Jeffco Public Schools BoE Live Stream 3/05/2025

001Yes. Today. And we are also live streaming our meeting. Roll call please. Miss. Zavada or miss? Miss Zavada is out. So I'll be filling in. Miss Applegate here. Miss Kenworthy here. Miss Parker here. Miss Reed here. Doctor Varda. Please stand and join us this evening in the Pledge of Allegiance. To the flag of the United States of America. Which stands on the. University. Is there a motion to approve today's meeting agenda? I move to approve the today's agenda as presented in board docs. Is there a second? Second. Any discussion? It has been moved and seconded to approve the agenda for today's meeting of March 5th, 2025. As presented. Roll call please, Mr. Allison. Miss Applegate. Yes. Miss. Kenworthy? Yes. Miss Parker. Yes. Miss Reed. Yes. And Doctor Varda. Yes. The agenda is approved at our

002February 13th meetings. We studied the following topics. School level accountability committee survey results with our District Accountability Committee, the students safety, our shared responsibility project. During which time we heard from the Ralston House High School reimagined work as part of Jeffco thrives. And finally, we formalized our environment of safety and belonging resolution reaffirming our commitment to cultivating an environment of safety and belonging for all students. The public can watch the recordings to learn more about these programs. You can also visit our board page on the Jeffco Public Schools website. There you'll find a host of information and links to both board docs and our live stream platforms. We will now proceed with our study session agenda, and our first item agenda will allow the board the opportunity to review and discuss recent legislative activities of

003the 75th General Assembly. Should the board wish to formally endorse or support legislation, we may also discuss it during this time. Before I turn it over to Mr. Bowdich from Bowdich and KSL Public Affairs, is there anything you'd like to say? Superintendent Dorlan? Excuse me. Thank you, Ed, for being here. Mr. Bowdich, you're on. Thank you. Good afternoon. Thank you for the invitation to be here on day 57 of the legislative session. Moving right along the next three weeks or so, everything will fall into place. Fingers crossed. The Joint Budget Committee has to introduce a bill into the Senate on March 24th, if I remember correctly. So that's in just under three weeks. By then, they will have to determine how much general fund is going to schools and so on. They are in the

004process of going through figure setting for all the major agencies in the next week. Yesterday they met and they talked about all of the non K-12 non school finance items in K-12. Some of the decisions that are everything is subject to change. Everything is subject to more cuts or less cuts. For example they talked about the healthy school meals for all, which has been an ongoing challenge for them. The Joint Budget Committee and really, Jeffco Zone Representative Shannon Byrd has been the champion, saying we are not going to cut back on this program. The voters voted. We told them we would provide healthy school meals for all students. We need to keep this program going. Having said that, it is becoming harder and harder to use state education funds to backfill this program. They are

005going to try and find $13 million from the state education fund this year to keep the program intact. There are discussions about potentially going back to the voters this fall. One of the challenges and I don't we don't need to get too much into these details, but one of the challenges, when the voters authorize a certain amount of revenue that's included in a Blue Book presentation. That's the limiting factor as to what the state can retain, even if more revenues are coming in from that source. The state can't retain them, which can be extremely frustrating. So there is a discussion of potentially going to the ballot for a retain measure. Can we retain all the measures we're collecting through this tax policy change? That's one level of question. However, there are advocates who say we

006ought to go back and do a raise measure as well, raise the amount of revenue we could support. You used to support these programs. So they're trying to figure that out. Yesterday they did discuss, canceling the social studies assessment. Again, this has come up in the past. That's the one assessment we're not required to do for federal law. That would save just under $1 million. They did vote to end the high impact tutoring program that was put in place, I think, in 2021, right after Covid. It's supposed to end a year from now, but if you ended a year early, you save $5 million. They just they took a vote to end the computer science grant for teachers program, save $500,000. All of these are very tough decisions. Unfortunately, with $1 billion shortfall saving $500,000

007here and $800,000 there is nice, but there's still a long way to go. As I was sitting in my car in the parking lot, they were talking about capping the best program that had been a proposal by the governor, capped at the average of what the state has given best the last five years. I think that's 129 million per year. The average, if you cap it, you save some state education fund dollars. Unfortunately, the news always seems to be bad on the budget side. If you cap it at that, you don't save as much as they thought you would have when they announced it in November. So the savings aren't quite as much, but they are. They just started meeting at about 3:00 today, and they'll do other things involving K-12 though, not get to

008school finance until next week. And even then, I don't think they'll make a decision on things until closer to when the bill is introduced. So all of these things, are coming. I tell everybody I can that it's going to be tough. There aren't any or there aren't many levers they have. They've talked about selling pinnacle, privatizing pinnacle. Maybe that brings in $100 million for a couple of years. That's nice. Not some magic solution. They talked about expanding gambling. They're not talking about that anymore. So, That's tough. So on some of the other things, you may have seen a news story from channel four last week with regards to speaker McCloskey gathering a group of CFOs and lobbyists to talk about school finance. Jeffco was represented in the room. The meeting kept getting delayed, so Brenna

009was there, but she had to leave before they got to that point. But I but, the speaker wants to try and, get together and try and come up with a school finance plan. There's all these things swirling around that are all linked together. For example, the new School Finance Act can't go into effect because one of the triggers has been met, though some can argue that the trigger is being met through a technical violation of the trigger. Additional money was transferred last year to correct an under transfer in prior years. So it looks like there's a decrease. There is a decrease of 5% only because last year's transfer was propped up. Is that technical? Well, a number of people in the K-12 community don't really want to agree that that's technical. Until all these things

010are agreed to as a package. So what the speaker had proposed for next year is no change in enrollment averaging for next year. Having said that, the enrollment averaging would move on a slower off ramp over the next few years. I thought I had that written down. I think it would go from four years next year to three years, three years, two years, two years, and then no more enrollment averaging, capping the best grants as the governor's office had, Project Risk requested. Instead of bringing on the new School Finance Act at on an 18% level. So they were going to do it over six years. They would only bring it on at a 10% level this year for 2526. That saved some money. Reduce CTE grants by at least $60 million. And those are some

011of the things I mentioned, a few minutes ago, and maybe more than that. Maybe try and come back and do more cuts to the CTE grant programs. Now, I think a lot of people and I know even in our legislative policy statement, we've said prioritize reducing CTE grants before further reductions in the school finance formula. Having said that, there are some CTE programs that, you any district will need to continue and not abruptly end because you probably already accepted students into some of the concurrent enrollment programs, for example. But at least that's a way to try and mitigate the cuts on school finance. The state has a mill levy match program where certain districts meeting certain characteristics were encouraged to go to their voters. Their low property wealth districts. Generally, if you get your voters

012to approve a mill levy override, the state will match it at some level. While those match moneys may be in jeopardy, which is tough, having told the voters that the districts would get it. But at the same time, is it more fair to have that program be funded and do further cuts in school finance? And it's just a a tough position. All of this is to say they're trying to come up with a model that leaves a minimum of $150 million in the state education fund as a projected year end balance each year. That's the lowest they ever want to get in the state education fund. Because if you project that for June 30th, by the time the legislature convenes next year, you could have an economic change where that's down to 60 million or

013something. So you want to have a healthy or minimum balance of $150 million. You do all these things that the speaker has outlined. You still don't get there. They'd have to do more to get to make sure you don't violate that in any given year. But you're getting fairly close. Now that's just balancing to the state education fund. The other concern that a lot of us have is this a lot of the feedback to this plan that I've heard is, yeah, it's better than some of the other things we've heard, like eliminating enrollment, averaging as of July 1st. Certainly, having said that, how is the JBC going to make their budget work? If this is, I hate to say it, all that's coming out of school finance and will we have to do this plus

014an additional cut to school finance? Those are the types of issues that will be, discussed and maybe some resolution on them in the next few weeks. Or are there any questions or comments on the funding information? Mister Rogers, just presented us. I guess I just have a clarification. So these additional questions as to how does this play into the broader, you know, Joint Budget Committee and all of that, their initial budgets do? You said in three weeks and of the month. So we will once they introduce that budget, I assume then we have the opportunity to opine and you will work some magic around thoughts and opinions at that point. What is the process from there? Thank you. So the budget, some ones about once every five years, it's delayed a week or so, but

015it's never delayed too much. After that, the budget will be introduced and it'll go through the Senate and the House in the next two weeks and end up in conference. And when they introduce the budget, they put aside the money for school finance. They assume a level of general fund, for school finance. The School Finance Act unfortunately, hasn't been very expeditious in getting passed the last five years or so. One could hope. In a perfect world, maybe the School Finance Act would be introduced in late March. Maybe it's consistent with what the speaker has proposed or something like that. And then that could go along probably right after the School Finance Act would be a best case, right after the budget would be a best case scenario. So you're talking late March or early April.

016I always like to be hopeful about the timing of the School Finance Act. We haven't seemed to have been that expeditious, and I'm not sure if I'm answering your question. Yeah. You are. Thank you. So what is going on at the Capitol? Around thoughts around the averaging. What are where people talking, thinking, you know, what is what do we know? There's a lot of people who believe the averaging has outlived its useful purpose. That it was designed to help primarily rural schools. When the School Finance Act was developed in the 1990s, and now it's like 125 districts or so are in decline. So they're benefiting from the averaging. Last year in the school finance, the new School Finance Act, they moved the averaging from five years down to four years, to be implemented on July

0171st of this year. So that's going to happen absent any other change. I think the other thing that has been discussed is some sort of a substitute or a different type of stability funding factor, so that you're not looking just at student loss, but you're looking overall at a more holistic budget. Picture. You could do that a lot of ways. But as an example, and I'm not saying this is the the solution, you could look at the change in total program from one year to the next. And put some sort of a lower boundary on it. So no district could have more than a 6% decrease in total program funding from one district to the next, from one year to the next. If that meant that there at risk students really dropped for some reason,

018that would be a very unusual thing. But if their enrollment dropped in their total program funding went down, there would be some sort of a break on that in the formula to allow them to, is into that lower level. You could do that on a total program basis. So we're not arguing about what some people say are phantom students. I know the governor has been very strong on this saying we should not be funding students who do not exist. And I think that sentiment is held by a number of people at the capital. I know that the board we haven't taken a position on this. I know that the district has sent a letter, but, I have questions about that because it's not signed. So I wondered, you know, I've asked questions kind of about,

019like, who that came from. But our other metro districts like us, a board's taking positions are other boards, coming out with any kind of positions on this? I think it's fair to say that there is a group of schools, and it's not a consistent group in terms of how I would describe it, but a group of schools who would say we want, no changes from what was agreed upon last spring. We agreed upon and we negotiated 1448. And for anybody to change it, that's negotiating in bad faith. And we're going to pound our fist on the table and say, absolutely no changes. And the response to that is, there have been a lot of things that have changed, whether it's the voters directing the legislature to spend $350 million on law enforcement, Medicaid changes, property

020tax issues. But there are a lot of districts that want to really transition into 1448. And as the, Brenna and I were just talking, 1448 provides additional funding and it provides additional permanent funding. So transitioning into that, would help all the districts. I'm I think it's fair to say the speaker has made it very clear it's your top priority that we get it implemented. Now, does that mean implemented over a six year period or seven year period? I think there's some, you know, some discussion on that. Maintaining the averaging seems to be important to a lot of people and a lot of districts. Limiting the averaging is important to a lot of people. Sorry, maybe just my last question. So would it be helpful, for example, for it sound when you're saying a lot of

021people this and then a lot of people that it it sounds like there's not a real clear position, or I or I'm not sure how to find it by the different, districts or boards and, and things like that. Would it be helpful, like if our board had a position on it to begin to advocate, through that lens, like what would be helpful for the board to be able to do, in this case? Thank you for the question. And that is a very good question, because there's not going to be one. I don't think there'll be one bill that says, should we do enrollment averaging? I mean, right now the enrollment averaging is the law. We're moving forward with the four year average. They would there has to be a bill to change that. My guess

022is that bill would be part of the School Finance Act. That would make the most sense. And it could be, moving it to three years from next year, not doing anything for next year, but putting in this off ramp or something like that. Putting that in statute now so everyone is aware of it. In terms of what the board could do or say, we have the general board legislative policies, that provide some level of overall guidance. The letter that you, you reference or the communication you reference, that came from the superintendent to me and I sent it to the speaker. We felt like that was important to clarify exactly what the superintendent was thinking. So that because there had been some miscommunications, I hate, you know, it's frustrating at the Capitol when people come up

023to me and say, and I hear the Jeffco is supporting this, and I'm like, where? I don't know where you're getting this, but there was enough miscommunication that we felt important to say no. Jeffco didn't believe in immediate elimination of all the averaging. So, but yes, sometimes I get those questions. I will say in regards to there were two, letters. There's one that was, a little earlier that came from the superintendent and then the one that you shared with us that was, clearing up the miscommunication. Misunderstanding? But this is an opportunity. Does the board have any, thing to say on, any opinion we have on those two letters? The content of the two letters? I would just say for myself, I was, satisfied with them. And I thought it it represented what I'd heard discussed

024at the board and with, Mr. Bowdich before. So my personal feeling is, is I'm comfortable with the, communication that has come from the district, but anybody have a comment on any part of it? I mean, I like I'd love to be the board that says no, you know, no wiggle room like, we want what we vote, what was voted on. And, you know, we want to see that policy implemented. And I do think that the discussion around coming somewhere in the middle is better than, than the proposal currently on the table by the governor. And so I would be okay. It's a board had a position that was aligned with that, as well that and at the same time, I, I wish that folks could say the Jeffco board like never conceded, you know, like

025they fought tooth and nail as hard as they ever could for funding for our kids without ever. That's not as realistic. And and diplomatic, I think. So, that's how I feel about it. So I have, but I would also like to weigh in, on what Director Barger just said. I, I feel strongly that, I don't want to acquiesce or give up any dollar that would be in service of our students. And I, I know that we had early on, conversations with some other members of boards, in the Front Range around supporting, resistance to the proposal from the governor. And I still I still strongly feel that way. And I understand the need to have some space for compromise. And I also know that, I think we have to hold tight to everything that we can

026maintain, not just for us, but for students across the state. This decision impacts so much more than just students in Jefferson County. And we know that the the state is funding education inadequately. And I know that there's a budget shortfall, but there's got to be a point where we are not continuing to have education take the main hits. And I, I would hope that our legislators at the state Capitol would feel the same way. I know it's a difficult situation, but our kids deserve every single dollar that we have at our disposal to educate them. And so. I understand the conversations about moving to four years or three years as a compromise, but I wouldn't want to do that. In giving up ground that maybe doesn't need to be given up and, it makes me

027uncomfortable to talk about taking more money away. And that's for all the students in Colorado, Jefferson County included. And and just on that point, one of the things that has been talked about if, if the proposal from the speaker says we'd moved down this off ramp on the enrollment averaging while we are implementing House Bill 1448, we're going to implement it a little slower this year than we thought, 10% rather than 18%. But next year we would be implementing it at 30%. That's the year two. Well, I hate to say it, but what's to stop anything from happening? And I come back here next year and say, now we can only go from 10 to 15%, and yet we're losing a year on the enrollment averaging. I mean, we don't know what next year will

028look like. We do have the strictest revenue and tax limitation of any state in the country. Sorry, I have to throw that in just to remind us that we don't have a lot of options. So I think I interrupted some of you, but. I, I actually, yeah, I, I actually agree, I, I don't want to give up money. I, I always come back to, I just feel like they should take every frickin penny out of the roads. The problem is that schools are invisible to most people in Colorado. Roads are not. And I think that if we took it out of roads, we'd get rid of some of those restrictions that we have on taxes. And so I just really feel like I understand the budget crunch. I think that as much as possible needs

029to come out of things other than schools, things that are visible to everyone. Balancing our budget on the backs of children year after year after year is unacceptable. And it's about time grown ups were the ones that took the hit, so I want to see where else they can take money out, and I want it to be visible to everyone. I have a clear can I have a clarifying question? There's not currently a bill or legislation that we would be in support of. We're waiting for that for the to come. And so this is a preemptive conversation. And then we will have to be responsive to whatever gets proposed. Is that accurate? Yes. This is people are gathering feedback for the the broad parameters that are outlined. Kind of what I'm interested in because I

030talk to my legislators and go to, you know, our town halls on Saturday. And I want to say it's something that helps lead them to the place that we hope they will land, you know? And that's why I'd love to be really clear, not confusing in any, you know, about that. And I don't know that we're there. We haven't really talked about it before as a group. So. Well, I guess I guess, at this point, I'm hearing two things. One, we don't have anything to to oppose or support yet, but, we have discussed what is possible, the options, and we have some, communications that came from the district. And so for me, you know, I made the statement that I think at this point I'm comfortable with what the district has said. And if anybody

031else has an addition to that from the board or any other, you know, feelings about what has been communicated from the district, and this is a time to let Mr. Bowdich know. Jim, can we have more time? Because I say more hearing, you know, a little bit of feelings like which I'm right now or. No, no, no, no, no, let's do we have to make a decision. No. So I'm just saying that at this point, unless someone has something to propose, then we can have more time to think about. Okay. And certainly you've given me a sense of of where you are in this discussion. And as I get back to some of the legislators, we're going to be crafting this. I can certainly say things like, K12 has certainly taken its share of cuts

032over the last 15 years, and it's time for other visible areas of state government, to realize some of those cuts so that the taxpayers understand how bad it is. And Jeffco is not in favor of cuts for any part of K-12 education. We're all in this together. We need to work together and some of those things. And I am writing those. Okay. Did you have any other comments on other bills? You know, I will say it seems like a lighter bill load this year than prior years. Still a lot of time left in the session for that to change, but I'm not seeing a whole lot of things that are really jumping out at me. I send the report every week, and I'm sure that's the highlight of your weekend to go through my report,

033but, I, you know, I'm happy to respond to anything, but I'm just not hearing about a lot of bills that are problematic or, or great things. So I have a question about HB 25, 1178 and 1248 because one says ban student seclusion and the other is to protect students from restraint and seclusion. Can you describe the difference between the two? The difference is, in that 1178 this was a bill that ran a year ago. You may remember there was an issue in Denver where there was a lot of press. And this is an attempt to to basically ban seclusion. In almost every case, this 1178 will have a hard time. I think moving forward, 1248 takes a lot of the current rules that are at CDE and puts them into statute. And this bill passed,

