2025 regular meeting of the D60 Board of Education. I would now like to call the meeting to order the time is 5:30 Miss Patron. Would you please call the role? Mr. Cisneros here, Dr. Dairo here. Judge maze here, Mrs. Ponzio here, Mr. TBO here. At this time, the board of education has issues to discuss an executive session as follows. Developing the strategy of the school district for negotiations relating to the collective bargaining contract
with the pblo Education Association PA. Pursuant to CRS or Colorado, revised statutes section, 24-6 d-402 4E. Roman numeral 3 May, I have a motion to go into executive session for the previously stated purpose. So moved. Is there a second? Second, is there any discussion? See none please call the vote, Miss Patron, Mr. Cisneros I
Dr. Denu I judge Mays I Mrs. Penzias. I, Superintendent, kimsey Mr. Eric dusro, assistant superintendent of human resources and Mr. Dick bump of Kaplan and Ernest, the board's legal counsel will be joining. The board in executive session. We will now adjourn and reconvene in the conference room. And we will try very hard to be back at 6 oclock. So we don't keep it waiting too long. Thank you so much. All right, we are officially back.
If you would all, please join me for the Pledge of Allegiance. 1 nation, under God, indivisible, with liberty and justice for all. Right before we adopt the agenda does, superintendent kimsey, or board member have any recommendations for Corrections or modifications to the agenda at this time. Seeing none, we'll move to 3.0 adoption of the agenda. May I have a motion please. So moved. Is there a second? A second. Is there any discussion?
Seeing none please call the vote, Miss Patron. Mr. Cisneros, I Dr. Dairo. I judge maze. Hi, Mrs. Ponzio. Hi Mr. To I We will start with 4.0 gifts to schools. Do we have any gifts to schools this evening? Superintendent kimsey. We do. Uh, I am very pleased to announce the following gifts to schools um, and the board of education is asked to accept these gifts, uh, and approve them. The Pikes Peak chapter of the Military Officers Association of America,
donated to the East High School JROTC program The Colorado bandmasters Association donated $600 to East High, School's Band program. Southwest Church of Christ donated 60 long sleeve shirts, um, valued at $1,000 to The District 60 McKinney vento program. And preminente Holdings, LLC donated 500 to the East High
School, girls track program, and we're very thankful for these donations for our students. So much to these groups and organizations that support. Uh, they've generously support our students and District 60. All right, may I have a motion, please. May I uh sure, uh, Dr. Kimsey would you uh please explain to the folks in the audience and those that are streaming uh the McKenney vento program, please, I think with pleasure. Yes. So the medic McKenney vento program uh as
you know uh serves our students who are displaced and unhoused. Um and so it Provides all needed. Um, it can provide everything from clothing, uh, vouchers for shelter, gas food. Uh, so that our students can and transportation so that our students can continue to go to their school of origin, even when they're displaced and or become unhoused. Thank you. I'll move that. We accept the gifts. Is there a second second? Is there any discussion?
Seeing none, please call the vote Miss petrol, Mr. Cisneros, I Dr. Diro. I judge maze. Hi, Mrs. Benzio. Hi, Mr. Tebow. Hi. All right. Moving on to 5.0 recognition superintendent. Kimsey do we have any recognitions this evening? we most certainly do and it's my distinct honor and pleasure to invite uh to the microphone. Uh Miss Marci IMS, our executive director of secondary education and Career and Technical education who will take us through all of our
recognitions this evening. Thank you. Oh, here we go. Okay, good evening superintendent. Kimsey uh, president ponzio and members of the Board of Education. I'm honored to be here today to be able to share with you some great news, across our school district. um, Each year, our students engage in rigorous District State national leadership competitions. These competitions challenge them to be able uh to develop
and present projects take exams. Participate in role. Play scenarios. Create simulations and deliver presentations to diverse professional audiences. A ctso or Career. And Technical student organizations is a vital component of Career Technical education. We are proud to have a strong presence of several ctsos. In each of our high schools, including organizations such as HOSA, TSA Deca, FBLA skills, USA, and FCCLA,
Students who are members of these organizations demonstrate their skills now and knowledge and are judged against rigorous. Rubrics, at each competitive level, they compete against their peers for the opportunity to represent, not only their district and state, but in some cases our nation Tonight. We celebrate the exceptional achievements of our students, who have excelled at the state level, in their respective ctsos and have earned the right to advance to the National level competitions.
Please join me in front of the dis to congratulate our students. I'll ask you to kind of stay on of here as we recognize our students. I hope y'all more comfy shoes. It's gonna be a bad. I'm also here, uh, pleased to introduce, uh, Miss Penny grinstead here. She is our CTE and concurrent enrollment manager for the Public School District 60. Um, and she will now present the well-deserved recognition for our outstanding ctso students.
Good evening. All right, our first ctso will be honoring tonight is our future Business, Leaders of America from Centennial High School. with over 200 schools competing at State, this past year, We have a couple recognitions. Drew Nagata. Placed. Um, first and he was our state champion. In introduction to business procedures. National qualifier placing fifth in human resource
management. This is Camille's second time. Placing as a national qualifier in 2 years. They will be competing in the FBLA National Leadership Conference held in Anaheim California. Since FBLA advisor is Jacob Lewis filling in for Mr. Lewis, tonight is Joseph Patrick. Next, we'll be recognizing FBLA for Central High School. Kaden low placed third for marketing. Lily shook.
Top 10 human resource management. Isaiah Martinez. Top 10 entrepreneurship. They will be representing Central's FBA and the national Leadership Conference held in Anaheim California. This summer FBA, advisor is Vinnie Courtice. Congratulations Central. Mr. Curtis walk down and Shakes. South will also be joining FBLA Nationals this summer with Vanessa Pacheco. Vanessa took fourth place for public speaking.
South FBLA advisor is Rachel Cesario and she was unable to attend tonight. Our next ctso will be recognizing as our Health occupation, students of America, otherwise known as HOSA. Sent. A photo and then, okay. Over here board members, just make it take a step up. I have the front of the board. Quick photo of all our fdls. All kids over there.
Thank you very much. Thank you. All right. We'll recognize HOSA from Centennial, High School next. Our first student is Drew Nagata. He placed second in health informatics. As well as Aulani Pino placed second in next temporary writing. Additionally, the medical Innovation team.
Which includes Alejandra Ortiz. Allison Lucero. Leonardo Ray Reyes, Montes. And delaunay Pino placed third, which also qualified them for National HOSA conference, which will be held in Nashville at the end of June. Their advisor is Kelly and Nia and she cannot be here with us tonight. Congratulations, Centennial Hosta. Our next HOSA chapter is at Central High School.
Central Place 3rd for hostable, which includes Savannah Clancy. Romeo Martinez Dominguez. Hazel Taylor and Diego Martinez Dominguez. They also qualify for National host of conference and are headed to Nashville this summer. Central also qualified in the mental health promotion, taking 6 place.
Kira mattino. Ireland Martinez. Diego Martinez Dominguez. Madison Gonzalez. Romano Martinez Dominguez. Along with hazel Taylor placing second and dental terminology. and Sophie Sophia Gonzalez in the mental health promotion team also took sixth They have all qualified for National hosta conference, and
are headed to Nashville to compete. Their advisor is Janette Akerman and Justin Cox. They were unable to be here tonight. Go Central. All right, host. All right, it's a big group here. Yeah. All right, big smiles. Got it. Thank you. Great.
Central's. Decus stso. Just returned from their National Conference in Orlando, Florida. Brandon Martinez competed in automotive services marketing. Kaden low attended the emerging leaders S Series ignite. Their advisor is Melody Bennett. Thank you, melody. East High School also just returned from International Career Development conference. Otherwise known as ICDC in
Orlando Florida with their advice or Jaqueline or Mena. Over 25,000 members from around the globe. Came together to compete, lead and grow. Devin Clark earned a prestigious scholarship and made an impressive. Run for DECA high school division, president, showcasing, courage, and Leadership on the national stage. Isabelle Rosales earned a medal as a top event qualifier in hospitality and tourism professional selling.
Aubriana Cortez participated in the leadership academy building skills for the future. Gianna Meli competed in the apparel and accessories marketing category as a sophomore. Cade marker. Probably served as a voting delegate as part of the Colorado State officer team. East High School Deca continues to lead with passion professionalism and pride with their advisor, Jacqueline armenta. Will you all please come over here for a picture.
Okay. Dr. Dairo I'll need your help. All right, looking good. Here we go. 1 2. All right, congratulations. Our next ctso will be recognizing is a family career, and Community, leaders of America, otherwise known as FCCLA. Pablo East High School Jana. Pastel Aqua, advisor has a
total of 11 students advancing to National FCCLA Leadership Conference held in Orlando this summer. Atiana Perez. Isabelle Rosales. And Dominic Venice. First place, gold. National qualifier for promote and publicize. Grace, Windon and Jaden Harmon. Second Place Silver National qualifier in chapter and review.
Sophia Romero. First Place, Silver, National qualifier, chapter service portfolio. Gianna Meli, Adriana Rodriguez. Second place gold National qualifier repurpose redesign. Landon Martinez. First place, gold. National qualifier. Say yes to F A CS. Ava andrada, brayley Road and Jordan Daniels.
Um, Third Place, Silver. Hospitality tourism and Recreation. Amaya homes. In Abriana Cortez first place, gold National qualifier in event management. Thank you, advisor Janae pasalekua and good luck pblo East in FCCLA. Board members of superintendent, might be easier to come down. That is a great job.
All right, our final CTS. So we would like to recognize tonight is our skills. USA chapter at South High School advisors uh Lauren M, Montoya and Kristen Graham, benowitz. benowitz. Their students have earned the right to compete at the National Conference in Atlanta, Georgia at the end of June. This year's first place finishers for video news production. Brooklyn dilator. Sabrina. Colrip. Bo Rosales.
And David Sanford. Good luck as you head off to Atlanta to compete. You want to take a picture? A big smile. Here you go. 1 2 3. Perfect. A big thank you to dedicated so much time to the school St. Uh, ctso programs. Congratulations. And good luck to all our national qualifiers. As they continue their competitions at
Nationals this summer. Okay, as promised, you're going to be up here for a little while longer. Um, I'm going to roll right into our celebrations of our um, scholarship. Recipients Well, many of our students have earned a multitude of scholarships from colleges community. Colleges, and universities tonight, we give special recognition to a select group. We're honoring those students who have been awarded some of the most prestigious Awards, including the cane herleman butcher, as well as other significant
University and college scholarships um, of over 80,000 dollars from a single Institute in addition. We'll also recognize our Ascent students for their achievements as well. Our first scholarship is the Kane Family, Foundation, scholarship. uh the first uh the Kane Family Foundation, scholarship is a merit-based scholarship, that is awarded to 40 students who are eligible for in-state tuition to attend a participating school in the fall of 2025 or
Each, uh, scholarship pays for tuition and is awarded up to 4 years for a bachelor's degree in up to 2 years for an associates degree. Public School District, 60 is proud, to recognize the following students were receiving the 2025 Kane, Family, Foundation, scholarship. Joseph Castro student at Central, High School, plans to attend CSU Pueblo and major in business and minor in Psychology. Joseph plans to own his own Health Therapy Clinic Emma Rose Marino is a student at Central.
High School. Plans to attend. CSU Pueblo and major in nursing. Emily Reese is a student at Central High School and in addition to the King Family Foundation scholarship, she's also been awarded the presidential scholarship from CSU Pueblo where she plans to major in biology with a concentration. In pre-veterinary school before attending CSU Fort Collins to obtained, her Doctorate of veterinary medicine. Mouso student at South High School plans to attend CSU
Pueblo while she were major in business. South High School student plans to attend. Pablo, see, Pablo and major education in history after which he plans to teach history, somewhere in Colorado. Hopefully she'll consider Pueblo D60. Yep. Thank you to our Kane Family Foundation. Scholarship winners. Congratulations, I should say. All right. Congratulations. Next up. We have our Harlem.
