5/6/25 Board Meeting

001So we've already called the meeting to order so we will go ahead and do the Pledge of Allegiance and then we will kick off the rest of our meeting So if you can stand with us, we'll go ahead and do that director. Evan. Sen would you like to kick us off? All right. Thank you very much All right, so we have a couple Proclamations this month here. Let's see. All right So for the month of May, we have Asian American and Pacific Islander Heritage Month. So whereas the month of May is recognized nationwide as Asian American and Pacific Islander Heritage Month. a time to honor and celebrate the rich history, culture, and contributions of Asian Americans and Pacific Islanders in the United States. And whereas the AAPI Heritage Month highlights the countless ways in which

002Asian Americans and Pacific Islanders have shaped our society through achievements in science, technology, business, education, the arts, and beyond. And whereas as a district, we are committed to creating an environment that promotes access, opportunity, and a sense of belonging for all. We recognize the unique perspectives and strengths that our AAPI community members bring to the Grand Valley. And now, therefore, be it resolved that the Board of Education of Mesa County Valley School District 51 hereby proclaims May 2024 as Asian American and Pacific Islander Heritage Month and encourages our community to participate in events and activities that celebrate the AAPI heritage and honor the many contribution of Asian Americans and Pacific Islanders throughout history. Yep, thank you. Yeah, Director Jones, you're gonna have to be our... Our applause guy. Dr. Hill is on virtually today because

003his travel got delayed today. And then also for the month of May, which is super exciting, it's our Teacher Appreciation Month. So whereas the Board of Education recognizes the vital role of our teachers that they play in shaping the minds, hearts, and... futures of our students. And whereas Teacher Appreciation Month offers an opportunity for us to express our gratitude for the dedication, passion, and tireless effort of our D51 educators. And whereas every day our teachers create engaging, inclusive learning environments that spark curiosity, build confidence, inspire students to reach their full potential. And whereas teachers are the backbone of our community, playing an essential role in building a brighter future for our students and our community. We honor their lasting impact and commend their creativity, compassion, and unwavering commitment to the vision and mission of D51.

004Now, therefore, be it resolved that the Board of Education of Mesa County Valley School District 51 hereby proclaim the month of May 2025 as Teacher Appreciation Month. And we encourage our entire community to join us in celebrating and thanking our teachers for their extraordinary contributions to our students, schools, and district. Thank you, everyone. And there are some special ways that you can contribute to our teachers. If you do go to the D51 Foundation website, there are some very special ways that you can appreciate our teachers from there. So Director Jones is going to highlight our next recognition. With Sarah Rayside, and is it Andrea or Andrea? Andrea Espinosa, please join me in the front of the room. Each year, the Fraternity Free and Accepted Masons of Colorado hosts the Masonic Public Schools Awards Ceremony to

005recognize exceptional educators and students throughout the Grand Valley. This longstanding tradition honors academic achievement, leadership, and commitment to public education. Congratulations to Sarah Rayside of Rimrock Elementary and Andrea Espinosa of Dual Emerson Academy, who were named the 2024 and 2025 Masonic Public Schools Overall Teachers of the Year, respectively. Sarah is known for her dedication to student growth, academic success, and inclusive leadership qualities that continue to inspire both her students and fellow educators. Andrea's passion for bilingual education, her unwavering care for students, and her work to build bridges across across cultures have left a meaningful and lasting impact on our district. We're proud to recognize these outstanding educators for the difference they make in their classrooms, in their schools, and throughout the D51 community. And a special thank you to our engaged and supportive community partners

006at the local Masonic Lodge for helping highlight the incredible work happening across our schools. The Board of Education and Superintendent Dr. Hill congratulate both Sarah and Andrea on this well-deserved recognition. Thank you for going above and beyond for your students and for being such a great example. of the heart, talent, and impact of D51 educators. I'm gonna move out of the way. Yeah, board, let's go up and join them. If you just came for recognitions, you're more than welcome to go ahead and leave if you'd like. We'll give you a couple minutes. Thank you guys for coming, and congratulations. Thank you. Yes, that was very exciting. We got to actually, Director Chavez and Director Jones and I were at the Masonic Awards a few weeks ago, and it was very exciting to see them receive

007their awards, and then the district decided to put some plaques together for them as well. So thank you very much, and congratulations. Very exciting for that, and very appropriate for Teacher Appreciation Month. All right. So next up, we have our legislative update with Amy Atwood. She is online. And yeah, the legislature is about ready to wrap up, we think. They're surely cramming a bunch through. So I'm sure Amy will tell us all about it. So Amy, take it away. The legislature is almost finished. Tomorrow is the last day of this year's legislature. If you remember, the legislature only meets for 120 days every year. And we are coming to that end tomorrow. It has been a different kind of session because of the budget this year. If you remember... The Joint Budget Committee and the

008legislature needed to cut $1.3 billion from the budget. We knew this going into the year and how that would impact school funding and specifically D51 was top of mind. We worked really, really hard this year on implementation of the new school finance formula. But with that implementation, there were some changes from the bill last year that put in place a new finance formula to what the rollout looks like this year. But D51 was heavily engaged in those negotiations. And I just would like to put it on the record that Representative Taggart always had the districts back when it came to funding. There were different scenarios where the district could have been cut, and he, as a joint budget committee member, would not go there. And so D51 will come out better in the long run

009with the new finance formula, as well as in the end, K-12 education was not cut. Funding was increased for the 25-26 school year. There were other bills this year of major importance, one of which was the accountability bill. We followed this legislation for two years, the building of the legislation for two years. There was an accountability task force that met. And we saw drafts, staff, D51 staff provided feedback throughout the process. And even once we had introduction. And this is... the work of a lot of people, very big task force to modernize the accountability system. So that bill too will, or has passed, it passed last week, as did school finance, as did the state budget. So with that, are there any questions or specific pieces of legislation you have questions about? I was wondering

010if you could give some clarification on SB 25005. We just pull it out. Okay, so this is worker protection collective bargaining. It just passed today in the House. It's a Senate bill, so it just passed in the House. So it really finalized, went through its final hurdle today. deals with collective bargaining and the votes by which labor unions have to go through to unionize within an organization or within a business. I need to confirm, though, that this impacts school districts and local governments because I just need to check that. I'm not positive that it does. Yeah, I know there were some amendments in it, so that's why I guess I was looking for some clarification just because with it just passing today, yeah, I wasn't sure how much had changed in it or how it

011would affect the education. The bill does eliminate the requirement for a second election to negotiate a union security clause and collect a bargaining process. So in Colorado, Colorado, I believe is the only state that has two elections that have to happen. One is with the employees. Do they want to have, they want to be unionized. The second election that is the unique election. asks the employees, do they want their dues automatically pulled from their paychecks? And so that is the second election that would be removed or that is removed with the passage of this bill. There are rumors. Of a veto from the governor, he actually has been very open and forthright about that about a veto and. We will, we will see if that happens. The governor has 30 days in which to veto.

012Veto the bill once it hits his desk. Tomorrow. Thanks, Amy. Yeah, I think when I think when CASB looked at this, I thought there was a carve out for education. Maybe you could just confirm. I will. And I will. I will add this to the to our end of session report. That I that I'll provide you here in the next couple of weeks, and I'll make sure to note what you know, whether the bill impacts and what it does. And if it is vetoed, I mean, I think it looks like Dr. Hill has his hand raised. Can you all hear me? Yeah, go ahead. Okay. I apologize again. I'm not there. I've been on planes or in airports for 12 hours a day. It's been a journey. And I'm stuck in Dallas. I just wanted

013to, two things. One, I want to thank Amy and, as you mentioned, Representative Taggart for really fighting for, you know, Western Colorado and District 51 when it came to the finance piece. And so we are appreciative of that because it could have been worse. I just want to make sure to for anybody watching online or who's in the audience and Mel can correct me if I'm wrong or Amy can. If 1448 had gone through like it originally was planned, I think we would have seen about a $2 million increase this school year. It's only about a $1 million. So, but again, it could have been worse. So it's still about half of what we originally thought we were going to get. And if I'm understanding correctly. Shifting from 4 years next year to then 3

014years. The year after that. Because we're declining enrollment, there's a chance that we're going to end up going backwards. And, but my understanding is, there's a stop gap in there to where we can't, we can't drop any lower than our current. Year's budget if that if that's correct. So. Worst case scenario, we get about a 1M dollars more this next school year, which doesn't even cover increased cost of things like insurance and transportation. And then worst case scenario, we go backwards. Back to what we have currently in the following school years. Is that correct? Amy or you are correct? I would say that the averaging. From we were on 5 years. With the new finance formula and move to 4 years, there are still negotiations. It is not set in stone to move to 3

015years. In the 2627 budget, as well as that hold harmless or smoothing factor. It's it's been coined a smoothing factor for those districts. With declining involvement and so. Those two things are still to be negotiated. There are commitments for smoothing factor and there is a working group looking at that. So that will be in next year's school finance act, as well as negotiations are ongoing for how many years for averaging. will be allowed. Okay, that's that's good. No, I appreciate that. And I just I think, you know, folks who don't follow finance as much might hear a million dollars and think that that means the district's getting a ton of money and we're really not. And then with the knowing that with our demographer saying that we're going to decline for, you know, the next.

016I don't know, five to six years at least. We're not going to be in a great place for a little while financially. And I just want to make sure that the general public realizes that there's not going to be this influx of dollars coming into the school district. And it won't be like years past where we've had ESSER funds and other things. But again, I do appreciate you advocating for us. And I'd like to add on to that, that although the legislature had 1.3 billion to cut this year, there's actually a structural problem with the budget, with how Medicaid, K-12, corrections, how the big departments are funded. So there's a structural deficit there. And we are looking at... big budget cuts like we've had this year, at least for the next two years. So holding

017flat this year in a declining enrollment situation may not feel like a win, but it was a win. And we will be back in the same position next year, or at least the next two years, just trying to hold current funding and the budget stabilization factor. Or negative factor not being put back into place, which is a straight up cut to education. Well, and I think that. It's even more important that Mel and her team have worked so hard to build our reserves up because where I'm coming back from right now is at a meeting in D.C. with other superintendents, and everyone's worried right now about the federal budget and whether or not we're going to see the same type of dollars for title funds as in the past. And so when you have positions

018and things tied up in title dollars and that money, depending on what happens with it, that's when you might have to tap into. something like reserves is kind of a softer landing for one-time funds. So, you know, it's a good thing that we've been able to do that too. While those aren't things that can fund ongoing costs, it's something that could help us in case, you know, something happens at the federal level as well. So we've got the state budget issues, but we've also got, well, keep an eye on the federal level as well. And Dr. Hill, Mel is shaking her head yes for the things that you're saying. Yeah, oh good that makes me feel good you everything you stated was correct, so Yes, had 1448 passed the way that we thought we would

019have received more money but with the with the carve outs that they did we actually ended up receiving less money so Wasn't as good as we had hoped for it to be so So yes, thank you Amy board any other questions Amy, anything else to wrap up? Yeah. I do have, I phoned a friend on the worker protection. Senate Bill 5, it does not impact school districts. Okay, great. Okay, good to know. Thank you. All right. Well, thank you for all the advocation that you did for D51 this year, Amy. We really appreciate that. So, and being our voice at the state capitol for us. So, thank you for that. Board, always, if you ever have questions for Amy, you have her email. You can always ask her any questions on anything that comes up

020through the legislative season. So, thank you so much, Amy. Thank you. I'm sure we'll hear from you for the next season as we gear up. All right. Thank you. All right. Next up, we have our Grand Junction High School construction and bond update. So, Micah, you ready? All right. Come on down. Yeah, buddy. Clint, Eddie, who else do you guys have? Anybody else? Just you guys? Okay. The trio. Hello. Good evening, board. Thanks for having us this evening. Just a couple of updates on putting the bow on Grand Junction High School and where we're at with our bond work and giving you an update there. So, Micah, why don't you take it away? Yeah, sounds great. Well, it's good seeing you all. As Clint said, I'm Micah Adams with Dynamic Program Management. Up here with

021me, Clint Garcia and Eddie Mort with District Maintenance. Grand Junction High School is getting very close to being wrapped up. You know, since the beginning, the plan was to have construction of the building be complete for, you know, fall of last year with then demolition abatements and the fields to go into this May. And so that's what we're coming up on the end of. Up there on the slide, you can see where everything's sitting out with the budgets. And it actually looks like, I think this may be last month's slide now that I'm looking at it. Yes. Do we have, I think this is the wrong slide deck. Let's see. Amy, if I, let me see if I can send you, who would it go to? Jacob. Let me see if I can get that