034House Education Committee on an 11 to 2 margin. It really has strong support. Is saying this makes sense. It's put taking it from rules into statute. There's some reporting requirements. And I asked the lobbyist for disability law in Colorado today. I said I don't like to see the reporting requirements. And he said those are what's currently in STAT in rule anyway. So we're moving it up to statute, putting it a little stronger. But I think a lot of people believe that 1248 has enough safeguards in it, that you're not banning anything, but you're really trying to look at these types of instances and reporting on them. This this may be too much of my work life coming into this question for when you talk about rules versus statute. But to me there is a very

035big difference between rules and statute. And, So in this vein and in the education space under the current set up, if someone were to disagree with the way a district handled something in this approach, they would file it to the state. Is that the same? If it was under statute? One of the questions that I don't know, that I don't remember is if there is any sort of penalty for violation, what happens if you don't do that? But, I, I agree with you that if it's in rules, that's one level of, direction. I'll say to the district and if it's in statute, it's very different. That's a very different one. Some of the things to when they talk about, well, when I mentioned that 1248 seems to be the bill that people are, you know,

036when they have a description of physical restraint that you, does not. And then they go into great detail they've amended into it. They say you can't do physical restraint, but then they go into it and say it does. That definition does not include physical intervention of a student administered by a local education providers employee for one minute or less, for the protection of a students or others property, the holding of a student by an adult for the purpose of calming or comforting the student. Minimal physical contact for safely escorting a student from one place to another. There are these these qualifiers and statutes that I think a lot of people believe. Yes, it makes sense to have this broad policy, but there need to be some exceptions to make it workable for the districts. I

037may take a deeper dive into this one and send you some questions. Thank you and feel free to send me any questions. I appreciate it. Okay. Any other comments or bills you want to talk about? Yeah, just two things. I appreciate the time for us to have, legislative update. Thank you for coming to be with us. To board members, I am just curious about what's our next step in, creating sort of a slate of things that we might want to consider supporting. Because I have a list here of things that I would be interested in supporting. Would it make more sense for me to send those to whoever is our acting executive assistant at the moment? And, have them disseminate that to you so that you can take a look? Yeah, I think that sounds

038good. And, then we could and you could, you know, especially bring up at our board meeting, any bills that you want the board to take a position on? Okay. Excellent. I'm just going to read off the numbers. Just so that we have it in our records. I'm interested in supporting HB 25 1248 to protect students from restraint and seclusion, as we just discussed. And also, supportive of HB 25 1149, which is comprehensive black history and culture, education. Also HB 25 1278, which is adjustments to the accountability process. And that'll be in committee on March 13th. I might go and be present for that. Also supportive of SB 25 063 library Resource Decision standards, Senate Bill 25 123 adding, indigenous peoples to curriculum, including, genocide and Holocaust. Senate Bill 25 143 is continuing an exclusion of

039facial recognition technology. Was pending amendments. Are those all completed? Do you know, I think there's still work going on. Okay. Yeah. From what I understand about pending amendments, I would be supportive of that one as well. And SB 2578, which is a social emotional health pilot program. So those are some things that I would encourage the board members to look at. And, those are the ones that I'm interested in supporting. Yeah. So that sounds good. Yeah. We can have, Jennifer, send out an email referring to those, so we'll know that we should be prepared, to discuss them at our next board meeting and take a position if, if we want to, if we decide to. Okay. Good. Thank you. And if you are planning to come to the Capitol, check the calendar the morning of

040and text me, because, I mean, even even that accountability. One representative bird is one of the sponsors. And if they're doing JB to see things, they might move it back a week or so. Yeah. Okay. Thank you so much, Mr. Badass. Thank you. Okay, so for our next agenda item, we're going to try something new. We have set aside 30 minutes for the board to have the opportunity to discuss current topics of interest. And this is something that came out of our board retreat last Friday where we discussed, the, frustration we have, that we only meet, twice, actually, you know, a study session and, and our board meeting each month and sometimes issues really can't wait for that long before we, should be talking about them. Discussing them. So this is our first, effort into

041this, and it will be just a board discussion. It's not any presentation that we're having and it's not any, necessarily decision making that we're going to, make certainly if there's something that comes up, we could bring it up again next week at our regular board meeting. There may be, I, anticipate some additional information that people will identify that we would like, to get from the, district, and we can pass that on to, the superintendent. But so this is our first, foray into it. And I did talk with all the different, board members about, things that they were they are interested in discussing. The one issue that came up from, more than one board member was the, Jefferson Junior Senior High. Conversations have been going on. So that's the one that I'd like to start with

042tonight because it had the most interest. And we have a list of others, that came up, and everyone knowing we can't cover them all on this and it's 30 minutes. So after we have some, discussion, once we feel that we've gotten to a place that, we're comfortable with on Jefferson, then, I'm to open it up and ask, individual board members if there's something else that you would like to, to use. So. Okay, we have the secretary going to time us here. Great. And I'm actually going to ask, director Reed if you would start us off, since Jefferson is one of your schools. Okay. Because I was just going to say, is it all right if I, if I step in on this one? So I've been to all of the meetings so far. The only

043one I think. I'm not going to be able to do is the elementary one, because I got kind of added at the last minute, but the rest are on my calendar and have been on my calendar ever since we got those dates. So I, I'm planning to attend all of those. It is understandably emotional, for folks. And, so I can tell you that what I'm hearing overall as sort of recurring themes, one is a real concern about closing the entire school down for a year, and the fear that that really means that the school will close altogether. And so, that is, you know, one particular element that we probably do need to look at as a district and, you know, and I'm not I'm not going to sit here and say, we're going to direct

044the district. You cannot close it or anything like that. But just lifting up that, that is a major overarching theme. The desire for dual language education that continues. Well, first concern that if we remove the sixth grade from the elementary schools, how will that impact those elementary schools and how will it impact the education that those children have been getting in being completely bilingual? So there's concern about that. And also, a lot of interest in getting that expanded all the way through 12th grade. So, again, not suggesting a course of action right now, but just saying that that is an overarching theme. A lot of concern about the fact that, as with so many things, this is a major change that we're discussing that's impacting a title school and a school that has a lot

045of students of color. So, you know, those are aspects. There's a lot of concern about what will happen if they go to Wheat Ridge. And I've kind of, you know, had a chance to look at that myself and which actually, is not an entirely, diverse school. There's actually a lot of and, and sometimes we use the word diversity to mean a lot of people of color, which doesn't necessarily mean diversity. So, so I've looked at Wheat Ridge, I've looked at at the number of kids that, qualify as at risk and the number of students who are not white students. And I think maybe that's something to to lift up in these discussions that perhaps that is a more diverse student population than its reputation would suggest. One of my well, I maybe I'll leave that

046part out, but I was talking to one of my bosses about that because he graduated from Wheat Ridge a while ago. So so those are some, some elements. There's just a very strong desire for that community to have a say in how this gets changed. It's very hard to sort out sort of an impassioned, we want to keep our school, which is understandable, but it's not a plan. And figuring out a plan. And it's in the last session that I attended, it really sounded like, there's going to be some work to pull an actual work group from that community to start coming up with something a little more solid and a little more cohesive that can then be presented, but that comes from the community and from working with the district. So, so I'm very

047much looking forward to that. We've been pretty flexible. And, there was a, session that was scheduled to be sort of a conclusion. And here's where we wrap it all up for you. And the district has said, you know what? We might not be ready to do that then, in which case we will hold this date as a date that we can continue this discussion, and then we'll schedule our sort of wrap up after that. So, I've appreciated the flexibility of the of the district as they've planned things to be, to be able to stop in the moment and say, okay, this this is not what we need right now. What we need is something different. So that is my my overall assessment of what I have observed thus far. I would say that, we are

048nowhere near making a decision with that community. I would just echo those are a lot of the concerns I've heard through email. Is really. If we can take closure off the table, we can talk about what the programing looks like. But people are really concerned with with the gap here. And so, I think it's an opportunity for us to think flexibly. To your point, director Reed. But I have gotten I'm sure we all have quite a bit of email communication and that that's kind of been the key. I piggyback on that. I all I want is the community to do the work, and that we've told them we want them to do. And the only, the only place that I feel like the board might have an action or something is taking closure off the

049table. The discussions are so thick, they it's so difficult to get to the work of co-design because of closure. And I still don't understand why closure is necessary to whatever the design is that they, come up with that would then come to us. So I feel like if we could take closure off the table and say we're not, we're not proposing to close the school. We are only asking you to do the design. We're only asking you to do the all the other parts of it. We could we could free them from having to fight so hard, right now and just let them let them do what we're asking them to do, and come with all these ideas. So I, I do feel like that's the only place that the board has a role. Possibly,

050to help relieve a little of what I've heard and seen, to allow them to do the the thing we really want them to do, which is dream and design and work, you know? And so, I kind of feel strongly about that. I would say, if there is some way that we can at the very least keep some program functioning there, because I do know that we have some other elements that we have to take into account. You know, how it how it's coded with the Department of Education and, you know, just various aspects that are technical aspects. If there is some way that we can keep something functioning in that building for that community, and without messing up. The things that that are required, technically with the state, I don't think technically is the word

051I want. I, I can't think of the word I want, in terms of statutes or, or city policies, you know, that kind of thing. I do think that, we would get greater flexibility if we could say to that community, we're not shutting the whole thing down for a year. But, I, I well, obviously we can't say that today anyway. I mean, that's not a decision we can make, but but I do think that it would go a long way toward, building the trust that we need to get the design process really working. Can I add on that? Because I think what you said, director Reed, is really important. Whole purpose of this is just to share what we're hearing and thoughts. Right? We, the board, don't make this proposal. And so I just want to

052kind of be clear, like this is not us saying we're going to do this, are not going to do this. I think it's really important to just remind whoever's listening of that. The district is working really hard on this. And so I, I'm really happy we're having the conversation of what we're hearing to share that, because I think it's really valuable. But I just want to, I guess, put that out there. There are statutes and requirements and laws, and we are not making that decision tonight. We are just sharing our thoughts. I'd also like to say that at the last meeting, one speaker discussed the idea of a community school. And, for myself, I am only semi familiar with the concept. And I know, that the state of Colorado at one point did discuss, community

053schools as an option for closing schools if they were to turn around or something. So I'm interested in having more information as a board member on that, as a, as a possibility. Can I help you out with that? Because, I was part of JCA when Jefferson was made into a community school. So a community school is, is just that. The school building is not just for school and education. It, it offers wraparound services and it is a very heavy lift. So that is something that you need to be really clear on because you're providing community services. You are ideally providing opportunities for medical care, eyeglasses, dental care, immigration lawyer. Like if you look at like the biggest way that community schools are implemented, it's an incredibly heavy lift. And and so to legitimately say yes,

054this is a community school would take tremendous resources. So just I think that's something that we have to be aware of. And I'm not saying that's off the table because I'm not taking any putting anything on or taking anything off. But but that is a community school is the school is open like well into the evening. There's ESL classes for adults. There's like anything that that community needs. It's an awesome idea because of so many of the barriers that can exist for, for families with limited, financial resources, with, you know, for for whom? English as a second language. All of those things, it can be amazing, but it's big. Can I ask a question? And I would also love to learn more about this, because I'm very unfamiliar with this whole concept. Does the district,

055staff and support all those functions, or is it community personnel? Generally you get a coordinator. So you heard Ryan winning speak. And she was the coordinator when it was a community school. So their job is, is to, you know, put all those pieces together, but you're looking for community partnerships to fill all of those spaces. I remember working with the public health director in Grand Junction when he was telling me that it was the health department who was leading their community school initiative. So it was an external community partner doing the coordinating. I'm sure it's a lot of work to coordinate with the schools, but, I wonder if we could find, or they could, whoever's doing this work, examples to share that are successful and those that haven't been successful. If that proposal comes forward,

056that would be something of interest. And I always just remember Senator then zinger now, Commissioner, talking about this as legislation that she's always bringing it up. I would love to learn more about the legislation. I don't even know what I'm saying. I don't know what the legislation is, but I know that, that would be another thing to make sure we're looping in around this. And foundations are interested in funding these kinds of things as partners. So. I want to thank everybody. I haven't been able to attend any of the, the meeting so far because I've had family conflicts. But, I'm looking forward to being at the next one. What I'm hearing in emails and from folks who are reaching out to me, is that collaborating is is hard and it's messy, and the conversation has

057been emotional, and pretty charged. And I just want to recommend that, in any of the work that I do in communities, I believe that the most affected by the decision need to be involved in making the decision. And I think that's the effort that's going on here with having a community conversation. But I also think we need to make make sure that, we really are doing the work of creation in community. And that new ideas are more of a gift and not a challenge. It's not a direct conflict. For somebody to come up with a new idea or to make other requests, I just think it means that it deepens the conversation about what our resources are and what we can do with them. So I'm hoping that we can accept new ideas as a,

058as the gift that they are. And, a show that the community is engaged and deeply invested in what happens, with this building and with this school community where they're located. So I just I want to thank the district, but also the community members who've been showing up to be in that conversation for taking the time and for really voicing their concerns. Because I think that is vital to arriving at a proposal that gets brought to us, as a board and, for us to consider. And I, I will feel so much better considering the proposal, knowing that the community's voice is represented, and alive in whatever the proposal ends up being. So I'm just update now. The board just got an email from Joel Newton with, first look at community ideas for redesign Jefferson Junior senior.

059So we will get some things to look at. So I think this has been helpful. I think we all have, some good idea. And I know we only have like two minutes left or anything that 15 minutes unless we got started late. So. Okay. All right then I'm going to open it up. Is there, a board member who would like to bring another, director a read? So I'm just wondering if anyone else is hearing this, and I do want to kind of elevate it because it was part of our resolution. And that is that I'm hearing from students in a number of schools across the district about an uptick in hate speech and harassment in the hallways, peer to peer. Students, Brown students being told to go home when they were born in Lakewood, students

060being told when you get home, your parents aren't going to be there. You know, more a greater number of LGBTQ slurs in hallways. So I'm wondering if anybody else is getting that. And I also got that from, staff in the, the Equity Accountability Committee meeting. So I am concerned about it. I'm wondering if anybody else is hearing anything. Yeah, mostly just wondering if anybody else has heard anything. In fact, I've, I've been out of town and haven't really been responding to all my emails, so I owe an email on this. But I was forwarded one by a city council member whose constituent wrote, to them and, not about immigration, but just, feeling racism and really terrible things. And in a school and I to be honest, I don't I've been wondering like, I, I know

061how to respond, but I don't know what action to help them take. I always say, have you talked to your principal? Always. But in a lot of the cases, when the email comes, they have. And so I don't want to say, well, try the community soup then maybe try the first set. Jeffco okay. To be, you know, like I don't really know. I know what to say from my heart, but I don't know what to say in terms of action to support our families right now. And I would agree too. I got an email recently from someone who was very concerned about a high school and she had, removed her her son from the school because of the racism that he was experiencing. And again, as Doctor Rogers said, I'm not sure how many people

062she had talked to beforehand, I'm assuming stuck to the principal, but I don't know for sure. But I did, send it on to the first team. And I did say that I think it's very important. I thanked her for letting us know that it's important that we hear these kinds of stories. And I had a brief conversation with Ms.. Tolson, two, about how important it is. If you want to add to that. If you have any of your precious 30 minutes, but please don't hesitate to direct parents or students to our policy. JB we do have a formal complaint process for student discrimination complaints of exactly that kind, and we absolutely want to know. So that's another, resource, an option for families. I know we talked about it at the EEOC, that we have some

063posters that have gone out into some of the schools that have the QR code for that. So, you know, I think anything we can do to sort of elevate for students, because it just so happened that I heard from a number of students all at once because, I was at a youth led service, and one of the kids brought it up in her homily. And so then I went to the kids and said, oh dear, are you all experiencing this? And they went, we are. And so, and they just happened to have access to a board member at the moment to speak to, and so I think, yeah, if we can just anything we can do to elevate for students that they do have resources. You know, there's often a perception that the principal's not

064listening or the principal's, but that's often a student's perception, and sometimes they don't know that a principal actually did sit down with a kid and have a conversation. But you they can't tell people that because of confidentiality rules and things like that. But I think if kids just know that, that we take it seriously enough that we're providing resources for them. And, and if we can, you know, make sure that our principals know that our students are perceiving this. And, and then, I don't know, do we have anything on the Panorama survey that, that covers this particular issue? Yeah. I'm happy to jump in for just a second and let you know that staff is very aware of this issue. We are working on training for schools that might need it. We can give you

065an update in your board, update about that training, how schools access it, where we are with the work. I so appreciate that you're getting the feedback. Appreciate especially that it's coming from stoop student voice. Know that we're working on it. We'll get you a update in your weekly update. Thank you. And I wonder if this is the kind of thing like in the across the board because I think helping I love what you just said and like letting people know we hear them and we, are talking about it. And so like elevating it to something like that could at least just we can't fix the problem that way. Obviously newsletters don't fix this problem. But, I think helping people know that it's on our minds. We're talking about it. We hear them could be one

066way that we could, as a board, elevate the resources. And one of the things that we have done is, label it dehumanizing language. Sometimes it comes from a place of hate. And I understand why we use the word hate speech, because I think it feels that way at times. Almost always. Probably too many people. But sometimes it's not coming from a place of hate. It's just an inappropriate words that kids are using as they're trying to figure out how to navigate differences in people in the world around them. And so we have been calling it dehumanizing language. And I'm happy to get you guys more information about the team of experts that's working on this for the district and the resources that they're providing for schools. We take it really seriously and appreciate that you

067brought it up, director Reed. Thanks. Well, up. Are we using dehumanizing with, Stafford kids also, I just I'm, I just request that I get you guys an update. I don't know all the details. And so if I can just work with Kim, my understanding is that we're using that language both with adults in our system as well as the students that we're working with through some of the trainings that we're doing. But I'll get you more details. Okay. How many minutes? Who else would like to bring up the topic? I'm I'm not looking for a resolution that I want to lift up the difference in supports for special education students when they transition from elementary into middle school and access, to sort of teachers and additional support and conversation. I'm hopeful that we can support

068parents in that transition from, you know, fifth grade into sixth grade and our middle schools for a bunch of reasons that we've talked about with the magic of middle school. But I was recently brought to my attention that for some of our special, special education students and their families, that, struggle is particularly, intense because they go from having one teacher or a team of teachers that they can have pretty regular communication with to having, you know, six, seven teachers, who have limited time. And so if a family is not able to attend sort of scheduled conferences, and then they're too I mean, they have two IEP meetings in the year, but when else can they have more in-depth conversations, especially when a student goes from maybe performing in a subject to a place of struggle