The, um, the Herman scholarship was established to award students who demonstrate Superior Scholastic ability and strength of character. These students must reside in Pueblo Fremont, or Custer County and they can attend any accredited us college or university, At this time, we would like to recognize recognize the following recipients. Jaden Padilla East High School student. Has accepted the Herman scholarship. Jaden was also awarded
the Kane Family Foundation, scholarship and plans to attend CSU Pueblo and major in cyber security or computer science. Quincy. Mamama, Centennial student plans to attend CSU Fort Collins, and major in biology and become a research oncologist. Madison Gonzalez student at Central High School plans to attend CSU Fort Collins and major. In Neuroscience after college, she plans to study abroad in Japan. Um, and then attend college in the fall.
Clancy, Savannah student at Central High, plants, your 10, Middle Tennessee, State, University, and major in aviation, professional pilot and become a Communications pilot. Tomas Salazar student at Central High School, plans to attend, CU Boulder and major in cinema studies, and moving image Art and marketing. His goal is to become a director of documentary and political films. Congratulations to our women's Scholars. All right, here we go. 1, 2 3.
Perfect. Congratulations. The Bachelor scholarship uh was established in 1952 to award a Colorado seniors, who demonstrated Superior Scholastic, ability, evidence of leadership, involvement, and service to their community and school as well as demonstrating outstanding character. There are only 42 students selected Statewide for this prestigious award. At this time, I would like to recognize the following
student as a recipient of the bachelor scholarship. Isabelle Rosales from police High School. Has accepted the butcher scholarship. She was also awarded the herleman scholarship. As well as several prestigious University scholarships including the University of Denver Chancellor scholarship. The Columbia College Chicago Dean scholarship, the Regis University direct admission program scholarship, The Knocks the Knox trustees scholarship, um,
and Isabelle plans to attend CSU, Fort Collins, and major, in marketing. And mass communications, she would like to work in public relations field and owned her own business someday. She can just get right in the line there. Okay. There we go. 1, 2 3. Congratulations. Congratulations. University and college scholarships are awarded to students who demonstrate Superior Scholastic, ability and have been
recognized for the success in their community, in their High School. These prestigious Scholars have been awarded scholarships from many different colleges and universities. Most of these Scholars have been awarded multiple scholarships. But today, we are only mentioning those that have uh, been awarded scholarships if at least 80%. Or from a single Institution. First off, we have Caitlyn McAuliffe student at self high school. She has accepted the Colorado Mesa University distinguish, distinguished scholarship, Caitlyn plans to
attend Colorado Mesa University and major in radiological science. Um, where she would diagnose and treat medical conditions. Charlie alzando Student Self. High School has been awarded the University of Denver, Chancellor award, and is accepted the Grand Canyon University. Provo scholarship. Charlie plans to attend Grand Canyon University and major in nursing. She plans, uh, to become a traveling nurse. Gabrielle. Powell student at South High School has been awarded the satin Hall University, uh scholarship
University of Denver scholarship, Regis University, scholarship Pacific, Lutheran University scholarship. Where do your college? Uh scholarship York College of scholarship Xavier University scholarship and George Washington University scholarship. She plans to accept the West Texas, A&M scholarship and major in political science before attending law school and becoming a prosecutor. um, you know, Vanessa Pacheco is our next student from South
and she's accepted a very prestigious uh call to action scholarship from the Virginia Military institution. She plans to enroll in the Navy program and become a commissioned officer. So South Colts, come on up here. Let's get this photo. I'm like, let me just just scoot over 1 person. Okay, there we go. Oh, it's perfect. All right, congratulations, congratulations.
Lilith shook accepted the found uh, Lewis Foundation scholarship and plans to attend Witchita State University and major in integrated marketing and Communications. Taylor has accepted the founders award and a plans to attend Creighton University and major in neuroscience and become a dentist. Brianna K Betts, Central student has accepted the Regis trustee scholarship and plans to attend Regis University
and major in information technology and become an IT technician. Ireland Martinez is a central student um and she's accepted the University of lever scholarship and plans to attend the University of Lara, Diego Martinez Dominguez. Central student has been awarded the do Provo scholarship and the Miami presidential scholarship. He plans to attend CU Boulder and major in Biochemistry. Um, he's on the pre-med track and hopes to
become a doctor. Same rock. Yeah. Here right next to the board resident. There Yeah, the other side of the unit. There we go. Here we go. 1, 2 3. Got it. Good job. Congratulations. Next up, we have Devin Clark e student and he has accepted the George Washington University presidential academic scholarship and the Michael E McGoldrick scholarship. And
plans to attend the George Washington University and major in political science. He he also plans to continue advocating for Youth and serve in the public community. Here we go. 1 2 3. Congrats um, next up we have, um, Darien Frasier.
Centennial student. She was awarded the registe university merit scholarship. And Denver University scholarship. And she plans to attend the CSU Pueblo. She plans to attend CSU Pueblo and major in biology, and pre-med minor in music. And then attend the University of Utah for Opthalmology. Next, we have Caitlyn maze, Centennial, High School student, who has been awarded the Notre, Dame of Maryland, University, academic scholarship, the Fort Lewis College
merit, scholarship and plans to attend CSU Pueblo and major in Early Education. Childhood Education. Hopefully she will stay in public as well. What's that? I was just telling go ahead and switch the Here we go. 1. 2 3. Simple. Congratulations, congratulations. Today, uh we are also lucky to celebrate 1 of our Central, High School students, appointment to the United States Air
Force Academy. This appointment is a testament to his hard work, dedication and exceptional potential. The academy selection process is highly competitive, considering not only academic Excellence, but also leadership character and a commitment to service. Congratulations. Hannah. Hannah acceptance is a reflection of his outstanding of achievement in all of these areas. Here we go. 1, 2 3. Got it. Thanks, congratulations.
This year, we had 25 students who successfully completed their assent, or accelerating students through concurrent enrollment program, and which allows students to participate in concurrent enrollment for the year after 12th, grade, and enroll in post-secondary courses and earn college credit in order for students to qualify as an Ascent student. They had to complete at least 9 credit hours of post-secondary, uh, coursework prior to the completion of their 12th grade year. We are excited to
recognize these students that they as they successfully completed their first year of college, as an Ascent student. Um, we have a few students here with us today and I'll read those names first. Um and that for a first is uh, Kaylee mcgauley From self high school. She uh concluded her, essential at CSU Pueblo. She made she's planning to major in Psychology. Um, and she wants to be a therapist or a school psychologist. Hopefully here in pubo as well.
Next up, we have Ava Holloway Uh, Ava, um, competed her essential completed her essential at PCC. She is a cosmetology student and is hoping to become a hairstylist upon completion of her certification. next up, we have Kenneth zitel from Central High School He completed his essay at PCC. Kenneth uh received his associates degree in welding and he's going to continue his education at CSU Pueblo. Um and
receive a major and have a major in engineering. Um, next up, we have Alonso Federico from East High School. He's also completed his uh, a centure at PCC and he plans to to continue to receive his certificate in welding um over the next year. And we have jovanni Molina from East High School. Jovanni. Uh, Completed his Essentia at PCC and he plans to continue his
education at CSU and major in architecture. All right, thank you. And if you would indulge me, would like to go ahead and read all of our Ascent students names, um, because many of our students can't be here today, they're in working, they're in competitions. They're, you know, senior final year. Um, and you're welcome to have a seat at the desk, but I would love to just go ahead and and honor our students, the rest of our students who completed um, the recent year as well.
I will start with all of our students, um, who completed their Ascent year at CSU Pueblo, that would be Aubrey Horton. Saint Francis Mason Brown. Kristen stroeher Cynthia Garcia. congratulations to those students, um, and our students who completed their recent year at PCC are Um, Isabella string Jenna F Mela bull, Gabriel, Enriquez, Jordan Cordova, Jordan Bella.
And I want you to come Isabella, label Katrina, Huell Samantha, Baker, Rihanna, Shepard, Jordan news, Liam Kelly and Xavier Leo. Thank you to all of our Scholars, all of our, um, students who competed in our ctsos and National qualifiers, again, thank you all to this long presentation, but it was so exciting to be able to present all the wonderful things that our students in pivot 60 have accomplished. You so much. We appreciate the presentation. Amazing
amazing. What's the talent that's coming out of Pueblo? It's wonderful D6. Wonderful. We will now move on to public. Comment. Mr. Sprouts. Are there any recorded comments this evening from the public. Thank you. Madam president. Uh there were no recorded messages received for this evening's meeting. Thank you, Mr. Sprouts. This evening we have 2 citizens. Signed up to share public comment at this time. The board invites Justina Carter to the microphone. Will she will be discussing uh a letter to
chassa? Good evening, and welcome. And as a reminder, you will have 3 minutes to speak in front of you. There is a box, uh, with 3 lights when the light turns green you'll have 3 minutes. When the light turns yellow, you'll have 1 minute remaining. And when it turns red, your time will be up. Thank you for being here this evening. Good evening, my name is Justina, Carter. Justina doc Carter at Pueblo D60 org. Our school board. President signed a letter to the Colorado High School Activities Association, dated April 14th 2025.
The letter, urgently demands, that chassa increase regulations of transgender students in high school sports. Concerning how our white supremacy culture. Emboldened, some people to wave a flag of hate targeting a small group of transgender students and their families signaling and eagerness to ostracize marginalized groups. I hope that District 60 is not a place that will tolerate this Behavior. Our job as Educators is to help students feel safe at
school so that the learning can happen. These politically motivated attacks on students bring anxiety and confusion, creating even more obstacles, and making the work of Education. More difficult for students and educators. Because the school board president may speak for the board of directors. Signing the transphobic letter to chassa as a representative of pblo School District Board of Education suggests that this action is supported by our school board and even District staff and leaders.
For me as a d6t teacher and grandparent, please know that I'm opposed to all efforts around discrimination outing and othering trans people. Thank you. Thank you so much. Appreciate you sharing. Next, I'd like to call to the microphone Miss Barb Clemente who will be speaking about The Denver Post. Article of May 8th 2025 Good evening and welcome to you Miss Clemente. Thank you. Superintendent Kenzie.
Kimsey. President ponzio and members of the board. Thank you for your time tonight. Uh, and thank you to Justina for uh, for beginning this conversation. I learned last Tuesday in the Denver Post of a letter that justyna mentioned. That um, was unattributed to a writer. Um, but that had been signed by representatives of a handful of public districts and a larger number of Charter or private school
Representatives. It was as revealed addressed to chassa and demanded that chassa change its policy on trans students in athletics. It was later revealed in the Colorado Springs Gazette that this letter had been authored by Mr. Brad Miller. A fairly well-known anti-public School attorney. So, in this letter, there's a lot to unpack. Um, But all of that is a focus for another public comment
tonight. I'd like to address the signatures as I read the article and the attached letter. I was appalled to see the list of signatories. Signature number 6 on that letter reads. Sue penon president Pueblo School District, 60 Board of Education. The president of the Board of Education serves as a spokesperson for the board and by extension, a spokesperson for the district. And even for our community, Now, to be fair at the bottom of the letter, there's a small
disclaimer saying that the people who signed this letter signed in their individual or their personal capacities rather than their official capacities, but, Honestly, if you're signing something in a personal capacity, why would you use your title? If you sign something in an individual capacity? You sign your name, you don't sign your title and you only use that title. when you sign in an official capacity, or when you want others to assume an official capacity,
So have policy decisions of the board been made. Were other members of the board aware of this letter and the board, uh, board president's signature on it. Who is making these decisions? And in coordination with whom. Is Mr. Miller part of these? Considerations. Perhaps others outside the district. And if they were made, they were clearly made behind closed doors and out of the public eye.