022over to you real quick. And actually, do we have the district or the bond updates? Maybe if we tee that one up, Jason. I think Jason's going to see if he can send over the current slide deck for Grand Junction High School. Do the bond first. And it looks like this says March 4th as well. Now that I'm looking at that. Yeah, it says March. So one second. Sorry for the inconvenience. Do you have music for us? I do in the new slides. The slides that we're trying to get to you. Oh, yeah. Oh, man. I think Clint could sing us a little song. Jacob Stewart. A little karaoke before we get going. That's why we're waiting in between. All right, Jacob. One of those is coming your way. Give me one more second for

023the other. The student who sang the national anthem was super sweet. Oh, my goodness. She just had so, oh. She ended it like so. I wish I had been recording it because it was precious. Yeah. Yeah. And apparently she does this on a pretty regular basis. Pretty brave girl. Yeah. Let the kids do, yeah, the whole show. I don't remember which school she was from. Palisade. Thank you. Thank you. Yeah, she's cute. She did a good job, and she had a spectacular ending. I was going to say, so we didn't get Special Olympics. She got to be flexible because we didn't quite start on time, but that's okay because we had to let the athletes get there and get all set up. So it's all good. Yeah. That's okay. Yeah, you guys, I drove by

024later. It was really good. And it was nice weather today, too. It wasn't too hot. All right. I think we're just about there. One more second. Yes. So, yep, we've got it here. And there we go. There we go. All right. Thank you. Thanks for filling the silence, Eddie and Clint. Thank you, Jacob, for the quick work. All right. So here's some updated slides. That looks better. Yes. So as you can see, completion as a percentage of the schedule, they're right at the end. Completion as a percentage of the project budgets, you can see they're nearing the end. Total expended is $141 million through March. We haven't received all the April invoices and applications as of yet. So numbers are lagging here a little bit. But things are coming along nicely, looking to wrap up

025here shortly. So as you can see here, recently completed a very beautiful football field. It is. Yeah. Yeah. We were just out there, was it yesterday, walking around it, taking a look at it up close and in person, and it's really nice. Along with that, there's also been paving of the parking lot for the 700 building, the baseball field, which I'm sure we'll see here in some of the coming slides of turf there. The tennis courts, concrete was poured for those. The fencing is going in. A lot of site fencing has happened here recently. And then also the 2006 Ox Gym Ribbon Cutting Ceremony. Sounds like there are a lot of people out there and a good event. So excited to get that open. It's a very good turnout. Very good turnout. In progress, what

026you see here in this slide, that's over just north of the building. That field is getting turned into a grass field for football practice and the like. And I think I kind of hit on these topics already here in the in progress slide Upcoming there in the top left corner of the screen you can see the 700 building So there will be a concession stand Kind of installed in one of the old rooms in there that will have access from one of those exterior doors. You can walk in and order some food while you're at the baseball game, soccer game, tennis match. So upcoming, there's going to be a lot of sod, grass sod, being installed here in the coming weeks throughout the south half of the site, and then a little bit in the

027north part of the site, like you saw in the last picture. How much of this will be? So what you're seeing there, that will all be grass. That's a lot, including the other on the north end of the track. Yeah, and so this is sized to fit a full-size soccer field. So soccer, lacrosse, practice, games. There will be you know an area for Bleachers there as well. I think on over on the it'd be the west side where you see the streets Quite a bit of room for bleachers over there not like a stadium set up but But a good amount of bleachers And then over there on the left, it's just barely out of view in this picture, but the batting cages have just recently been installed as well. I think maybe we'll see

028that here in a coming video. Yeah, you can kind of see them in the background up there. All right, some construction metrics here on the screen. And as you're looking at those, you'll also see there that construction in progress on that parking lot for the 700 building, which will be used for quite a few different things from storage for district IT to athletic storage, concessions, and the like. So here comes, I should. Warn you guys. Well, one, Jason picked out the music and I'm very proud. Last time we played a song that we had purchased, but I didn't create the song. I think Facebook flagged it and maybe kicked us off of the live stream for a second. So hopefully that doesn't happen. If it does, be ready to get. I know. Well, he already

029pushed it on Jason. All right. I felt like that was a pretty fitting song. Dan, are we still online? Are we still online? Okay. Just checking. You will notice, I forgot to clarify earlier, that outfield for the baseball field is grass sod. So the infield is turf. It's set up where you can play both softball and baseball on it. That was kind of a big deal to make sure that we took care of the softball league as well. Yes. So, yeah, this is what you're kind of seeing in here. The big gray concrete slabs. They're not painted yet. So the athletic surfacing is coming up here soon. They'll surface those and paint them. And so just not quite shown in the most recent pictures. So that was something that was really exciting that we got

030to do because we were going to do four courts and we were able to add six, two more for six so that we could do competitions. That's correct. We still came in under budget, which is really exciting because. A lot of our students either have to go to Canyonview or CMU, and a lot of times there can be some scheduling conflicts. And so this is really exciting because this not only affects like Junction, but this helps all of our teams. And so thank you guys for being able to get those two extra courts in because I know that makes a big difference for all of our schools. So that was pretty exciting to be able to do that. That is exciting. We've only got a couple months left, and it's been a really good project.

031Yeah, I can't wait to see the rest of it, be able to walk all of those, the fields and the courts and all of that. Yeah, it will be really nice. I'm excited to go to some games there. It's just a beautiful campus. It'll be fun to just get to enjoy it and not be working on it all the time, I must say. Dr. Hill, you had a question? It's been a long project, but I look forward to the next ones with Ruta. Yes, central central getting those those schools where they need to be absolutely Yeah, I just wanted to confirm so that The field you said across and soccer. So that's it's competition size, right? It is Okay, so we could we could technically I know there's not a lot of bleachers, but we

032could technically but there won't be lights though Right, so it'll it have to be a daytime competition or something on the weekends during the day, correct? Okay. Thank you. Yeah, lights I think would have been a pretty penny. Yeah, they're expensive. But the nice thing is that you can always come back later on and add those in if that's a desire. All right. Any other questions on the high school? Great. Then we will switch over to the update on the 2024 bond projects. Let's see if we can get that back up on the screen out here. There we go. Awesome. Thank you. So once again, kind of keeping this first slide similar from presentation to presentation, just a reminder of the three big parts to the bond projects. There's central high school improvements and additions,

033Fruita Monument high school improvements and additions, and then the priority improvement projects or the PIPs. So been really busy with these projects, especially the priority improvement projects. The design team has done a really good job of getting through design in a very compressed schedule. And they got the 100% construction documents out here just about a month ago so that the contractors could then price them. Get competitive pricing from subcontractors and you know propose guaranteed maximum price estimates. So all that's happened here recently along with the furniture design for each one of the schools happening in this first phase. Just a recap there are eight schools here in this first phase that are getting work done on them and actually I think nine now with Orchard Avenue. There were some needs at Orchard Avenue to get

034work done really quickly, some small group rooms and so that got added into this first summer's phase of projects. Procurement, there's been quite a bit going on there. Four abatement contractors were awarded work. One for some work at Central High School to get ready for the project that will start here next year there. One for Fruitvale Elementary School, one for Taylor, and one for Nisley. Two moving companies. were selected. Mesa Moving will be handling four schools. Two Men and a Truck will be handling two schools. And then one of the general contractor handling the projects in Palisade, Asset Construction Management, they brought on a moving crew under their umbrella. Those projects are a little bit different out there, and so they've got moving under their scope of work there. Procurement furniture, that procurement has just

035finished. Office Outfitters was awarded the furniture package for this first phase. And then construction there as I mentioned earlier that guarantee maximum price or GMP estimates were recently completed Permits permit applications were submitted Submittals are in progress and we're just hosting pre-construction kickoff meetings here this week coordinating between the abatement contractors the general contractors and their subs So this slide gives you kind of an overview of work happening at each school and under, you know, which general contractor each school falls under. They're a little bit hard to see there on the screen. just with the colors, but Taylor and Palisade really kind of being two of the larger schools happening out there in the Palisade area. And those include abatement work, fire sprinkler ads, fire alarm addition there at Palisade High School, security vestibule improvements

036and additions there at Palisade High School. Then Taylor Elementary gets some breakout rooms and some I believe there's some sped improvement some site fencing Work work like that Mesa View and Thunder Mountain are very similar schools Very very similar floor plans and they have very similar scopes fire sprinklers some playgrounds playground surfacing addition of some drinking fountains capping of the bubblers and the sinks in the classrooms. So a lot of the sinks in the classrooms have these bubblers to drink out of and just not allowed by code. And so we're adding drinking fountains, capping the bubblers. Then the four schools that FCI has, and actually now five with Orchard Avenue being in there. Bing Chapfield, Fruitvale, Nisley, Rocky Mountain, and Orchard have a good variety of work, but primarily fire sprinklers, fire alarm, and breakout

037rooms, sped improvements. There's some playgrounds in there as well, some site improvements. But that's kind of it overall. review of the scopes there. Central High School, once again, a little hard to see the colors on the screen, but the conceptual design and estimates were recently completed for that project. And as you'll recall there in the master plan, there was the original kind of thought was an L-shaped Classroom wing addition up here in the northeast corner of the site Around the areas where you know where the tennis courts are at but as meetings were had with the students, with the staff, with the stakeholders. It seemed as if that wouldn't really address a lot of the core needs being it's a very spread out campus and very difficult to get from one side to the other

038as it is and expanding outwards wasn't really fixing that along with it's a very disconnected campus similar to Grand Junction High School was a lot of different buildings that weren't connected just not a secured and closed campus and so the going through all the design advisory group meetings, focus group meetings. The plan was set in place to do an infill here, as you can see in the darker area on the screen, of a two-story classroom wing. So there's Federer Hall is this building right here. And the... There's a portion of it right here that I believe was an addition at one point. Both portions are older. But the plan is to demolish that south portion of Fetter Hall, build back a two-story classroom wing here in the center, kind of the heart of the campus.

039and then take admin, which is currently over here, and shift it over here, create a new secure entrance into the building. So an entry here, two-story classroom wing, and then I believe there's classes up here, some renovations to the wrestling room area, and then... because this portion right here is currently locker room. That would also be demolished and then put back over where the current admin area is. This way you get one kind of main secure entrance where admin is at and it's close to the classroom areas. And then you've got still possibility for a after hours kind of events entrance over on this side with access into the gyms, the auditorium. And you can kind of section the parts of the school off. You can close down, you know, the school side during events

040in the evening. And then you've got all of your teaching, your classes, your learning areas here centralized closer to each other, not so spread out, all under one roof. And then the Federer Hall would get renovated into some classrooms as well. Library, I believe, would be, I think there's the library spaces right here kind of in the center on the first floor. Along with that there'd be some improvements to the cafeteria That's undefined as as of right now You know still actually this week tomorrow lots of lots more meetings with the user groups to further define spaces really, you know diving into the details as the schematic design progresses We're hosting weekly OAC meetings, staying in touch with the contractor on pricing as the plans develop. Here come about mid-June or so, we're supposed to

041receive the schematic design, then it will go out for some pricing. checking to make sure we're still on track to be within budget. That's expected to be done by mid-July. Then the plan would be to have a presentation to the board on August 5th at that board meeting. Probably have the architects here dive into the details a little bit more. Michael, what's the green areas? The green areas. I am colorblind, so that's not a great question for me. Just south of the dark portion. And it's just, or just, yeah, it is south. Here? Yep. So there's there over there where the little X's are there's a square up here above and then there's some yeah Like this and this I Want to say that's just like grass. I think that's outside of the grass because

042it's at the entries So I'm wondering if it's a canopy of some kind or I'm not sure if that was in the I don't know Yeah, in that conversation. It's a little the Texas a little Small and hard to read at the moment. I can get back to you on that Angela. I don't believe that that's structure. Okay But I can get back to you on that I'll be at the meetings. Okay. I'll be fine I just want to reiterate some things that Mike has already talked about in the in the plan that we have currently the The adjacency of classrooms to the administration office has changed in this design and that's intentional. What we have right now currently is classrooms that are very far away from administration. And so this creates a much safer

043and secure environment for getting to students quicker, having better access to the classrooms. Everything, again, as you mentioned, is closer together rather than a hike. Any of you that have been there, you have to take... a little bit of a walk to get to the classrooms, whether it's at the end or through Federal Hall or through a little feedback. All right. Thanks. Yeah, and another thing, too, is... I think this sets the district up for long-term, you know, down-the-road expansions. Right now, with the buildings all being scattered and spread out, it's really difficult to come in and provide an addition without, I mean, it's just messy. in filling this area if there's ever a need to come back and Add on to the north side of one of these classroom wings or build back where