069and how they can address that without it going for almost half a year before they can have a more in depth conversation. So, that's I'm lifting it up, not just because one student reached out to me, but also because I was I was curious myself, with a I'm a parent of a student who may end up with a 5 or 4 or an IEP at some point. And I'm wondering, what sort of supports I might be looking for moving from elementary to middle? I'd like to echo that to, I know from my own experience with my daughter, when she went into it was junior high at the time. But, you know, all of a sudden she had so many teachers and they didn't even know she had an IEP, some of them. So that was

070a concern. So I echo that. But another kind of twist to it. This is kind of a personal story with, one of my grandchildren who doesn't have an IEP. However, has been getting extra support in elementary school, a lot of it. And it's only now that she's preparing to get into middle school next year that her, mother, who is a Sped teacher, said, maybe, maybe she should have an IEP because if she gets to middle school and doesn't have one, then there's nothing to work with. The teachers won't know what support she needs or what you know she's been getting. So I think there's, a whole range of services that we can help parents with who are transitioning into the magic of middle school. It also makes me wonder about, parental community, where you have,

071families who have a special ed student, and have navigated that process, being able to come alongside maybe other families. I know that there might be, student information, privacy, things that come into play, but I'm just wondering about fostering parental community so that people can ask questions in a supportive environment, not an AA like, let's go attack the people who are working in a school. Kind of a mentality, but in the like, have you tried this? Have you asked this question because so many folks who are moving into that space have not been there before and could use, some other folks just to come alongside and help them navigate. So I'm lifting that up just because it's brought to my attention. And I was genuinely curious what guidance might be for those parents. When more. We've

072had I've had questions about our, Quora process lately, and, Miss Tolleson has been very helpful and having conversations about this, but I would love if we could have some kind of training. And I mentioned that, we mentioned that today. Just to be really clear what that process is, I feel like it would be I just feel like I could use some guidelines and probably written policies around what falls into all kinds of things, like definition of what's considered business. When have you crossed the line from business to policy to personal, you know, and I know maybe we should just know that. But, I think the lines can be fuzzy. So it's it's difficult. I find myself writing an email and saying, is this a business email? I don't know, like what exactly what category does

073I do? Does this fall into, who am I allowed to include? I know who I'm not allowed to include most of the time. From the core perspective. And so, I think it would be really helpful to have some clarification on that. As, as a board and a district, I don't know that I can look and say, this is this is the way we implement Cora policies in Jeffco. I know what the law says. And I think the loss leaves a lot of it up to the organization. But I think that would be helpful. Can we clarify if we're talking about Cora versus open meeting? Because open meeting is what you can and cannot discuss. Cora is what is available to the public and how long it has to be kept and all that stuff. I

074think the the, the umbrella of this topic would be helpful, just even to say, okay, so well, I, I mean, I don't want to get into the topics. We don't have more than a minute, but like saying I understand what constitutes a meeting with us and none of us, me ever. I mean, I always say when we were campaigning, we used to have three of us, and from that day on, we have never been in a room or talked with three of us, you know, in this way, without being in a public meeting. So I understand, like those kinds of things. But, in terms of like what we can and cannot do, especially, I guess, with communications is what I mostly struggling with right now. So are you thinking that you'd like to have some

075training? Or you can get materials, we can get the board update information, but would you like to have a presentation at a board meeting or. Okay, so we can think some more? Yeah. So, regarding timeliness, if we wanted it sooner rather than later, we could see that a presentation or we've got, you know, this summer board retreat, if it could wait until then. But I would like the public to know that we're we're trying really hard to be really super compliant. We are very desperately trying to do the right thing at all times. And that like, we, we just try to work also, you know, and get things done. And so I think I would also I just, I want the, I want our public to know that we're really clear. I'm on what it

076is, what we should be doing when. So maybe if it's even just. Yeah. So I don't know in what in what ways, but I think it will help with our efforts to become more transparent, to also let folks know that we don't have questions, about this. We're very clear on on these policies. And if someone said, what is your process? I don't know if it's called a policy in Jeffco for how you communicate and how you do things. I would like to say, here it is. This is what we do and I don't have that. And so yeah, okay. Yeah. So I hear a couple things. We could get some more training on it. And maybe when I heard the word policy pick up to see if we have one. If we don't have one,

077we might need one, or at least to study one. Or at least like best practice. Because I will say, Mr. Allison has taught me there is a policy. It's a state policy, correct. That we follow on retention. On retention? Yeah. So, yeah. So I think the maybe it's process. Okay. All right. Well, that was a good start. Yeah. First inaugural current. Mary, I just can I just check in on some notes? I just have to make sure I'm following up on what I heard as possible. Board majority requests, information about community schools. We'll get to that in an upcoming weekly update. I don't know if it'll be this week, but, could you some literature materials about that and then you guys can decide what you want to do from there. Addressing dehumanizing language. I'll get

078you an update about what the team has been working on related to that topic from your conversation this evening. At the sort of fifth to sixth grade transition for special education students and their parents who are also going through that transition. I'd be happy to get you some information on our Ciac group, which is our special education advisory group that, Matt works with regularly. And Matt is working on a Parent's Helping Parents conference for special education folks families. So we'll get you some information on that so you guys can, be aware and help promote, hopefully, but also ask questions if you have them. And then I will talk with you with Miss Tolson. Julie, I saw you over there listening about core guidelines, open meetings. This sounds like a really good section for the board

079handbook. To make that clear, as we work to refine the board's guidelines for how you all operate with one another and operate with staff. Thank you. Was excellent. Okay. So, moving right along. Our next agenda item for study this evening, the board will receive information about school budget allocations and the preliminary staffing plans submitted by schools in their first round of budget submissions tonight, district staff will provide the first of several updates on school budget development, including high level staffing information and student to staff ratios. Preliminary revenue estimate scenarios were presented to JCA and just by bargaining groups, and the joint benefits negotiations on February 20th, 2025. Before I turn this over to Miss Copeland, is there anything you'd like to add, Superintendent Dawson? Thank you, President Parker, I want to just begin by saying,

080thank you to Brian and Brenda for putting together this important information for the board and for our listening public about the, the dollars and resources that have gone into our, school budgets. And they are quickly coming in. And I don't know if deadlines passed or not, but I know Brian's been overwhelmed with helping everybody get their their school budgets in. At the same time, we are working on department budgets and will be having a presentation around those components and those different budgets for you next month. So this is specifically related to school budgets. I will just tell you and link this to the conversation that you all had with, Mr. Bowdich, we are in a position, given what we what we're seeing in our current spend rates for this year, most likely going into fund

081balance in ways that we have planned for, and looking at spending trends, we think that is going to happen. That, combined with what we believe is going to be a reduction in revenue, given declining enrollment, that means that we really do need to begin shifting our conversation, into one of, expense reduction. I will say, do you like that, Miss Copeland? Yes. And so, those those are going to be hard conversations once we get there. That that's not what tonight's conversation is about. But I do think it's important for you to understand what our schools are investing in right now. What our departments are investing in right now. What some areas of need are, as we look at next year and then in a two year horizon, we're really going to have to begin, sooner rather

082than later, having an ongoing conversation around expense reduction. So with that frame, I would like to hand it over to Miss Copeland and, have these guys walk you through the presentation. Thank you. Yeah. Good evening, board members. I'm going to speed through a couple things because Mr. Bowdich touched on some of what I was going to share. This is a colorful, line free timeline. That just reminds you of the series of topics we try to cover, all with a crescendo to the June adopted budget. And I did confirm, I think someone asked me why we call it the adopted budget, and statute requires that we call it that. It literally says it must be labeled adopted budget. So there you go. That's where that comes from. Mr. Bowdich already talked a bit about where we

083are. He referenced figure setting. As you'll see, that is actually a box on our timeline with a line this time, for February, March. So that's really where we are. And then, he also talked a little bit about the long bill and that that particular bill will identify, the general fund funding towards K-12. And then the School Finance Act will ultimately confirm, around which parameters, shall that money be distributed? Oh, and one other thing I wanted to mention. The governor has line item veto on whole line items. In the bill, just so you know, say that again. Yeah. The governor has line item veto on aspects of the line items within the budget, which means don't have to veto the whole thing. Strike one part. What would be an example? Just a that's a great question.

084Since I don't want to misspeak, I can go find some past examples for you. I assume that's also subject. The overriding vote from the Senate per line item. All righty. I can't remember if we've showed you this yet or not, but, at the risk of potentially repeating a teensy bit of information in the December economic forecast, you'll recall, they made some adjustments and updates, though we are still providing that little orange blip of, Tabor refund. We are, of course. And, a budget shortfall. Such irony. And, the one thing that is potentially updated on this slide, if you have seen it in the past, is we do think we've confirmed, and I went to the Department of Labor website, that the consumer price index did increase by 2.27% over the course of last year. And, we

085did confirm with CDC that they round that to 2.3. When we talk about, what needs to happen to PPR on a year over year basis. So I did want to point that out. Lastly, just a couple open items. Again, I think Mr. Bowdich touched on these, questions of the phased in implementation of HB 1448, fund account averaging or not, or something in between. One thing I did want to point out, insofar as, we're talking about these two items as potential trade offs, if that should ever happen. I do want to point out that, in theory and also in truth, the money we get for average funded account does go away, right? Eventually, if we level off, we stop getting that, the money we might receive, on a weighted basis, for student needs for students like

086our special education students, where that student count continues to increase our Ell students, which fluctuates some with immigration or at risk students, which does fluctuate, but nonetheless is important. All those types of things that are embedded into 1448, that would be perpetual funding. And so one of the things that I do want to make sure the board understands is, I at least see averaging as a short to medium term funding source only and, new school finance act as more of a permanent basis in so my personal opinion, professional opinion is, if it comes down to a trade, a dollar for dollar trade, first of all, that'd be sort of silly because the state's only saving the Or they're only basically accelerating the time frame upon which they would not fund that student through an average

087right, because they were already going to not fund it in a couple of years. Versus investing, in an ongoing, expanded investment in K-12. I'm always going to choose the latter. I just want to point that out. Not to suggest that that would be the position of the board, but I did want to share my position. And you do receive those legislative updates? By all means. And I stay in contact. So he's a great resource for all the specifics. But if you ever have questions for me about how something applies specifically to our funding, let me know. And with that, oh, I'm sorry to interrupt right now. Excuse me. It just occurred to me that one of the things we are concerned about is the timing that the legislature doesn't give us the information in time

088for us to make our budget, you know, decisions and, forecasts and so forth. How about for the at risk students and the other, you know, the students that get extra funding? What time frame do we tell the state, you know, what our numbers are? There's actually multiple counts. There's the October count. There's, subsequent, at risk count. There's a subsequent, count of students with disabilities. So there's kind of there's the mass upload of data and so forth. So as we talk about, the impact of averaging, averaging largely impacts, a significant portion of total programing at the same time, we will always get funding for our actual count. And the way that at risk count works is slightly different and super complicated. But, and the Sped count drives sped funding in the subsequent year. Is that correct,

089Mr. Sammons? Yes. And so there's different types of lags. So it's almost like we do have a good sense for what our speed categorical and, are weighted student Sped funding. If they implement any portion of 1448 will be for next year, because it's based on December's count, it's already come. So we already everybody's already on the same page about that actual figure. And for us, it's been increasing every year. And there isn't the same concept of averaging around any of that for categorical, etc.. Long winded answer. We do have a decent amount of clarity. And again, even the the questions, the range of possible values we presented in our last meeting, actually wasn't this meeting. It was in multiple meetings last month. Publicly, was somewhere between an estimated decrease in revenue of about 4 million

090to about 21 million. So still, in the big scheme of things, both those numbers are substantially less than 1% of our general fund revenue. So 4 million, for example, is one tenth of a percent. Am I doing that right in my head? Nope. I'm not. It's 4/10 of a percent. Sorry. So it's order of magnitude. It's not huge. So we move forward. And what you're going to hear is that we move forward with our school budget allocations and recognizing that we may end up, you know, absorbing something in part because it's just so, so important, to have schools commit to their staffing. And then, our special education department is able to then appropriately allocate other staffing components. Right? We have this hybrid model where some student based and some as staff allocations. All these things

091need to happen. And most importantly, we need to post for any open positions and hire the most talented folks we can find. And you can't do that if you're still sort of bickering around, like, how much money do you have? So the district does kind of draw a line in the sand on behalf of our schools where we say, here's your allocation, please go ahead and budget it. You have authorization to spend this effectively. And Mr. Sammons and I work really hard to get that to you all as soon as possible. You're going to get some of it tonight in terms of what dollar amount has gone out. And help you understand. All right. What's the range of potential values that that will be for the total expenses for the district? Okay. Sweet. There you

092go. Thank you, Miss Copeland. She kind of went right into our next slide here, which is awesome. So as she mentioned here at Jeffco, we utilize a hybrid resource allocation model where we combine student based budgeting, SBB and department's service allocations to support our schools. The SPV method provides funding for each student in the building, using a weighted formula to differentiate resources based on student and school characteristics. This process enables principals, who are closest to the students to make the budgeting decisions that align to their student, staff and community needs. In addition to based budgeting, schools receive staff allocations from departments that perform both educational and operational functions within the building. The staff members are funded from departments budgets and then are allocated based on criteria such as the student count, student needs, and city

093characteristics. All right. So currently SBB has allocated to schools and schools have budgeted over $510 million, for FY 2526, which is approximately $8,170 per student. I was pretty excited about this. We're almost done. We got like a week and a half left of finalizing some of the budgets. There are two. There were two major updates to the student based budgeting allocations this year. First, we included the AP allocation to support elementary schools, with certain types of special education center programs within the SBB allocation process. This year. Last year, it was after schools received the SBB. So in second there was an additional 1.7 million and title one funding that was allocated directly to schools, to staff, part time or full time family engagement liaisons. These positions were previously funded in staff centrally. In previous years.

094Okay. So this slide provides an overview, of the FTE. And here we're talking about the full time equivalent positions, funded with SBB dollars for various school based roles across the fiscal years. So this is these are positions purchased by the schools using SBB dollars. There's been an increase priority on assistant principals, instructional coats, coaches and guidance counselors overall, the 60 fewer budget FTE is compared to the current year. FY 24 and 25 represents a decrease about 1.4%, which this aligns with the forecasting enrollment for next year's decrease of 1.2%. Please note that again, schools have not completed their budgeting yet. Some schools are still working with their, school accountability committees to finalize their budgets. And we're having back and forth conversations. And so with their we were either adjusting their budget staffing positions up or

095down based on the community conversations. Okay. So this is one of my favorite slides in last year. And so we, produced it again. I think it really shows a lot of the decisions made in schools. So this analysis provided shows the student to core classroom staff, FTE ratios. As you can see, the expected correlation between staffing levels and supplemental SBB funding designed to support our at risk students. And so what this is showing is, is that as at risk percent increase within a school, the student to core teacher decreases. The call outs that we have here are to show the different decisions made by principals with similar at risk percentages, and also are very small, which show a lot of information on this one slide, but just kind of just show a school that had

09641%, at risk percentage had a, you know, 26.5 students, core teacher ratio compared to a school was 33% at 20.4. Those are marginal differences in the funding, but the difference is the decisions within the school. Okay. So this table is comparing the average student ratios from 2425 to 2526 for primary schools. I'm going to let you look over this information just for a little bit before, going over the table. Okay. So as you can see, the student to FTE ratios are not significantly changing year over year. The one thing that is changing is the budget per student did decrease from 24, 20, 24, 25 to 2526, but this is due to the one time compensation payments that were part of the compensation agreements. So these compensation agreements, once they are finalized, we do allocate those

097to the schools and their salary amounts. And so this is reflected here. So even with the decrease in overall budget per student due to the One-Time stipends, you can see the At-Risk allocate allocations, including a total one did increase, 9.2%. And that in Add includes the 1.7 that was given out for the fellows. Okay, so here's the table comparing the average student ratios from 2425 to 2526 for secondary schools. Again, I'll give you a slight moment to review. It's the same, information just for secondary schools. Okay. So again you can see the student to FTE ratios again did not change much year over year. And the budget per student is decreasing from year to year. Again, do the One-Time Compensation payments. Please note that these figures do not represent classroom sizes as classroom sizes are

098mostly determined by the scheduling at each school. These are just the ratios of the student to teachers. Okay, so then we're gonna drill in a little bit more. So here is a slide that compares the budgeting decisions of two separate elementary schools for FY 2526. And we'll take a little bit more time to review this before I go over it. I'm sorry. I'm I'm struggling. I'm just not following on like slide 14. The top line says student per total FTE. And that's that 15.1 is a ratio of what students per the budgeted FTE in the building. And then what's in the columns, what's in the column below it. Like what's core teachers 28.3. So the core teachers would be the, the core subject teachers that they have within the bill. What's the number mean? 28

099students per core teacher. So how are we getting 15.1 when all the other. And I'm, you know, I'm I'm trying to get that it's not an average because clearly that would be like 100 when you add in like all of the adults that are in that building and then. Right, and then basically like how many students per adult in the building versus how many students per teacher in a classroom. So, so there's so like if you looked at when I was teaching ace, let's just say that's a microcosm, right? And that I have 28 students, but I also had a paraprofessional in there with me. So as a core teacher, I have 20 students, but students to adults in that class are 14. Okay, so one thing I wanted to point out. Oh, I'm so

100sorry. Well, oh, is that when we say total FTE in the four categories below, it kind of unpack that. The four categories of core teachers all teachers, instructional support staff and admin and office. When we're saying total, we're taking all of them together. So all the adults and we're breaking them out separate. We're just telling you total students per that category. And so that yes, the total FTE is larger than any specific subcategory, and it includes all adults in the building. Sorry, that are paid professionals and only these four categories. It's not like our cafeteria staff or anything like that. They're not included in the ratio. The operational staff that are not funded through SBB are not represented here whatsoever. I might follow up with you. I don't sure with how we get to the

10115, but okay, okay, I have another question. It might help. One year we brought actual sample budgets and I know, honestly, when we did a presentation with our, financial advisory committee, recently around, like, school budgets, it kind of started to click a little bit more. And so we're more than happy to follow up with some, actual budget. So you can start to see what categories of staff there. They're staffing. Yes. So I, I can also follow up if this is the easier to follow up off line. But when we look at the budget per student, the non at risk allocation is the money that would go to a student that is not a title student or not an at risk student. Correct. Correct. There. I do want to clarify. There is no title student. We

102have at risk students. And some of our at risk students go to schools that are or are not designated as title one. Title one is simply a designation that has to do with the concentration. You know, thank you for that. And so the at risk allocation is additional funding that the district provides. Yes. On top of that. So I'm looking at the 2526 school year. So on top of the 6669, if a child is does it is designated or identified as at risk, that child would then receive an additional $1,500 of funding from the district to that school. That is, on average, right. And we're looking at all secondary schools. And so again, the the actual funding rates, for an at risk student in a non-title one school will be lower than an at risk

103student and a title one school, which is sort of what you were saying. And so this is an average figure so that you can sort of smooth across all of those. Okay, okay. So the total because I think Doctor Vada and I are trying to do the same thing. We're trying to look at the total numbers and we're trying to break down amongst all the other columns. Forgive us. So that 8180 is assuming a budget per student. If that student wasn't at risk, student. Because they wouldn't get the 8180 unless they had the at risk allocation included. Or am I missing? So this is where I think I'm missing something in total divided by total. So it's not quite okay. So if well I'll, I can get more help off line. We don't need to

104waste time with us here. It's a it's not a. It's an average of them both. So the way you take the both of the denominators. Yeah. So it's a it's it's both them combined to take the total allocation right. For all of everyone. And we take the total amount for title one and at risk that was allocated last year. And so that gives us the 1550 1511 because it's all students and secondary. It's not the actual allocation for every single student received. Yes, yes. And then the difference is the 6669, based on the total allocations for that particular group of schools and the total amount of allocated that was allocated and the total number of students. So it's the same denominator on both. I'll set up some time with you. So thank you. Maybe I

105can follow up also separately okay. So thank you. We're gonna go to the same. It's the same information now for two schools that are in the same, year this time, both primary schools. So I'm going to go a little bit more information about each school. So that kind of help understand what the decisions that were made. So school A is one of the largest elementary schools in the district with a very low at risk percentage. In contrast, school B is one of the smallest elementary schools in the district with a high at risk percentage and a center based program. So it's kind of you can kind of see the decision that they're making based on those two criterias. As you can see, the allocations for the core teachers follow the trends presented on slide 12.