It's egregious that a letter like this, which discriminates against a small number of kids signed in the name of District, 60. And honestly it suggests a Personal Agenda, that's clearly at variance with a long-standing policies and traditions of Public School District. 60 I believe that this is a violation of policies of the district and of the board and I would like it known and understood that this district and this board are being represented in acceptable ways and that it's being done
without anyone's approval or knowledge. Thank you. Thank you, Miss clenny. Well, now move on to 7.0 Communications, and board comments to superintendent. Kimsey, or board member, have any Communications or comments this evening. Director Mays. With reference to. the letter that, uh, 2 speakers, alluded to tonight. I want to understood very clearly.
That I never at any time. Gave Miss ponzio. My permission to sign off on a letter. That had her listed. as a president of this particular School Board, That was not done with my permission would not have been done with my permission. I am on board of saying that I will never ever support. Homophobic, and discriminatory practices against any
student. I don't want any student to feel that they are not welcome in Public School District. 60 That was a clear indication. In this letter that went out. I don't think it would have made a difference. But perhaps a phone call indicating by the way. I'm going to join this group of other homophobic individuals. In casting aspersions. Upon certain children that go to our school.
It's a serious violation. Of the role of the president. To speak for the board without having the authority to do so. I am offended. I think that and and I'll I'll address something a little bit later in the meeting. But I think it is necessary. That a letter be sent out by. President pronuncio indicating that. She took the action.
She took Without having the authority of the board to do so. And it should be published. In the same venue that the letter that she signed was published. I think it needs to be understood that she was out there on her own. She should not have signed that letter as president of this particular school board. And I think it's reprehensible that anyone would think that Pueblo School, District number 60 Harbors, these kinds of thoughts about a
protected class of people. Thank you. Thank you. Director maze. Other comments from the board. Director tibo. Thank you. And I too wanted to make um a comment about um the letter that has been referenced here tonight. Uh, I learned about it. Um, Several days ago, although I do receive the Denver Post. Um I frankly just missed that article and
The link to the letter. Um, the first thing I did was, um, I went to the Colorado Association of school boards. Leadership workbook. that all board members receive in their orientation process after their elected. And that workbook urges board members to speak for himself. Or herself. Not for the board. And to avoid making statements that reflect upon the
board's attitude toward the question. Without a doubt. I do not support the letter or the contents of it. The introductory paragraph of this letter, that's dated, April 14th States. and I quote, we the undersigned Representing districts across Colorado close quote. Then there are signatures that appear at the end of the letter. They appear to be in an official capacity.
but as mentioned earlier, there is a note at the end of the letter, claiming that the individual board members that signed it did. So in their individual capacity, my first question was, who drafted the letter? Well, I learned tonight, Mr. Brad Miller. Mr. Miller made it quite confusing when he introduced the contents of the letter. As a letter being written by those who represent districts. And then at the end, tried to note that they were
individuals signatures. Also confusing is whether or not the letter. And its contents, addresses girls competing as boys in boys' Sports. as opposed to the opposite, which the letter seems to be focused on to me, this raises questions about the right to equal treatment. Or the right to be treated as an equal. Fairness and safety. If you read the letter, are its
Cornerstone. Of course, as a policy maker, I want to promote Fair competition and safety for all students. What I want to acknowledge the dignity. and well-being of trans students to the universal Declaration of Human Rights instructs us. That everyone has a right to free education. At our level. And that education should be directed to the strengthening.
Of respect for human rights. You can read it, it's article 26. I also have read. A law review article by an American University law review student. That argues clearly and persuasively. That Intergalactic Sports should be in service of larger educational goals. And there is no more important lesson. Than teaching young people, that their trans classmates.
Deserve the opportunity to fully live their truth. Including playing sports consistent with their gender identity. To me, this argument sounds in simple Justice. A place where Justice. in humanity can meet and, This argument is consistent with Colorado law. And chesa rules. Thank you. Are there other comments from the board?
Director dairo. Um, superintendent, um, kimsey the letter that is being Talked about can can you provide or somebody provide the letter and the uh, in its entirety to the board members at some point? Maybe? I've never, I've not seen it. I don't have the letter. I'm not I wasn't provided the letter. um, uh, There. I don't have a a subscription to The Denver Post so
if somebody has it maybe they could I believe. Okay? You have it, you have a copy. There was a request for through Kora and so oh okay. Thank you. Director DeNiro. Are there other comments? So I guess I will take this opportunity to respond uh, for just a minute. Um, and I do take offense that, uh, That I'm not a person that does not care and respect about
every single human life, every single human being and the choices they make for themselves. I absolutely respect everyone and care about them. It says nothing to do with that. I made it very clear from the get-go, when I decided to sign this letter, that I was signing representing myself as an individual. Yes, my title is on it because it was a letter from people connected to school, boards and superintendents And I have to say, I'm very proud that I signed it because
I felt so strongly that I did step out and sign it. I did not share it with the board because I felt like it was just um, number 1. I wasn't asked to share it. I was asked to sign this by a school board member in another school district. Um, up north I also felt like it would be very controversial, which obviously it has been But for me, um, is when we come, when it comes to this Arena, I like I said, I respect everyone and care about the
choices they make. But when it comes to this Arena, I cannot stand by it. I felt very compelled to speak up and tell my truth. My truth is that biological males cannot compete against females in athletic events. It isn't safe. And it isn't. Um, it isn't fair. We do so many things in sports, to make it safer for kids, whether that's equipment. The rules that we develop. So kids aren't injured, all of those things. We do all kinds of things to make sure that it is a very
fair playing field and there's nobody in Advantage. I realize we're not drug testing in high school but it's that kind of thing. We do a lot of things to ensure that it's very, very equal. And I know my kids, my daughter grew up in a time when I knew that when she played Sports win or lose, it was on her own accord, she was going to win or lose. In this case, I just cannot stand by it. I had to speak up and that's where I put it but I made it very clear. People have reached out to me about the news station. Got it. I made it clear very first thing off. I am
not representing District 60, I'm not me. Um, um, representing the superintendent, the administration or any other board. Member's opinion. This is strictly how I feel. So I appreciate the opportunity to explain why I signed it. I had to sign by that because that's my truth, but I do take offense to say that I don't care about every single person in the group, other groups of people that I'm singling somebody out and this Arena. I cannot justify biological males participating in female sports.
Are there any other comments from the board this evening? I, uh, I guess I'm asking. Why did you have to sign it as president of this school board? if you were not intending for the public to believe that this school board, Uh, sanctioned what you wrote and signed. Because I am a school board member and I, I, I wanted that to be represented. I am a school board member but I'm not representing you in any way, shape, or form. I would never
speak for any of you. It is still even on the board member and I'm very well aware of that. I'm careful what I say in public. I don't want to represent the district or or any other board member Um, unless I know it's that's how the board feels in this case, I made it clear. This was a letter from board members. I made it clear. I was representing myself only and I would never speak for any of you. All right, I think we're ready to move on to 9.0 reports superintendent. Kimsey do we have any reports this evening?
President ponzio, we do our first report this evening will be from our demographer. Hazel, Reinhardt who will present information to you around enrollment Trends uh and projections for the future. So it is my distinct honor and pleasure to welcome Miss Ryan Hart. Board members superintendent. It's my pleasure to be here. I was here in 2017. Um, with the with an enrollment report and, uh, I'm happy to
be here again in the uh confidence placed in in me. Um, I need to preface this by saying the um, Uh, what I have to say is rather somber. Um, because it's uh, not a very exciting picture. For the future and and reasons of many, many implications for you. Uh, first I want to talk a little bit about the environment
in which we're making projections today, and that's different than it was uh, in 2017. But it's very important that we understand some of these things in the number. 1 thing, is that right now, we are in an era of very low fertility. And by that, I mean, the number of children, women are bearing uh, at the time in to the time of of their end of childbearing and replacement is
the demographic term, but it it takes 2.111 children from the average to keep a stable population. We are now well below, that Colorado is well below the nation. And uh, while it's probably not quite as low in in Pueblo County when we look at the births, we can see the effects that this phenomena is having and there is no known thing that has ever worked. To change.
The decisions that people have uh, about the number of children, they bear. And the implications of this, of course, is that bursts are declining in number in the US and in Colorado, and these are the future kindergarten students. So we can we can really see down the road 5 and 10 years. Uh, and that fertility rates, do vary by race ethnicity and rural urban.
The other thing that's happening and uh, I'm getting tired of talking about it, talked about it for 20 years already. Uh, it's the Aging of the population. and this means of course that we have a declining percentage of people in childbearing hears as the older as we are blessed with a longer life. We get a very higher much higher percentage of people who are not in childbearing years and in fact are retired and that has some implications as well. Uh first of all it, a demand for
different type of housing. Uh, More multi-family units. Fewer school-age children per unit smaller percentage of households uh, having children in them. The other thing we're seeing is less Mobility. Following the second world war, 20% of all Americans moved every year. We're now at less than 10%. We are staying in place much much longer. Than we historically did, and of course, Mobility creates
demand, uh, it uh brings about growth. We're experiencing slower growth of function of both the declining fertility and less immigration from abroad. In Colorado, the competition for students is increasing. I have data here in the state for for 20, some years that I've looked at. And the number of students opting for uh an education Choice outside there. Uh District of residents
Mainline Public Schools is is decreasing year after year and Colorado is not alone. And then of course we have some of the lingering effects of of uh koide So what's happened in the past 10 years? The district. Enrollment excluding Charters. And in this report you'll always exclude the charters whether I noted in on the slide or not, but your enrollment decline by 3,455 students in 10
years or that's 22% And I describe what you've experienced as the perfect enrollment storm. Because the district's resident school age population decreased that is the pie is shrinking. There are fewer school age children that's down by almost 1600 or 8% and of of the enrolled. Students only homeschool
increased in this past 10 years and that is a mere 68 to 117 students. Everyone else has declined. Uh, we see this increased competition in 202425 the district lost 3,910 students via open enrollment either to District 70 or online. And this year online has a larger
number or larger loss than than what went to do. District 70. and I have looked at it by online competition school by school and it is Uh, sometimes we have schools that get a number of and then next year, they dropped almost nothing. And then they might come back or they maybe not come back. So the online to me is a I don't want to say a mystery but it is it is uh unpredictable as to who's getting those online
students except that the number is increasing And the result of all of that is that your share? District 60 Sherer, excluding the charter share of that school age population. Dropped from 79.4% to 65.8. Non-residents. Make up 4% of your in. What's happened? It's pretty, pretty dramatic. And I hear it's just a graph showing the numbers uh of enrollment excluding the
charters. And here's the Open Enrollment and there's something a little odd about 201819, uh, and I checked the numbers again before I Did this slide and there's, there's simply missing, um, um, online students because it didn't suddenly drop, but you can see what's what's happening over time here. now, the key findings in this, that relate to the Future, really point to the future, is
the decrease in births and the, uh, children were seeing in school. Now, we're born between 2008 and and into the future to 2023 in Colorado. The number of births live births decreased by 12.2% in Pueblo County by 19.5% and in District 60 by 20.9%. So I mean you think about uh basically a 1/5 decline in the number of births
And uh, you can't you just simply can't escape the implications of that. And we demographers, like to talk about natural increased. Decrease decrease meaning, uh, the incoming kindergarten class relative to the previous year's grade 12. And if that incoming class is smaller, you had natural decrease, and you've had some of that. And in the projections that gets larger and continues to depress enrollment and you've had net out migration every year in the past 10 years, although
it has moderated a little bit. And here, I'm just showing you The uh, County and District bursts graphically. And here we can if you like to admire the numbers, they're here. Um, 2024, when I spoke to the Department of Health, they said they were going to release 2024 birth counts in March, but they haven't been released yet. So you can see how these numbers have declined. And then this is what I've been talking about the difference between natural increase, decrease and net.