044the current two-story structure is I think there's that flexibility So this takes up that whole middle open Courtyard area or does that still leave courtyard is still open that leaves it there. Okay. That's yeah, there will still be this courtyard area It's okay the courtyards to be okay. That was something that they wanted to keep and so that was It's nice to have that as long as everything else is connected so that kids can stay inside and not have to cross that area. It was just kind of for the community. It was an interesting journey to go from kind of where we started with taking down the old building and really just shifting it to having to go kind of start from scratch because that really was not. feasible to attach the building and connect

045everything and so this is This this looks great Compared to where we started with this is this is much Yeah, it's more sensible and and I just I just don't think anybody saw it as we were beginning the project but once we got into it it became obvious that What we initially intended wasn't really gonna work well. It's really gonna be beneficial This is really gonna be this is really gonna change Central High School significant way Yeah, look great from the front. Yeah, I show fresh entry. Yes. I think we'll really facelift Uh-huh really make it and the only I do have a question is there Room in the budget and and are we remodeling bathrooms? so There will be no bathrooms in the whole building. That is one way to take care of that

046problem. Good job, Micah. Very innovative. There will be new bathrooms in the new area, locker room area. As of right now, I'd have to take a look at the extent of what's maybe included in the cafeteria remodel. There's not anything in there at the moment to remodel bathrooms outside of these areas. Outside of the scope of work. Outside of the scope. It is something that we're hearing a lot. It's something I would be very interested in if we can squeeze a little more out of this. I'll be there to start squeezing next week. Okay. Sounds good. I can't wait for your voice to be there. Yes, I'm sure you cannot. It's a high priority. It's been coming up at a lot of meetings. I mean, I've been in them, and I think it would be

047prudent to do some things there. There's lots of plumbing issues there. Sure. Looking at the main sewer line is a part of that. Okay. That runs from the west of the billing. Under it and East we've had issues with that Better haul just got a call the other day. There's literally brown water coming out of the faucets Well now's the time to fix those things we understand that there's yeah, there's some bones that need to be fixed too good, okay Thank you Somebody is in a wheelchair. How do they get up to the second floor? So there will be elevators going to the second floor. Do you know where that will be at, by chance? What's that? Do you know where that will be at? Close to the entrance there, I think. There was going

048to be two areas, I think one around here, and then one towards the back over here. Wonderful. And then for people who want to go to, like you said, like if they go on and go in the gym after school hours, the entrance there will also have a ramp for wheelchair accessibility? Yeah, I think that will have to be something that's considered. I haven't looked at that specifically, but I think we'll definitely want to make sure that is ADE. Yeah, that was such a big reason that we needed to make these upgrades to Central High School. So they're going to be. On it they have to be completely a da compliant when we're doing this much of a remodel on the visit to keep it the way it is currently they're just there's and so

049a Person in a wheelchair cannot get it into that classroom You're correct. Yeah. Yeah So there's I mean it should be an improvement to the current a da situation at that school, you know as I As I recall, this north two-story classroom building, in order to get into that right now, a student has to go outside all the way around and up to the second floor that way. You can't get in the second floor. Oh, you can't get in the second floor. The second floor is not accessible there. To your point, Jose, there will be ramps within the new section, so those ramps will be going back and forth. In order to change, there's a large elevation change from north to south. That's why we have all those stairs. So there'll be a lot of

050ramping installed in this renovation as well to make all those areas accessible. They do want to make sure that if a child or a parent wants to go to a game or a wrestling match or wherever, they would have the accessibility to go into the building. Absolutely. We have to do that, right? Yeah, it's a non-negotiable. It's the whole building. Got to follow all the rules at that point. It gets grandfathered in. Yep. Any other questions on Central? All right. So then, oh, sorry, I forgot there's a slide in here with some of the floor plans. Once again, pretty hard to see. These are in the slide packet. If you guys want to take a look later, if you have any questions, we'd be happy to answer them. But you can see, yeah, the, I

051believe an elevator here. And I want to say here. You know wrestling room remodel classrooms remodel a fetter hall Things have changed some but still library kind of center area some classrooms admin up front and Then yeah, you're not having to go outside to get to any more of the classroom buildings Provides more of a heart to the school central area So then last but not least, we've got Fruita Monument High School. The process is going somewhat in parallel to Central High School, just a little behind, but conceptual design was recently completed on that as well. The conceptual estimate is in progress. Should be seeing that here this week, and then we'll transition into the schematic design. Design advisory groups and user group meetings are ongoing. And similarly, you know, we'd like to be able

052to have schematic design and the estimate complete to be able to present to the board here first week of August, along with some community type open house for each of these projects. So here you get a little bit of a floor plan of what Fruita. Fruta's improvements would look like down here in the southwest corner. There would be two science labs, one biology, one chemistry added, along with two science classrooms for a total of four science classrooms down here. Science prep and storage, some restrooms added here. hallway. Once again, Fruita is very similar where there's a bunch of outbuildings and the goal here is to connect them while providing some adequate classroom space. So up here there's an addition around this building to enclose it. get everything under one roof. Here in the center where

053science classrooms currently are, those classrooms would then be renovated and there's currently this corridor that comes down right here and then dead ends. That corridor will be taken through to help provide ease of access. And then up here in this Area of the building there's currently an outbuilding over here the AG building In between that and the main building there will be an addition with more of the BOAG I just forgot the word. CTE classrooms. Shops in there. Yep. Shops, business, engineering, all those type classrooms will be in there. Then with some renovations in here to make all that classroom flow work properly. I think Dr. Hill has his hand up. Oh, sorry about that, Brian. Dr. Hill. Oh, that's been up for 30 minutes. I apologize. I'm glad your sense of humor is still

054intact after 12 hours. I just never took it down from when I called Jess. Okay. Just wanted to make sure we weren't missing you. Thanks. Any questions on this design? No, I just want to say that I just want to give a shout out to all the teachers and staff that participated in getting this right because there were many changes and many conditions of kind of how this would really work best. And what was most impressive to me was their concern for each other. Yeah was really impressive You know no we could get by with this you need that more I mean it was really such a great community effort for them to come through and I mean really put a lot of thought into what's gonna best serve their students in in these changes

055and and keeping in mind that we really did need to Be super responsible and Make these dollars go as far as we can for everyone involved. So it was very it was really nice to See that in action. I would agree in the design team I think did a really good job listening to all of that and bringing together a design that was Affordable Very well done and you know, there's a lot of ideas up front that Wouldn't work and this turned out to be even though this is conceptual at this point is still a really good design Very exciting And I also appreciate that our students will be safe. Yeah Absolutely being closed though, you know if they want to get in it's only one way to get absolutely I think that's wonderful This

056allows everyone under one roof and also gets rid of the two modulars that we just added and also the two modulars on the east side. So those will go away as well as we're adding enough space to replace that. So you're right. Everybody's under one roof and safe and secure. Not to go back to Central a little bit. Is there any talk about the tennis courts and the fields and the track and field for those guys out there? I know that there's a lot of concern that they have to leave their premises to go to. still career to practice and Yeah, as far as the tennis courts go I think that there's some money included in the budget to replace those At the moment not I don't believe it's six I believe it's four and

057once I think that's something similar to Grand Junction High School Maybe there's an area where those could be added as for the maybe the track and field Let Clint speak to that. So I'm not sure what the long-term plans are there dr hill i think you had your hand up you had a question yeah um well actually it usually made me think of this micah so uh for tennis um Yeah, you're right. We'd have to, we'd have to, I think originally we looked at four courts because remember those courts that are there now, that was a partnership between Mesa County and the district a while back. So I think the original plan was just to replace the existing courts because of the design. We were just going to move them. So if we were going

058to add two more for, to be able to have competitions, we'd have to have that conversation on whether or not there's funding there. I would say, I appreciate the question about the tracks, the all weather tracks and the. and even a turf field. You know, we were able to do that at Junction because there already was a track there and it was resurfacing. And then we had the funding there to be able to do the field that has been something that has been brought up by multiple schools about one. The issue around the fields is when you use the fields, grass fields in the fall and they get torn up and you don't have as many fields available for spring sports. And so it becomes an issue for, you know, if a boy's football tears

059it up in the fall and then some of the girls sports in the spring don't have access to the fields, that becomes an issue. So we've had some conversations about, is there a possibility of being able to put in at least one? turf field at the other three high schools so we could eliminate that issue. And then the same with the tracks, you know, that I'll just be honest, I think it's kind of crazy that our high schools have dirt tracks. But I'm also from Texas where sports is everything. And so, so it is an issue because to your point. VP Jones, you know, track and field students or athletes are having to get on the highway and drive to Stoker, and that's a safety issue. And so we're trying to find out ways to

060eliminate that. And then the other issue, too, is we had teachers express to us that that's also an ADA problem because, like some of our special education teachers, they want to take their students in wheelchairs outside and out to do laps on the track, and they can't even get up onto the track. And once they do, it's gravel. So I think if there's an opportunity. That is definitely something that we want to explore. We've had conversations and we back to the board and talk to you all about it. But if there's if there's opportunity to do that, I know we have some all weather tracks at the I keep it looks like I'm cutting out. Sorry, I'm cutting out all weather tracks at all the high schools and then potentially a turf field as well

061as well to take care of some of those issues. Sorry, I look like my friends gross. My screen froze. I'm just going to quit talking. I'm going to mute. I'm going crazy. We caught most of what you said. And I've had some preliminary discussions already with some folks that we might have some opportunity to get some grant dollars for tennis courts. So looking into that right now. Yeah, I think if we can. Find the funds to do that. I think that's been a priority for everybody Because it I mean like dr. Hill said it it it checks a lot of boxes for you know girls sports You know, all of our sports, special education, you know, lots of things. And it avoids kids getting on the roads and driving, you know, so checkmark safety and

062security. So I think it's something we'll try to see where we can maybe save some dollars and get each of those at our schools. So we'll certainly see what we can do. Cool. Great. Thanks for the update. Any other questions? Do you have any more to? Nope. I'll add something that wasn't on your slides. With the PIP projects, while we've gone through the pricing and looked at all of our GMPs, we're sitting really good with our funds right now in our budget. And so I just want to note that, that some projects are a little higher, but most of them are under budget. And so overall, we're seeing ourselves in a positive. Place good job. That's good to hear after going through Grand Junction and holding our breath Prices were escalating faster than we could

063keep up with yeah, it's good to hear this so I mean do you feel like that's stabilized? Across the board a little bit well. There's always unknowns right there's always things that we can't anticipate but at the moment the things look really good Just the pricing on things is really what I'm Mostly talking about I mean we were watching escalation to to everything whether it was building materials furniture whatever I mean we were scrambling to lock in on those things because Every week they were going up and that doesn't seem to be quite as crazy as it was there for a while So we've still had some concerns with with the tariff discussions and some of those things and whether or not prices will increase there, but Yeah, yet to be seen. Fire sprinklers for

064all the schools. You know, we're able to work with the general contractors and their subcontractors to work on getting that material ordered early before any those were impacted by any tariffs. And similarly with furniture, we're trying to get that ordered as soon as possible, trying to work as much as we can to make sure we're not getting hit with those. But like Clint said, yeah, there's there's definitely unknowns. But we're sitting good right now. Okay. Thanks. Of course. And one last thing. We are starting to plan for the 26-27 bond project, so that's also in the works. Great. Great. Thank you, guys. All right. Andy, if you'll join me, and I think my Vercotta friends are probably here by now. Oh. We made it. You made it. Awesome. All right. So next up, we have

065our bond and security system presentations. Yes, all right. All right, thanks for having me again. And I've got a few new friends. So Andy Means, our Director of Safety and Security. Andy, I'm sorry, Anthony Magliacchino. Did I get that right? All right. And of course, Eddie Mort. And Anthony is with Verkata. And so he'll answer all the tough questions. So, all right, so we just want to walk you through some of the safety and security work that's underway across the district. With the support of the bond, we've been able to make some real progress updating our systems, improving consistency, and putting tools in place that make our school safer for both students and staff. This is a quick overview and highlight of where we are, what's coming next, and how we're stretching dollars to get

