about where to send their kid, maybe not in their neighborhood school, but elsewhere, specifically based on when they start their
schools, which even if we make a decision next week, we may not. Or next meeting we might not actually know because we have to determine which elementaries are starting when, for example. So that may be I.
That's a guess I need to know first, what is our drop dead deadline if we're going to even have success for next year? Ideally it would be the first. I mean, I don't think the next
two weeks is realistic in doing it in an authentic way. I just want to name that. It would be very performative, and I don't think anybody on this dais is
after that. That's not the goal. I do think that the team has done an incredible job, and I just want to commend them for this. Reminiscent of the Denver Broncos scoring 33 points in
the fourth quarter on Sunday. I mean, like what you all came up with as our best options. That addressed the majority of some of the challenges that we've addressed. I think this is our best thinking, our best work,
and there's some flexibility within the options that if we shift it one way or another, as long as we're shifting the whole, there's there's some opportunity there. So I think,
Director Spain, I wouldn't want families to go into that second phase of the choice window without really being able to either change their mind or make a choice. But the further we go into that window without
having direction, I just think, again, we're going to create frustration. And I think that frustration isn't yet present in this room. I just want to in
and I'll share with you and and I'll be quiet here. I'm really wrestling with this just like you. The staff is really wrestling with this. It's not
lost on me that two years ago we were pushing hard to make a management decision that we thought was in the best interest of the district, and we stopped that for all the right reasons. I believe we led
with sometimes the problem and the solution. People needed more time to process. People are so attached to our public schools that just the thought of losing one was
incomprehensible. And I. I'm cautiously optimistic that we can think differently about this process moving forward. But I haven't yet heard what the what the outcry from the
community is going to be. I do think the options that are being presented are our best thinking to address as many of the challenges as we possibly can. I think what I'm most interested in, I think the team
is most interested in. How do you want us to engage with the community so it feels right? People feel heard. That's, to
me, the value proposition that I'm looking to really understand. So all of our parents, all of our teachers, our educators who are they're
all leaders, but our principals, assistant principals, our classified staff, child care providers, everybody has a seat at the table because everybody
has different interests in this space, and it makes it a really difficult decision for all of us. So I just wanted to pay respect to that. But I think to go back to answering your question, the sooner the better,
but it comes at the expense of the robust dialog that I also think our community deeply values and has consistently shared since I've been a part
of this great community. So I would suggest for for us that honestly, Jim, I think you made
a persuasive argument there and that it's we talk about scenario two, scenario four, and scenario five. And the reason we do that is because in one, elementary goes first in
one high school and then middle. So it's elementary, middle high. Then there's high elementary middle and there's high middle elementary. So it gives us that that opportunity to look at all
all ways that we can shift from where we are currently. And so I would if I were to to ask, I would ask for engagement on
those three. And I would ask what, you know, as far as, yes, it's going to be a 730 start time, start time for in two of those. But here are the trade
offs. So what is it that our community values in that? Is it the is it mostly the 4:00 being having high schools and middle schools done by four, or is it just having high school done by
four? Is it having elementary start later? Those are the things that I would ask and I would have all in here, all of the things that Dan has put in
as far as our cost savings, the earliest start, the latest start. I would also keep it so that it's not per school. I mean, I think you did an excellent job of putting together what this would look
like for us, and we have all of the schools rooted, but they're not named. And so you're not going to make a decision based on my school will start at this
time. It's it's based on what's best for middles in general, what's best for elementaries in general, and what's best for high schools in general. And for that, what we're asking the community is not only are you
looking for what is what are you looking for today for your child in elementary school? But what else are you looking for when your child then goes into middle and high school? So
personally for Kristen, that's what I would ask. I think. If
we're if we're going to be serious about engagement, I think it needs to be structured. And we could sit up here and
talk amongst us and probably come up with some great questions and items that would help us with our decision, because at this point, I feel
like my own preference is essentially irrelevant. You're not asking me to vote today. I'm going to make a much better voting decision. If I can get