migration is what happens to enrollment. And as you can see, what has driven down your enrollment in the past decade is, what is net migration here and that really accounts for the students who are open enrolling out of the district. And then I call your attention on the natural increase decrease. Decrease earlier, you know, in 2000 in the teens, you had a natural increase that is your incoming. Kindergarten class was larger than your senior class. There were grade 12, the previous year and now you can see it how it has turned and and move negative and that
will increase. Now, as we think that's what's happened, as we think about the future, I'm going to make these projections by what we call cohort, survival method. It's the traditional method of of uh um projecting population and its great Advantage Advantage is that it ages, the population, it moves, it forward. And so we requires making decisions about kindergarten And we're going to use resident bursts. As a proxy for that. And then the net, migration or survival rates. That is,
is, what percentage of a grade did you retain to the next year or was it boosted by inward movement? so, here again, if you want to look at the births, showing you here and you can see here in District 60 and um, uh, this is, uh, projected. Both the actual and then from the state demographer's office in in Colorado. So you're down from 1,226 down to
10140. It's a slow decline, but it's what you see is the number simply keeps on declining. And then, because you have to be aged 5 by October 1st to start kindergarten births are reported on the calendar year. So I then create a pool. So that I align this with the eligible date to start kindergarten and what I call percentage. Well first, let me say on the left side is the birth years, then we have the pool size, the percentage,
Really? You could say they're capture rate, what percent of the of that pool did the districts kindergarten capture and then we have the kindergarten year or the school year. And as you can see in 200 1415, you captured 88% of that pool. And by this past year, it was 66%. And in, I have 202021 in red, that's the pandemic year and you can see that your capture rate this past year was lower than it was in the pandemic year.
And uh, if we look at this, it certain looks like expecting a capture rate, um, much Beyond 70%. Doesn't look like it's going to happen. Now. To make projections, I have to make some assumptions. And so if we come back to this, the average of the past 3 years, There. Is. 69.3% and then the I wanted something a little higher, I
don't want to be overly pessimistic. Uh, I looked at the average of the 2 years prior to 2425 which we're seeing in the 70%. Okay. And longer term. Of course, I took the, uh, a burst of for Pueblo county is projected by the state demographic office and the average of the past. Uh, 5 years was 71.34%, were District 60, so I use that percentage and then this is what
the kindergarten pool looks like in both. Old are those based on actual birth. And then, uh, the non bold are based on the projected births. Okay. And then I take that pool and I multiply it by those percentages and that yields kindergarten students and as you can see, with the lower percentage, uh, we had 872 kindergarten students, 2425 and that number continues to go
down on until 8009 in 203435 and the higher 1, brings it down to 226. um, there was a total of 11,600 and 8 students the past 10 years and you can see these projections are only putting in about 8,384, so you're simply going to have pure kindergartens students which affects uh uh future
enrollment. Now, net migration, uh, it does not necessarily mean that the student moved in or out of the school district, it means they moved in or out of the, the, uh, uh, District 60 student body. Excluding the, uh, Uh Charters. There are a couple of things I want to call to your attention. I want to mentioned already. Is that the numbers have been negative for well over a decade?
But the, but the numbers have decreased that is out. Migration is less severe post-pandemic. And 6, the beginning of middle school. And if you could alter that, You would have less severe enrollment decline. You're not alone in that phenomena but that's a key Focus point in my opinion. And then you have a consistent net inflow at between Grade 8 and 9 are the beginning of high school. And when I look at the numbers, I think you get
back some of the students you you lost but I'm not certain. I don't know where they were in between time. But I but I want to really stress that Middle School issue. and here this is a lot of numbers but I just want to call your attention. If you look at that, those red numbers, That's the transition uh from 5 to 6. And you can see how that number was falling around. Maybe 150. Then in the pandemic, it became much larger fell back. And now, you see
you see this past year was up at 170 again, um, if you could get it, you know, below 100, Or thereabouts that it would, it would make a real difference. And then you see in bold in the darkest black between 8 and 9. And again, you will see that you've had a real uptick in that in the last couple years. And I think that's related to the Paragon Learning Center. Uh, that's a program that will tend to uh produce super seniors as they're called
some places 12 plus um, uh 13 year seniors, whatever that people don't Le leave that program as quickly, uh, as they do. Uh, the traditional high school and then What supports that is. I I have put highlighted in yellow how the transition from 11 to 12, we would where we would normally think of minuses. We see these Plus numbers and how those numbers in the specially this past year at 92.
So, in some ways, this This retention, uh, of of seniors, uh, staying on in grade 12, a really sort of understates, the actual, uh, migration. And then here, I've uh, put it together by middle school and high school. And you can see that the net in migration is a function of the high school grades. Of that movement from from 8 to 9 and then the retention of students. But I also want to call your attention to that
bottom line of the numbers that after having a net out, migration of well over 600 for 1, 2 3, 4 years dropped to 83 now moving up, a, a little bit, now the another way that we saw raw numbers and if you can convert them to pre percentages, this is what's called a survival rate and its think about it as the percentage you retain. So anything less than 1.000 means that you're
losing students, so you retain 99% 98%, so on and so forth. Notice again, 5 to 6, 84.7 or 85.6 Again, I wanted 2 options here, a high and a low. Although it turns out they're not very different from each other and then uh well you can see the numbers but you can see overwhelming you, you're faced with loss at every grade I then looked at those 2 assumptions to see what difference they make, and it's virtually none. So that means that
these projections. I'm showing you are really driven by those kindergarten numbers. Okay, what does it look like in 203435? Uh, from a enrollment of 12,060 to 900654 to 900836 Made 4. projections, I call them marrying those 2 kindergarten projections with the 2 uh out migration projections. Actually the loss of students is less severe than it was
the past 10 years both in numbers and percentages. And but there's only 182 difference between the lowest and highest projections. So there's not much of a a span there and net out migration averages 116 to 118 per year, which is less than the past 2 years. So what I'm telling you is that these projections are not The most. Conservative. Projections, that could be made.
Not that I'm wildly optimistic but they're not the most conservative. And I just show you these numbers here. Some people like graphs, I tend to like to look at the raw numbers because I I guess I'm Adept at looking at numbers, then, I, I, uh, these same projections now are being shown by Elementary Middle School, High School. and I'll say the pain of trying to calculate this because I have the numbers here,
What these numbers say in the first 5 Years From 2425 to Now remember basically, with the exception of 1 year, these are based on actual births. Okay. K5, projected to decrease 462 to 5552. Let's say 500 students. Loss in Elementary Middle School 1 loss of 154 to 193. Well, say let's say 170 round number.
But the high school 1 is the 1 that gives me enormous pause. Remember, all of these students are currently in school. This is a loss of 975 to 1,019. That means that in 5 years, you have lost the enrollment of 1 of your high schools. That that's very, very dramatic. And then as we go out, 10 years, when we look to to 3435,
you'll see that you've taken most of the elementary loss in the first 5 years. Middle School. You're going to take most of the loss in the second 5 years because those students are not affected by the birth projections. They are affected only by migration until you get to the second 5 years and then you will have taken most of the loss at the high school. Also, in the first 5 years, um, The significance of that I think is is what do you ha
whether it is possible to get ahead of the Curve? uh, in in U frankly reducing costs because what are the implications in 5 years continued, increasing Financial pressure? In excess buildings. now, I made projections by individual schools, and as I always say to, These projections are always dicey, as you should be taken with a grain of salt. The district-wide projections. I, I'm
Really quite confident, it would take something very extraordinary to change them directly. Um, but of the 20 schools, 17 are K5 only, but there are 20 schools that serve K5 students 15 are projected to have enrollment decreases. Some of them down to having 170 students in 5 years, 2 are projected to have more students and 3 are
projected to remain about the same. The grade 6. Schools. And then you have 3 other schools that enroll 68th graders. Only Heaton Middle Schools projected to have an increase and that's 27 students. and then the implications that the high school that huge uh projected decrease equal to, the enrollment of an existing High School All high schools projected to experience decreases South with the largest decrease.
And Central with the smallest. Now, what could happen to make these projections too high? Well, the projected kindergarten could be too high. That is the pool was larger. Uh, my experience with, um, making these projections at the Statewide level is that that there's been a tendency to over project kindergarten or burst Then, what is actually happened? Or whether you're capture rate decreases even more.
Or more students, leave the district for their education. Too low. Is that the projected kindergarten is too low. That is the county. The kindergarten pool is too small. The first are not as as low as as. Uh, projected or that you're capture rate increases. Okay. Again, you can't do much about the birth but you can work on your capture rate. And that more residents, stay in the district, for their
education. okay, notice that I don't talk about housing because I don't see that as As a factor here. Uh, you're not that kind of rapidly growing District. I do want to say a word about housing though, in the relationship between uh K12 enrollment, and housing is very complex. Uh people tend to think of it as simple, it isn't. uh unit type is the number 1 factor and single family
detached units, are key because we have the highest yield of school age children from single family detached units and we know that the mix of housing is moving away from that is the population ages. The newer units will yield more students than older units. and as they sell, If the uh unit is relatively new and people say to me, what do you mean by new and I say anything 2020 or newer?
Uh in 2020 is 25 years ago and you say that's not a new unit but it's about that time that floor plans and things that we tend to Value today. Uh owner Suites uh uh Oprah more open floor plans than the like started to be uh occur more frequently. Uh the newer ones, tend to to increase the yield the older ones likely to decrease and the most surprising thing is that people think that the lowest
median value units will have the most school age kids, Is not true. It comes in the medium to higher. And it's District after District, after District. I've seen this in in the number of states now and every District. If the if the highest price unit is 250,000 that's where you'll see kids or if it's 750,000 or a million. Million 5 and over. Tends to move kids to private schools.
Okay. Uh, and of course, we are increasingly seeing units built for seniors 55 plus which really means 80 plus. But uh, no students from them. And and then to remember, I'm not very good at this. Uh I have data from Cal Colorado in this. So I'm not talking about other states, I know what it is here in Colorado. Um a single family detached unit K12 berries by school district and by attendance area within school districts.