066the most impact. All right, next. So we're excited to walk through some of the key steps we're taking to make our schools safer and more secure. Again, thanks to the bond, safety and security is clearly a top priority for our community and we're building on that momentum right now. We'll start by talking about how we're improving monitoring across campuses, upgrading cameras, expanding coverage to help staff respond quickly when needed. And then from there, we'll cover the new outdoor intercoms that allow us to keep our doors locked while still being able to see and talk to visitors before letting them into the buildings. We're also adding visitor management systems to every school, which means there'll be a digital check-in at every building, instant alerts, and better consistency across all of our buildings. Another big part of

067this work is making sure that everything ties together with our partnership with law enforcement and emergency responders, so we're all on the same page. We'll share the rollout plan, what that looks like, and how we're supporting schools during that transition. And while the bond is helping with this, we're also looking into grants and other resources to help us go even further. And finally, we'll wrap this up with a reminder of why it matters about creating spaces where students feel safe and staff feel safe. All right, so keeping students safe. Keeping students and staff safe is at the heart of everything we do. When the passing of the bond, with the passing of the bond, excuse me, it was clear that safety and security were our top priorities, not just for schools, but for our entire

068community. We know the world is changing, and so there are challenges that we face that we're, and we're taking a proactive approach to school safety. From upgrading cameras and intercoms to improving how we manage visitors, we're investing in the tools to help protect everyone on the campus. on campuses. We're also working closely with local law enforcement and community partners to make sure that we're ready to respond when it matters most. And most importantly, we're focusing on long-term and thoughtful solutions that keep our schools safe while we're supporting a positive place to learn and to grow. And with that, I will turn it over to Anthony to talk a little bit more about what we're doing. Yes, thank you Clint and thank you everyone for having me today. My name is Anthony Maliokino. I am the

069representative with Ricotta that oversees K-12 projects in the state of Colorado. As a company, we are in as a technology solution provider about 5,500 schools nationwide and I've had the opportunity to work very closely with a lot of them. So I feel like I can say that District 51 from my perspective is pretty unique. And I say that because what I observed with District 51 is really over the last year and a half, multiple departments coming together, putting their heads together to think about how can we harden student safety? How can we keep our facilities, our students, our faculty safe? So it's really inspiring to see Eddie in facilities, Dan and Matt in IT, some of the other departments as well, really rally behind the security department to spearhead an initiative like that, like this.

070Here today to talk a little bit about what we've done. So really started, again, about a year and a half ago, but somewhere around this time last year, we found ourselves assessing the district for needs. What that entailed was we went to every school in the district. We walked up to every camera in the district, which was quite a daunting task at the time. There's over 1,000 cameras. But that was our opportunity to really solicit feedback from not only the security team, but also the boots on the ground, the principals, security staff that are local to the various schools to really understand where they saw needs, where they saw deficiencies. And, you know, of course, a lot of this initiative is increasing camera coverage, increasing visibility, decreasing blind spots, so on and so forth. And

071we were able to identify some other deficiencies as well, certain things like difficulty standardizing different security practices district wide. You know, we started to observe certain schools that were going off into their own direction for things like visitor management, some schools that were purchasing things like doorbells to keep that front vestibule locked and secured. And, you know, in talking to the security staff of the district and Andy's team, that presents some real challenges for how do we standardize policies, procedures across every school in the district. And we really took the lens of how do we take. even the oldest schools in oldest facilities in the district and bring them up to the same standard as far as security is concerned as let's call it a grand junction high. You know, even the newest, latest and

072greatest technology that the district has today. So a lot of this again about leveling the playing field, whether a student goes to, you know, an older facility or whether they go to one of the districts new and beautiful and big facilities, they are up to the same security standard across the board. So a couple of things that we noticed while we were assessing the district right off the bat in conversations with Andy and Tanny and the security office that are oftentimes reviewing footage is a couple of challenges in doing so. One of those challenges being retention. So with the traditional system, with the legacy system that was in place, the district had around 10 days of video retention. I say around because that even wasn't consistent. So that really led to a time crunch when

073video was requested to how quickly they needed to react to capture that video and ultimately export it onto some sort of external drive to save it for later. So what we've done, every camera in the district is now going to be 30 days of retention. So giving them that time that they need to be able to find key pieces of video, especially if an incident isn't identified the day it happens. From there, we've taken steps to allow redundancy as well. So not only storing the video on premise, but also storing the video in the cloud and allowing for footage to be archived beyond that 30 days. So if an incident needs to be taken to court, let's say three, six months down the road, that video is going to be there, time stamped accurately so

074it holds up in court with various other analytics functionalities to respect student privacy like face blurring, etc. You know, other than the time crunch that they had to find the video itself, it was also an extremely manual process. So if a piece of video was identified or requested, the feedback for us was that could take hours, sometimes even a full workday, just going through and sifting through footage, trying to find that exact incident, that moment in time. So really trying to put technology in place that gets that from hours down to potentially minutes and even seconds. And I'll talk a little bit more about the ways that we do that. You know, other things like advanced analytics. What we noticed with the district was there really weren't any analytics at all. When it came to

075finding footage, that led to some challenges, both with historic footage, going back and being able to find a person, a vehicle, et cetera, et cetera. And then in the moment, accessibility to these systems. If there is a real-time emergency, something that the security staff are responding to, having technology in place that they can leverage in the moment to hopefully reduce response times quite significantly. So things like motion analytics, things like vehicle analytics, person analytics, et cetera, et cetera. And ultimately, you know, our priorities are to create a platform that the district can train staff on over time, a platform that they can build policies, procedures, et cetera, on. that's going to stay up to date with the times. You know, technology is consistently changing. This migration is much of a migration from on-premise to the

076cloud. And that allows us to put the district in a position where even five, seven years from now, we'll be able to push proactive software updates out to this system to ensure that the district security infrastructure stays up to date with the latest and greatest standards. So point you could probably well before we jump to the next thing Andy Can you speak a little bit to the time that saved me by being able to access video? Central high school around 357 had we got that on our old system because central just got new cameras placed today It took one of our officers three or four minutes to actually find that piece that we needed where As Barb realizes, had that been in the antiquated, archaic system that we have, it could have taken a full

077day or two, if not longer, to find some of that footage. So we got it within minutes to give to officers in the school where it would have taken hours to days. I think the next one's you. So on this next slide, just closing up my piece here, a couple of examples of some of the analytics functionalities that we're in the process of putting in place for the district. To my left here, vehicle analytics. So let's say there's a hit and run in a parking lot or you're looking for some sort of suspect vehicle, getaway vehicle, et cetera. Historically, that involves sifting through, again, hours of footage to try to find that moment in time with Verkada. We have a lot of different analytics functionalities, you know, leveraging some of the latest and greatest in

078artificial intelligence to be able to narrow down to those moments in time immediately. Things like being able to put in, I'm looking for a truck, and that truck is read and immediately finds the clips of video that depict that image that you're looking for. And then to your right, I think this is really powerful. As we continue to deploy infrastructure, cameras, environmental sensors, access control, door intercoms, et cetera, we actually tie them all together onto interactive floor plans of the facilities themselves. So this is really powerful for, again, training security staff over time. If they're not intimately familiar with the facilities, they don't necessarily need to be right off the bat with the Verkata system. They can orient themselves to where a camera is on a map of a facility and know immediately where to

079dispatch. This also plays into working with some of the independent agencies or third party agencies that the district works with as well. These interactive floor plans, they're shareable. And for us, that's can we put the power into a principal's hands, an SRO's hands, any boots on the ground security staff that's on site at the facility that in a situation where first responders are arriving, they're not necessarily familiar with the layout. We never want to see them standing outside a facility unsure if they can safely enter. So with this technology, this allows a principal to via text or via email share out this interactive floor plan so they can immediately orient themselves, know where the suspect or perpetrator or incident is taking place in a building, and know exactly where they can safely enter and hopefully

080reduce response times quite significantly. So just a couple of examples of what we're implementing. And again, we're really excited about the partnership with the district. I think we're going to do a lot of good. Anthony, why don't you talk a little bit about the door intercoms? Yeah, happy to. Happy to. So like I had mentioned, along the way of assessing the district, one of the things that we noticed was we started going to various schools, and right off the bat we saw, and I'll call them Amazon doorbells, just doorbells that were bought online. It became obvious that a couple years ago it was single points of entry in K-12 environments. Now it's no points of entry at all. right, even that main vestibule, you want it in a locked state during the day. So a

081lot of the schools had taken upon themselves the initiative to try to implement these systems. And this just again comes back to standards across the district. We've got different brands of doorbells. None of that is necessarily overseen, lack of oversight by the security department itself. So what we'll be implementing district-wide at all of the schools is video intercom. And what these devices look like, they're devices that will be in the front vestibule. The front door will be locked. A patron or visitor would have to walk up and press that doorbell button, have a two-way conversation with the front desk staff that can visually see them on both security cameras. the intercom unit itself. And then, of course, if it's appropriate to admit them to the facility without having to get up, they can press a

082button, they can pop that door open for them to to then, you know, walk in and go through a process that we'll talk about a little bit later in the presentation, which is the visitor check in experience. So when students arrive in the morning or at the end of the day, those doors, those front doors, as usual, will be open and students will be able to come and go. But during the day, if Andy shows up to pick up his son or daughter for a doctor's appointment, he'll have to hit that button to check in to make sure that he's supposed to be there. All right. So the visitor management system, we have a couple of buildings that already have some kind of a visitor management system set up in them. And so parents come

083in, they check in at the visitor management system, they get an ID. Some are just a sign-in sheet. Somebody comes in and they sign in on a sheet, and that's kept as a record. This is going to provide consistency across the district. This new visitor management system will tie into the rest of the security system. It'll also be something that can be accessed from Andy's office as well. We'll be able to know who's in the buildings at all times. There'll be real-time notifications if somebody is not supposed to be in the building, and we have record of that. Again, digital check-ins and badging. Folks will still be able to get badges when they come in. Access control is improved. Again, with the intercom and the badging, we know who's going to be in those buildings

084at all time. And again, that seamless integration with everything else that Fricada provides with the camera system. All right. Now I'll turn it over to Andy. Here's one of the pieces I'm really excited about I think some of you have got to Visit the real-time crime centers at the sheriff's office. Is that correct? So that's something that I'm implementing within my own department creating that in our office So to mimic kind of what the sheriff's office and what Grand Junction Police Department has And what this system allows is us to integrate directly with them So not only will GJPD get it, the sheriff's office will get it, Fruita PD will get it, Palisade PD will get it. So this allows them to see and view live. We can send a text if we have an

085incident. I can send it to an officer, and they can get a live view on their phone within seconds. So this piece I'm really excited about, and I've got that set up currently with our law enforcement partners. So timeline, we've already talked about some of the cameras that have already gone in. And thank you, Vanna. All right. So installation of exterior cameras has already started. Right now, I think the last time I looked, we're almost at about 400 cameras that have been installed on the exteriors of our buildings. And then that'll happen through the end of this month. Then the installation of interior cameras will begin this month as well, probably at the end of this month, and move into August. And then installation of new intercoms, that'll happen simultaneously with that as well. And

086then the completion of the project in August before school starts again, we'll have everything up and running and ready to go. And then training for staff will start after that. And then ongoing training will continue as well for staff. All right, so here's something I thought was important to talk about, too. We had an overall budget for security cameras in the bond for just a little over $9 million. And what I can tell you is that when we decided to move with Verkada, we did the right thing. We saved ourselves quite a bit of money and got probably four times the... cameras and access control and visitor management, intercoms. And so that cost was about $4.2 million. We have auto software updates that happen continuously. And we have a system that's warrantied and will take

087care of us for the next 10 years. We won't have to do anything with the system rather than just use it. So we're pretty excited about that. I know Andy is. So that total project savings is nearly $5 million, and we want to be able to redirect that towards other safety and security enhancements across the district, and we'll talk about that as we move forward, right? Right now, both myself, actually Eddie, myself, and Andy are going to be doing, I believe on the 14th of this month, we'll be doing a... best grant application interview. So hopefully we'll be able to secure some more funding for some more security projects as well. Yeah, it'd be great. Yeah, absolutely. With how well you guys did with the camera budget, that's amazing. We're pretty excited. I know everybody

088is in the office. We're looking forward to getting this done. It never goes that way. It's usually, well, we had this much, and it's going to cost a little more, and where are we going to get it? So this is a very nice change of problem to have. It's good. All right, so any questions? Oh, well, sorry, one more slide. So a commitment to safer schools. So, right, creating a secure environment, that's what we're here to do. I think we've accomplished that with this system. We're pretty excited. It's consistency across all the schools. No more guessing on who has what system, who's using what, who's doing what. Everybody has the same thing, and we're all working in the same direction. And then, of course, we're supporting daily learning. When people feel safe, they feel better,