106With the schools with a higher at risk percentage, allocate more resources towards teachers. I'd like to, talk about here that, both schools budgeted below the recommended non-salary amount. Are the non personnel amount of 250 per student. This was to help maintain the staff in the building. One of the schools is expecting to have a little bit of an increase in enrollment. So they want to make sure they could staff for that anticipated increase. And the other one just was able to maintain, a guidance counselor position in the building. And so they were expect to use a carry forward for their non salary in the fall. So you can see that's quite a bit lower there. So I have a question on this one I appreciate your explanation of the difference between the two schools. But

107really this we're talking about one primary school one elementary school. And it would have 246 instructional support staff, students per instructional staff. They probably have about 500 kiddos and two instructional support staff. Is my guess that okay, got it. Got to get okay students. It's the ratio of total students per single FTE. Okay. I get turned around pretty much every time two it's true, but what really helps us, we have the averages right next to it, and you kind of see how the averages kind of work out to be. And so the school is a larger school. And so they it's more likely an IC and a DTL. And that's the positions here that you're seeing for that support staff. And they're probably at a one, like like two FTE for 500 students. So the

108same thing, they probably have one, two, one and a half in school B for smaller school. that's why they have a a lower ratio. What was the assumption on the school. How many kids are in the school did you say. I didn't even see the actual I was, I speculated and so I don't know the actual. Yeah. So I mean I mean Brenda was all over it. So it's about 500 and then school B is like one of the smaller schools I want to get into, like the exact amounts. Yeah, I want to lift up to when you look at instructional support staff and admin on office staff, those lower numbers are because they have more of those staff members. And so that means that each staff member would be allocated a lower number of

109students. Yes. So that that is another clue in this that gives away that this is probably a school that needs, that has either a summer program or needs additional adults onsite, for keeping ratios lower and making sure students are supported, the ways they need to be if they're an have an at risk factor, that's what just to clarify, those numbers like 50.4 and 68.0 and under school B for instructional support staff in that admin and office staff. That's what it's showing us. Yeah. Does that help? If that assumption is truly built into this, I don't know. It might I think it would help also just to have more details in the slide, like, like even if school age said, I've already forgotten smaller school and school these bigger school or something, you know, like I'm

110just having to keep remembering. So in your assumption, school B might have a center program or more at risk kids, but we might see they have more risk kids because the number down lower is higher. But we don't know if they have a center program. So I don't know, maybe if the vignette about it could be, you know, excluded would be helpful, I don't know. Yeah, that's a great suggestion. We can just move it over and add, school A and bullet out a few characteristics of school A and school B and bullet out a few, because that is really the point. You know, obviously the data itself illustrates variability, but it doesn't tell the story. And I think, you're more interested in the story. So we'll make that improvement. And honestly, I think, given the

111dialog, which is extremely helpful, by the way, we'll go ahead and update the version and board docs, so that it's a better record of what we actually talked about, in case you need to refer back to it at any point, I ask one more clarifying question and thank you for your patience. So if we go down to the budget per student school, be received $11,300 per student from the district? Yes. Okay. Not explain or no. Well, some of that is carry forward, right? No it's no no no that is correct. Yes okay. Right. Thank you. But that's not made up of all the per pupil. Right. So just one of okay. So this will make sure there's other allocations that are given out that add into this. Right. But this is what came from the

112district exactly. Yeah. Okay. Thank you. Okay. So this is for the same table but for secondary schools, two secondary schools. What I can do is I'll go over, what I have here, and then I do have more information that I thought you guys might ask questions about each school so I can give more information as we go through this. Is that okay? All right. So, again, school A is a smaller school and a smaller high school in the district. So I'm gonna say one of the smallest high schools in the district with a very low at risk percentage. The school did decide to under but budget the non-salary expenses, support an additional counselor in the building, and they plan to replenish this with the carry forward in the fall. So they're making that choice to

113maintain a counselor position. School B is the largest high school in the district. We can often think about one of those, with a large, career and technical CTE program. Right. So they receive additional funding, for the CT program. And so that does help, with the staffing models in the school. Neither school is title one school here. So the Roman of the first school is school A is 815. Is the projection. So with this, they do receive, a higher size equity tier. So you can see that in the bottom area of the non at risk allocations being a little bit higher. They do have an additional counselor like I mentioned that the other school would not have at this size. The fr l between both for the first school is 17% and a father of two

114is at risk. Sorry, at risk of 17%. And then school be at risk of just under 30%. Is that a little bit more helpful to have a little bit more detail? I'll put it next to the side. I have the information here. So we'll do that and repost these. All right. Well thank you so much. And in turn the rest of this over to Brandon for to finish up. Great. Okay. So as a reminder, to keep us oriented, we're back to our timeline without a line. In April, we will do an updated revenue forecast and, district wide priority investments. So those shorthands, we usually focus on departmental budgets, but I do think it's important to go cast a slightly broader net. My hope is that not only will we be talking about, general fund investments,

115but also that will be providing some parameters for the capital reserve fund, because I think prior to presenting the May proposed budget, I want to make sure you've had a chance to digest more than once, potentially, what's happening in terms of capital investment and what resources are available to support capital investment. Now, that's been a long interest of yours. And so Shannon will be with us in April and we'll be talking more about, capital funds flows, which are different because it's not you know, it's not part of the School Finance Act, really. Okay. And then final reminder, we didn't want to repeat all the revenue slides because we imagined, that potentially you had seen it and another venue. But for purposes of the public record, we did attach all of them as an appendix. They're

116unmodified, meaning it's exactly what we presented last month in various venues. This is just a reminder that we presented three different scenarios that do vary between a decrease of 4 million and a decrease of 21 million. And that's a $1 for dollar comparison to current year dollar amounts. So, you know, for for folks who are tuning in, what does it mean when actual revenue declines for the district? That makes it extremely difficult for the district to deal with any cost increase whatsoever. So, for example, there are cost increases. We can't control the cost of computers, the cost of who knows what Excel keeps repricing things. So there's things that we have to buy. And sometimes the cost goes up and it's very difficult to absorb that. When we don't have additional revenue much less typically

117we talk about additional revenue as a resource from which, we can offer compensation increases to our staff who are working exceptionally hard. And so in a declining revenue environment, that doesn't mean we're we're going to give anyone less money. And it does mean, you know, we have some juggling to do. That's my little snippet for a PSA. And then any final questions or, feedback or, requests for our next visit with you? I had one quick question, and it was slide ten, I believe when we scroll, scroll, scroll. Mr. Salmons, you mentioned that the apps, the assistant principals are now going to be part of the SBB. And so to be clear, that means that the principals are now able to determine if they want to support an app, or is the expectation that they will

118have the app and that money is included in the SBB. Maybe that is a superintendent question and not a mr. Sammons question, I think. I mean, we do have a budget guidance book, but the within the SBB, I keep using this term, we don't necessarily call it this, but there are some things that are discretionary and there are some things that are non-discretionary. I think we'd be hard pressed to find a principal who wouldn't make that decision on their own. But we have sent the message to elementary principals who have a center based program, that it is a non-discretionary investment, and Brian's on the back end work to adjust. Some SBB to make that happen for them. To make it affordable. I think everyone I've heard has been so thankful to have it. So I

119think that's right. I was just curious as to the guidance from the district on it. Okay, thank you. Can you just repeat what you said that the last thing you said, there's some adjustment. I didn't catch that. Yeah. So last year the decision was made to invest in the assistant principals late after school based budgets were already completed. And so we ended up working on a central based fund that sort of ended up pushed into the SBS late after the principals went through the budgeting process, and it was differentiated a bit. Some of the schools had already hired an AP. Some of the schools had hired had not, but they had enough money to afford a third of one. Right. And they just weren't doing it because they didn't have the money to afford a

120full one. And, and some of the schools just couldn't even think about it, any portion of it, it didn't have enough funds to offset any portion of it. So Brenna worked really closely with the school leadership team and Doctor Kim with Brian to determine what's a fair appropriation late in the budget game in order to add to their SBB so they can afford their AP. Some schools got 100% of an AP, some schools got less than that. And we talked to them also about what did you give up in order to get your AP if you bought it for 100%? And and how can we help you with that? So that's how last year worked because it was a late breaking decision and school budgets were already, completed this year. Brian basically looked at budgets,

121looked at what schools had invested the year before, thought about what is a student to staff ratio that sort of allows you to think about purchasing this. And then do you want to share anything more than that in terms of and then made adjustments to the elementary per pupil allocation according to the patterns of trends that he was seeing in terms of how people were able to invest in this really important position. Thanks to Tracy, Dorling did a great job there. So, we we did the best we could, allocated on an equitable basis. So the smaller schools with a smaller enrollment, received more funding for the for the AP and the larger schools would receive less. So it's more equitable as the sizes went through. Everyone no one really seemed to have a lot of

122pushback on that allocation model. And so I felt like it was really equitable and worked out really well. So. This is tangential, a little bit, but I want to ask just for clarity, because people in the community have been asking me, federal dollars for title one and for special ed programing in particular. Those come to us through the state budget or do they come directly to it? I want to know, how how some of those arrive. And I'd I'm also interested in how much of our current budget is supported by federal directly receive federal dollars. Great questions. Luckily, because to be at one more agency that we'd have to know and understand, CDC does act as a pass through for federal funding. All of it. We had one grant at one point in time that

123was more direct, and we messed up part of that grant to be, oh, I see President Parker remembers that. Anyhow, so for sure, CTE is the pass through. So that's the mechanism in terms of the dollars, I think you want to rough estimates for how much we get. Title one, correct me if I'm wrong, Mr. Sammons. It's maybe 12 million in total for the district. Another big federally funded program is actually our school lunch program, or the bulk of our school lunch. The state funds, but the primary source is still, the USDA as a pass through CTE. They we probably get like 20 ish million from just USDA. The incidentally, I know I recently gifted you an offer. I do believe that, in the FNS fund, we do call out, potentially federal revenue separate from

124healthy meals for all revenue. So you can check me. I think it's actually maybe slightly less than 20 million that we got. Passed through CTE. I think you asked about Ida. Okay. Matt will be able to correct me if I'm wrong. I think it's averaging around. Wait. Oh, I thought he was here. It's like 16 or 17 million annually. For that, and again, the total spread budget. I thought Matt was here, I apologize, was, 120 million. So, Ida, as a percentage of what we're spending on special education is roughly 10%, if that title one, as a percentage of what we're spending on, for example, school allocations is not even 10%, it's to to I keep trying to do it in my head and I shouldn't I'm going to not say I'll just add that, I've

125been in touch with Commissioner Cordova about what they're hearing. You know, the, Secretary of Education was unseated yesterday, and so she doesn't know a lot right now, but she's paying close attention and communicating regularly with superintendents about, the federal grants that come to CTE and then flow through the districts. So more to come on that. But I want you to know, it's on our radar and we are paying attention. I do think the new secretary is really trying to wrestle with the challenges. Oh, thank you so much for that information. Okay, our stupid question. And, Brenda, I can set up time with you afterwards if that's better. Is the inner because I have my handy dandy effort. Is it the intergovernmental? Is that the government money? Thank you. I have a question. When you started

126this, did you frame it as. We are going to have to think about reductions? Isn't that like, was I here for part of it? Yeah. So I think, I think what the superintendent alluded to, is something we've talked about in the past that, big chunks of next year have already been allocated and budgeted. Obviously, you have not approved the budget yet, but we're just saying we want to be really transparent. We've certainly committed to our schools to make these resources available to them. So we're not going to be making any type of big changes, certainly not at the school level for next year. But if the board does want to start a conversation about the future, we've talked a little bit about the timeline upon which, we need to be talking about any potential cost

127reductions. In the past, I've alluded a little bit to like an 18 month runway approximately, so that we would start a conversation, for example, in April. That then is is starting to apply in the subsequent fiscal year. So that's that approximately am I counting right. I'm not. It's 15 months. Sorry, 15 month time frame. So that I think is what the superintendent might have been alluding to is that as we move to the spring, there's an opportunity if the board is so interested, to have a parallel conversation, about the subsequent year. Okay. Thank you very much. We will take a ten minute break now at 630, and we'll be back in ten minutes. And. We. Can. For our next agenda item this evening, the board will receive a presentation from independent consultant Perkins Eastman on

128the district's intention to create a strategic capital master plan to inform capital planning for the next 5 to 10 years. Following a brief introduction of the topic by district staff, the board will hear directly from Perkins Eastman about the firm and the process used to develop the Strategic Capital Master plan. Before I turn this over to Mister Gatlin, is there anything you'd like to add? Superintendent drawn? I would just like to say how excited I am for, this work to begin and for the partner that we have selected and very much excited for you guys to meet Patrick this evening. And I think drew is with us as well. Is that right, or drew is not with us tonight. So. But Patrick's here. I want to highlight that I believe, and make sure just for

129our board in our listening public, that what we're talking about doing is not necessarily what the district did in 2018, with a bond program where they put a bond program together with the the full intention of doing a general, obligation override on a ballot initiative. And it was a large amount of money and all at once, this is more of, identification of the capital and facility needs in our community. And there could be multiple ways that we fund it, right? It could be over time. It could be, through a ballot measure at some point in time. I know you studied Friday afternoon some different options for raising revenue, but what this project will do is it will allow us to know what are our priorities and what are our needs. When the revenue is available

130for the districts to invest. And so I just feel really good about it. I think it was very difficult to come in and have to close 21 schools after so many of our schools were invested in with the bond program. And so I believe that this project also helps us be more strategic in the investment of our capital dollars. Given also that it will be, informed by the boundary study that we've done. So with that, I'm handing it over to Mister Mister Gatlin. Great. Thank you, superintendent Dawn. Thank you, president Park and board members. I'm here with, our operations and strategy project manager, Greg Abbott, again, and joined online by Patrick Davis, who is a principal with Perkins Eastman. And superintendent Dawn did a great job of setting the stage for, you know, really why

131this is really important, for the district and us aligning our resources, our resources in a strategic way, moving forward, and also learning from things that we've done in the past and making sure we're, we're doing them better in the future. And I do want to preface this, presentation with we're pretty early on in our engagement with Perkins Eastman. We've just had a couple planning meetings with them. So there's still questions that we have. We're still, wrapping our minds around how some of these pieces will come together. But certainly welcome, any questions that the board has at the conclusion of the presentation, but just know that that's where we are right now. We're at the very, very beginning stage of engagement. And I think you're going to see some, really neat and interesting examples from, Patrick

132this evening around work that they've done and engaged with other large school districts across the country. And so with that, I did want to turn it over to, Patrick, who thank you, Patrick, for joining us, online and for taking time to go through, really, what, you know, more about you, the firm and kind of the the plan and the process as we as we develop the plan specific and unique for Jeffco. Awesome. Can you hear me? Okay. Yes. Great. Okay. Perfect. Well, first off, thanks for having me. And apologies. I couldn't be there in person and had another commitment earlier today and just couldn't get out of it. But, certainly look forward to being there in person for the next opportunity. Thanks, Jeff. And and thanks, Greg. And thanks, superintendent, for the introduction. It's been

133a, you know, as Jeff just mentioned, we're really early in the process. So this is a chance for us to say hello and introduce ourselves. But I think it will be the first of, I think, many conversations coming up. So looking forward to meeting you all and, and learning more. We're going to go through a few things here today. And, you know, we can leave questions to the end, but if you have questions as we go, feel free to just, ask. But we'll, we'll keep it a pretty high level today. But I'll start with the sort of introductions of who we are. Talk about high level goals of the capital master plan. Think about some of the data we typically look at as we're building these plans, how we typically go about putting the plans

134together and then obviously leave time for, some discussion. But just to start as, as Jeff mentioned and to mentioned, my name is Patrick Davis. I'm a principal with the firm Perkins, Eastman. We are a large, as I'll share in a minute, architecture planning firm with experience around the country. My background is a little bit different than than most, architectural consultants. I used to be an associate in shoes similar to Jeff's. I was the CEO, for the DC public school system prior to joining Perkins Eastman and led their capital program before that, and also worked for Baltimore City School. So certainly know the complexities of managing a large portfolio and certainly delivering, impactful projects. We are not, in this project alone. We've got some great partners. RTA architects is a local, Colorado based architecture firm and