What is interestingly to be interesting? To me is the yield for town homes and the yield for apartments is consistent across all school districts across States. Which says that that people are drawn to this form of housing. Something about their life stage. And if the ownership on a type of apartment unit is a condominium, there are almost no school kids. Okay, so with that, I will say thank you. I appreciate this
opportunity and I'd be happy to answer any questions. Miss Reinhart that was uh so interesting. Oh my goodness. The information. You've just provided is a little bit overwhelming but thank you so much for what you prepared this evening. Questions from the board director tibo. Thank you, uh, and thank you for that report. Um, my mind is wandering around, in 2 areas, 1 area is Sort of something that District doesn't have control over,
for example. Economic Development. And I know that some districts in Colorado are increasing in their enrollment. I didn't know how if there's any statistical tie in with, um, Economic Development and and the ability of a school district to increase its enrollment for example. Um what if space command came to Pueblo? Instead of stating Colorado Springs. Um what the weeds
Colorado. Yeah so but but I'm not quite sure. listening to your total overview, that would make sense because it seems to be that there has to be a A certain kind of. Worker, if you will or Economic Development effort, to generate the student population. Um, those Who are in the more wealthy. line might go to private schools, um, those who come and don't have the 2 plus children,
Etc, I'm just trying to figure what, what can be done, it? It just seems to me logical that. If you have more Economic Development, you have more people and you have more chance to increase your enrollment. Yes, generally speaking I think there are a couple of things that that are caveats. Uh first of all uh, the economic development has to be. I would almost say new to the state or if you move something from Denver to Pueblo.
you wouldn't make that commute but if it went from Colorado Springs to Pueblo, uh if if it had a if it was already in in Colorado Springs and it simply moved people who were employed, there was continued to live in Colorado Springs for most of them. Okay. if it was brand new to the area, these are the things I would urge you to think about. Is number 1. Is it the kind of employment that is going to
bring new people to the area? Or is it going to be employment for people? Uh who may be under employed living here? If it's new people, will they live within the school district or not? And if they live within the school district, will they opted for the poor District? 60, given the outflow that you see, currently. So yes. Economic development is important, but just like housing,
the relationship is not as direct as we would think as a direct. Yeah, that's what I'm gathering. And then something that perhaps we can address as a district. Which I think you. You had in page 9. And Page, um, I think it was 15, which I'm not quite sure or a 16. I'm, I'm losing the relationship there. You say the net outflow. Is at the beginning of Middle School, the net inflow is at the beginning of high school. Yet you also said
in your presentation, that over a thousand students are going to be projected to We're going to lose them in high school and so I'm trying to figure out well because remember, okay let's let's see if we can see these numbers. I have the page numbers. I don't know. Oh, I'm I'm trying to get that migration and um, Implications in 5 years, okay? Well as as you see, you're losing students in almost every Elementary grade.
What is so? Dramatic is the number you lose. Between 5 and 6. Which um, I've had a a superintendent. Tell me Middle School is difficult everywhere and until people figure it out. It's you know. Yeah and I thought you were going to tell us us how to figure it out. No, it's it's difficult. Um, and it has many dimensions. It might be a program Dimension, it might be um, just social life. It's it's at that point.
in the Adolescent development, where the more clicks, more mean girls, nasty, boys, you know, the whole social environment can be difficult. Um, we tend to deliver education differently students. Move between classrooms is supposed to stay. So there are a lot of changes that occur uh and you're not alone in seeing this but to me why I want to call it out, is it has an impact on
you and if you could retain more of those students now if you could retain more of the other elementary students that would help as well, but it's not as dramatic. as I said, your net, inflow and your net. Migration chart says that That starts at the beginning of high school yet. The other chart says we're going to lose over a thousand students. Yeah. Yeah. But that, that, that coordinates but but but start to think you're losing them literally from
day 1. If you counted up, how many you're losing the fact that you get 200 back at high school, doesn't compensate for it. I see that. That's the yeah. Okay. Uh, and remember to 2. Thou, the next 5 years. Those students are in school It's not on the birth projections, whatever. It's on now on the ability to retain. Okay.
Otherwise. Um, you know, I don't want to minimize the impact of of, uh, closing a high school because that's pretty gut-wrenching. Thank you, ma'am. The questions from the board. Director Cisneros. Thank you. And thank you for your presentation. Miss Reinhart. So um as I understand it basically the the overwhelming driving factor to this decreasing enrollment is
Simply that there's less children being born and that is not. Unique to Pueblo or pblo County or even Colorado, right. That's kind of a nationwide that's Nationwide. There are there are a few school districts that are still rapidly growing. I don't know many in Colorado. I have several other Colorado clients and they are all declining. so, but yeah, that's but but then you add to that this competition that you're taking Right. And then I believe you also said that, you know, as far as
your your knowledge and expertise in this field, there is no known method to reverse that I wouldn't go quite that far, but I would say we have very few examples that we can point to, um, We know that there are certain things, uh, related. To some of this other things less. So, I don't know if you've surveyed people or not. I've worked with districts who who have uh, surveyed
You know, they they have some at least to the extent that people are honest with you. You know, people that don't always tell you exactly why they do things sometimes. They don't really know. Um and sometimes they just Choose not to tell you sure well I think the chart that's up up there right now is very telling. I mean and it it definitely shows where we're losing children like you said, um, obviously from day 1 but then that transition to middle
school is a is a major loss. Yeah. So would you say that that is that is an area where we can try to focus. I would urge you to focus on it. Yeah. Okay. Because the overall trend of just lower birth rate is something that a trend that we can expect to continue on. Yeah, in the, you know, I, I There are very few times in human history. When birth rates have been low and then gone up, Uh in the US experience, birth rates were low in the Great
Depression stayed low through the second world war and then we had a baby. Boom yep. But the decline in births due to the Great Recession of 2008 were, never recaptured. We didn't come back from that and I don't think this 1 is going to bounce. Very much. so we can just do, this is a a trend that we can predict pretty confidently that we're going to have to deal with going into the future. And yes as a district we need to stay ahead and prepare and and
And get pretty much get lean and mean as a district from the top down. Yeah. Okay, well I don't have any other further questions. So thank you again. Thank you. Dr. Dairo thank you for this report. It's uh kind of gloomy, but thank you for the information so that we know what's ahead of us our district. But you know, I would be curious to see if somebody in the district. Could look at
to, uh, and do a, um, trajectory of 2007 and and add on to this, um, Chart. Because in 2007, was significant for the district in that. um, the magnet school at Core 1 was developed and the boundaries changed for Middle School from um having boundaries to the neighborhood of Core 1 and Roncalli and
paa. I think it was pits way back in 2007. um, and that I think startled. People in our, in our district and our community in that. The schools actually flipped. Um, Roncali used to have a, a attendance really high. and when it changed, when the magnet school came in and closed core, when the former Core 1 as it was and had the
the magnet students and parents basically left Roncalli and went to Corwin and then all the students who were housed at Corwin were split between Roncalli and paa. And at that time, we had 5. 5 middle schools or 6 middle, schools. I'm trying to remember. We had, we had Heroes Riley Heaton, uh, paa and Roncalli, and I might be missing 1. But since then
Roncalli and heroes closed. Because of facility. So it wasn't because of of low enrollment and then you had a, we had a big shift of populations. Oh, I'm speaking now from memory which is always a little dangerous um but I do have from that 2017. I have all those State 200007. Yeah but going back 10 years so I would have captured that What I'm saying is I have the data that I can send it to you
very rapidly but my memory is that you were already losing middle school kids back then. Oh sure we had so it it may have exacerbated it some but the trend was there. Yeah. And and I think um, you're right we did have, we did have the trend but it was we had a a trend of decreasing enrollment and it was more significant that you're right in uh in middle school. But I think as you said exact exasperated in 2007 and then it
just kind of built because if I look at your your data here on, 2023, we have less middle schools. In our city, we only have 3 middle schools but we have more kids. Well, this this 1 is more. The the loss of kids. I'm not showing you the actual enrollment here. This is the net operation. Yeah. But if we have less kids, we have a higher amount of
students leaving percentage wise. Um, I Give me a moment here. Um, okay. You know, what's interesting? Um, I didn't put this out in the, in the, um, on the slides. But if you have the report in front of you of page, 16 of the report, Uh, you have lost between 80. 809 and 80%.
Of, uh, you've retained, not lost. You've retained only 80 to 89% uh, in that transition to 5 to 6 for the past 10 years. It's more than I thought I mean 80 to 90 89%. Yeah. So I uh you know, retaining that number and seeing the pandemic was down to 80% Uh, then it dropped up to 96, kids came back, they probably
weren't going to school. Uh, 1 of the 1 of the, after effects of the pandemic is uh, higher absenteeism. Yeah. So um Thank you. Any other questions from the board? Director tibo. All these numbers. Have an element of discouragement. Um, But I'm hopeful. I'm hopeful that our board and our leaders in the district are community.
Doesn't just shrivel up and say, you know, this is the way it is going to be for sure. And we have to be prudent, and we have to Be watchful of these figures. But I'm an internal optimist. And to me, this is a battle worth fighting to try to figure out a way. Um, to save. As much of our school system that we can, so our public school system that we can say. And, and that's why I asked, you know, there are some things that we can do.
And there are some things that are maybe out of our district board. Control. But perhaps others in our community can help us with And that's why I raised Economic Development. I don't see it as a silver bullet or, you know, the arrow that's going to solve it all. But You know, I, I think that our community needs to know these sobering facts but not curl up and say it's over. I don't, I don't, I don't, I don't believe that and I don't believe it's over either. But um,
how would I say? To me, the most significant thing you can do. Is make people want to attend school in District, 60. Right, right? That is right. The challenge before you and when we look at it there is at least a 20 year history or more where that has not been the case. So, uh, and I'm not saying that it's inevitable that it will continue, but it's going to take some enormous efforts.
Thank you. I I agree with you on that and and that will be easier to do than to produce Economic Development. Yeah. but but I think the community needs to know, you know, I've said to this community time and time again, I don't think a lot of the Business Leaders listen to me but, um, You can't have a great City without a great School District. That's how I feel. and, you know, sometimes I think we as perhaps many um, localities in the state and Nation, sometimes become
myopic in terms of Our Little World and our territory. And what we're, you know, this is a community effort as far as I'm concerned, and as long as I'm on the school board, I'm going to be talking about positive ways that we can overcome this in smart strategic efforts. Um, and I do appreciate your um, Your figures and and then at the end here, you kind of agreed with me and that makes me really happy. So, thank you so much. The other thing you can do is you can Lobby your State
Legislature. There are State policies that are behind some of these things. So director diro. What are the state policies that you're talking about? Uh, open enrollment is a function of State policy. Uh, this High uh, online school enrollment is a function of State policy. um, I mean, in virtually, every state has made some decision.
Um, always under the assumption that this is going to create better results in the public school system. um, but I mean, that's that's uh, It's part of what's I mean it's a you know, that's a lot of students. A lot of students you're losing. Who reside here are making the decision to do something else. Right? Any further questions from the board? Again, thank you very much for being here tonight for that
report. Appreciate it. All right, Dr. Kimsey do we have more reports this evening? We certainly do at this time. It's my honor and pleasure to welcome to uh the microphone. Um Miss Donna Crawford, who will our director of federal programs, who will be sharing, uh, information around our Consolidated application. Good evening. President panzio superintendent kimsey and members of the board. Thank you for the opportunity to share an update with with
you this evening, on our ongoing efforts to plan for the allocation of the 2025 2026 eska Federal funding Before we dive into specifics, I want to emphasize. That we are currently working with some assumptions and unknowns. While an appropriation bill has been passed. The US Department of Education has yet to determine the state allocations which in turn means. The state is not yet set the district allocations
as a result we are doing our best to bet to plan based on our best estimates of what will happen. However, given that these details are still unfolding. We understand that this is a moving Target, rest assured. We will continue to adapt and make adjustments as necessary. To ensure we're all on the same page. I'd like to briefly outline the 4 formula grads. That we will be discussing this evening. The first 1 is Title. 1 part a This grant is designed to improve the academic achievement
of at risk students. The funds aimed to ensure that all children, particularly those living in poverty. Receive a fair Equitable and high quality education. The primary goal is to close achievement gaps by providing services that remove the barriers of poverty. Then we have title 2 part A this grant provides resources to enhance student achievement by improving the quality and effectiveness of educators it focuses on increasing the number of Highly Effective
Educators and ensuring that low-income and minority students have greater a access to those educators. It's important to note that all activities funded under title 2 must supplement not supplant activities funded by state and local sources. Title 3 part A supports multilingual students by helping them become proficient in English while meeting the Colorado academic content standards. Similar to the other grants. All activities funded under
title. 3 must supplement not supplant Services provided by state, and local funds or those required by law. The finally we have title 4 part A. This grant is aimed at improving academic achievement by providing. All students with access to a well-rounded education. It also focuses on enhancing student learning and improving the use of technology to increase digital literacy and academic performance again, all activities funded under title 4 must
supplement, not supplant, those funded by state and local sources. The first step in our planning process was identify the overarching needs of the district, which was accomplished through the collaborative efforts of the team that developed the unified Improvement plan. Based on the results, we have identified 2 major Improvement strategy at focal areas. The first is alignment and implementation of District systems to support student achievement. This strategy focuses on ensuring that our systems are in
alignment and effectively implemented to Foster Student Success across the district. Second is to establish safe, consistent and productive learning environments. This strategy aims to create learning environments that are safe consistent and productive while maintaining high expectations for all students. Ultimately, our goal is to empower students at lead lead lives of purpose and impact. We presented information to the district accountability committee outlining the purpose of each grant program as
well as the major Improvement strategies from the unified Improvement plan. With these 2. Guiding factors of mine. We saw through input and suggestions for how the funds could be best utilized. Using the feedback. We then collaborated with the school supervisors in teaching and learning directors to draft a plan for activities, that would align with the estimated budgets while staying true to the purpose and intent of each graph. Throughout this process, our primary focus has remained on supporting our students in schools.