089they're able to do their jobs, and they're staying focused, and really that's what matters. And if we're accomplishing that through this project, then we've succeeded. Fantastic. All right, now questions, if you have any. Well, one, I was really glad to hear that. It's going to be connected to PD and Sheriff because that was one of my questions. If they're going to be able to take a look at the cameras and everything. They'll have live access in their offices. I think that is wonderful. When you talked about it going for 30 days in the cloud, court probably won't go until six months, so you need longer than 30 days just because court takes forever. Yes, yes, that's correct. So these cameras they're recording 24 hours a day. They're not just recording when they see motion That's

090up to 30 days. Of course over time we're gonna identify certain incidents We're gonna want to save for longer than that potentially for like a court date, etc When they're archived to the cloud cloud storage for the district is unlimited So not only six months but five years ten years down the road those archived clips could be saved wonderful So we will have it in-house and not just in the cloud as well. Oh, excellent. And so who's going to be watching the cameras for the district? Is it just going to be you? That's a good question. Sometimes, yes. I've taken one of our security positions and created a... Dispatcher slash security officer who will set watch cameras be able to dispatch certain things that are going on within the district There's a lot more conversation

091to be had we're having that The boss is having that on Friday with GJPD to try and get us our own 800 radio channel. So now we do have coverage across the district. We can use that radio channel to communicate effectively across the entire valley. So that person will sit there and be able to dispatch out incidents, be able to send out live feeds. So I will have a full-time person that sits in the office, will be able to watch video cameras. Excellent. When somebody wants to request the video Right that happened right now. They send we have Sort of a long process, but it has to go through the school to send an email to request or fill out this form When I get my dispatcher that's going to be revamped they'll call my

092dispatch center They'll request that that person will find that video and send it straight out Is the camera, can you hear the audio of the camera also or just the video? Yes, you can. Okay. Thank you. Yes, you can. A lot of that, you know, we put a lot of the power into your hands on a lot of these different points, like user access delegation. We can get very granular with who has access to what and when. So maybe principals at a school need only access to their facility and maybe only live access to cameras to where, to Andy's point, the person in the security operations center needs a much more granular level of access to the entire district. We can delegate out user access that way. And things like camera audio, that could be

093the majority of the camera. have audio turned on maybe in some sensitive or more private areas we want audio turned off that's something the cameras can do as well. Regarding that is is the school do they have the ability to turn off the cameras? I don't believe Andy would want to give them that ability. There will be levels of access all the way down to each individual person. At schools so I can I can set different levels of access to each person and at each school Okay, I just want to make sure that you know, there's there's an assault going outside and Principal decides I'm gonna turn off the cameras today and we don't have a video of it That access won't be available at the school level to where they can just turn off

094cameras. Thank you. Yes well the Security people that are in the building where they have access to the cameras live right then and there yes, okay because the The gentleman or the gentleman or the lady who is monitoring the cameras They have a lot of schools that they have to monitor what happens if there's an active shooter say In Palisade and he's looking at Fruita and Junction and all them so it's a really good way that Was there a way that it's going to be activated that there's an alarm or something within the camera system? There's another piece to this that I'm actually trying to add it's called zero eyes it is a weapons detection system That is actually monitored by X special forces units. So if they see a weapon outside the building, inside

095the building, it automatically contacts them. And within seconds, my security department would get that. But that is on the outskirts of right now. That is not in the scope of work right now. I don't know exactly what. Artificial intelligence piece with it with Vercano. No, I can elaborate on that So, you know throughout this process we've discussed extensively things like zero eyes right and a lot of this is about putting the district in a position where we've got that Foundation level that over time as these new technologies evolve We're not having to rip and replace an entire system to adopt them, right? This is a system that can integrate with those technologies. So the A company that he mentioned is one that could ingest our video feeds and overlay weapons detection on top of them,

096provide real-time alerts. There are other real-time alerts built into the system as well. Those could be person alerts. Those are things that we're talking about. If there was, to your point, an active shooter scenario, one thing that we've really tried to prioritize is how do we reduce response times to the greatest extent possible in situations like that where seconds matter. Right and in some of those ways that we can do that is you know with a traditional system It's hard to pinpoint where in the facility that person is with the ricotta system We can use descriptions of what they're wearing Objects that are in their hands so on and so forth that to put into the system to immediately pinpoint where they are within a facility and then give that level of access to first

097responders that are boots on the ground without them necessarily having to have a lot of experience using our system so I talked about You know sharing that interactive floor plan so those first responders can orient themselves and know where the threat is, know where to safely enter. We can also share video images of what the person looks like, what they're wearing, et cetera, et cetera, and hopefully put law enforcement in a really strong position to alleviate a God forbid scenario like that. Okay. And I really like that, that you're able to let law enforcement know when they come in and everything. But we don't have something so that if an active shooter comes in and goes into the office. And takes out the officers not there's no mechanism that we have for security or safety

098so that they can notify law enforcement That something is going on currently Is that what I'm hearing? Well, we do have things like lockdowns, right? Like immediately what would happen, and this is something the district already had in place that we're continuing with. There's key card readers in the facility that if that key card reader is swiped, it puts the school into a lockdown. That would send an immediate alert out to the security operations center that would then be prompted to, you know, essentially camera call up, right? Those cameras are going to come up. They're going to, you know, see those cameras, be able to start addressing the incident, be able to start dispatch, et cetera. Okay, so this isn't gonna replace like some of the manpower pieces that we have to have with the

099lockdown systems or the shelter in place We have to have people in place to put some of these things Or implement some of this to get us on the get us rolling when we have incidents like that So the manpower piece it will never replace That makes sense the cameras can zoom in yes, we did that with central today That's what I want to know. Thank you so much for answering all my questions. Absolutely. So I think my follow-up to Director Chavez's question is, do you foresee needing to have extra manpower at some point? I mean, I know. 100% yes. Yeah. I mean, obviously. Absolutely yes. Right. I mean, I think we all know that we would like to have. more safety and security officers. I mean, we appreciate our partnerships with, you know, all

100the police departments, but... The more we could have our own district safety and security teams. I do kind of wonder how that would actually help enhance using a system like this. And so I do kind of wonder if you have one dispatch person, like Director Chavez is saying, like you have one person monitoring all of those cameras. I mean, realistically, at a certain point, are you going to need really two people doing that job or something? The only reason I'm asking is because this is something that from a board level, it's a tee up, you know, for our community to say this all takes money, right? Because bond dollars don't pay for security staff. Those are mill dollars. And so mill dollars, you know, are an ask that has to come from our community because

101those are, you know. dollars that we have to use for salaries. And so these bond dollars that we're talking about can't pay for those salaries. Those bond dollars have to go into cameras and other things for the buildings. And so they're not going to pay for a security officer. And so while I just want to give... Clarity to our community that we can't use these bond dollars to pay for safety and security officers I would love to if we could because bond dollars are only one-time monies and so from the board standpoint These are things that we have to think about in the future that might come back as asks for our community to say hey We're gonna need X number of you know extra security, you know, safety and security people, because now this

102will help enhance the system that we now already have to make it that much better, which is, again, which is better for our students because it's that much safer. So you're correct. I guess, you know, springboarding on that, you know, what would... And not that you can answer the question maybe fully right now because I know you'd be spitballing it, but it's like in the perfect world, like what would make, what would enhance the system that much better by having the best team possible, right, you know, in each and every school? What I've looked at for future is to put two security officers in every high school, one in every middle school, and then have one for every two elementaries. That would give me... Security in every school and give staff I don't want to

103say more sense of safety But it gives us the ability to be more proactive in our schools where I don't always have law enforcement in every school If we were to double in size maybe triple that gives me the ability to put people in every school and to your point it would it would be ideal to have staff. We know that with our budget constraints that's sometimes not as easy to do. What I think what we find here with the silver lining is that we have a system now that is going to be able to enhance what we have and be able to utilize our current staff to the best of their ability. Just having this. Not spending the time looking for a piece of oh, but it is huge so I mean the technology

104certainly Helps us make better use out of it without without question And that pulls a security officer out of the school will now be able to keep those security officers in their schools Yes, yeah, no, no, this is great I mean we definitely need to be as efficient as possible with what we you know what and who we have you know, I just you know, the board has to be the one that looks ahead and has to kind of be the one that goes to the community to ask. And so if we can be, you know, looking ahead to say, what can we do to help enhance what we have? You know, I so much appreciate what you guys are doing and helping our dollars go super far and helping us make our schools, you

105know, safe and secure with what we can do, right? Like, that is absolutely... spectacular what you're doing. We obviously don't want to stop. We want to make sure that we can continue to do everything possible that we can with the dollars that we have. So, you know, I just, we don't, we don't want to just stop there, right? We got to continue to think about all the other things that we can do. So I think that's great. If we can find something in minutes rather than hours, then that certainly helps, you know, in every sense of the word. So it does. somebody monitoring it like like on Saturdays when there's an activity going on in school or If there's something after school is somebody gonna be monitoring the cameras then that's the other question. I

106so Know you're good Coming up for next year to start at beginning of the year. I'm my team will be on call so they won't be Monitoring 24 7 during the school hours. Yes, somebody will be monitoring but if we have an incident after hours like Right now, maintenance gets called out, which we're changing. My security team will be called out, so they'll be able to have access to the system after hours to be able to look at burglar alarms or something that's happening. Even access on your phone? Even access on the phone. So your phone can pull up cameras anywhere instantly? Yeah, we automate some of that as well so I mean circling back to you know increasing to the greatest extent possible the operational efficiency of the staff the district does have at

107the moment we can configure Real-time notifications to where like if a school is supposed to have nobody present on a Saturday if the camera spots somebody you can send an alert Proactively to security staff so they don't have to be you know watching 24-7 We're doing a lot of the watching for them in that regard one instead of having to physically run and jump to be there you can pull it right up on your phone and see if it was Something blowing down the hallway or if it's an actual person where they shouldn't be exactly gives you that context does this all work in conjunction with our fire alarms and everything to or is that kind of a separate system or The Brooks system would it would it pick up if something was on fire?

108Pick up if something was on fire in a building or a student was like Putting something on fire in a building. I don't know like so to a certain extent access control will right because if that fire alarm is triggered There's a relay that's gonna close with the access control system to make sure that nobody was locked into any piece of the facility So in that regard, yes When we start and we will eventually be talking about the burglar alarm system as well and adopting it into this platform so everything is on that single pane of glass, that single suite, and there's some tie-ins there that have to do with the fire alarm system we'll want to talk about there as well. Eddie, if I didn't cover that. I think you're there. It will help

109us as well. We can tie into these cameras as well so we can see if there's something going on. As Andy said, right now we're one of the first to respond on a burglar alarm. And so we don't go in the building. We wait for police or somebody else to come in at that time. So we're changing that protocol. But to go back to the fire piece, this will allow us to pull up a camera and see if there truly is something going on, if it's just a CO alarm or what are the many alarms that we have within each building. One of those are if there's a flood. So we have flood alarms in our basements as well. As has happened at Grand Junction High School previously. So we can now pull up those

110cameras and truly see if it's something going on or a false alarm. Okay, that's great. I just don't talk to it, so it's great. If I heard you correctly, then if there's a community event going on at a school on a weekend or after school, nobody's watching the cameras. But if something happens like... Somebody breaks into a car you can go into you can later on somebody can call you and request the video correct? Yep, correct Exciting any other questions great Thanks for asking your expertise director Chavez. That's great We're glad for your questions. So director Evanson didn't even have any I think he stole them all right darn He had some good questions, but I have questions that I don't want to ask Oh, in public. Because there's security purposes for not asking those

111questions. Fair enough. I'll ask some of those later. Okay. Well, once we get everything going in our district real crime center, we'll have you guys over to take a look at what's up because it's going to be pretty fabulous. That's great. Thank you. That's great. This is all good. Anything we can do to make our schools more secure is very exciting. All right. Good job saving money, Clint. You're on a roll. I know. I mean, our utilities and, oh, well, Dr. Hill was off and now he's back. Does he have a question, Amy? I just wanted to say, and maybe it was said when I got kicked off, just thanks again to the community and the voters for passing that bond because these are the type of things we can do. And when we're able