information from key areas of our community. And so I want to understand the positions of the teachers, the professional
staff, the principals. If we can get some kind of collective from the parents, perhaps through DAB, different groups like that, they can actually help us identify the reality of
a lot of missing information, because we extend the elementary school day. Is there actually an embedded pro? Because now you can actually have longer or more recess? We
don't know that because we haven't had that discussion with our teachers. We don't know what the impact is if we move, if we keep high schools
where they are. And have the allowance because we know the data for if somebody's working, they still get school credit, that they have worksheets. If they're going and doing sport,
and that lessens that impact. That's a data point we don't have in front of us right now. These are the kinds of things that I think are are various groups can give us feedback on and a relatively short period
of time and what that looks like. And this is why the drop dead deadline is if we if we go beyond a certain time, it doesn't matter if we make a decision at that point because it's it's no longer relevant to
much impact to the community, to much impact to the staff, whatever it might be. Because as I mean, when when Dan presented this to us first, it's like, what was their preference and why? We've seen
it. Pros and cons. Why can't we ask all those groups to say the same thing? If the principals have a preference, and it may be that the principals are at different levels, the teachers are at different levels, but
group those aggregate responses to help us understand the pros and cons of each one, so we can better make a decision and ask
them simultaneously what happens if we do nothing? What happens if we freeze another year, get paralyzed because
it's it's really hard to sit here and here. They can't. They have to sleep in early and can't get to school early. Yet. They also have to leave early because of sport and work.
Those are two very different things. And it's there's going to be no agreement on that ever. But if there are alternatives that minimize the impact and that's the input, I think we
need to be asking from our community, look at these scenarios that our team has developed and doesn't even have, by the way, a later start date, if we're going to make that
decision because that minimizes the heat concerns, doesn't eliminate them, minimizes them, at least we can say, okay, we might lose a couple of days, but we're not going to lose 8
or 9 or worse. And those things are very valuable and could be, again, tier decisions. But it feels like that's the kind of input I want is aggregated
information from our key groups, administration, transportation, teachers, principals, community. Could be again, there's going to be subsets within the community, I'm sure. And I
think we can achieve that in a relatively formatted manner within probably about a month to give us two weeks if we're if again, if we're if we're saying that December is a drop dead and we can't go beyond
that, we don't have that answer. So I understand that may be difficult to predict, but it's we have to give them a timeline if we're going to say we're going to make a decision. And
it could be the decision is we have to wait a year because of the feedback. We don't know, but at least gives us an opportunity to get deliberate feedback, deliberate engagement and get that piece met. I
believe I like the urgency. I think we're balancing the tension between urgency and thoughtfulness, and I think that's good governance. So I just want to say thank you for that. I you know, as I shared
with you prior to this meeting, after collaborating with staff, I do think it's in our best interest to conduct focus groups on this particular topic. I think isolating each of the
stakeholder groups and getting individual feedback would not necessarily meet your desired goal. In my opinion. Cross representation matters here. Having teachers sit next to parents, sitting next to
principals, sitting next to paraprofessionals I think is really, really important in this space. I don't want to overpromise and under-deliver. We can go back and aspire to
pull focus groups together. And I would ask that board members serve on them as well. And that way you're listening to the myriad of the different perspectives that are happening in the room, and we can take
our best shot at putting something together quickly while also trying to be thoughtful. I don't know what the participation and turnout. We haven't tried to turn something like that on a dime
in quite a while, but we can certainly try if it's the will of the board. But it's going to feel fast and I just want us to be prepared for that. That's not to say stop. I do think the
likelihood of us making a decision in 26, 27, I'm wrestling with the same tension you are, because my biggest fear is that we don't make a decision at all, and we end up
having this conversation every year for the next couple of years to. So I've got a number
of comments. I appreciate structured engagement. I think there are probably unforeseen consequences that we haven't considered, not because we don't have incredibly talented
and wonderful humans in the room, but because when you stare at a problem too long, you start to miss the things that you used to consider. Or maybe you just missed in the beginning when you named the