This draft was subsequently reviewed and approved by the superintendent's cabinet. This evening, I will present this plan to you for your valuable input. On the school level. I've already met with our non-public schools to begin the consultation process for providing Equitable Services and 2 schools will be participating this year. Additionally I've met with the charter schools and the district Title 1 schools and they are currently in the process of developing their plans to allocate their estimated Title 1 funds.
These plans are tailored to meet their specific needs of each school as I identified in the school's unified Improvement. Plan in 90-day plans, Oops. As B began to discuss each of the title 1 programs. I again, want to emphasize that the Figures were presenting tonight are our best estimates at this point. We are still awaiting official notification from the state regarding our allocations. And we've been informed that we may not receive definite details until sometime late June, or possibly early July.
Unfortunately, this delay puts us more than 2 months behind our usual schedule. The information you'll see tonight is based on a previous year's experience with the funding. Our team is actively monitoring the situation and preparing contingency plans should the funding look different than anticipated. So let's begin. Looking at Title 1. We estimate that the allocation will remain consistent with this year at just over 7 million with about a 10% carryover. The less than 10% will be allocated for the Equitable
service to our non-public schools. Approximately 8.5% will be directed toward District engagement and sports which includes District Parent involvement activities, as well as both directed indirect administrative cost. The remaining 91.2% of the allocation will be used to support schools directly, this includes funding for the parent engagement, set aside as set aside to support students identified as experiencing homelessness or housing and security and 2 districts. The continuation of mental
health support at our Title. 1 middle schools through our partnership, with the state of grace, and additional funding for Community Partnerships to provide academic support including after-school Friday Andor summer programming. The majority will be allocated directly to the schools and enabling them to support their individual plans and meet the unique needs of their students. Title 2. based on the information, shared by the at the state and federal levels, we are estimating that the title 2
allocation will be reduced by 25%. Which will give us approximately 665,000 and a carryover of about 306,000. Of this amount 9.1% will be allocated to the charter schools, and for Equitable Equitable s services to our non-public schools as required. Around 10% will be directed towards District engagement and sports, which includes indirect costs as well as statements for staff members participating in curriculum, adoption
task force and the teaching and learning advisory team. The remaining 80% of the funds will be used to provide direct support to our principals and teachers these principal, these Sports will include funding for retention and recruitment which covers our partnership with teacher America as well as hard to fill statements for Math and ESS teachers at The Innovation middle schools. additionally, several staff members partially funded through title 2, provide critical support and curriculum
and assessment implementation and coaching This includes our content Specialists director of curriculum and instruction and director of professional development. Title 2 also supports. The mentorship program for new teachers and principals along with access to online, coursework and resources. Finally, the remaining funds will be used to support district-wide professional development. Ensuring our Educators have ongoing opportunities to enhance their skills and effectiveness. Title 3.
We estimate that. The title 3, all remain consistent with this year at approximately 63,000 with a carryover of about 5,000. of this total 7% will be allocated to the for the required services to the charter schools and for the non um Public Schools 4.6% will be used for district engagement and supports which includes the indirect administrative costs. The remaining 88% will be de dedicated to directly supporting students through various initiatives. Including
the summer reading program, professional development family engagement and supplemental instructional supports And finally title 4. We do estimate, the title 4 will remain the same as this year at approximately 508,000 with a carryover of about 140,000. About 10% of these funds will be allocated to the charter schools in the Equitable Services, to the non-public schools. 5% will be used for district engagement and sports which includes our indirect costs and the remaining 84% will be
dedicated directly sporting schools across 3 key categories. In the well-rounded category, we will provide assistance for students to participate fully and opportunities such as IB and AP exam fees fees for courseworks not offered by the district and costs associated with attending State national conferences. We will also continue to support act work keys as an alternative demonstration of Competency sponsor. The college fair and explore launching a Friday. Fifth grade
Band program Under the improving School conditions category, we will continue to fund 3, high school student engagement coordinators and the lead community advocate. Additionally, we will offer relevant up-to-date. Professional development in the integration of instructional technology, fulfilling the technology requirement. As you can see, we have a solid framework for our plan in place. However, this year's slightly different from previous years as we still don't have the official funding allocations. We've been working on estimations knowing the
adjustments may be necessary once we receive the final numbers. Our next steps are as follows. Wait for the allocations from CBE. At the time, I did this PowerPoint. We had anticipated early June. Now we're hearing it may be late June to early July. Um, once we get those allocations, we will adjust our plans as appropriate. The goal is as usual to um, bring that application to you at the um, June board meeting for approval.
We will then submit the application by the June 3rd 30th deadline to begin implementing activities, for the next fiscal year. That concludes my report. I'm happy to answer any questions you may have. Thank you so much. Miss Crawford, that was great questions from the board. Director MS. Thank you, Mr. Crawford, uh, I guess the 1 thing I'm wondering about if we're not going to get figures until maybe July. How do we What are you going to be presenting to us in June that is
um a question that we have. Um, we're still waiting for direction from CDE on what that's going to look like if they're going to extend the 10 dead deadlines, what they're going to do about, making sure we can get successful approval to begin. Um, in covering funds, for July 1st, So, all those things are still up in the air and we're waiting for guidance. So that's not a drop dead date, June 30th. I mean well, the problem is I'm needing to have a substantial approval
by July 1 to be able to encumber funds because we do have staff tied to title funds. So we need to be able to encumber funds for July so we can pay them So it all kind of ties together. So they're working on that. Obviously, we're not the only District in that boat so they're working through those processes. Sorry Dr. Kimsey I want to assure the board and you'll hear from Miss. Nihon, we're working on some potential plans. In case we don't have that by July 1st. Other questions from the board.
What is the potential impact? If we don't get the funds? I mean, in percentage. What do you think the percentage loss of funds would we? Encounter what we are hearing from the federal level based on the Appropriations bill that it was leveled funding. The preparations bill was leveled funding. So basically, What's going at the federal level was was the same as the previous year. Of course, we don't know what
percent of that Pi Colorado is going to get and then obviously what percent of the p district 60 is going to get. So we are anticipating, it's going to be very similar. Um, we are working with all of the schools to have contingency plans and to prioritize or activities. So if there are minor adjustments, we need to make that we can make those adjustments. Other questions. Again, thank you so much, Miss Crawford. All right. Dr. Kimsey, I think we have some more Rewards. We do.
It's time to wake up. Do we need to stretch? Um, so I know that we have listened to the demographer. I will need the Clicker. Um, I know we've heard from the demographer this evening. The report I'm going to provide this evening is on on an update to our right sizing process. And I want to assure the board that we too are very optimistic. We have students, we can in the words of Miss Ryan Hart
capture and it's our job to work on doing that. Um, she did Uh, at 1 Point State and I wrote it down. It will take something extraordinary. Well, we're here to become extraordinary and that's our vision to become a high-performing District that inspires Community confidence. And I'm here to say I'm confident, we will do that. And we will do that with our community and
rallying everyone together. Um, part of that, um, will include Really working on um marketing are and we've already started started this with the postcards. You may have seen and we've got another about to go out around marketing, our D60 online Dutch, Clark digital. So we can recapture those students that have gone to, you know, the other um, the other online options. Um, and I also want to say this, our goal is not to in this
right. Sizing process is not for us to compete with ourselves. And so a lot of what you brought up. Dr. Dairo is around almost competing with ourselves. So we we create this cool program over here and so the kids shift, but you don't get new kids, right? Our goal is to maintain the kids over here and get new kids. So um, So we're on this and that's why we tackled right sizing.
With that said, um first of all uh we started and I'm going to go as quickly as I can because I know it's late in the evening and leave time if you have questions for me. So we we started with a cabinet Retreat back in, on January 27th this year. Uh, I brought the cabinet together, we did some some concept mapping. Um, we looked at a case study of a school district in Texas. San Antonio, ISD that Has just gone through this process pretty extensively. Uh,
and how did they do it? And, and how did they make that work? We then worked on common understandings and language. so that we as a Cabinet were very clear about what are we trying to do? What are our definitions? So that when we go out to our community and our staff, we can be very clear about that. And then we started our process planning which included. Backwards planning. Okay. If we want to implement in the 27, I mean 2627 school year. What do we have to do for that
to happen? So that we can give the board what it needs. So it can make a decision on our recommendations. So we started with that moving backward. We knew we had to have meaningful involvement from our community, our staff, our administrators. Our families, our businesses. Um, we also looked at policy of course, and always. Uh, and in looking at that policy, we made the decision. Uh, the policy states that the
superintendent May Uh, stand up a steering committee. We decided that was important. So that was another uh, piece of our work. Um, and then we also committed to being very transparent with our Communications around this work. Um, we continually every meet our every week, our cabinet meets on Wednesday, afternoons. And we go through. Okay, where are we with right sizing? What do we need to adjust? So, it's a continually evolving adjusting process that the entire
cabinet is involved with 1 more note. We have chosen to make this a cabinet and I'll say I pushed but this is a cabinet loved effort. Our cabinet is doing an amazing job with this. Our cabinet believes in Pueblo and believes in District 60 for the most part except for me. Been here a long time. Understand Pueblo. We felt like it
was important that we lead this work. And an ancillary thing, this saves a lot of money, most districts, even small districts often hire a consultant to do this work. We have chosen to do it ourselves. So we came up with this right-sizing definition and all of this of course is available on our website under right sizing. So it's basically the process of restructuring our district, to make it more efficient to reach our vision of
becoming that high-performing District that inspires Community confidence confidence that's aligned with our values and will better serve our students. Um, so our goal is to strengthen those educational opportunities for our students by enhancing Innovative programs, optimizing our resources and then reducing our Reliance on Aging facilities, ultimately, ensuring that thriving sustainable future. Um, for our students, our district and our city,
so the timeline we developed this timeline during that Retreat on January 27th. Um and as you can see by the arrow arrow and I I'll go into that in a in a few moments. And I and I'm sure you've seen this on the website. We've also shared the same timeline in every single community meeting, but it basically outlines, we didn't put the retreat up there because we were in The Retreat when we created this. uh, but everything else is up on this, on this timeline. So
basically we have completed, principals meetings, APD meetings. Meetings with my stupid student, stub were intended, advisory committee. Uh, we have um, met with um, all those those groups, and all of the different uh, Community groups and gathered input. We have also had our first advisory committee meeting at this point. So for the first principals meeting we communicated. We felt like it was important that our principles are with us. In this process,
this has to be all of us working together 1, Team 1 voice. So we went to them first, we talked to them, we shared what the principal's role would be in this, and then our principles established, the criteria that the community groups would be looking at for determining what we look at. at, when we decide to rightsize make right, sizing recommendations. So that was the work of our principles. They also established the school groups during that.