112to do that, we can make our school safer when we do things like pass bonds. So thankful to our community. Yes, thank you for that reminder. So all right. All right. Thank you gentlemen. Appreciate it All right. So next up performance contracting Clint are you just here all night? I am I'm here all night. All right So we have Caleb Shin with Schneider Electric joining us to talk about performance contracting. If you remember, back in December, we did a presentation where we told you we were going to start doing some building audits and going through all of our schools and seeing where we could save some more money. And so we're at that green area right now where we're going through the auditing and getting through the buildings. By the summer of 2025, we should

113be able to finalize this project and then come back to you guys and have a discussion about a project approval and what we plan to do with performance contracting, whether it's lighting, building automation systems, whatever it is we end up doing. And then we'll start project construction in the fall of this year. So with that sir, I will turn it over to you and you've got the calm there. Is this this is on? Yes. Yeah All right. Thank you Clint and thank you to the board for having me this evening You are here as Clint mentioned we are in the auditing collaboration and design phase And this is a very busy slide because we've been very busy these past couple months From an auditing standpoint. You've had a handful of different disciplines out here on

114the engineering side Automation, mechanical, solar, energy, and electrical. We've looked at over 30,000 light fixtures. We've looked at several years worth of utility billing data. It's over like 50 different meters. On the mechanical side, over 500 units and then 1,500 different control points. So we've been very busy getting behind the walls, getting up on roofs, auditing, and looking at equipment, all with the goal of understanding the district's energy consumption, which kind of then tells us where there's opportunity to create efficiencies and improvements. So that's kind of the first. Part of it it's understanding where the improvements exist and then it's collaborating with these guys and the rest of their team to understand of the facility improvements that drive energy savings Which of these things are we actually interested in doing you kind of you want

115to juggle? energy savings with improvements to the functionality of a building. At the end of the day, we're here to educate kids. That is more important than energy savings. So the collaboration with these two, Keegan and Tony, and some of the department heads have been instrumental in helping us design our scope of work. As far as what the collaboration has looked like, we have biweekly OACs. We have major milestone meetings where you get really into the weeds on measurement and verification, savings methodologies. Really fun technical stuff that if Keegan was here, he'd be getting pretty geeked out about. Yes, he would. We've seen it. So this is a state program. There are state mandated meetings that we need to have where we do involve the energy office. And then when we get to the end

116of the design phase, our team, our engineering team, submits basically a report on the audit where the state will go ahead and they'll look at all of the technical scope, the pricing, the savings, and make sure everything is kosher before we can move forward with a final project. So that's going to be happening here towards the end of summer as costs and savings get finalized. And one more piece on the collaboration side, and Eddie's helping spearhead this. So the scope that we're looking at, yes, it's energy savings, but most of it impacts the physical learning environment. So when you think of a classroom, you have the physical climate, right? The heating, the cooling, kind of the climate of a space, and then the lighting. The scope that we're looking at is not just to drive

117savings, but also to ensure that those things are optimized for learning. So when our electrical engineers are in there, they're holding, they have these monitors that get like foot candle readings to make sure that the foot candles at desk level are, I think it's between 45 and 55 foot candles, which is like the optimized level for learning. So all of those things are happening and we want to make sure that we're including. staff, teachers, principals, the folks that are actually going to enjoy the benefits of those improvements. There are a ton of different ways you can configure a lighting retrofit in a classroom, so we want to ensure that we're getting their feedback so that we're making sure that a room isn't too warm or too cool as far as the color temperature of the

118lighting. Yeah, so just to add to that, so we're talking about educational adequacy in our bond projects, and we are doing some work on educational adequacy when we're doing our remodeling, but this is educational adequacy from a lighting level that is not affecting bond dollars. We're not having to use bond dollars, and we're changing the lighting in the classrooms to make it better for students and learning. Yeah, yeah, and I probably should have revisited that when I started. The whole idea of this project is to fund all of these improvements within your existing budget. The day-to-day operating budget, you're basically able to take utility expenses, current utility expenses, and instead of continuing to send those to Grand Valley Power or to Excel, you can reinvest those back into your classrooms. So that's what we're doing

119here. And I won't go through the more technical pieces up there, but you've got the front end of the BAS and some energy modeling. Clint has mentioned building automation systems or BAS, and I will kind of quickly do a crash course on what that is. The vast majority of the scope that we're looking at today is lighting and building automation system. What is BAS? The simplest way I can describe BAS is that is the brain of your HVAC systems, right? So when it's functioning, It controls the physical comfort of the learning environment. It makes sure that this classroom space is not too hot, is not too cold, is properly ventilated. And then when these spaces aren't being used, we don't need to run that boiler at full tilt, right? So it helps you extend the

120life of your equipment while also ensuring that the spaces are comfortable. It is also an early warning system. So when your controls are functioning and you're looking at your front end, which is kind of like the hub where you can view everything, it'll tell you if a damper at Fruita Monument is not working. And then you can go so that it diagnoses the problem, it isolates it, you can head out there and then you can go fix that problem. When it's not functioning and it's not communicating with those different control points. You have a much harder time diagnosing the problem, which creates a longer, I guess, runway of fixing the problem. And I guess lastly, when you have a functioning system, it allows a small team to manage a massive system. And you guys have

12140-plus schools, so a functioning system allows Keegan and the team to really keep everything tight and under control. And that's Keegan behind the curtain, right? Yeah. And I don't know if either of you want to speak to kind of the current situation. Anyone should take that. I can't. I'm out. Pull it up. Eddie. So, yeah, I can answer that real quick. So our system now we have. Two very antiquated systems that all try and talk to each other into a one One major system and so that allows Keegan and the supervisor of the mechanical team to kind of monitor that each morning So the guys do come in check each building say where each buildings at Keegan's did a fantastic job as you can see when he geeks out on these spreadsheets of Managing those

122windows when we have our HVAC systems on or off. Previously, we had them running a lot longer. So most of our buildings start up at 6 a.m. So our guys get there and Keegan gets there at 6 a.m. We start looking at all those. Did they come on right? Did they not come on right? And like Caleb was saying, if they don't, we can now look at that system and say, yep, I need to send a guy out here. We need to send a guy out here. If that system is not working and we cannot monitor that. Then we're truly sending guys out there and walking that school trying to figure out what's going on. So an automated system like this, the building automation system is key to our success, especially on the aging units

123that we have on top of our buildings. There's just this inconsistency again across the district with some of our systems. They're a little antiquated and need some updating. Thank you on these next two boxes we're going to kind of talk through what we're looking at as far as including in this project scope on the building automation side it's funding as much BA or building automation system replacements as we can extending the system to areas that are currently unserved and that of course will help extend the life of the existing equipment or any new HVAC that's going in. And as far as some of the work that Keegan has done to save money, as the system continues to fail, those savings will deteriorate. And by kind of updating the system, you're also ensuring that those savings

124that he's generating will kind of, he'll be able to maintain those and ideally increase them with a more function or a better functioning system. And then a lighting scope you're looking at interior and exterior lighting retrofits district-wide as I mentioned earlier There are improvements to the benefits to the physical learning environment that you get with those lighting retrofits There's currently a state light air state fluorescent lighting ban So this gets you in compliance with that ban and as you'll see towards the bottom there and just more good work by Clinton his team this lighting scope will put the district in a position where you can capture over a million dollars in Financial incentives kind of outside of just the savings of the project any questions on the scope, okay So this is outside of all

125of the technical things that we're looking at. We do have a few upcoming activities a week from Wednesday. We'll be out at Orchard Mesa with some of your students. Hosting some student engagement events. I think there's 400 or so students that we'll be getting together with and hosting some activities with. And then Thursday, June 5th, we have a kind of Schneider annual day of service. And we're having that in Grand Junction this year. And that'll be happening at East. And we'd love to see anyone out to either of those events. And, oh, go ahead. I was going to say Lisa with purchasing is pretty excited to have you guys out. I think this is a big job for them, the book giveaway. So the extra bodies to do some moving of books is going to

126be really appreciated. We'll bring in like a dozen able-bodied people, and we're bringing dollies and the whole nine. It should be a fun time. Yeah, it'll be good. Thanks for doing that. On the public engagement side, so these obviously aren't District 51 specific at all, but two different school districts that I've worked with here in Colorado. wanted to find a way to engage the public and kind of tell the good news story about this project. And it's deferred maintenance work, right? So it's not a turf field that's really easy for the community to see. So they asked us to kind of take their branding, reimagine it, and build district-specific branding tied to the project and to both of these districts. Community transparency and fiscal responsibility were very, very important. And again, this is a project,

127at least in both of those school districts' instances, improving classrooms, improving learning environments, tackling deferred maintenance, and doing so while also saving millions of dollars in taxpayer funds. Those were, they just wanted to kind of get that new story out there. So with District 11, we hosted kind of a green summit. We involved local businesses, the local utility, a bunch of schools showed up, and we kind of talked about the project and how the district leadership was making a good decision, like from a fiscal responsibility standpoint, to move forward with a project that would save all of these dollars. And then at Canyon City, they actually had a bond. They were getting ready. to campaign for in about a year and so they brought in teachers parents students even the mayor and we kind of

128built out this video again the idea being hey we want the community to know everything that we're doing here this cost savings project is a part of that but no one really knows everyone just thinks energy so let's kind of talk about what this is actually helping us accomplish and let's talk about how this is improving our classroom so We haven't quite gotten there. We haven't quite gotten to the place where we're talking about what public engagement would look like here, but there will become some opportunities to kind of talk about what this project helps the district accomplish as we get further into understanding the scope and the savings. And I think that's all. All right. Any questions, board? I just want to thank Caleb and his team. The master plan gave us that. 20,000

129foot level of where we're at as a district Caleb and his team came in and gave us that 10,000 foot level so we can really dive into our lighting our HVAC all those things that we just needed a deeper dive so we can say yes it's this unit or it's this roof or whatever that is so we've got that deeper dive now thanks to Caleb and his team really great compliment Alongside of some of the other upgrades that we've made such as the Facilitron. Software that that we're using to find those efficiencies with our buildings as well this I think really Complements that upgrade so that we don't have HVAC systems running when they don't need to be in and stressing our systems and and And costing us extra money for those things. It's like

130turning the lights off when you leave a room You know when when everything gets more automated and can be controlled outside Room so it gets much more efficient. So thank you for that We should see some good savings and in parallel with the like I said earlier the bond project and not being having to use bond dollars to take care of our lighting Yeah, huge. It's it's a big deal. Yeah, that's wonderful. Thank you. Thank you. All right. Thanks everybody Board, do you need just a quick break? Okay. Because we've been here since four. So I think, okay. We're going to take just a quick 10-minute break. So we'll be right back. Started. So next up we have our strategic plan update with professional learning. Jen go ahead and take hello. Yes. It is my

131pleasure to bring to you this evening your last Strategic plan update for the year. We've had one every month. We've gone through the nine. Well, not every month I think we didn't have one for December and and I don't know if we had one for August, but we've had one multiple Months and this is our last update on our current strategic plan and it's on prepared and supported staff. Nikki typically supports our prepared and supported staff but embedded in prepared and supported staff is professional learning and so professional learning is under mine and Jackie's and here is our professional learning staff and I will be their clicker. Great, thank you. So the objective of our professional learning priority area in the current strategic plan is to ensure D5-1 educators and leaders engage in professional learning

132that leads to students mastering the academic standards, that supports those academic skills alongside life skills, especially those aligned in our graduate profile, and also that supports educators in effectively responding to the needs of all groups of learners. And Jamie, I forgot, I want it every time you guys speak, if you'll introduce yourselves. That would be important. And so here are task force members, which includes myself. I'm Jamie Burnham. I'm the assistant director of elementary curriculum professional learning. And with me, I have. Sharon Collis. I'm one of the area directors, specifically elementary this year. Nikki Johnston, secondary director of professional learning. And Linnea Hulshoff, the coordinator of culturally and linguistically diverse education. Thank you. So as you know, District 51 is one of only a few school districts in the state of Colorado to have a

133positive trend in academic outcomes since 2019 or pre-pandemic. And that doesn't happen by accident, nor without the commitment of educators working together to establish common goals. high expectations, and shared accountability for each and every student's learning. As we look back on our progress against professional learning goals over the last three years, the work of teacher teams and what we call learning communities is something we want to pause and celebrate. Professional learning in D5-1 includes not just traditional workshops and training sessions, but the everyday ongoing collaboration among educators within these learning communities. Support for learning communities is professional learning because it is through this collective effort, setting shared goals, analyzing student work, designing responsive instruction, and holding one another accountable that educators deepen their practice and grow their impact. This job embedded model of professional learning