problem in the first place. And that's where we need our associations. We need our families. We need the feedback loops, not just to tell us what they like or don't like, or
what works for their family, or doesn't work for their family. Because you're right, we will get the gambit, but we will also get through those conversations, things that we didn't consider. And I think
that's valuable when we do that. And we only have two weeks or a month, I don't think we're going to have time to adjust with any of that feedback. So I do think it will be very
performative, even with a month. I think another piece that we're missing here is that all of the scenarios that we have said that we value are system
aligned, all of those butt up against our employee agreement, all of those butt up against our finances, all of these. While they will save us in transportation, they will cost us somewhere else, whether
that's paraprofessionals in the schools or depending on how it gets negotiated with those extra minutes, depending on each grade level. And we don't have currently a method of
paying for it. So we would be blindly voting to do something a month from now, six weeks from now, that we don't have a plan for how to pay for it. We don't have a plan for what? How
it will get negotiated with our associations when it comes to our employee agreement. What I would personally like to see so that we don't get into analysis paralysis, would we take this
year? We do the robust engagement. We do focus groups. We do everything we need to to be able to make a decision and say, okay, we've taken all the information in. This is the decision that we're going to
make by the end of this year for 27, 28. And also when we talked about consolidation, there were also a lot of families that said, can you even if you make a decision, can you just wait a year? Give
us time to process, give us time to mourn, give us time to consider our options. It then says, okay, if we have a decision by the end of this year, it gives families time for the next few months if they
want to make a different choice for the following year, they have time to consider it. They're not trying to do it abruptly. It gives them time. If they to figure out how they're going to change their
work schedule if they need to. There are a lot of benefits to giving time. I don't want to get into analysis paralysis. Bell time is one of the things
that I care an unnatural amount about. Compared to many topics. And so it's a lot for me to say it. And waiting or giving
ourselves time and space to do it well, I think is really valuable. One other piece to this puzzle is Dan's team has done an amazing job of finding efficiencies and being very
thoughtful about how to cut some of the routes based on how to get kids to clump together more. I have full faith that there is possibly still more
efficiencies to be had, but that is intricate neighborhood by neighborhood work. That is not something that I would ever want to be done fast, because it puts safety first if we do it slow. So it also gives you
guys time potentially to find more of those efficiencies while we're negotiating with our community on what scenario may be best amongst the seven of us we haven't landed on,
that scenario is the best one. We have named, three of the five. We've named more of them than we haven't. And if that's the seven of us, I can only
imagine what our community is thinking. Right? So that's my $0.02. I also love the urgency, and I think we can still keep that level of momentum if we keep our eye on the ball for
this year and then give ourselves a year to really implement the best possible plan for 2728. All right. I'm
going to call I, I just want to know, are you hearing what you need to are you getting what you need from this conversation? Because if not I want to redirect it. Can I help make
this easier? So I think I hear you say 27, 28, at least for the last part. Right? Like, Kristen, you don't want to do now because I don't know if we've got a consensus. Yeah, I think I think we do. But you
probably need that I do. Okay. So yeah. So let's do a quick whip around my my suggestion is the asking the direct questions about the various scenarios for 2728. Slow is smooth. Smooth is
fast. And I understand the urgency in wanting to do it fast. But let's do it right. Because if we do it wrong, we're going to hear about it and we're going to make everybody miserable in the
process. So slow is smooth. Smooth is fast. 2728. Ditto. I've been going back and forth.
I've got all kinds of comments. You guys have been very convincing. I just just really said a lot of a lot. And I
agree with her on the I think we really need to analyze the the routes themselves and possibly changing just what qualifies. I think Connor, who
has chosen not to speak, but everybody's feeling what he's thinking is how much is this going to cost? And I think that's a huge thing that we really need to to analyze, and
just said that as well. I've been the most impatient on this. Maybe other than you, but and I also, I'm telling you, I'm going after the staffing. I
want to help you guys so bad. So I, I will be working on
creative ideas on that. I'm 27, 28.
I'm, I'm not sure I'm going to be able to vote one way or another because I don't have enough information. Here's what I know. Bell times are coming. That's a fact. We have a
department that busted their you know what, to put something together for us, perhaps faster than anyone else because we have too many things related to Bell times that we don't know.