Meeting. Um, and they gave us their perspective around values and contextual factors that should frame our work. Then we went to those Community groups sessions, and I even sent my cabinet members, a, a Starbucks card because it was exhausting through the month of March. We had 6, Distinct Community meetings that were super well attended. I have never seen a district come out like Pueblo District.
60 has come out and I've been doing this a little while group. Number 1 had 127 people come, that was at Central. That was for Bessemer Colombian Corwin Heritage and minqua group 2 at East, for Belmont Franklin hoffen and Heaton 168 community members group 3 at South South Park Highland Park Beulah Heights, had 124 participants group 4 at South for D60 online Paragon. Good night, Sunset Park and paa, 119
participants group 5 at East for Riley Bradford Parkview fountain in Baka 114, participants and rounding us out group 6 at Centennial. That was for Irving, Nettie as freed and for Morton 72 participants. Our community came out. Our community brainstormed with us. They helped inform our values and our contextual factors. Um, and we recruited steering committee
participants in each of those meetings. We would then went back to our principles. because they're key to this work, uh, and we brainstormed those School grouping, right sizing options with them so we could get their perspective. Um, and we also recruited again steering committee applicants um, and then and there are about 38 principles that have participated in this process just so you know,
Superintendents uh student advisory or 38? Administrators not principles. We have 29 schools. Administrators. Okay, superintendent student Advisory Group. Um, I have a about 18 students on that that represent all 5 high schools, the 4 traditional and the 1 alternative um they went through the same process that the community groups did they were amazing. You should read go online and read what
they came up with. They were outstanding, they also worked on those same things. I had 11 students, attend that day, gave some great feedback and you'll see some of our scholarship. Recipients in these pictures, Uh, then we went to our assistant principals and Deans. Uh, in April and there were about 36 participants in that meeting. We went through the process with them, too, got their input around everything. So the same process I'm kind of flying through. I know y'all can stop me if I'm going
too fast, but I know the hours late. Um, then Came the superintendent's advisory steering committee. So we had 139 applicants to serve on that committee. That's amazing. That's absolutely amazing. We chose 35 but we were very careful cabinet sat we determined, okay? We need 6 parents. We need this many principles. We need a representative from each, of our, um, our associations. We need. Um, pair of
professionals. We need people in our support staff. We need, um, people in businesses, like mxv rail, people like that. We need our higher ed, um, and the list of those on that, we've those 35 members is available on the website for anybody that wants to see who's serving on that committee. We met April 29th for our initial meeting. Uh, during that meeting, uh, the the committee took all of that Community input, we ran through some protocols and
processes and they have finalized, the contextual factors, and the values. Those criteria are there. It's all. Posted online if you want to see it. Um they also uh, worked on helping us identify additional data sources that they feel they may need. As we evaluate some of these um brainstormed ideas for right sizing. We are going to have uh, 3 more meetings, June 3rd, August 5th, September 16th,
uh, and I can share with you the goals around each of those meetings. At the end of the day, the advisory committee. Will come up with 3 recommendation packages. So it's not 3 schools. It's 3 packages because we have to look at our district holistically, um, and so they will be getting those 3 packages together then that will go back out to our community um, for further review and input. Um, so and I'll
talk about that again here in a second. When I talk about our next steps, um, oops. It's running out of batteries. Okay so our Communications planning. Uh Mr. Sprouse and his team have worked really hard creating that whole side of the website. It's right there. Front and center. When you go to the D60 website, uh, all the information and we continue to build on it, we continue as we do the work to add.
What committees and what groups have added. So that everybody in Pueblo can see what we're doing, and there are no surprises. Um, so we developed the 1 pager that you see the snapshot of here videos, both internal and external, um, that we sent out to the community. We did a press release. I did interviews. Um, we did those meetings, we plan to do a survey to our entire Community. Once we have those 3 recommendation packages, this fall, um, we have a
feedback loop established. We have an email address for Rite sizing, where anybody can email us, ideas suggestions, thoughts concerns. We also have a little form where where they just click submit here and they can share their thoughts. We've done multiple Robo calls at the beginning throughout the process, reminding of meetings. And then, we just had 1 recently saying, hey, our steering committee met. This is where we are. This is where you You can find information. Um, so social media has updates, and I've and I've already talked about that website and
here's a snapshot of that website. Uh, as I said it is robust. I know, that's teeny tiny. It's hard to see, uh, and too bad. We don't have the internet tonight so you can't pull it up, but that's okay. Um, when you get home you can and I know many of you have because you've asked me questions, so we continue to add information there. Um so where are we? Our next steps as I shared we have 3 more advisory steering committee meetings um we have that survey. So the advisory steering committee is going to have
3 recommendation packages. We will then send that out in a survey to our entire Community. We will also have targeted Community meetings in any schools affected by those packages. So that those distinct communities can come give us feedback either in person through the survey. Both um, we'll have all that. Um, we will then go to the principal's meeting in September. um, with that data having been collected and disaggregated,
so they can see those results, they can help us fine-tune what we think. The number 1, recommendation package should be, uh, that will then come back to cabinet for final review. Um, and then we plan to get it to the board. Um, October 1st is on our timeline, but realistically, uh, we, you know, that that may morph a little bit into November. the goal though, is for the, the board, to be able to act
on a recommendation in either November, or at the very latest December. Because this stuff takes a lot of time to implement. And our goal is to implement in 2627. So with that said, I'm done talking. Thank you superintendent. Kimsey my goodness. It's exciting stuff questions from the board. Director DeNiro, I don't have a question but I want to thank superintendent for her presentation, and for the work that is being done by everyone, uh, associated with the
right sizing. I know it's, it's very difficult and it can be a hard thing to do, but, um, somehow you're making it. Fun. Any other questions for superintendent kimsey? All right, superintendent or kimsey? I think we have another report. We most certainly do. So, I am, uh, very honored and pleased to invite to the mic uh, Miss Nihon with who will
share with you the third quarter financial report and the proposed budget update Good evening. President panzio superintendent, kimsey members of the board. Are we having an exciting evening? Numbers and more numbers and more numbers. Um, there we go. And sorry, my PowerPoint. Not pretty. Um I gave up on pretty. So this evening, we're going to look at the third quarter financial report.
so, if we go to the very first page, this is fund 10. FY, 25. Third quarter. You can see that we always begin with our beginning fund, balance our Reserves. Of 35 million. um, we add to that our actual revenues, through the end of the quarter, which is 126 million in change, uh, coming to the total beginning reserves and revenues of 161 million.
And then we start subtracting. The allocation to the charters. Through this third quarter is 13,439, 736 transfers to other funds is 3,387.499. So then we come down to what's left? To spend. And that number is 145 million. currently, we have encumbrances and expenditures of 151,457, which exceeds our um,
our revenues right now, at 6, Or 6 million 342,190. But fear not. We have 3 more months of collections. um, when I saw the report from, um, Paul County, our sales tax, this Last um section was over 11 million dollars. So um, we're climbing back. So It's okay. Does anybody have any questions about?
The first page. Okay. 1 of the things you need to understand is the encumbrances, um, we don't encumber revenue, of course, because we can't count our chickens before they hatch. But we can look at expenditures because we do know how much we're going to pay in salary and benefits to our staff. And so that's included in the encumbrance. Now, it's not all inclusive because we do have people that are paid hourly. Um,
The substitutes and those sign uh kind of folks so they're not included. And we have, um, things like um, we're buying some curriculum. And some other materials and things that are in this bucket. And so, when you add that all up, that's the 41 million. We know we're going to spend that. But it hasn't occurred yet obviously. Have any questions about the encumbrances? So those are dollars that have not been spent.
If it makes you nervous, you can add the 41 million. In encumbrances. Back to the 6. 3 4. In reserves that we suppose is upside down and you still are right at 35 million. So, we still have funds. Rocking into the third, uh, the fourth quarter. Okay? Um, everybody's favorite chart. The gist of this is um, our salary and benefits are at 87%.
Of of this quarter. Mark, I mean it's actually year to date. I'm sorry. As of March 31st. So, our favorite famous chart. Anybody have any questions on that? Okay. Then we'll just kind of whip through the third quarter for all the remaining funds and if you remember funds 7 and fund 18 are actually sub funds of the general fund. In some school districts, that's all added together.
we prefer to break it out so that we can actually see what's going on. And currently fund 17, there's nothing outstanding. Nothing that I would say is out of ordinary. Um, with the last quarter of the year coming, they have a lot of fundraising and actually a lot of activity going on with track and field. so, it looks to fall about where I would have thought it was going to fall. As far as the budget goes.
Um, Insurance Fund, which is fund 18. The only activity that really goes through there, um, is all of our district Insurance including unemployment, Which goes through fund 18 and we spend all of those funds basically upfront. So we don't have a whole lot encumbered in fund 18. so, That's fun, 17 and 18. Does anybody have any questions before I flip the page? Okay, moving on.
Um, governmental funds which include Grant fund, 22 and the bond Redemption fund, which is fund 31. They are pretty non-descript as well. You know, we know that the federal funding is a concern. And so right now we are trying to, um, enhance our Reimbursement of federal funds and and off asking for the funds to be reimbursed on a more frequent basis.
To try to avoid a huge uh, discrepancy as we get towards the end of the year. And do not worry. About the first few months of the year and making payroll. We will be fine. Um, I'm not concerned as we go into FY 2526. Um, the bond fund, um, the only other activity that we have going on is we're paying some interest in June. Otherwise, that's it. We're done for the year.
and just like everything else that Revenue comes in slow because it's related to property taxes and so that will certainly pick up April May June Okay. My mixing it up, too much for you? The next group of government funds is the construction fund Bond Bond 41 and our risk related fund 64. Um, we are trying to wind down um the bond projects however as you
will see this, This um, board meeting as well as some in the future. We do have the ability to add more projects and of course they are related to everything that we've done in the bond. And so when those come across, um I'm sure Chris or I can help explain that. And risk related. That's our, um, Self-funded. Workers comp and our Dental. And not much happening.
We seem to have a lot of not much happening. We're almost done. Um, the next bunch is fun 27 and the capital projects fund fund 43. and we still have numerous, um, projects. Getting ready to start up for fun 43. Their biggest, their busiest season is July August. Obviously when the kids are not in school, And nutrition services. Um, So far so good.
We don't hear anything weird about USDA funding, or or anything. And if we do, we'll let you know. if you have any questions, And the detailed reports can be mailed to you. We will also post them on the Internet. For those that like all the details. Okay, are we ready? We're going to jump right to. Um, the proposed fund 10 budget. Uh, it's just a summary only um and I'll explain that when
we get into it here. And so we're going to look at the the first page. And this is our projected FY, 25 fun 10, uh, ending reserves. And just like before we begin with our budgeted balance of 35 million. Our revenues are now projected to be about 182 million which leaves us. Um, a total of 218,000, I mean, I'm sorry. 218 million to, uh, have to spend
Charter School allocation is 7.69 million transfers to other funds is 4.45 million, which leaves us um 196 million. and from that we have projected expenditures of 196,335, 06 Just like in years before, don't really know um how things are going to shake out. There's lots of expenditures, uh, still to be paid. And they don't always go on our budget timeline.
So we still have more information to come. but we're thinking that if we end up with this kind of a balance, it may not be such a bad thing. when you look at the federal funding and the concerns surrounding that, um, every dollar that we save, Now uh, will help us in the future. the assumptions in this budget are that we have, uh, student count of 13,749, and a 0.75 of a student.