135planning for and I have a long relationship with and, a lot of great partnerships that they're going to be working side by side with us, doing some of the site assessments with us. But also they've got great experience, working in the state of Colorado and building master plans that meet state requirements. We also partner with G.H. Phipps, who has a long relationship with, Catholic schools. And, they'll be mainly focused on, on construct ability reviews and cost estimates, as we think about different strategy options and making sure that, the recommendations, we're making, from a capital standpoint, are grounded in, real world market conditions. And then we're also really excited to work with Flow Analytics, who you previously work partnered with on the boundary study. There was work in that, boundary study that was built, obviously, part

136of the conversation. And we thought it'd be critical for them to be, part of our teams that we're building off of that great work that you all previously done. And then we're also partner with Education Resource Strategies now as part of our team, essentially as we think about strategy, recommendations and development, they're going to be with us thinking about the operational, and budgetary impacts of potential recommendations. So we've got a pretty holistic team, both with national and local partners, and really excited for you to introduce them as we introduce them to you as we go through this project. Just a little bit more about Perkins Eastman, since we're new to the U. We are a large, as I mentioned, large architecture and planning firm. We've got 24 offices around the world, and K12 is really

137one of our biggest practice areas. And and really with the firm started, we've been doing K12 work, typically with large districts, for the last 40 years, we've been lucky enough to work with over 600, school districts around the country, right around the world. And then, we were, especially I spoke with our specialties and facility master plans, I leaders, K12 strategic planning practice. So I'll share some of those examples, as we go. But as I mentioned, we're also partnering with RTA, who is based in Colorado Springs but works all over the state. And, like I said, they'll be with us side by side for, most of the project, mainly helping with some site assessments and again, really understanding what it takes to deliver a plan in the state of Colorado. We partner with RTA in a

138number of projects in the state of Colorado. So, we are a team that knows how to work together. Just a little bit on, on our background with, capital planning. So, as Jeff mentioned, we've got a great experience working with large districts around the country. And that's not to say that we're going to bring whatever we did for those districts to Jeffco. But there's certainly some things we can learn from the work we're doing around the country. And, and see what may work for, for Jefferson County, which I think about Jeffco Public Schools. We worked with districts like Boston Public Schools, DC Public Schools, Milwaukee Public Schools, Oakland, Prince George's County in Maryland, and Arundel County in Maryland, D11 in Colorado Springs, plus many others. So as I mentioned, each plan we develop is really unique

139to that individual school community. And, you know, we'll we'll bring the same approach to working with Jeffco Public Schools. But like I said, there are some some trends that we're seeing around the country that are certainly applicable to what we're seeing early on in Jeffco. And, you know, one of the things that's exciting about the work that we get to do is, you know, not one, not a single one of our projects has an end result. That's the same. So, what we can learn from these projects, we're going to tailor those solution sets for what works for Jefferson Public Schools. But we do come with a lot of experience working with large districts that are going through, some similar conversations as you all. So just going to go through this really quickly of just high

140level goals and what we want to be able to do in this capital master plan. One it's it's make sure we have a comprehensive understanding of conditions. What are those conditions that that currently exist, in, in your building portfolio and in your capital needs. So what are the current conditions, trends? What are the potential impacts, for the public schools? We also, as we're thinking about sort of building that understanding, it's critical that we're both informing internal decisions, makers like you, and the different teams at Jeffco, but also externally, as we go through this project, we want to make sure that the information we're looking at is, presented and in a clear and transparent way so that the school communities really understand what are the current conditions, what are the projected conditions, and how are those

141going to influence and impact, future recommendations so that, as those recommendations come to light, they're informed and understand, the sort of root cause of why those strategy recommendations are potentially needed. So a big, big part of work is make sure we have a clear understanding of the conditions, both internally and externally. But this work is not going to be done. You know, starting from scratch. There's a lot of great work that you're doing already and have been doing for a number of years, Jeffco Public Schools. So we really want to make sure this is supporting all those existing and planned, initiatives. So, building off the high school reimagined or the, the magical middle schools or the the previous comprehensive boundary study? We want to make sure that this work is, is continuing that conversation and

142supporting that work. Like I said, we don't want to reinvent the wheel and start over when there's been a lot of great work. Our job is to understand those those initiatives and projects and make sure we're building off of them, and supporting them. So we're going to do a lot of work early on, and we've already started doing some of that background research that comes some conversations early on about what's going on in the district. What are those things you're thinking about in our job is to really make sure we're understanding, what are those long term, facility or capital needs that are needed to support, those initiatives. So a lot of our work is really trying to get, get at the root of and really, really trying to understand, what are the great things that

143are happening already at general public schools and what's planned, in the future so that we can support them? And then speaking of planning it, really, you know, simplistically, you know, we want to make sure we, have a really clear, holistic roadmap, to prepare for that future. So what are, you know, what are the current conditions? Where are we going? But what needs to be done to achieve the goals of the district? So what are the sort of range of strategies? How do we put some guardrails, on the project so that we have a clear understanding of what are we trying to accomplish, in this effort? So we're going to go through a number of, workshops and visioning sessions with, different stakeholders and constituents, and really make sure we have a clear idea of what the

144end outcomes want to be, and that we want to develop this and use this as a roadmap to make sure we're getting there and developing different strategy recommendations that might be district wide. That may be a policy type recommendation where they may be very targeted, recommendations in individual schools. But essentially this needs to be a roadmap that allows you to, have a clear path to achieving the goals of your project in your district. In order to do that. Well, we acknowledge that this work is is difficult. You all know this, but, you know, working for a school district is dynamic. Great things change on a seemingly daily basis. And what we don't want to do is give you just this massive PDF document that will sit on a shelf and becomes obsolete in a month,

145which often happens in projects like this. And, you know, having been in some of the jobs, I know how critical it is that, decision making is informed by information and that's, you know, easily updatable so that, you know, the tools and resources and strategies are moving with the time and with the data. So one of the ways we do that as we build a series of custom tools that, which, you know, we build in-house as part of the project, that will help, with ongoing planning throughout the life of this project, but also extend beyond whatever, the final deliverable is for this project. So, we create these interactive tools that allow to bring in real life and live data. So as enrollment changes or as building conditions change, you know, you have the tools and resources

146to continue planning even after this. For this is just a quick example of, project in down just down the road a little bit in D11, where if you don't know too much about D11, they hadn't done a lot of building investments. They're a little bit further behind from, from where you are in terms of investing in your facility and their facilities. So one of the big charges of that project was to really help them understand how do we capture all this data and use it to inform, decision making. So this should play hopefully. It's just an interactive dashboard that allows them to really understand how do these, data inputs, what's happening on the left are these, different data inputs around building condition and building utilization? Safety scores, things like that. And this allows them to

147change the sort of the importance or the weighting of, of those data categories and how that may influence how different schools get prioritized, for investment. This is a little bit of a simplistic, view of it. There's a lot more story behind the scenes, but it's tied to their back end, the data. So that, you know, as I mentioned, there's enrollment changes. You know, two years from now, they still have the logic and, the approach to planning, through tools like this where they can continue to update their, their capital plan. So just a really quick example of the different types of things we can, create through this effort so that this plan, is living and breathing in many ways and lives beyond, you know, massive PDF documents sitting on some server location. So one of the

148things we want to make sure we're doing as part of this project, and really, one of the first things we're doing is making sure we are, you know, really understanding where Jeffco Public Schools is today and that that takes a lot of data analytics and understanding of current conditions. I think this chart is not, not new to you. I think it's been used previously. But, you know, typically we look at a number of different things. So I'm going to walk through just a few. It's certainly not a comprehensive list of things, but some of the big topics we tend to look at obviously as we think about the future, how buildings need to support students and programs. Enrollment is a big factor. So we'll be looking and digging deep into, enrollments, in the district. So

149obviously, as you all know, and I've been part of the earlier conversation, you know, what's the impact of enrollment decline on on the district? And how do the buildings need to be aligned to, to sort of address that reality? So thinking about demographic shifts, coverage, composition, any sort of grade level impacts, we look at things obviously at a district level, but also really drill down at a, you know, different geographic scales, whether there's fewer patterns or regions or individual schools. We want to make sure we're looking in at sort of all different, all different ways geographically and also thinking about sort of the programmatic impacts of, some of these enrollment shifts across the district. And then obviously enrollment is a big, big driver for a main input into determining and understanding, building utilization. So utilization

150meaning essentially, what's the capacity of the building versus the number of students in that building? So we again, do that in a number of different ways. We look at, utilization district wide. We look at it by school type. We look at it by region and we look at individual schools. These are just examples from other work we've done. In the examples from Washington DC, where we started and worked with them, to reevaluate their approach to, developing a capacity methodology. So capacity, again, was a key input to understanding your vision. And that's something that's dynamic and often shifts. And, you know, developing a programmatic capacity, it's really important to understand how Jeffco public Schools thinks about instruction and delivering of services. And our job is to make sure we're developing a methodology that aligns with that,

151that thinking from a programmatic standpoint. So one of the first things that we're doing is, you know, working with the different departments and teams, within the district to start thinking about what is the methodology that makes sense to determine a building capacity for economic schools. And this is really kind of updating, you know, all the great work that's been done already. So it's not starting from scratch, but it's, perhaps evaluating what's been done and, you know, making tweaks if needed. But then also thinking about, the sort of regionality of utilization. Are there areas of, of low enrollment under utilization? Are there areas of overcrowding, thinking about the impact of utilization, and what that may mean for a long range capital planning standpoint. The other thing we, you know, especially in a choice environment, which obviously

152you all live in, and turning to the Colorado, one of the things we find that that drives enrollment a lot is just access to, to programs, and making sure there's equity of access to to specialty programs or high quality schools. So building off of the work that that flow has already been doing, with you through the boundary study, we want to probably take this a little bit further, really making sure we understand the distribution of academic programs across, the district, but also really trying to make those connections to, enrollment choice and understanding. You know, what are the factors that are leading to, families making school choice decisions? And how does that impact enrollment trends? And obviously building those. So we'll continue in that work or in a programmatic distribution. And then obviously a critical part

153of this is understanding building conditions. And we think about building conditions and perhaps maybe a different way, than the many groups, we try to think about the conditions of building in a really a holistic sense. Obviously, we look at things like, the condition of the roofs and Hvac systems and, electrical and all those important things from an operational standpoint. You all have recently done building conditions, and we're going to take, conditions assessments and really taking that data and analyzing that, obviously. But we also want to think about, the buildings and, and how they're supporting teaching and learning. So while those assessments are looking at the sort of nuts and bolts of a building, we also want to make sure, we have a really good understanding of, how well are the school buildings and campus to

154supporting 21st century learning? How do they align with education, educational specifications? So really trying to think about that experiential, assessment and really trying to understand are these buildings, you know, supporting the instruction and the teaching and learning and the supports we need for students, in today's day. So we'll be looking at the conditions in a few different, through a few different lenses. And then obviously we need to make sure and I should also say this is a really high level overview. There's maybe a lot more information we look at, but those are some of the key things. We need to make sure we're bringing all these things together in a logical way. In order to do that, we can't really, you know, we can't build these things, in a in a silo or in isolation.

155We need to make sure we're engaging, effectively with, different constituent groups. So that's going to start with internal leadership and internal, experts. So we'll be having different meetings with all the different departments. Within Jeffco Public Schools, we have a clear understanding of how does food, nutrition, think about the future, what are their current challenges or how to special education. Think about, their services and how the buildings are currently supporting. And so we'll be going through a series of interviews and work session with different, internal departments to really get to better understand what are those current challenges, what are the opportunities and what's their plan for the future. So again, we're trying to build off of the great work and great thinking that already exists. Then we also want to make sure we're tapping in and

156leveraging the existing committee structures that you all have. You know, there's a lot of great thinking that goes on in the, in the, in the current session, whether it's the DC or other, existing committee structures. We want to make sure we're leveraging, those and informing them of this process so that, they are brought along with us, through the development of this plan. And then the other thing is, obviously, we make sure we're engaging effectively with school based communities. I will say this is something we're still building with, Jeff and Greg and the team around. What this exactly looks like. I would say from my experience, engagement is something that's not uniform and something that we need to make sure we're we're tailoring to, to your needs. So what? Over the next few weeks, we'll be

157thinking through, sort of the construction of our comprehensive engagement plan. But generally, we want to make sure we're touching, and engaging with, all these different stakeholder groups to make sure they're, a in the process. But also we're informed on the work that we're doing. So more to come on this, but I want to make sure your understanding that you understand that engagement will be a big part of our work here. And then, this is sort of another simplistic graphic, but, you know, as we think about all these sort of, you know, inputs, we really like to, to think about, data informed decisions, not necessarily data driven. We're going to be data blind, but we want to make sure all the data we're capturing and looking, looking at, turn into, clear ways for us to process

158and organize information to that. As we think about different strategies and recommendations, people can clearly start to see, how those recommendations came to be and how the data we're looking at informed, some of those recommendations. So what we're showing here is done an example from another client, Milwaukee Public Schools, who's going through a relatively similar project. Obviously each project's a little bit different, but essentially they wanted to really understand how schools know if they're going to land in a, a category that says, hey, we need to think about investing in the facility in this campus. Or we need to think about, expanding programmatic offerings in this part of town. How do they land in that category? Or this is also a district that's going through significant Roman decline, how tech schools land in a different

159strategy group for, perhaps closure, consolidation. So what we did was built this interactive tool where the general public can actually start to see, how their school, flows through this diagram. And I want to be very clear, this is something that works for them. And we're not at this point proposing anything like this for Jeffco. But just to show how we can start thinking about building frameworks, a to organize the information ourselves. But also, as we think about it, communicating externally, how people clearly understand, different recommendations are being made. So there's a play about essentially, you can select, the school, but then you can start to see how the data your school, informs and how you land in a potential strategy group, so you can start to sort of follow the hopefully easy to, to read

160flow diagram. We try to write things in ways that, the general public will understand. Obviously, as I mentioned in their outset, you know, building the sort of knowledge base of the community is important in this. And, you know, these projects are often littered with jargon and things like that. So we really try to make sure we're, you know, creating tools and graphics that are easy to understand. So this again, this is an example of what we use for them, and built for them. But, you know, I can say with fairly high level confidence, whatever we built for you is probably gonna be different, but it's going to really work for you. The other thing, as we think about those final, plans, we want to make sure, again or we're writing and, creating graphics and whatnot

161that are, digestible, right. There's gonna be a lot of sort of heavy information and topics, and it's really critical that we're creating tools and resources and, and plans that are, easily to read and easy to understand again, both internally and externally. So if there is a static version of something, it's it's clear to read, but also, again, paired with some of those dynamic tools that we talked about earlier. So these are just examples from of the outputs from our work in Boston and in DC. And then just really high level again, obviously this is a really high level. As Jeff mentioned. We're just getting going with a lot of this. But just to give you sort of the overall flavor of, of the schedule and where we're going, we're really in this sort of first

162peachy color of really trying to just get our head around all the information and understand the current conditions. We'll be doing that through, the late spring. Once we have that sort of idea of the, current state and sort of projected state of data, we want to make sure we're really thinking about what are those different strategy, ideas that we want to think about, across the portfolio. So we're thinking through, you know, what are those different, types intervention. Do we want to consider, in the spring to fall of 2025? And then, the last part is obviously the important part. We want to make sure this plan is something you can actually use, and give you that sort of the toolkit, to make those decisions. So thinking through the implementation, planning, would happen from the fall into

163the winter of 2526. So obviously there's a lot of nuance, a lot more information that, will go into this. But just to give you a sort of that high level, big picture view of where we're going, and I think that's it. So, hopefully we'll have some time for some questions if you have them. But again, really appreciate you allowing us to take the time to present today. But again, this will be the first of hopefully, many more conversations. And I look forward to being at the next one, with you in the very. Thank you, Mr. Davis. Board. Do we have some questions, or do you have something you want to add first? I thought we could go right into questions based on, the presentation that you just saw and, dedicate a little bit of time

164to that. Okay. Members. Well, first, thank you for this. It's really exciting to see this kind of come through. And I'm really excited for the work that we're going to be doing on this, when we think about. So I'm looking at slide 11 specifically, but really it's that kind of like all the data inputs that go into that. Will we be kind of combining. And I know you mentioned some of this work has already started, but I'm thinking about like Tim Reid's model and long term like list of all the things. Right. Like we have kind of the building assessments and I know there's a ton of data is that I mean, are we going to be able to input that into this? Yeah, that's that's our plan. Well Patrick, you want to you want

165me to jump? I'll go first Patrick and then hand it over to you. Right. Thanks. That is our plan with the facilities team has has just done a great job, collecting data, maintaining data. So part of this initial phase of the engagement is getting the data to Patrick and the team, so they can analyze it so they can go through it. And then we also want to verify it, and we want to make sure that the data that we have is verified, it's accurate, and that, you know, our pricing is, is up to date and matching what, you know, what they would recommend. So we do feel like we're, we have a big head start with a lot of the data that our team has managed over time. And that's certainly something that, that we're

166feeding, feeding to the, to the team and that they'll use as one of those inputs. And then I know we have a tremendous amount of data in our dashboards just around I don't know how much student data would actually go into something like this. But from a utilization standpoint, would we be pulling any of that information to you from the dashboards that I know we have? A big, exciting part of this to me is sustainability and the opportunity to look at things kind of with that lens. Will our director of sustainability get to be involved? Awesome. Yep, yep. We've we've specifically called out our, sustainability program manager to be engaged in this work to make sure that, it's being that that component is, is certainly, really embedded into into the work moving forward. Awesome. Thank

167you. And last question, I know when we were talking about on slide 18, stakeholders, I'm happy to see this slide, and I'm happy to see the discussion around shareholders and stakeholders. I would lift up that. Let's make sure when we're thinking about all the stakeholders, it's also the community that doesn't have kids in school, because I think a lot of folks are really interested in how we're investing our money, taxpayer dollars and so I would just flag that as something that I thought of as our community not associated with our schools, is almost sometimes as important as the community that is. Are questions. I was wondering, in the, plans, where do we put cost? Like, how much things the different options cost? Or do we just not put that into this plan at all? How