What's I going to do for impact on contract, a proactive department? I don't want to penalize them. So I want to I want to, Dan, to make and company to make sure here this
is amazing work. But Bell times are coming. And if we push them back another year, that's another year out of compliance
where we have to make an edit to our policy. I'm not happy about that. When we can, I feel like we can take a little bit of time to at least get some initial feedback and don't have
to make a decision right at this moment. We can make it in a couple of weeks, even if we're starting to hear from our key people. It may not be focus groups, it may not, I don't know, but I think we already
have a lot of feedback from people. They don't like our current bell times. There's lots of problems with them. We know this. We also know there's feedback about the start date.
We don't have feedback about length of day. So that's something we definitely need from the community. This. I
don't know I'm I'm going to pass the Jim. I'm still in the 2627 push. We're never going to
have perfect data on this. I'm not saying we ignore community comment. I think the focus groups on this is a great way to go. And I think that's I
think we can get enough data out of that to spot some of the concerns that Jess has around, you know, are we thinking of everything? There may be some things that come out of that. I'll accept that. Wow, we
didn't think of that. I'm good with that. But yeah, doing. Let's take a year and think about this more. Oh my gosh. I think we were put in these
positions to lead and make some of these tough calls. And this is a tough call. It's do you want to cut off your arm or cut off your leg? You know, it's a typical school board decision
that we have here. And it's it's just really tough. But I still believe we should do it and do it sooner rather than
later. And that's. Yeah, I'll leave it there. I'm. I'm fine
with 2627. I would prefer if we were to actually look at these in multiple decisions for 27, 28 and 28 and 29, because if we
do it next year, we're going to do it the same following year. And I've gone back, I actually am very proud of myself. Mr. Schoenberger, to teach you save
everything because the Transportation Department last time said that this would be fixed. It wasn't, and we were
even pushed last time to say it was going to be done in two tranches. We never got around to the second tranche, because our voters are so incredible that they gave the ultimate
referendum to keep our schools open. So if we do a change next year, it's every two years we're changing bell times. Not to mention, if you go back to
2019, 2020 when we changed it last time, that's another two years. So I mean, this is going on a long time that we haven't been able to fix this problem.
I would prefer that we delay. I believe that we can work with the Colorado Department of Education for waivers on our compliance. Would that mean we
may have to quantify some things under recess time? Yes. But at some point this exercise becomes more efficient and we
can optimize better because one, we don't have as many students on the bus, and two, we don't have as many locations. That's just the hard facts. You can get all the data that you want,
but enrollment is going down and it's going down year after year after year after year. We are going to have to close schools, right? We're going to
transform those institutions into other things about education. Our voters went to us and said, hey, we agree with the 3 to 5 year plan on not
closing schools. That's one definitive data point that we have. Let's stick to that and then do everything together so that we don't keep causing more and more friction with the
community. You want to pull the community? I know what they want. They don't want change. You want to know why? Because I don't either, right? My bell times only 40% of the bell
times changed last time mine did. Now I can go to my boss and say, hey Bell, times change. I need to come in a little bit later, okay? He's
understandable. What I can't go and do is every two years go back to them and say, hey, I need to change again because our school board just can't get
it together. So I would prefer that we look even later than 26, 27, 28. I will vote for 26.
We're not going to do it for 2026, right? So 2728 or even 2829. Also recommend. Sorry,
Tracy, but I think that this is a great exercise for the Comprehensive Planning Committee. So I think about
this in two things. I think that honestly, I think we can get to Bell schedule decision quicker, but we can't do that without getting a decision on instructional time. I think
what I'm hearing, too, is that instructional time impacts our associations and our teachers far more directly than it would our community, and vice versa.