Um, And that is based upon the cohort survival model that you just heard about from Ms. Reinhart our PPR is actually been updated its 11,970. They finally passed the bill. Last week. So we actually have a funding bill We don't have any categorical fund funding. Um, Allocations yet. Um, I use the consumer price index of 2.31%.
That's March CPI in the Denver Boulder area, that's where the whole state of Colorado uses that figure. Um, I increased salaries per and Medicare based on an average of an 8. And then, of course, our health insurance, direct District, contribution is up to 9 million and 9 million shared is Per employee per year. Which is great. So, that's where. Some of these numbers come from.
Okie dokie. What's not included? Is all the unencumbered expenditures. um, we as a district um, tried to push for the principles and all the different departments to spend, um, through May 10th And try to cut it off, then we'll see how effective that has been. Um it doesn't stop spending entirely of course. Um anything that they is related to a student like field trips or
anything paid out of Student Activities, they can go ride ahead with Um, we also have retiree related expenditures, that when folks retire in June, they can be paid out in June. Sometimes they're paid out in July. And those expenditures are brought back into the previous year because that's when they were earned. And we also process actual invoices through July of the
next fiscal year and our final approvals are determined by August 15th. So by the time I get to uh, when the Auditors show up, um, we are ready to be audited. So, those are things that aren't in here. Because some are predictable, most are not. and so, if we believe, The ending Reserve at 27 million. We have projected revenues of 183 million.
Um, considering that our revenues are flat from the state. um, it's not a whole lot of a difference between this year and last year, That leaves us with beginning reserves and revenues of 210 million. Subtract Charter allocations and transfers to other funds. You will note that the transfer to other funds is up. Um, whenever we have a decrease in Staffing, you have the potential to increase. Um,
Unemployment. So, I have to take that into consideration, plus everything that affects fund, 10, affect all the other funds, that pay salaries and benefits and 1 of those is Athletics. So I did have to give them a little more funding and then, if you look at our projected expenditures, 184 million from 188 million that leaves us a ending fund balance of 4 million. Now. That's a little bit ugly but we're not, we're not done yet.
Um, cabinet has a lot of work to do. Um, I've been sharpening my scissors. Um, and so we'll see what we get the next go round. Um, So, does anybody have any questions on? This lovely presentation. Director to thank you. Um, I really don't have any questions, thank you for your presentation. But I, I do. uh, want to um, Present some comments for our uh, record.
and if the board would, uh, bear with me on this, um, the 1 thing that is or 1 thing that is driving the District 60 budget is the fact that our state Equalization revenues are flat like was mentioned when added to the local, sheriff taxes, the district is definitely facing some tough Waters, but Being the eternal optimist. I am I think we are a great sailor. So I think we're going to be able to Work through this. But on a, on a larger level,
Um, I'm very disappointed and very concerned about the fact that public education supporters. Do not have strong champions in the legislature. Would think that with a Democrat Governor and both houses of the general assembly and firm control. By the Democrats that funding public education would be a top priority. instead, if you've listened to some of their committee hearings, it is at best viewed as a constitutional. Duty of Colorado, constitutional Duty.
to provide for what I consider to be inadequate and minimum funding Our district is 1 of 21 districts, and I think I've mentioned this before. That received flat funding under the so-called hold harmless provision in this year's School Finance law. now, last year with the house bill 14448, Which was the bill that redesigned the school Finance formula. Promised our district a sizable increase this year.
962,535. According to the final fiscal note. That number is to be exact. That's a promise that was not was made and was not kept. This year, it would have been helpful if the State education fund that has about a billion dollar balance could have provided for even a modest inflationary increase. Without imprudently, risking its balance. But too many legislators fear that the State education fund
is in peril. That has been the tomb sung by legislators over the past 25 years, but the fund continues to grow. It is there to spend some day. And I argue that today is that someday? Even before the 2025 session began our governor wanted to adjust the new formula in a way, which I thought was a major way by eliminating or changing the student count averaging calculation claiming there were Phantom students
in an averaging count. The record should show that averaging was adopted in the mid-1990s to provide declining enrollment districts, like Pueblo. A chance to parachute off the funding Cliff rather than abruptly falling off of it. The new formula. 1448 was designed to be student focused. But it did not adjust the yearly. Base funding figure upward from being a low political 1 to an amount that
realistically represents the resources needed for students to learn the at risk factor could have been adjusted to to Really assist districts like ours, where over 80% of our students are socioeconomically. Challenged even though we Face declining enrollment, and its implementation is not on an aggressive or accelerated timeline. In the early 1990s Democrats gave in to the ideology of standardized tests as the primary metric for public
education quality. Districts are required to meet certain standards but are not given the necessary resource or resources to achieve the required marks. When a district does not achieve. Those marks critics of public education argue that we need more School Reform, initiatives like school choice, vouchers and other pre- Brown versus Board of Education attempts to interrupt public education. It is a self-fulfilling prophecy inadequate, resources lead
to more C outcries for reform. And so goes the merry go round. What we do need are programs that assist our youth to be lifelong learners. What we do need are teachers, who can Inspire our youngsters, what we do need are administrators who will give the necessary direction to those on the ground in schools. That my friends costs money. The federal government is squeezing the district, on the other end threats to cut off our funding for important
programs. For those in need of special attention. You know, we need to reclaim our moral vision of America and its public education system in our learning. and so I make these remarks, um, because I am very frustrated with the fact that um, public education is not receiving the resources. It needs. To inspire our youth. To make sure we have the best teachers and retain them and
that we have administrators that are leaders to direct us in the proper ways within which we are educating our children as lifelong learners. So, I appreciate the report I repeat. Repeat the budget report I know that it's kind of, In its beginning stages, if you will and that we will be um I think by June 1st looking at it as a board and and more final terms. But I just wanted the record to reflect that
we're being asked to do the impossible in in many ways. And that it's just not. Um, A fair situation that we being 1 of 21 districts. Are being held back in terms of our resources. Thank you. Madam president for letting me make those comments and thank you for your report. Thank you, director tibo, other comments from the board. 4 questions. All right, as always miss Nihon, thank you very much for
your report. You appreciate it. We will now move on to 1 1. 0 7. Move that the Board of Education. Approves the consent, agenda items 2 through 14 as presented in the May 1320 255 board materials. Is there a second? I second. Is there any discussion? Director to thank you. I, I just wanted to point out item number 9, is a, um, intergovernmental agreement between the city of
Pueblo Pueblo and Pueblo School District, 60, Dealing with the Colorado Department of Transportation, Hoff Elementary safe routes to Schools project. um and I I just want to be sure that again, the record shows that um, In 1 of the attachments, which we, we can't view because we don't have our, um, computers working. But 1 of the attachments has, um, A signature of my youngest. Child, my youngest son, Thomas tibo. Who happens to be a
supervisor with the Colorado Department of Transportation in these matters. Um but I just want the record to show that I personally have no interest no personal or private interest in the matter whatsoever that and he's entering into these agreements. Solely based on his um supervisory role with the Colorado Department of Transportation. Otherwise, I'm I'm fine with the um, with the agenda with those comments. Thank you. Director tibo other.
Discussion comments. All right, seeing none would you please call the vote? Miss Patron. Mr. Snooze. Hi Dr. Dro. Hi judge, maze. Hi Mrs. Penzias. Hi. Hi. We're now on to 1, 2. 0, 0 7. May I have a motion. Oh I'm sorry. Go ahead and give that presentation first and
10 gy. It is my uh, distinct honor and pleasure. To recommend to the Board of Education. Uh, the appointment of um Mr. Robear Odell as the new principal at Heaton Middle School, Congratulations. Would you like to come? Um, oh, let me first. I got to take a boat. Oh, yeah, may I have a motion. Please don't move. Is there a second second. Is there any discussion from the board? Seeing none please call the vote, Miss Patron.
Mr. Cisneros, I Dr. DeNiro. I judge Maize. Hi Mrs. Penneo. Hi Mr. TBO. Hi. Now, congratulations to Mr. Odell, let's do that 1 more time. Would would you like to come up to the mic and just say a couple of things? Thank you. Um, president panunzio, uh, Dr. Kimsey Board of Education and I just want to thank you guys for this opportunity and just to express how excited I am to take on this role. We're excited to have you. We're looking forward to it.
Thank you so much. Thank you. Next action item is. Superintendent consent. Agenda resolutions for non-renewal of contracts and we are having those handed out to us right now. president ponzio and board members, you have in front of you momentarily. Uh, my recommendations for teacher contract, non-renewals for the 2025 2026 school year, All board members have the resolution before them resolution 12.2, action item, including those individuals
listed on exhibit. 1 to the resolution. as resolutions number 12, Point, 2.1 through 12.27. These are recommendations for non-renewal. You have the name names of the people affected in front of you that are associated, with the numbers, 12.31, through 12.2.7. We will they have, we will dispense with reading all of the names and read the resolution 12.2.1 through 12.2.7 as a
motion. Um, then we will ask for a second and then vote. Dr. Dairo did you say you would like to you would read it for me before us. Thank you. Resolution for non-renewal of contracts, whereas the board of education has reviewed the status of the employees listed in item. 12.2 exhibit, 1 page, 1 designated as 12.2.1, through 12.2.7 attached to and Incorporated. By reference to this resolution and contained in the Human Resources report and has duly considered the matter of
re-employment of sat said employees for the 2025 26 school year. It is therefore resolved that the the employees is listed in exhibit. 1 page, 1 designated as 12.2.1 through 12.2.7 and Incorporated by this reference, shall not be re-employed for the 2526 school year and be it further resolved at the superintendent of schools, or her design is hereby directed to give timely written. Notices said
non-renewal to the employees as contained in exhibit, 1 to this resolution. Is there a second? Second. Is there any discussion? Seeing none please call the vote, Miss Patron. Mr. Cisneros, I Dr. Dairo. I judge Mays. Hi Mrs. Penan. I Mr. To I I think as a board will have you pass those down. We'll collect those. All right, we are on to 13.0 board discussion and recommendations for future agenda. Items does a board
director have anything. They would like to discuss or make recommendations for items to be included in the next board. Agenda director Mays, uh, Dr. Kimsey I would like to suggest that, uh, At our next board meeting, uh, an agenda item. Uh, specifically address. uh, when a an officer of the school board, uh, can identify themselves. as an officer uh, officer of the school board and when it might not be appropriate to do, so,
Other recommendations. All right, we will now finish the evening with 14.0 announcements on May 14th, 2025 at 6 PM, the health Academy completion ceremony will be held in the Centennial Auditorium On May 19th, 2025 at 6 PM, the Gateway to College graduation will be held at Pueblo Memorial Hall, on, May 21st 2025 at 6 PM, the academic excellence awards,
Ceremony will be held at the Southwest Motors Event Center. On May 22nd 2025 at 6 PM, Dutch Clark, digital's graduation will be held at at the Southwest Motors Event Center. On May 23rd 2025 at 3 pm Central High School's graduation will be held at the Southwest Motors Event Center on May 23rd 2025 at 7 pm. South High School's graduation will be held at the Southwest Motors Event Center on May 24th 2025
at 8:00 am East High. School's graduation will be held at the Southwest Motors Event Center. And on May 24th 2025 Centennial, High School's graduation will be held at the Southwest Motors Event Center. And with that, if there is no further business this evening may, I have a motion to adjourn. So moved. Is there a second second? Is there any discussion? Seeing none please call the vote, Miss Patron. Mr. Cisneros, I Dr. DeNiro. I excuse me, judge Mays. Hi
Mrs, pendio. Hi, Mr. Tebow. Hi.