168do we deal with money and budgets for for the items that are identified in the plan? Yeah. Like, yeah, I was looking flowchart. So if there's two options or they're flowing into one how do we know cost more. And you know, how do we do that kind of comparative budget analysis Patrick, I'm wondering if you can talk through maybe some different approaches that you've taken to, you know, to make sure that the cost portion is is part of that and is, visible and transparent and understood. Yeah. And I'm sure certainly that's a great question. And certainly a big part of implementation is understanding those those costs. I think one of the things we will do, and I think we're excited to really have to two is, again, a local contractor on the the team to

169help inform some of those capital sort of building related costs. I think one of the things we'd like to do is create, you know, really a get a clear understanding of current conditions around cost, but then also, you know, have the resources and tools to project future costs. So we'll will have what's called escalation rates factored in, to really understand what are the long term costs. Because any one of the things that that's important to recognize is we don't always know when projects are going to start. Exactly. So having the resources and tools to say, cost, you know, baseline costs for a renovation of this scale is, you know, x dollars per square foot, in this market. But, you know, we typically apply a 3% compounding escalation rate. So have the resources and say we're

170going to start the project in 2028. We can then project out the costs, in the future. So that'll be a big part of our work as we're thinking about those sort of facility, investments. The other cost component, I would say that's critical, is the operational costs, associated with some of these things. So thinking about, you know, what's the what's it cost to expand your footprint or if we're thinking about, you know, perhaps consolidation or closure decisions? What are those operational costs as well. So looking at but from a capital standpoint, but also thinking, making sure you're informed, of the sort of downstream operational costs as well. So anyway, I didn't I don't have a clear answer, but that'll be a big part of the work that make sure you're clear, you know, understanding the impacts

171of of recommendations. Yeah. Thank you. I remember when we had a presentation about the RFP that would pick our contractor. We talked a lot about two things of the first one and then I'll ask. The second is was around innovation. I remember specifically there was conversations about like, oh, well, if we're talking about infrastructure and we know that, our workforce is in desperate need of housing, is there any way to incorporate, this kind of strategic plan into those kinds of things that we're also talking about and other, you know, adjacent realms. And so I just wondered if and if any of the work that you've done, you've been able to. So I'm looking at you, Jeff, and I'm asking Patrick if there's any, examples you have of in other districts incorporating those kinds of, you

172know, kind of out of the box innovations. Maybe, Jeff, I could start to jump in, but, yeah, I mean, on every project, I think we're fairly innovative, especially in terms of how to use facilities creatively. You know, you mentioned housing. We've done a lot of work around workforce housing analysis and planning. We do a lot of work in California where that's a very hot button. Topic. And certainly a lot of districts are thinking about things like that. So anyways, yeah, I think it'll be a big part of this. Obviously we don't end up with the animation for you is yet, but I think it's safe to say we'll make sure we bring, bringing that to the project, and work with you to figure out what the, the sort of different numbers that you want to

173explore or. Okay. And then the other one, we had talked about how in other planning there was a afterwards, a lot of questions about like, well, why did that school get picked for this? And, you know, why did a lot of why and who got picked and what's fair and that kind of thing. And so we talked about that. So there's a lot of questions around what's equitable or equity. And I noticed, Patrick, that you used the term twice in the presentation. And just wondering for your firm, what does it mean to create an equitable plan? Yeah, it's a great question. I think equity is a term that school districts throw around all the time. And I don't know that anyone really, really understands what it means, but I think it's actually it is making

174sure for me, it's ensuring, you know, resources are allocated to the areas of highest need and providing the the sort of resources needed to make sure everyone has that, that ability to achieve and, you know, create those great learning environments. And that's not a typically I mean, obviously, we'll follow your lead, but that's not a one size fits all approach. It's really trying to understand what are those needs of each individual communities and working to understand, you know, what are those interventions and strategies that are going to work for that community? And that's probably not going to be the same in every single part of the district, obviously have a wide geographic distribution across the Jeffco. And, you know, we really can't have that. You know, we need to do this here and that, you

175know, the same thing over there. It's really trying to understand what are those unique, unique needs that are going to, you know, provide the spaces and the environments needed for that community. But essentially it's, you know, making sure we're not, you know, doing a cookie cutter approach to just giving you sort of vanilla plans. Right? It's it's really to understand those needs and, and delivering, strategically across the portfolio. Thank you. And just one comment. I really appreciate the data informed approach. Because I think within that other question, there were a lot of questions around like, well, who advocated harder for what school or, you know, I think it was just unclear, like how some of those decisions were made. And so I think I really like the tool that allows a school to kind of

176or a the external audience to go through and look at the different like the scenario mapping. I, I was immediately wanting to figure that out, and we don't need to talk about it like, what is the input of those? But I don't think there is data input in those. But anyways, something I would be curious about as the if, if we decided to use a kind of dynamic tool like that, I think it would be great and interactive sessions where people could look at scenarios and talk them through, especially if there was cause and you know, the pros and cons related. But so I just I like those kinds of data informed approaches. I think it can help a lot with those discussions that were seemed ambiguous in the past. Thank you. Yeah. From. I

177have a couple of questions. The first one is will we get a list of what we think every school should have, to make sure that they've got, like, we've got the, vestibules, you know, safe, whatever. Just certain things that we want to make sure every school has. Yeah. I think that's going to be part of this initial, analysis of, you know, what is the current landscape? What what is in all of our facilities, what is our deficiency database saying? And then doing a bit of a gap analysis to on that to understand where might where might we be missing the mark in certain places. And identifying that is kind of really part of this early on phase. And I know some of them, you know, are difficult because, if you do things all together, you

178get the, you know, quantity discount of certain things because I'm thinking of smaller, you know, not a big wing to a building, but, it seems to me looking at some of the capital asset, reports that I've seen there are list of things that seem very minor, but they've been hanging around for a long time. So it's just those I would love to be able to check off a bunch of things. A second thing is, making sure that we ask the school principal what they want because, for instance, I was up at Connor for high school, and the big thing there is an auditorium and they don't have it's a high school without an auditorium. So, you know, the big ticket things that have been on the on the drawing board for some schools, but they

179never got it yet to figure out a way it's, you know, might not meet the list of what I say is a priority, but it's an equity thing. Yeah. We're absolutely going to engage with schools. We also know that schools know their conditions the best. And so our efficiency database might say one thing. And and most likely it's going to match the need of the building. But then there's other things too. And who knows it best other than principal facility managers, custodians. All of those staff members that are they really know the building well and know the issues that tend to pop up. And we'll make sure that that's included in that as well. Yeah. Thanks. Okay. Well that's exciting. I'm looking forward to this. And, all we need is little money. And we can

180go go forth. Thank you so much. Thank you. Patrick. Appreciate you taking time now. Thank you. All right. Have a good one. Okay. So yes, again, our next agenda item board will receive a presentation on surplus recommendations regarding three former Jeffco school sites and one vacant land site that will be voted on at the March 13th, 2025 board meeting. Staff will also present on improvements that have been made to the property disposition process. So that's same sentence here. Before I turn this over to the coughing Mister Gatlin. Superintendent Dolan, is anything you'd like to say? Thank you, President Parker. I do want to inform the board, before hearing this presentation on the next round of property disposition, that we have made contact through Mr. Gatlin with, the county manager. And so we have communicated, as

181we normally do, with, the impacted, municipalities, but in this case, the county, because all of these properties are like. And I spilled the beans, but, in unincorporated Jeffco, so the county does is aware the staff at the county is aware and we are very, begun those conversations. I think I'm in a meeting with those those individuals as leaders from the county soon and with Mr. Gatlin. So I just wanted to make sure you knew that we had already started those staff conversations. And looking forward to sharing with you our latest thinking on what's next for surplus. Great. Thank you, for having us for the second, a series of back to back presentations. So really, the purpose of, this presentation was twofold. Really talk through. I want to start with, really reviewing improvements that we want

182to make to our property disposition process. We continue to learn, we continue to find opportunities to do it better. And we, feel like we're making some, some very real changes to the process. It really in that mindset of continuous improvement, to just continue to get better and hopefully continue to land, with a positive outcome or outcomes and then Mr.. Have it again, it will walk through, the data case, and data slides for the recommendation to surplus. Three former school sites and one, or two tracts of contiguous land that makes up really one parcel. All, as Superintendent Allen mentioned in unincorporated Jefferson County and just, just, kind of a procedural item, the, consent agenda at next week's meeting will include the resolutions for the board to approve for each of the specific properties that we go

183through tonight. And the board will take formal action on, the surplus of the sites, next week. So I wanted to start with, what have we learned and what are we doing, a little bit differently as we go through or as we, as we set the stage to go through the process this time. And I wanted to just talk through a few themes, around those improvements. And so the first one is really just around, where we are tonight, the with the recommendation for, for surplus, we heard, from the board that the absence of any information, made it hard to, really make, the best informed decision. So you'll, you'll have access to and be presented early childhood education information today by Mr. David eakin to. That's part of the data that we'll be providing. I also wanted

184to talk a little bit about, process. We are we are planning to modify our municipal interest process. As you know, and like Superintend Dorn mentioned, one of the very first things we do is reach out to a municipality and ask if there's an interest in the site up till now, it's been an all or none interest in the site, and we are anticipating interest from some of our municipalities for portions of our sites. And we're trying to find a way to strike a balance around community benefit, which we know is a value of ours and of yours and also value. And there was a concern initially around if we carve up a site and give a portion or work or try to work an agreement out with the municipality for a portion, it's going to

185be really hard to make up. Value with the remaining portion of the site. So we've we have, developed a process, that we're, we're excited to try and and see how it goes, where it would allow a municipality to, express interest. And we could try to negotiate for, for a portion we can think of, of a couple sites off the top of my head where there's a park, a community park, but it's school district owned. We're anticipating interest from our municipalities for just the park, that that might be just what they all that they want. And then working the remaining portion of the site through our regular process and making sure that we can land at a process community benefit valuation, all the criteria that we use, in combining it in conjunction with the the municipal

186specific interest as well. So we've created a process. We've actually, we just updated our website to kind of go through what that process is going to look like and what we'll try and hopefully it it strikes a nice balance there with that. And then there's other little things around, you know, codifying a formal offer, to a municipality, a formal acceptance or declination of that offer, just to make sure that we're being really clear and transparent and, prevent any misunderstandings around, intent or, or even intent at a specific part of time in the process. So, that'll be one thing as well. Moving on to community meetings. We know, this last round of community meetings, there were certainly challenges. I know some of you were at those meetings and, you know, saw some of the challenges, firsthand.

187Simple things from the space, the comfort, the capacity to, Are we being clear about the purpose of the meeting, the outcomes of the meeting? Are we using a facilitation method? That's the right method to make sure we're hearing all the voices that are in the room. We heard that it was important for our communities to have Jeffco staff be in the front of the room. So those are all things that we want to try doing a little bit differently this time to see if it resonates. We also heard an interesting thing around. We spent a lot of time in the last round of community meetings, kind of rehashing the past, like, how did we get here? And we heard, we don't need to do that. We can be sensitive to the fact that we're talking

188about, something near and dear to our communities, a closed school on a school site. But we don't have to go through all of the how we got here again and just really start with the process moving forward. And then one other, one other unique thing that we experienced as we were really going through the pre-qualification phase of our process was the introduce using our final evaluation criteria and a couple other things that I'll talk through at this stage of the process was creating, some confusion and I think some unintended resistance. And so what we're proposing in the pre-qualification phase, and the goal of this is to ensure that we have high quality proposers and the greater number of options. Really that's what that's what we want to see come out of this. And we saw

189some of the things that we were doing prevent that from happening. So we're really proposing that the pre-qualification phase is really focused on qualifications. We're being very intentional at this phase to not see sight concepts, because that was a really major sticking point at this phase of the process is, maybe a premature site concept was proposed that didn't align to, the community, the community values, the underlying zoning, and it created immediate resistance. And, and, and I don't blame our communities at all for not being able to get past that. And because of that, we felt like we might have missed an opportunity to move some very qualified, proposers down the road to get to, the call for our first phase. So really, you're you're seeing language that's tied more to, qualifications around experience, track record,

190financial stability, technical capability, compliance and legal standing, past performance. References. We also want to make sure that this, that these criteria will apply to both a reuse or a repurpose of the facility and a potential development proposal, too. We've seen great community support for reuse and repurpose, assuming a competitive, proposal. So we want to make sure that that this is, is allowing all types of options to come through at this phase. And one that I did want to call out was, we thought it was important at this phase of the process to identify, that there's heavy consideration around an entity who, whose use would negatively impact, school enrollment in the district. And we wanted to just signal that and identify that and make sure that that was really understood, that the whole goal of this

191process is to land in a, in a integrate place with our community, with the reuse, but also, reinvest resources to where our students are. And so we don't want to, make it make that situation even worse by landing in a place where, it might have a negative enrollment impact, which would be counter to what we're trying to do. And then the last two things, that I wanted to go through were at the call for offers phase. So are how we're drawing this up this time really is the pre-qualification phase to make sure we're we're moving on. Qualified potential buyers. But we also realize we need some type of review and design process around the proposals that come in and so what we're doing at the call for offers phase is actually kind of dividing up

192the step into two parts where the proposers, if it's a development in particular, will propose a concept and then we'll use the property, this disposition advisory committee and ad hoc members to provide input, to modify it, a little bit of a shred activity and then allow the proposer to come back with a final concept. At this point in the process, we will have already approved and approved that the recipients, the proposers in that round. And so really, it's just a, the goal is to really kind of massage the proposal and make sure that the proposal is aligned to what the community wants. So that'll be another change that we're looking to, implement in partnership with JLL on that. And then the last one, for a couple reasons, we're going to include when we when we

193do bring a purchase and sale agreement to the board for approval, we'll also include a resolution from the board that, it was something that the title company asked for. We were able to provide, board minutes, that suffice for the title company in the most recent closings? But also some language that would allow, superintendent or, or a designee to execute some of the, some minor, contract adjustments that we might see, in the process where a date might change. You know, something needs to get extended from a Friday to a Monday that requires a new contract to be signed. And so, our plan would be to ask the board to approve a resolution that would also authorize that. So I wanted to pause there before we get to, the surplus recommendation and just see if the board

194has any questions that I could answer around kind of process improvements and things that we want to try doing a little bit differently moving forward. I just have one quick note. First of all, thank you for this. I think it's really encouraging to see that as we are doing, we're learning. And I'm really proud of us to recognize that we can do things better. So I appreciate that. One note I just want to say on slide five on the impact and enrollment, I appreciate the language there, because I do want to make sure we leave ourselves, space for situations where, like concrete canyon, where another school, a charter school, in fact, one of our own charter schools was the best option. And so I don't want to completely preclude that. So I appreciate the language

195that we will consider the impact of, because I think that allows for us to be creative, and understand that not every situation is going to be identical. Oh, I am so grateful for your, adjustments and willingness to look at what we've done. And I am, I, I just think, I, I'm, I'm, I don't know if I'm not really surprised. I'm just it's just so good. I think the way that you have revamped and listened and I mean every little detail that I could remember of something that I had hoped for, that might be adjusted or improved, I feel like is in your plan now. And so I just, I'm just so grateful for that. And I just really feel like the process is in really good hands with you all leading there. So thank you.

196You sort of took my comment, but, I wanted to I also wanted to lift up the, responsiveness to community feedback, in the process. And we've had people come to public comment and, and reflect on that, which I think is phenomenal, honestly. So I, I also want to lift up the care with which you are holding the process. Certainly we are focused on the outcomes. Right. But the process, especially when there's community engagement, is so incredibly important. And you all have been incredibly responsive. And just seem to have a lot of clarity on how important that is. And I want to say thank you so much. Really appreciate it. I will did add that, and especially since I get the pleasure of signing some of the final documents, I better trust you. You guys have done

197everything you're supposed to do to that point, so. Yeah. Yeah. Thank you. It's really going well. Better than I feared. And, and and it's working. Thank you, thank you. Yeah. Thanks. Okay. If there's no more questions on the process changes, I'd love to just walk us through, the properties that superintendent has early kind of spoiled. They're all in unincorporated Jeffco, so cat's out of the bag. So here's an overview of the properties that we're going to be recommending to you for surplus this round. Again, we've kind of worked under this guiding principle of trying to work with, you know, one to at the most municipalities at a time. And so it happens that, you know, our current analysis was that we had properties in unincorporated Jefferson County that all met our criteria right now for

198surplus. And so we've opted to move forward with that slate of properties. And so the entity that we will be dealing with on the municipal governmental side is Jefferson County. So we're looking at, the former Bergen Meadow primary building, which is in the evergreen articulation area, the Evergreen Meadows tract, which is kind of just the name of this vacant property. That's kind of in between the evergreen and conifer articulation area. There's nothing built on it. So it doesn't really have an articulation area because it's vacant. But, it's in that area, Colorado Elementary School, which is in the Dakota Ridge articulation area, and then pay for elementary school, which is in the Bear Creek articulation area. So that's just a little map kind of showing you where those fall. Again, just a reminder of our criteria

199for surplus property. The students affected by the closure consolidation have been accommodated. The operational schools within three and a half mile radius have space for more students. Our long term enrollment projections don't indicate significant growth in the impacted areas. And again, we're following a bundled approach, that our advisors have recommended and that we generally think is a good approach to, how we work with our municipal partners, as we go through this work. And so, of course, all of these properties have met those criteria, as we will outline. So we dive a little bit deeper on the data. So Bergen Meadows, our first surplus recommendation, there's an aerial photograph. One note with the Bergen Meadow property is those beautiful green baseball fields that you see in the right side of the picture, are under a use

200agreement that we have in place with Evergreen Parks and Recreation that is in force, until 2930. And so that would be a condition of this property, no matter how it is transferred. And so that's just something we wanted to name that exists with that property. Again, it's in the evergreen articulation area. It's a 13.3 acre property. It's interestingly situated between some municipal buildings to the west and then largely residential areas to the south and east. And then your area articulation, elementaries serving that area are Bergen, the new Bergen Elementary School, the Wilmot pre-K five and Parmalee K-5. And so all students from Bergen Meadows, you know, we're we're accommodated when we consolidated the primary, with the Bergen Valley Elementary to create the Bergen Elementary. Just some information on the building here. It's 1970 building, about