134ensures that growth is not an event but a way of work. It is how our staff learns with and from one another, directly connected to real needs of students. And it is a major driver behind the sustained improvement in our academic outcomes we see today. D5.1 has invested in job-embedded professional learning, prioritizing support structures that are integrated into the daily work of educators. And Sharon and I will talk a bit about those now. One of the biggest drivers of our progress has been the work of our instructional coaches. Coaches provide personalized, on-the-ground support, meeting teachers where they are, co-planning, modeling lessons, and facilitating professional learning and learning communities. This day-to-day partnership ensures that professional learning is connected to real classrooms and real student needs. Another critical structure is our early release days. We've dedicated this

135time to specific learning and collaborative planning, making sure that teams have protected space to deepen their instructional skills, analyze student data, and plan next steps together. It's intentional time that strengthens both individual and collective practice. We continue to maintain Networked Improvement Communities or NICs made up of each school's instructional leadership team. These groups meet five times per year to engage in continuous learning and prepare the school's instructional leaders to take what they've learned back to their schools and lead initiatives with their own staff. It's a key way we're building leadership capacity across our system. At every grade level, in every building, we've built strong learning communities. These are teacher-led teams focused on setting shared goals and analyzing student learning together. Learning communities are the heart of our job-embedded model. They're where collaboration, accountability, and instructional

136growth come together every week. Finally, we've strengthened our instructional focus through on-site visits from STRIVE literacy consultants. These experts work directly alongside teachers and coaches to deepen understanding of evidence-based reading practices and to refine classroom instruction in real time. Their partnership has helped ensure consistency and rigor in kindergarten through fifth grade reading across all of our schools. By aligning this professional learning across all sites, focusing on kindergarten through fifth grade reading instruction, we achieved notable growth and increased achievement in K through five reading. This progress underscores the impact of a sustained system-wide approach to professional learning. one that ensures that every student benefits from high-quality, evidence-based instruction. Just as elementary educators have sharpened their focus through learning communities, secondary teachers across D5-1 have focused on data-informed instruction as the foundation of their professional practice. Secondary

137teams have worked to establish sustainable, enduring instructional routines that are consistently informed by real-time data. And Nikki's here to tell you a bit more. At the secondary level, one of the major shifts we've seen is the regular analysis of common assessments and student work. Across content areas and grade levels, teacher teams are coming together to review real evidence of what students are learning, not just relying on intuition or averages. This collaborative analysis allows teams to identify patterns, spot gaps, and celebrate growth. all based on authentic student performance. And importantly, this evidence isn't just collected, but it is also used. Secondary teachers are making instructional adjustments in real time based on what they see in the data. Whether it's reteaching a concept, adjusting pacing, or designing targeted interventions, our educators are responding directly to the needs

138of students. This commitment to data-informed instruction ensures that every lesson moves students closer to mastery and is becoming a hallmark of instructional practices across our secondary schools. Although it isn't a bullet on the screen, this year's secondary schools have also started a consulting partnership with Strive. With Strive, schools have worked to identify common and discrete instructional moves, small, high-leverage strategies that accelerate literacy growth across all content areas, not just in the ELA classroom. These moves include practices such as supporting academic vocabulary, teaching students how to navigate complex text, and building opportunities for structured academic discussion. By focusing on these actionable research-based strategies, secondary teachers are making literacy development everyone's responsibility and ensuring that students grow as readers, writers, and thinkers no matter what class they're in. As we continue thinking about the future of professional

139learning in D5-1, it's important to highlight a major milestone in our shared work, the launch of our 2024 Teaching and Learning Framework. At the heart of this framework are these core beliefs about what high-quality teaching and learning should look like for every student in every classroom across our valley. These beliefs are not just statements. They represent the foundation for how we approach instruction at every level. To bring these beliefs to life, the framework identifies 48 universal instructional practices directly aligned to each belief. These practices serve as clear, actionable roadmap for teachers, translating big ideas into daily actions that support all learners. Moving forward, all professional learning in D5.1, whether it's coaching, early release days, collaborative team time, or individual goal setting, will be aligned to this framework. This ensures that we are all moving in

140the same direction with a shared understanding of what effective teaching and learning look like. The teaching and learning framework gives us alignment, consistency, and clarity. It honors the work already happening across our schools and helps us all grow toward a unified vision for student success. The practices you see on the screen, things like building strong relationships, creating welcoming environments, and fostering student voice are just a sample of what you'll find in the teaching and learning framework. They lay a common foundation for effective teaching practices and therefore the growth of our students. These are practices that every educator can implement, and many are already doing so in powerful ways. Our framework gives us a clear path, but moving forward, we know we must put more resources, energy, and intention behind this work to truly meet the

141needs of all students. Another critical area of focus is addressing the unique challenges faced by learners from diverse backgrounds. Significant work remains in reducing barriers, particularly for students with IEPs, language learners, and those from lower socioeconomic households. Tackling these challenges is essential to creating more equitable opportunities for all students. While we acknowledge that important work remains, we are encouraged by the positive trends emerging in our assessment data across various student groups. These improvements reflect meaningful progress, particularly in student growth among diverse populations. The following slides will highlight these upward trends and showcase areas where we are making a difference. The dark line at 50 represents the median growth percentile, which is the benchmark for typical student growth. Additionally, the bars in the chart represent growth data from 2022, 2023, and 2024, allowing us to compare

142performance over these three years. The graph above shows growth for students in grades three through five in CMass English Language Arts with promising trends for diverse student groups. Here's another graph that features some encouraging growth in middle school math performance on CMass. While it's challenging to attribute this success to a single factor, I believe that targeted professional development opportunities provided to our middle school educators have played a significant role in fostering this progress. Finally, here's a high school example that demonstrates notable growth on PSAT and SAT. We're seeing impressive progress among students who qualify for free and reduced lunch, as well as gifted and talented students. However, it's essential that we continue to provide targeted support for students with IEPs and multilingual learners to ensure they experience success and growth in English language arts throughout

143their high school experience as well. And now we'd like to look forward. As we plan for the next five years, pending the finalization of the new D5-1 strategic plan, several clear focus areas are already emerging. We will continue to prioritize job-embedded professional learning, keeping learning close to practice, meaningful, and connected to daily instructional work. We will also ensure instructional walkthroughs propel continuous improvement across all schools. Our learning communities will remain a central structure for collaboration, problem solving, and data analysis. Continuing to elevate and strengthen LCs is key to deepening the culture of collective efficacy we have been building. At the secondary level, we anticipate implementing a model of early release, ensuring that Teams uses time for focused, impactful collaboration aligned to student learning needs. Across all of this work, alignment to the teaching and learning

144framework and our new D5-1 strategic plan will keep us moving in a shared direction, anchored by a common vision for effective teaching and learning. Thank you. What questions might you have? Board, any questions? I think one clarifying question I have when it comes to professional development, we obviously have... newer teachers and then teachers who have obviously been doing it for a long time. So how do you guys accommodate, you know, working doing professional development for like newer teachers versus well-established teachers because obviously a teacher who has 15 years doesn't necessarily need a teacher or the same training as a teacher who is like two years in and so how do you guys maneuver that because I'm guessing you don't do like a bunch of different classes for a bunch of different people so maybe just

145some clarity for the board on how you guys handle that Right. We have a pretty strong induction team. And so all of the new teachers get supported by our induction team for their first three years. And it's scaffolded. Their first year is pretty intensive. And then their second year, it's a little less. And then by their third year, it's mostly voluntary. and most of them take it. And so we really try and give our brand new teachers a solid start when they're coming into the district. And then after that, is it those learning communities or the NICs, or how does that then start to really, like if I'm a 15-year teacher and I'm just really trying to fine-tune or finesse certain things, like... How do you help me? And I'm not saying there's not anything

146new that we can't learn, right? I mean, there's always learning that can happen, but how does that show up, I guess, in that regard? Does that make sense, what I'm asking? It does. Okay. I think it starts at the learning community at the school, and then we have district-wide learning communities based on content. We also have classes that they can take, PL classes that they can take throughout the year and in Summer Institute. And so we have lots of opportunities for teachers to improve their strategies. I would say it's our professional learning model is very much a layered. learning model so yes we have classes that they can take either through the district or through a university that they can get credit for so that adds to their professional learning then we also have our

147in-service days those in-service days add those are required for all of our teachers to take we have thank you community have had so many new resources that it is new learning for at least one one level one content pretty much every year and so that professional learning plan for that new resource is a multi-year approach and we do that at our. our in-service time. Then we have our NICs where there's some shared learning, but that's not every teacher in a building. It's a team of teachers with their administrator as their leader. And they do a lot of shared learning and then they're expected to bring it back to their staff. And then as Nikki was just saying, that learning community where they're taking all of that learning, they're looking at data, identifying what the data

148is telling them, and then how do they respond. from all of the learning that we've been able to provide throughout the year. That's great. That kind of gives a good overview. Yeah, Jamie. I'm just going to add an elementary. We're fortunate to have instructional coaches who can help engage in coaching cycles and meet people like right where they are. So if you're a first year teacher or you've taught for 15 years, you can have the opportunity to engage with an instructional coach. Great. That's helpful. I've always wondered how he maneuvers from like, yeah, new to more established. So great. Any questions? So I guess I think because we're talking about elementary for the most part, but when we have certain divisions such as SPED or something like that, and they have intricate needs for their

149teachers, and we do have some that are providing services, and they've been in that department for, let's say, I mean, we'll just say 15 years because that's the number that we've been using. Do we ever take... for instance, like a survey from them on something that they could be using and then try to implement that and like reach out to external resources. Like, do we know what it is specifically that they need or is it just something like, where do we, how do we choose what it is that we're doing for, you know, these professional developments for them? I think it's multi. multi pieces of information and input that they have to decide and prioritize on what, where, and when. I mean, and I think that's something that John Paul does very well, and he's

150working with his team, his special ed coordinators. So there's data. First of all, you can look at IEP compliance. They review so many IEPs throughout the month, and that's going to identify. compliance wise what is a topic or an area of focus that they need to focus on to ensure because an IEP is just a representation of the services and supports a student is supposed to be receiving so when you identify and you comb through IEPs you're going to have issues or concerns or opportunities for training he also meets with Tammy on a regular basis unfortunately we are not free from a state complaints or parents that want to file due process, but we are certainly working to do that, and that provides another data point. We look at data when it comes to behavior

151or when it comes to what our specialized specialists called out for, and so those help identify, and then, yes, asking teachers, what is it that you need, want, or still don't? you know, have the right training. And so they use all of that data to determine what the training or topics would look like. Thanks. That helps. Yeah. Any. All right. Well, thank you for the update. That was really good. Okay. And then next step, we have a fourth grade social studies curriculum presentation. Hello board. We have, Sean has, I know that you all have had the opportunity. Four of you have returned. Yep. One of you have not. Okay. I brought all my stuff. Every single piece is right there. The last time we met, we agreed that we would bring an alternative to you

152all for the fourth grade social studies. resource consideration. Since we've last met, I have, Jackie and I met with our, and Sean was there as well, our CRGC reviewed the process that the IRSC went through and determined that we had a resource that we too would like to share with you. And Sean is going to talk about that resource right now. And I'll, do you want to do it or do you want? Okay. All right. Thanks. All right. So, hi, I'm Sean Seams, the K-12 social studies specialist. So tonight I'm going to present a fourth grade social studies resource recommendation. So the reason for adoption this narrow in scope are on the screen. Firstly, starting with the fourth grade year, the study is really unique in the way that it focused specifically on Colorado. Many

153of our students are now also being tested summatively on social studies for CMAS. And it's been some time since elementary grade level has had an adoption specifically for fourth grade with publications from 1999 and 1979. So on screen at this time are the teachers who made up our fourth grade social studies ERSTI. We have approximately 60. teachers across District 51. And this group represents about 10% of those stakeholders, also including a special educator. A resource selection team was slated to begin the evaluation process in October, but it took some time to get enough representatives on the team. And so we were happily to pull together this team and we were able to start at the end of first semester. We were able to launch in December and conclude by the end of February. So the

154process of evaluating resources includes a close study of the standards. A high quality resource is one that helps teachers teach to the standards and then students master those standards. A high quality resource also engage students and help them understand the value of what they are learning and why they are learning it. On screen is the selection team's vision for what fourth grade social studies experiences can be for our students. Also a high quality resource will have other strengths as well. It will align with our graduate profile, the instructional approaches outlined in our teaching and learning framework. We'll also have tools for measuring what students have learned and will leverage technology in ways that extend or enhance the learning experiences. Along with standards, those things are accounted for in a rubric the team uses for iterative