I think Bell schedules are going to affect the community way more. So I think that helps me figure out where are those focus points should be. Do I think we are ready in two weeks to make a decision on
instructional time, without the input of our associations or our teachers or anyone else? No. And so again, my my, my clearing voice of urgency is
that unlike what I'll disagree with Director Duffy on on a few things, I agree with him that I think that we need continuity because that's also going to get us. You know, I agree with
you, but I also insist that we I'm very competitive person and I am not ever satisfied with something that I know I can make better personally for my kids, for my family, for work,
for my clients. I'm never satisfied with just doing a good enough. And so to me, if we're going to duck big decisions because we're scared of the shrapnel that's going to
come from the fusillade of of of people yelling at us, then I think that we should just abandon our seats and give it to someone that will make those decisions. Right. I disagree respectfully, what's been said
about comparing this to school closures and consolidations, that is apples to oranges, in my view, changing the bell schedules and disrupting people's lives by an hour or more is way different from
telling you your school is closed, you're going elsewhere. I think the fabric of disruption that we're talking about is way less. I think it's I think it's not to minimize it. I think we should validate that. So I, I'm fine going 2728. That
seems to be the consensus seems to be a sweet point, but not not because of, you know, not just wanting to punt it. It's it's if we want to be thoughtful and get feedback
loops, what we really need to land is the length of day, and make sure that we're solid on that before we can go to Bell schedules. And then I think I like the idea, what Dan said. We can slide that scale and
tailor it and then we can talk, because very quickly we didn't talk about why we're kind of not going through the other ones, you know. So the system aligned late start. I'm not a fan of that. I haven't I've
expressed it to you all, but not to our community, is that that puts a huge burden on people to your point, that have to tell their employer, oh yeah, it's one of the days of the week I got to come in late or
leave early or that's, that's that's a huge, huge disruption. And it's a huge disruption for parents that have multiple jobs that they got to, they got to figure out. So I do think the sweet spot it's interesting I think it's probably between two
four and five. And so we need some some input there. But at least narrowing it. So 2728 you've convinced me. Sure. I'll be brief. I think I have what I
need. So I just want to say thank you very much. I also want to just give a special thanks to Dave, doctor, Gail and Bud for and so many other people. The action team that have been involved really for a
long time of just trying to understand the problem, helping other people understand the problem, to get us to a point where we have potential solutions. And I'll close by
saying, Dan, I want to thank you and your respective team as well. When I first met you, you were trying to sell me a dream about a bus named Craig. And look how far we've come. You. You're an amazing guy, and I
just appreciate your thoughtfulness in the way that you represent our district and our team. So please make sure you extend that same message back to all of the people involved. Okay, I appreciate
that. Thank you. Thank you so much. All right. And thanks all for the for the great engagement and discussion. I
think that was yeah, that was very, very helpful. Great job. So with that we will move on to 9.0 executive session. Can I get a motion please. Go ahead.
Set it pulled up I move the board enter into executive session is authorized by Chris 24 64024H. For the purposes of discussing matters regarding the appeal of the decision to expel student A, where public
disclosure would adversely affect the persons involved. Executive session. Pursuant to CRS 24 64024G. For the purpose of considering documents related to Student A's
expulsion appeal that are protected under the mandatory non-disclosure provision of the Colorado Open Records Act. CRS 2472 2043 AI specifically and
only the videos of student misconduct recorded on August 20th, 2025, and in executive session pursuant to CRS 24 64024B for the purposes of conferring with the attorney
for the Board of Education to receive legal advice on the process and procedure related to the appeal of a decision to expel student A individuals to join the board in all or part of the executive session, or Superintendent Brian Kingsley, Lead Assistant superintendent.
Doctor Tracy Guile, principal Joe Zappa, attorney. Colter bump, general counsel. Autumn Aspen, student, a parents of student, a attorney Lenny Lucas, attorney Ellie Zweibel, legal
fellow Aaron. Adrian, is it Adrian. Aranda? Kathy. Ariana. Ariana, Anthony and guardian ad litem Scott Patton. Can I get a second, please? All right.
Thank you. Connor. Joe, can you please call the vote? Jim. Hi. Kristin draper, I Connor Duffy. Hi, Kevin. Hi, Scott.
Schoenberger. Hi, Andrew. Spain. Hi, Jessica zamora. Hi. Motion passes, seven zero. Thank you. We will now convene in a closed session at the conclusion of the executive session. We will
reconvene in the boardroom to present Action item 10.1. We
will then adjourn the meeting. Thank you.
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