20150,000ft². There were $272,000 of CIP investments made, and the building's been vacant since this past summer, when the consolidation with Bergen was complete. And so, looking at our utilization rates in the articulation area, as you can see, we do have an excess of 407 seats in that articulation area for a utilization factor of 70%. And then evergreen being one of our more rural artists, typically in three of 3.5 mile radius, we'd have multiple schools in evergreen. We only have Bergen within that radius. And so looking just at Bergen's capacity versus enrollment, we can see that, they're sitting on about 108 seats of excess capacity at this time, putting them at a 78.5% utilization. And we wanted to share the pre-K data, as Mr. Gatlin, shared in the first portion of the presentation. And so one

202caveat, because of the way the UK program works, and we now participate in that, you book alongside all of the other providers. You can have students on a waitlist, but attending another program. And so, what the aggregate data here shows us is that, well, we have 120 seats. We only have 104 students occupying those seats, five students who are on the waitlists, who we believe are being served elsewhere but remain on the waitlist for that program per the structure of VPK. Our long term enrollment projections, in the evergreen area, are that we'll actually experience a mild decline of about 2.9% by the 2930 school year, which represent the reduction of enrollment in the area, by 72 students overall. Given that growth, we don't anticipate a need for additional capacity. However, our facilities team believes that

203it would be possible to construct a 4 to 6 classroom extension on the Bergen campus, given the size of the property there, if it was ever needed. And that's a consideration, and you'll see us making all the properties, although none of them are facing any growth. Recommendation number two is our vacant land at Evergreen Meadows. This was this land has come to us through a dedication. Related to development. But it's in a largely rural area where development is very not dense. And so, we don't believe that it's likely a school would ever be needed on this site, just land that we've acquired. It's 11.15 acres across two, two platted lots, surrounded by single family homes and currently zoned for, rural residential in the county. It's, pretty close to Marsh Dale, just just north of our

204of more Marksville Elementary. And so just to to do an analysis, even though we're not really talking about enrollment implications, because this was not a school site, I just wanted to share our conifer, capacity data. And so we're only at 68.3% K5 utilization in the conifer area. And for the schools within a three and a half mile radius of the site, we're at about a 69.72 utilization. And then again, just to see what the pre-K data looks like for conifer, of 180 seats available at our conifer sites, we have 113 students there. I just wanted to ask a question on this slide about Marsh Dale pre-K. Yes, because I got an email recently about it was a staff member who's couldn't get her child into pre-K. But this shows that there's only 19 students with

20566. Is that up to date? Is that this year? Maybe not next year because this this is current year data. So I don't know that we've looked at the next year choice projections. But based on current year enrollments. Yeah, that's correct. As of three weeks ago. Right. And I mean, for this property that's vacant, I'm not saying we shouldn't sell it, but it was just a question. I had about four pre-K. And I also know there are a complexity to some of the pre-K offerings so that we have half day and full day programs. And the the way we count the seats gets very complicated. If you start to count a half day seat, you have to count it twice because there's two sessions. So we tried to do the best we could, with our

206pre-K staff to kind of represent the reality of seat availability. That's helpful because sometimes people want full day, but we only have a half day or vice versa, so that gets tricky. In addition, again, this is this year. So sometimes there's a bubble of kiddos who want to come in. And then it's further complicated by the variable, three year olds and four year olds and the number of each in each classroom. And, and then it's further complicated by the fact that we hold some seats for students who are identified through child find for special education needs over the course of the year. So there's just a lot of variables that for any parent that might be emailing a board member, there may be unique circumstances related to the type of day they're looking for. Marshall

207might have additional people applying so we can. I'd be happy to have first team help that mom if we can get in there. But there's all these different variables that make the preschool, piece really complicated. Positive private providers go on and on. Yeah, but yeah, just and just to clarify, this is just this year's current enrollment data. So actual students in seats as of our October count. And then for that, kind of articulation area, we also forecasted a decline of about 1.5%. So more stable enrollment. But, still anticipating to actually lose 35 students total by 2930, as they also have an imbalance of more secondary enrollments and a smaller number of primary enrollments following them. Okay. Recommendation number three is, Colorado Elementary, which is, located in the Lily Gulch area. This is in the Dakota

208Ridge articulation. It's about a ten acre site, surrounded mainly by single family homes with some commercial, corridor to the east. You can see our articulation area schools there for Dakota and the new boundary school accommodating color of students is Powderhorn. Color is in 1977 building. It's about 44,000ft². We did have a significant CIP, investment there of about $1.8 million. And the vacancy was in June of 23. And then when we look at the Dakota Ridge articulation area, you can see that we have an excess of 646 seats, currently, which puts the articulation at a 60. I'm. My eyes are getting blurry already. 69.7%, rate there for utilization. And then as you expand that to a three and a half mile radius, you do capture some of Bear Creek, which is, very close. And so within

209that three and a half mile radius of Colorado, you've got about a 63.6% utilization rate, so large excess number of seats in that area. And then for the pre-K data, see, we have 140 seats that are available in the articulation with 124 occupied seats and a waitlist of three. And when we look at our long term enrollment projections, going out to 2930 for Dakota Ridge, we forecast a decline of 291 students for about 7.5%. We do have, capacity to expand buildings in that area, although the forecast certainly doesn't suggest that it would be a need. And then finally, our fourth recommendation for this round of surplus is pay for elementary school. I will mention that pay for does have a co-op obligation, that runs through the end of 2026. However, we're working with our finance

210team to explore options that would release that obligation sooner. The obligation could be either a condition of acquisition for the building or we we're still working through it with our finance team, but we have a pretty strong inclination that since those, certificates of participation are near their end, they probably have a reduced collateral requirement at this point that could be accommodated. So we'll have more information as we get through the process on that. But it is one thing we wanted to point out. And again, Piper's in the Bear Creek articulation, very similar in size to Colorado. Ten acre lot surrounded mostly by single family homes with a multifamily development, to the immediate west southwest. And then you've got your articulation area schools listed there for Bear Creek, the receiving school. That's the new boundary for

211the pay for area is Kendall View. Again, like I said, very similar size and era of construction. So 1973 building with 44,000ft², a smaller CIP investment was made of 896,000. And so looking at the Bear Creek articulation area, I did want to just present another, kind of data factor here as I was just going through all of our utilization and enrollment data. One unique thing about the Bear Creek enrollment area, the way that Denver sort of extends into that area and creates an interface between DPS and Jeffco Public schools, is that, we serve probably the most significant number of out of district students of any articulation area. There. And so I just wanted to do a breakout to show, so in that column showing our number of current K5 enrollments, 2084 is the total number

212of students we serve in that articulation. 219 of those K5 students come to us from other districts. And so they've, you know, we have a flow of students that go both ways when we have those border areas of our district. But I just wanted to illustrate that, as I felt like it was a compelling data point. And so I displayed our utilization capacity showing, you know, with current enrollment of all students, we're at about 70% of utilization. So still, a pretty large excess of seat capacity. But if you control for those out of district students, it's actually closer to a 62.8% utilization factor. And then if you expand that to a three and a half mile radius around Pifer, similarly, you get about a 69% utilization. If you back out out of district students, it

213goes down to about a 61. And an important caveat to that data is, you know, like I said, the the students move in both directions. And so we also certainly have students who from who live in Jeffco who choice into a DPS or other non district school as well. So it's not to say that that's a 100% parity, but we think it's probably a factor of like the strategy team's analysis is that probably somewhere around point seven, students that we lose for every student that we bring in from another district. Oh, and one other note on this one is that because Red Rocks Elementary is in a is in the Bear Creek articulation area, we have generally excluded any temporary building capacity from how we calculate capacity, knowing that our plan is not for those

214temporaries to be there forever, and that we've already worked through disposing of a large number of those red rocks is unique in that they've really opted to keep those temporaries and create really make that part of their model of how they enroll. And so we we are treating them just for red rocks as capacity. And then there's our pre-K enrollment data for Bear Creek. And so, Bear Creek, is somewhat of an oversubscribed area when it comes to pre-K. And I've talked with our pre-K team about kind of some of the reasons for that. They do see a significant number of folks who are on waitlists in Bear Creek, but do have their students, enrolled in in our pre-K that are in adjacent articulations. And Bear Creek does because of its kind of shape and the

215way it snakes through it touches a number of other articulation areas that families have possible availability at. But one thing that they are pursuing is, adding pre-K to Bear Creek K-8 in the future. And they did point out that Patterson, which is less than three and a half miles from many residents who live in Bear Creek, articulation, does have an excess of capacity right now. So the general understanding is that we are oversubscribed on on paper in this in this way, when you just look at the articulation, but that there is capacity, around the articulation area. For long term enrollment projection, Bear Creek also faces a decline of 6.6%. So similar to the decline we're that we're forecast in Dakota by 2930, which represents a, decrease of 305 enrollments in that articulation area. We still

216have capacity on, several of our sites, as illustrated here, if we ever needed to expand capacity. But the forecast for the next several years does not indicate there would be need for that. And we just want to give you a moment to ask any questions you have about this recommendation. I just wanted to, that say that last example made me think of the early childhood. Conversation that we had when, I can't think of this school. Thank you. Glen and Heights. I I'll just I'll just say, like, if I were that company that bought that school, I might look at that and go, oh, there's another one where we might expand, our offering because of those numbers. So that's just the kind of thing that went through my mind when and I understand that on paper

217and the double counting and all of the things. So it's very hard to say, but I just wanted to say out loud that that's the, that's the, the part of that last one that, I wondered about when we did that. And, and I also know and Superintendent Boylan has talked about how hard it is for the district to put like a Campbell Early Childhood Center, you know, in another spot. But, I just want to make sure we're thinking through all of that. When we're thinking about, voting to that for disposition of these schools so that we just are sure we wouldn't want to have an early childhood center in an area like that. So, I just I hadn't I don't know if I hadn't noticed that slide before. I apologize, I hadn't, but that's, what

218just came to mind as a memory. And some thinking. Yeah. I have a question. If we vote on this, next week to surplus them, time frame wise, because pay for in Colorado or my schools. And I've got a lot of interested people in my district. When do you anticipate community meetings would start happening? I think we're still considering, a similar time frame to the last round where we'd be planning community meetings for early summer. Sometime on the June timeframe. And also, that would be dependent on, our discussion with the county and the counties interest in pursuing the municipal process on any of the any or all of these properties. And so, that's a that's a TBD. That will come up, you know, officially if and when these properties are voted to be surplus. Okay. Thanks.

219Any other questions? Yeah. Similar about timeline. I may have missed that and space for a minute. But we're going to go into the municipal conversation first with Jefferson. Do you have any, indications about what that timeline might be like before we submit? You just have, you know, we talked something that we've talked a lot about around timing of the municipal process. We want to make sure our municipal engagement doesn't drag on and on and on and really not get anywhere. And so we've kicked around some different approaches to this around, you know, 30 days. And we need to know this. And so we also realize it's it's complex. We're dealing you know, in this case we're dealing with the county, which, you know, maybe even more inflexible at times, than a local municipality. So part

220of our thinking was to if there is interest to co-design a schedule that we can kind of mutually agreed to, and then just make sure that we're, you know, that we're comfortable with that. And so there's a little bit of an unknown there right now. But knowing that we need to be reasonable, but also make sure that we're clear around, a year goes by and we haven't gotten anywhere. And so it would, it would allow us to create that together and then hold each other accountable to those, and I would say with the caveat of, possible extensions if we're continuing to, negotiate and work through it in good faith. And so that is something that we continue to kick around. But that's going to be our approach this time. I appreciate that, and I think

221I like the spirit of collaboration to enter into a conversation with, municipal partner, in this case, Jefferson County. So thanks. Good. I just noticed too, on the especially for Colorado and, Pifer. Do we know what they're zoned for? Is that something that can be put on the slide? Or was it on their. Yeah, we'll make sure you have that. Just say what surroundings are, but I don't see it saying we'll, in the, in the agenda items for next week. It will there'll be for separate consent agenda items, will include, a deck that has the zoning information as far as part of the property analysis. So. Yep. All right. Thank you so much. And for this evening's next to last agenda item, the board will receive an update on the district's enterprise resource planning ERP replacement

222project, including contract negotiations with our selected vendors. This presentation is in anticipation of a board vote at the March 13th board meeting. In July 2023, the district began to analyze the existing enterprise resource planning ERP system, Oracle, PeopleSoft, and to evaluate replacement options, identify system requirements, assess the district's readiness. The district posted a request for proposals in June 2024 to identify a new ERP platform and implementation. Partner district staff evaluated vendors through the end of 2024. An intent to award was posted on January 13th, 2025 that identified Accenture as the implementation partner to help us transition to workdays. ERP solution contract negotiations are in progress. Before I turn this over to district staff, is there anything you'd like to add, Superintendent darling? Thank you, President Parker. I want to acknowledge our team that is sitting

223in the audience, and I want to, invite our team who's sitting in the audience to join, thank you, Brett, for giving getting them some chairs. You may need to bring a chair with you, because we have quite a few of you, but I will, let you guys know as well as the board that we very intentionally invited quite a few people here this evening, to to be able to provide our board context for just the incredible amount of intervention. Time, expertise, energy. That is going into this project. One of the. I was in a steering. You know, this is a very large project. It's going to have implications for every single employee, every single site, every single department. Over the next, however much time, three years at 2 or 3 years. And it was an

224a steering committee meeting, which is where I get to, play around with this project. And, was very proud of, our cabinet members in that meeting. We're trying to make a decision. And I think at the end of the day, they all said, we've really got to get, in a room with the folks who's direct work. This is going to implicate every day. We can't we're not ready to make this decision until we know the people who are, running these systems and finance, running these systems and it running these systems in HR, how does it impact their workflow and the timing of year in terms of what they have on their plate? And so we feel really strongly that the folks who are doing the work and interacting with the system on a daily basis need

225to be part of and really informing our decisions as we move it forward. So I just want to thank you guys. It's 8:00 at night on a Wednesday. We're through hump day, right? We're on the downward slope. And and for you to be here to be able to, just talk about this project and your part in it means a lot to me. So thanks for doing that. Late in the evening. And I think it will mean a lot to our board once you're able to actually hear not only from our leadership about this important project, but also from those of you who are contributing your expertise, based on the daily work you do. So thank you for being here late at night to support our board in studying this topic. And with that, I'm going

226to hand it over to Miss Ipek. Thank you, Superintendent Dahlen. And, good evening, members of the board. Our team is assembled here tonight to update you on Jeffco horizon shaping tomorrow's enterprise, which is a fancy name for our ERP replacement project. Or, as Superintendent Dalton mentioned, enterprise resource planning tool replacement project. Can I interrupt you for one second? I will say Jeffco Horizon is the name of the new system, and that even that was done through an employee nomination process and vote. So it's very democratic, which made me happy. So yeah, Jeffco horizon. Yeah, it's a good name. So I think, before we start our presentation tonight, we'll invite, our group here to do introductions. And if I could ask to start down here on the left, I'm going to go ahead and introduce you

227since I can talk into the microphone. This is Brian Hanson, our ERP program manager. And next to Brian and Jason is Jason Thompson. He's one of our directors in our HR functional area. And we have Matt Williams, our director of business Technology services, on the technology side. And we have Scott Burns, our associate Chief human Resources officer. Did I get that right? Okay, great. I'm Joe, I'm the chief information officer, and I'll hand it over to this side. Awesome. Brenna Copeland Chief Financial Officer I'm sitting by Brett Adams, who's one of my team members. He's our director of purchasing. Next to him is Debbie Leal. She's like Yoda for it. Support of a lot of the work we do. That's your official title? Something. Oh. Lead developer. Excuse me. And Darcy Hutchings, who is a

228guru of all things H.R. And in many ways, the brain of Jeffco. We're getting we're getting some handhelds for these guys so you can pass the mic around if you want to contribute to the conversation. Great. So and those do come out of those little stands if you need to. So thanks. Thank you very much. Okay. So our team is here tonight, once again to give the Board of Education an update about our district's ERP project overall. And you may recall that members and a portion of this team presented to you all in our August Key Initiatives meeting. And so we do have some exciting updates for you this evening. What we are going to cover with you tonight is here on this slide, we're going to talk a little bit about what Jeff Co's

229ERP system is. We're going to talk about why we are making this change, our objectives for this change. And then I'll hand it over to my friends here on the right. And they will go over a procurement process summary and contract update. Okay. So this project overall aligns with major initiative to central services in support of student outcomes on our Jeffco five strategic plan and is associated with modernizing our business processes and systems as a project effort. Modernizing our business processes and system underscores our strategic plan by making the district both efficient and effective within our school operations, thus allowing for schools, central and school, and central leaders and educators to focus more on teaching and less on administrative tasks. So what is Jeffcoat ERP? So we use a lot of acronyms around here. ERP

230once again stands for Enterprise Resource Planning Project and Tool. And as you can see and as we've spoken about before, this system manages our core business processes for optimal performance, across finance, budgeting, payroll, inventory and all things H.R. And the next slide, we'll get into some operations functions as well. And so an ERP system provides a single source of truth for all employee information. And it's and ensures everyone in the organization can access what they need when they need it. And so it's our true in place system of record. Sorry about that. And ultimately it promotes better communication, collaboration and efficiency across our entire district. And so one thing to know about our current system is that it has been in use for over 25 years here at the district, and that doesn't mean we've

231been using the same system for 25 years. We've, of course, went through upgrades, year over year to maintain the system and keep it installed. And it is our primary application for three major functional areas HR, finance and some operations processes as well. The company called Oracle purchased PeopleSoft in 2003. So it's been quite some time. And it's installed here at Jeffco is what we call an on premise application. On premise means that we've installed it on site in our data center. So one of our data centers is here in the center, and it's replicated over at 8 or 9 Quel as well. And so it's on premise here as a platform tool, the HR finance and operations departments and the people, processes and data that drive how people software, Oracle, PeopleSoft is maintained on a

232day to day basis. And of course, the IT department maintains and supports the various components of PeopleSoft, meaning the application, the platform and the hardware on premise. Okay, so as mentioned, this system houses three major functional areas HR, financials, finance and operations overall. So when we look inside these functional areas, when we think about HR as a functional area, some of the functions that are housed in this ERP system are things like absence management, benefits, benefits, enrollment, year to year compensation and compliance evaluations for staff evaluations for our teachers go in the system personnel management, our organizational chart Who reports to Who recruiting, and our talent acquisition functions also go through the system and time and labor and or time entry. When we think about our finance functions and we look at inside that finance