155rounds of scoring. So in this picture, you can see some of that work and what it looked like, detailed studying and mapping to make that resource visual and quantifiable. There were six resources available for matching the scope of this recommendation for fourth grade social studies. The team quickly narrowed their focus down to three. Here we see those top three resources of high enough quality to go through additional rounds of evaluation. The Colorado story, Discover Colorado, and Exploring Social Studies Colorado. After final scoring, here's how each of the three resources fared. As a result of this scoring, Colorado's story was the IRC's recommendation to CRGC, and thereafter the board. The board asked to see the comparison scoring, and that's what this slide shows. A high-quality resource would have a majority of its marks in the high

156agreement category, that column on the furthest right. I'm going to take this slide, Jackie Anderson, Executive Director of Teaching and Learning. So on the slide before, you saw some data. We'll look at it again on the next slide. And I'll reiterate some of what Jen said and update on where we've been since April 1st. April 1st was the first recommendation, and that was of Colorado Story. That was to the board of the fourth grade IRSTY's recommendation. On April 7th and the 15th, the board reviewed and tabled Colorado Story, third edition. On the 28th is when CRGC convened to review and evaluate data from the IRSTI. So that was CRGC reviewing IRSTI's process and voted on whether or not to advance exploring Social Studies Colorado as an alternative resource. They did vote. That was unanimous approval

157to move forward with that resource recommendation, which is the one in front of you now. And here we are May 6th with that presentation of it. What we're presenting is data from the ERSTI and a recommendation drafted here by Sean, some of that language, some of the benefits since the ERSTI wasn't able to provide that language and CRGC made a vote to bring it here. Sean provided some of that language. So we'll look at both the data and his recommendation next. Sean also mentioned that a high quality resource would have high marks in the high agreement category. And so you see that's true here of exploring social studies, Colorado. A majority of varsity members marked it high or had found medium strength across the board, which is why we found it worthy of going to

158CRGC. If it hadn't fared that well, we would not have taken it to CRGC. So that was important data to bring to you at this time. The CRGC, before I go on... I wanted to make the recommendation to the board for exploring Social Studies Colorado for a few reasons. One, an appreciation of each group's process and role. The ERCTI, an appreciation for the ERCTI's work and their original recommendation, an appreciation for the role that CRGC plays in vetting it, an appreciation for the board and the discretion that the board gets to exercise. So it was out of respect for a process. It was a big part of their decision-making. For the desire to see a resource recommendation. be made and approved wanting to get resources in teachers hands and because of the merits of the

159resource that you are considering tonight which is exploring social studies Colorado you probably saw in your review that they're very different the resources that we'd put in front of you we're not asking you to compare them and to vote between them we're asking you to vote on the recommendations so I wanted to make that clarifying point Sean awesome, so look at some of the affordances of this resource so exploring social studies Colorado's resource are designed to support deep engagement Thanks to varied materials you primary and secondary source sets content readers and inquiry based supports for our students Inquiries embedded across all core content areas of social study encouraging students to think critically and deeply about Colorado specific content The program offers flexibility. It allows teachers to use readers in a variety of ways, which is

160great. Content readers and primary sources from Exploring Colorado can be effectively integrated into our current curriculum with an emphasis on our inquiry-based units. And then the resource is aligned with the Colorado academic standards and fosters critical thinking and meaningful engagement with Colorado-focused social studies topics. While Clint was presenting, we had plenty of time to think about our presentation. And so... A little bit. He didn't even hear it. He's not even here. Poor guy can't even defend himself at this point. That was a waste. We'll make sure he knows. In the back, Sean said, where did you get this figure? And I said, from the quote. And he said, I don't have a quote. And I pulled it up. I said, yeah, I pulled it from the quote. I pulled it, the TCI. Quote not the

161TCM quote so I Actually don't have a figure to present to you. I'm that's my error. I I confused two quotes So we were trying to do the math on it And we think that the cost would be somewhere between the price of the other resource in this figure. So sorry Apologize we'll tell Clint. Yeah Now he who leaves early has, yeah, we're not telling him anything. It is recorded. That is all we had for you this evening. So if you have any questions, we're happy to answer them. I think you did a great job just of, and it has been a collaboration to make sure that we. all feel really good about the resource that gets adopted. So thank you for, and please thank your team. We know it was extra. I think it

162was worth the extra work. I think everybody will be pleased for a long time. I just want to share and thank the board as well that you honored, understood and honored that there is a process. There's so much that goes on before we come here in front of you and honoring our teacher, our teacher teams, and then honoring CRGC that listen to, that identify which grade. Level or which home total level and content area is up next for mill Distribution and so this is a process that very is done very much with our teachers and with our system and not two or four and we follow the standards and our teachers are very line and in tune to those standards and they pay attention to what it is that teaching and learning that we need

163to to ensure that we are using and selecting high quality resources and so just wanting to honor the the time that Sean and all of his teachers spent I think Jackie was really wanted to emphasize that the last time we were together and I just and I wanted to emphasize then the team that comes together to ensure that a process is taking place and they feel comfortable with the process that has happened to move our resource up or move it forward for recommendation for the board's approval. Thank you. Thanks for really spelling that out for the community. It is it's important. Yeah, I think there was some misunderstandings that because the board questioned the resource that we questioned the process and that we questioned The committee and that was not the intent of the board

164We we trust the process and we and we trust And we and we trust the teachers on the committee is but it is ultimately the board to kind of look at it through a different lens and to be able to to bring some questions to it and and that that was that was not to criticize um you know the the teachers or the committee or you all in any way shape or form it's just to be able to bring a different light to the process. And so the way I see it is we're all a team and we just have different perspectives. And all we asked for was, you know, can we, could you look at a different resource, which you all very, you know, we know you guys look at a lot of stuff

165and we know that no resource will ever be perfect. I mean, you know, publishers. You know, there's lots of them out there. They do a lot of different things. And so... I think there was some misunderstandings with our community thinking that the board somehow didn't appreciate the work that you all had done. And if that ever came across, I apologize because that was not my intent as a board member when we were at least questioning or at least the concerns that were brought forth. Because it was not questioning what you were looking at. It was really questioning what... the publisher had itself put into the book. It wasn't your discretion. So this resource... Having two good resources. It wasn't like we didn't have. went in a close second place position. So it wasn't night and

166day differences. But I think the difference... The TCM resource is phenomenal. Sure, are there still some things in there that I'm kind of like, eh, you know, this is, you know, there's a little slant on it. Sure, I mean, again, you're still going to get some of that stuff that comes through the publishing companies. But... I felt like overall the resource just in general was a lot more age appropriate in a way that I think kids could assimilate it to the point that there was even, let's just go back to the activism piece, that there was one, Corky Gonzalez, that I felt was even more appropriate because one, he's a Coloradan that I felt like was more appropriate. And then it was actually even phrased in a way that I think a fourth grader could

167understand it. And so, again, if you want to compare apples to apples, I felt like the resource encapsulated that in a much better way. So, again, I think the TCM one was really good. So thank you for doing that, and I think the resources really... Equally as important. Your team thought it was very good as well. Yeah. So so thank you for also listening to the board and like I said if it came across that it was Anything other than us just looking at it through the lens that we were supposed to as a board It wasn't meant to be that way. So All right any other okay, my throat's getting dry so all right Thank you. Hey nothing more on that one Okay, so now we are moving into our business meeting. So, okay,

168do we actually have the early release calendar tonight for the business meeting? Okay, I'm just wanting to make sure. And I don't have a presentation for that. If there are any other questions that you might have regarding, and can I shut this now because there's nobody on there, correct? Leave it open. Okay, okay, gotcha. Last time I cut the whole world. So I guess as... Okay, so we will just make a Motion we'll make the motion second then we can have discussion. So So now we're moving into the business meeting. So first up we have our early release calendar So do have a motion to approve the early release calendar which you board you do have a there's a copy motion to approve the early release calendar second All right and discussion So I'm guessing

169because we have it on our agenda that we did get all of the things worked out. Okay. Thank you. So we did get all the things. Okay. Thank you. So any other discussion board? Okay. All right. We'll move forward. We can go ahead and take the vote. Mr. Chavez approved mrs. Evan son. Yes, mrs. Heights. Yes. Mr. Jones. Yes, miss Lima I don't know if I should have clarified that it's for secondary, but I guess everybody will understand what that is. All right, so that passes 5-0. All right, next up we have our administrative personnel action. So this is for our Chatfield Elementary School principal. So do I have a motion to approve this administrative hire? Motion to approve the administrative hire. Second. Okay, no discussion. Okay, we can take the vote. Mr. Chavez. Mrs.

170Evanson. Yes. Mrs. Heights. Yes. Mr. Jones. Yes. Ms. Lima. Yes. Is Dr. Hale still on or no? Yeah, thanks for that. I'm just really excited for Dr. Huddle. You can see in the packet. her background but she's had experience throughout the district and mainly working in title one schools and and so we're excited for her to be able to continue supporting Chatfield Elementary and the success they've had there and you know this is an area of town that she she lives in and she's excited to serve and she's done a great job at Roam Rock as well and so we're We're happy for the work that she's done there. And so we're excited for her to be at Chatfield. And we are hosting the Rimrock position we may have already. And so we'll find a

171great principal for that school as well. So we're excited for Dr. Huddle. Awesome. All right. Well, we're excited to have her there. So thank you. I know you always like to be able to say a little something after we vote on it. So, all right. Glad you were still on. So hope you make it home tonight. I think I'm actually going to get the board in like five or 10 minutes. Okay. Well, great. We are almost done. All right. Okay. Board, any. Any open board discussion? Just congratulations to all the graduating seniors next week, a full week of graduations. And Dr. Hill did a great job of coaching the basketball game for us against Globetrotters. I'm going to officially retire with a triple single and will not be playing in another one because I was

172sore for days. But it was a great time, great organizations putting those fundraisers on. So got to meet the Globetrotters, hang out with those guys, play a little basketball. Dr. Hill got to coach and played it a couple seconds. But other than that, it was a good time. Saw some pictures. That's great. Yeah, as soon as they said play or coach, I just honed in on the coach part and didn't really play. There you go. Hey, good call. Yeah, we alluded earlier that we went to the Special Olympics this morning. Got to help kick that off. You stayed all day, right? Yeah, I was a starter at the running start line all day. That was fun. All right, and yeah, next week is our... We just, graduation week, so we go a week. Every day.

173It's a lot, so. And we also had keys this week also. Oh, yeah. These performance. The key performance, yeah, the key. And to listen to those. Those are great. Young students speak and see how far they have came along to graduate is totally amazing. They are inspirational individuals. Yeah. I wish I could have stayed all day, all week. It is incredibly inspirational. Yeah, very impressive. Those are awesome. All right, so, sorry, anything else, board? Okay, so next up so we have our meetings coming up so May 17th we have our board coffee with the Community so that's 9 to 11 so that is Input for we have three charter schools that have applied to the district So we are required to have community meetings. So that meeting will be here in the Harry Butler boardroom

174So that will be that Saturday from 9 to 11 for community input on those charters. And then May 20th, we have our next board business meeting. There's also public comment at the board business meeting. So obviously public comment can also be given, which will be in three-minute increments. The community meetings will just be more of a dialogue between the board and the community at the coffees. It'll be pretty much just like a board coffee as well. So, and anything else? Are we going to wait until the 20th to vote on curriculum, or are we going to try to have a special session? Oh, yeah. Board, do you – I know it would probably help. We could do a virtual – yeah, yeah. We could do a virtual meeting. How much time do we need? I

175don't know. I mean, I don't – I'm good. I'm returning my – my resource and Does anybody need any time or can we get this scheduled right away so that they know? Yeah, well next so great if we try to do Every evening next week is a graduation. So like I'm saying what's wrong with tomorrow night, right? Right, right. I know if it's double hours We're gonna so either we try to do a virtual meeting by the end of this week That's we could place it tomorrow for 24 hours They have negotiations Thursday night. We could do a time does negotiations start Amy We could do a four Yeah, I mean it would be a quick vote we could do a Yeah, we could do a four or four thirty for interfere with negotiations. No

176No, cuz we'll just do it. We'll just do it virtual. It'll only take about five minutes Or four o'clock Thursday virtual. Is that you good? Yep Would that work? Okay. Let's just plan a special meeting four o'clock Thursday for the vote on the fourth grade curriculum Dr. Hill you go with that? That sounds great Thank you. All right Safe travels. Hope you get home. All right. Thank you. Do you have a motion to adjourn? Motion to adjourn. Okay. Thank you director Jones. Thank you everybody stay dry I guess