233system, we do things like accounts payable and receivable asset management functions. Our budgeting functions are housed inside of the ERP system cash income, expenses and financial reporting. Much of that, which of course comes to the Board of Education. Our general ledger functions grants management, reporting, most importantly, payroll runs in the system and our procurement and purchasing functions are housed in the system as well. From an operations standpoint, there are two main, major and main functional areas that are that are in the system. And it's all about inventory management and the work order management system. So when we think about inventory management, we think about warehouse stock and tracking warehouse stock. We think about chemical inventory and reporting out on that chemical inventory and tracking special ed equipment as well. And housing that information from a

234work order management perspective perspective. We also have that house in our ERP system. So R for facilities, excuse me. Facilities maintenance team, has a work order functionality in which they receive work orders for our schools to be able to go out and maintain our equipment. And they use that system for this as well. We have a copy of your program, information building security information. Overall. Okay. So why are we changing systems now? So when we think about lack of support and end of life, what we know to be true is that the Oracle PeopleSoft system customers, and that's all customers, not just education customers, but any company or organization using PeopleSoft is going to have to move off of PeopleSoft. It has a shelf life. And so we know that over the course of the

235next few years or so, most of these companies and organizations running this software is going to have to change. And that includes Jeffco as well. And so we've got a shelf life here which will constitute a force change. Also, we have been maintaining the system for over 25 years. And as you can imagine, some of the functions and functional requirements that have come in from our functional areas, have not been able to be completed in a configuration manner in the system. So the technical team has done customized code and created vote ons, and it's becoming increasingly difficult to maintain and manage that code. Consolidations of systems and functions. We think about fully leveraging a modern ERP system and its features, including tools, flexibility and functionality that we don't currently have. We look forward to a

236more seamless and consistent end user experience, such as a mobile application. So we've heard that some pain points are things like we cannot manage or track candidate pools using PeopleSoft, so we look forward to that being more efficient in our talent acquisition function. We've also heard that our job application process is not mobile friendly, and our time entry process is also not mobile friendly. We've heard that there's a lot of manual input of the payroll journal entry, and that it takes a full week to process, and so we look forward to making that more efficient. We've heard that there's difficulty reporting data across finance and HR and connecting and consolidating that data. For example, vacancy rates and so we look forward to clean cleaner, more accurate and trustworthy data and reporting. We look forward to

237shifting away from customizations, as mentioned, that we have created on the technical side. And we've maintained those customizations for many years through many upgrades and also third party integrations and tools being consumed by this, enterprise tool or new enterprise tool where we can use those functions out of the box instead of have to buy a third party integration tool. Overall, that should improve supportability for our district. And of course, it's not just about the system, it's also about process improvement. So we look forward to being able to optimize our business processes overall. And doing what's called digital transformation, which is the buzz word there. And in doing so, taking that opportunity to reset expectations and standards, which will in turn increase efficiencies and reduce and workarounds. Okay. I think this is you. Right on. Here's

238my digital transformation. That's a high five. Get it? Yeah. All right. So when we started talking about this project, some of the obvious selling points was the system itself. But I think the real opportunity set for Jeffco is not just the technology, it's the people, the process and supported by the technology. And so I talk to my team a lot about how are we going to use this project, not just to replace PeopleSoft, but how are we going to use this to do our work better? And I will actually say that is what motivates my team, to get excited about this work. And so I do want the board to understand we're going to spend a lot of time on this. It's not just time spent on the new system. It's very much like reflective

239time spent on how are we doing stuff? Are we doing it because the system sort of made us do it this way. Are we doing it this way? Because it's the best way to do it? That's going to be really fun and a little bit time intensive. So I do want to remind folks, the real opportunity set is more than the software, and we are going to take advantage of that. And so some of this timeline really reflects taking the intentional time. I think the one other thing I want to highlight, because I don't think it's up here, is the chart of accounts, right. And transitioning to a new chart of accounts is that other big piece that's going to be made possible through this process. That's going to change a lot of what we

240do and what we're able to produce in terms of transparent information for the board, for the superintendent, for our community, etc.. So benefits to schools. Jill has alluded to a lot of this, so I'm going to just hit the high points so that you can hear from other folks too. Staffing. We've talked about talent and onboarding empowering. There's a lot of self-service tools that I think are more intuitive. So when we talk about self-service, that's employee self-service, like looking up your pay stub and figuring out how much leave you have, stuff like that. Some automated tasks. Jill talked about that. You know, we're going to do some automation, but not all the way to, like, futuristic, freaky stuff. Access. There's some mobile capabilities, there's apps and things that I think, again, you know, not everyone

241is sitting in front of a computer, thankfully, all day. Right? Our teachers are in front of students, and, our bus drivers are in front of a wheel. Now, we don't actually want them looking at their mobiles during that time. But still, you know, it's a there's an easier way to maintain data than always having to be in front of a computer. And yeah, it'll benefit central services as well as schools. Real time data reliability. We said automation again here. We're excited about it. And then sustainable. So again, this idea of configuration wherever possible configuration. My idea of it because I'm not in I.T is like you have a little checkbox and you either flag it or you don't. And that like sets up whether the system does it or it doesn't do it. That's it.

242Right. Just. Yeah okay okay. Yeah. Okay. I think of it like a pivot table. All right. So it's not that it's more complicated. Just a quick snapshot of our timeline. And this is a little bit geared towards, again, the RFP process because what we want to give you some comfort around tonight is both that this is worth the investment of time and money, and that we went through a great process to pick the right system. Back in June, we started talking about this, when I presented the budget last spring, we talked about some, special projects that we were going to start to fund out of our capital reserve fund, including this one, which is a multi-year project. So it's difficult to pinpoint in any given year exactly how much we're going to spend. But we

243we talked through between the June and the August meeting, some approximate, like multi-year numbers. So you had a sense for what are we embarking on? The RFP, I'm going to have a different slide. I think that talks more specifically about the RFP. So I'm going to skip that part and go straight to here we are today, March 5th. You'll vote on the 13th. And then April, may will be an anticipated project kickoff. I think there's going to be confetti. Okay. And snacks always snacks, especially mayo packets. That's an inside joke. Okay. So outreach and engagement, you know, as part of the process, there's both like a formal process and then there's, like help Jeffco leaders understand what they need to know, that they don't know that the don't need to know something like that. So

244we talked to Cherry Creek DPS Doug Coe Academy 20, Austin. Actually, each of us, I think, as chiefs, reached out to even more folks than are listed on the slide. And each time I was talking to someone, I was like, so tell me what you learned. What? What surprised you? What went wrong? What do you like about your system? What do you wish you had different, right? So we just went through all these questions to try and get as much information as possible. And in fact, before we even did the RFP, we did a request for information and different vendors submitted all this stuff so that we kind of knew better what to ask for in the RFP itself. So I do want to say this has been over a year and a half of

245gathering information. At this point, it's been almost two. Yeah. And then figuring out what we needed and what we should ask for and how we position this, etc.. We did make many presentations to, our different employee groups and employees themselves. We had some lunch and learned, we have connected with the charter leaders. I think, as you know, charter schools purchase some business process and business process support from the district. And, therefore their data is also in PeopleSoft. And so we wanted to make sure they understood what are we doing. And they have their own set of questions about what does this mean for us, etc.. Now we're looking a little bit more at the the vendor support. So back in June was when we pushed go on that right. But I was so excited. Right.

246Everyone else was taken June off. And pretty quickly 210 vendors downloaded information. Now it may have just been like, you know, fans of Jeffco, maybe not every vendor was exactly like a true vendor, but so I think that was a big number. We had a vendor interest Q&A and there were 41 represented ISVs from 21 different vendors and partners present. So what we think that means is that folks saw this, right? And it reached an audience that was paying attention, etc.. By the way, we pre fed some information to folks just to make sure like but you can't broadcast it far enough. So, Barry Dunn kind of helped us ping some people and make sure they knew what was coming out, etc. 15 vendors submitted written follow up questions. We believe that the major implementation

247and software partners, vendors, responded, there's some that didn't. It wasn't everyone. But we think that the big ones and the ones that we really wanted did. And in total, nine RFP responses were submitted, seven of which were complete enough to be considered qualified for review. And I can I, no. Can you go back I guess, yeah. Oh, back one slide. I would just say that we, you know, this process is a little daunting. And just putting the RFP together in and of itself was a big ordeal. Then getting it out there and sort of holding your breath to see who's going to respond. When we found out, how many people were responding. And I think, Joe, you had sent a message about that and a Thursday or Friday night, it was the first indication for

248me that we were doing something right, because we did have a lot of people interested. Sorry. You guys are. It wasn't that I didn't think you were doing something right. I just you never know. Like, you never know with these things, who's going to respond? And if we're not going to get the best response, this is a big deal to not get the right responses. So it was the very first indication for me that we were on the right track. And I felt really good at that. This response rate as a big deal. Thank you. All right. You're almost done with me. And I'm going to hand it off to a couple of our experts. So a bit a bit of process summary. And honestly, I'm not going to cover every single piece of this,

249but I do want to be clear. We were looking at two key things. We need the best software and technical fit for our business needs. And we need the best partner, which is someone who's going to help us implement the system. Now, to be clear, there could be two things, or there could be one thing. We had, I think, at least one proposal where a software vendor proposed also a segment of their business that would have been our implementation partner. So we didn't preclude anyone from that. You know what what you're going to hear about and what you're going to contemplate next week is two separate entities, which we're excited about. The written response review was astounding. It was like a work of art bringing all this information together. So nine scoring team members, that

250was kind of like, if you think of it as a pyramid, that's sort of the top of the pyramid. And all this stuff flew. Flew. Nope, nope nope. Flowed. Got it. Through up to our scoring committee. And that included 60 subject matter experts. So different folks typically, at the manager level, sometimes at the tech level, at lots of different levels in the organization who are true experts in a part of a business process. Reviewed things. There were 1350 content reviews with comments. I do remember, by the way, the binder I was given that I was supposed to write things into. I'm not sure if I always was good about that, but everyone else was good about that. We had folks from our different bargaining units represented so that we had different perspectives. 16 finance, 20

251HR, seven operations, 20 it, five schools slash enterprise. So that just gives you a sense of the breadth of folks. I'm not going to go through all this. This was kind of exciting, that one last feature about about the process. Oh, you can see up there that we did some onsite demonstrations. All that stuff was video. They were made available to folks. Folks had comment forms. Even if you weren't present and you saw a video and you wanted to submit a comment, you could submit a comment. The second week it snowed like crazy, which was bonkers. Everybody still came. The vendors were a little daunted, but, you know, that's helping us sort the wheat from the chaff. You got to want it to work with Jeffco. Okay, so we also used a two envelope bid,

252which vexed me at certain moments because basically a vendor submitted a technical response and then separately, the cost elements. And this guy would not let me open the costs elements. And that was really so that we had a true and authentic evaluation of that technical fit, and that the one thing I did ask him, because I was starting to get like really nervous, is are any of the costs. So out of the realm of possibilities that maybe we did something wrong, or are they all out of the realm of the original budget because then wow. Right. So there was a little bit of like Brett was kind of that one person who got to do a little bit of screening around costs before we consider costs. We consider costs after we considered technical fit, which

253I think is a really important part of this process. And with that, I'm super excited. I think I'm going to hand it to Debbie first and then, oh, you get your own. You have to hold it like ridiculously close to your face, which is for sure. There you go. All right. Go for it. Yeah. Thanks so much for having us here tonight. I know it is a late night, so we'll try not to take up too much of your time. As Brenda mentioned, my name is Debbie Leal. I work for our business technology services department, and that is the IT department that helps support our current ERP system, PeopleSoft. And even tonight, you've been reminded it's been around for about 25 years at Jeffco. And I've actually been here for a fair amount of that

254time as well. In fact, I started here just as I learned my daughter I was pregnant with my daughter and she will be graduating from Chatfield in May. So yes, go Chargers. Yes. Yep. It's a little emotional, but happy times. So prior to starting at Jeffco, I actually was a consultant for PeopleSoft. And it was right as they were moving from their client based software where you had to have it on the computer to the internet based. So it was really exciting time to start working with the product. And over the years at Jeffco, we've been able to do quite a bit with it. It's been flexible and let us meet the unique needs of school districts like Jeffco. All school districts kind of have some unique needs, so we've been able to do a

255lot with it. I've really enjoyed working with our business partners and all of the different departments, and I've really enjoyed PeopleSoft, and I'm lucky to be able to say that I, I've loved my job all these years. So you can see that PeopleSoft is pretty much been my whole career. And then we started talking about moving to a new system and using words like legacy and PeopleSoft. And I thought that makes me feel pretty old. But at the same time I'm like, well, it's not green screen and it's not daughter. So is it really legacy? And then we started reading about the new products that through the RFP process. And we got to actually see them demoed. And I started thinking, okay, yeah, it might be getting a little old and time to move on

256because it was clear. And it was it was really exciting to see what these products offered in terms of a modern look and feel. And I was very encouraged by work days. Like configurable options where it looks like we'll be able to do a lot and still meet the needs of the district that are pretty unique without too much technical, in inner interference or technical, work that should make it easier for us to support and easy, easier to use. So I got really excited. I'm excited about starting this new journey with Jeffco here from the ground up and continuing to work and build the relationships with our partners in the business and with Accenture as the implementation partner. And I think that we'll be able to go through and build a new, better system that

257should get us through the next 25 years, at which point, hopefully you'll find me on a beach somewhere. So that's all I have. I'll turn it over to Darcy and thanks again. Hi, I'm Darcy Hutchins, and I'm a manager in HR. I've been around as long as PeopleSoft or as my grandchildren say, dinosaurs roaming Earth. I have four grandchildren, and my oldest is graduating from Bear Creek in May, so we're all excited. I love PeopleSoft. When I heard that we were going to a new IRP, most cried. I'll tell you the truth, I was like, no, I love PeopleSoft. I know what to do in it. I know how to do the data. I know how to do my job. I can do it blindfolded. I love it. I went through the ERP thinking, these

258guys are crazy. I don't know why they want to go to a new ERP system. After I did the demos and the proposals, I was blown away with workday. I was so excited and I was like, why did we not do this ten years ago? I was so excited about it. So I went back to our team and said, it's great. Hopefully we'll see which one we go with. But, we have really been had a great relationship with I.T with PeopleSoft, but I was blown away with how workday is so user friendly and it just the efficiency that I think that will have I think is great. So I'm very excited to go. What's workday. And thank you. Thank you both for your time now. Got to eat it okay. Got it. So thank you

259both. Thank you for being here and sharing some of your story. I appreciate you being here. I want to just start by saying this project has one one of the technical highlights of my career. I really like working with people, so I look forward to the next steps and those highlights. But having the opportunity to use just skills and expertise said, and lean on a lot of industry partners that really are really good at this stuff. Like Barry Dunn has been a true privilege really to to do all of this. After we walked through most of the technical evaluation and the demos, and just before we decided which way we would like to present to the board for or recommend to the board for our award, we did do some reference checks with vendors that

260are with, references provided by each of the vendors, and we had six vendors for okay. Next slide. Yeah. Thanks, Brenda. Yeah. Okay. So Accenture, submitted six different names in support of their proposal. Right. In those six names that included Douglas County or Douglas Public Schools, Jefferson County and the county itself. Academy 20 down in Colorado Springs. They some of the Cleveland Metro schools, the city county of Denver, was also an Accenture client and Tulsa County in Oklahoma. Right. All six responded favorably and really spoke highly of Accenture's technical ability, their customer service, their dedication to the project. They also talked about workday and some of the advantages that they saw from those product, from that product as it rolled out and their systems. One major feature that really happy with is the cell phone capabilities

261and whatnot, and just how it has enhanced business processes across our districts, across our counties, all of that. We also did reference checks with High Street, and High Street was an implementation partner for Oracle Fusion. Oracle fusion is their cloud based ERP system today. Right. Of the five references, none were actually close to to Jeffco and only two responded out of that whole thing. But we had Henry Henry County schools, Syracuse schools in New York, Bakersfield, California, Moody Bible Institute, which is in Illinois, I guess, and Bellevue University, a high street, is also a very capable partner for this work. They represented themselves well through the RFP process. They have some industry leading tools that really help in the data conversion process. The references that did respond spoke highly of High Street. The references they

262responded highlighted one thing that our review team also found in the Oracle software. Oracle is currently rolling out a new look and feel to their ERP system that they called Redwood. Right. And it's this this layer that sits on top of everything and changes how the system operates, the fear of the references that responded and some of our team members was that we would do two implementations of the same ERP because of the differences that the Redwood product was letting in on top of Oracle stuff, Oracle was also not able to give us a timeline or trajectory for the Redwood implementations as to what would happen when, and so they just caused a moment of pause. There was validate it by the references that we walked through. After we did all that, I allowed Miss

263Copeland to really see the numbers and what that looked like. Between Oracle and Workday, the software licensing itself was actually very comparable. The prices were very close between Accenture and High Street for implementation services. That cost was also very comparable. Right. As we walk through contract negotiations where we are today, we are going to pick on them a little bit or a lot of it, and a lot of it on workday as well, to bring those costs as far down as practical and possible for the district to really dial in to. What are we paying for from these vendors? So just to highlight a few of the key differentiators that really helped kind of drive this home. We have a couple peer districts right here in Colorado that are using the workday solution, both of

264which were implemented by members of the Accenture team at different points. Right. Douglas County has been an extremely dynamic partner in this work. They're excited for us to enter into this journey so that they have somebody at the table pushing on functionality for Colorado public schools all across the state, who can come together and say, how do you do this kind of stuff? They've they came to the demonstrations and talked about how they use the software. It's been great to talk to them. Academy 20, although much smaller than Jeffco, has also been very dynamic and responsive to our requests. The county themselves, as I highlighted, you know, they're they're Accenture has proposed an yeah sorry I can't speak iterative implementation process. By that they mean we're going to take this in small bits. Right. So

265we'll have the experts in the room that say this is how it should work. Please help us make that work. Accenture will sit there with us, as we put it all together in the tool, and then we'll test little bits at each time. Right. And so we'll just continue to build all those Legos together until we have a complete ERP system. And we have the opportunity to to phase this project, meaning we can take on big chunks like all of our HCM or the the HR module at one time, and then all of finance or vice versa, or kind of pick and choose how we walk that path. There's also a robust change management process that's actually really already started, I believe, through the RFP process just involving so many excited staff members, we've been

266able to lay some groundwork for what is to come, what they have the opportunity to see and really lean into some of that. And then lastly, what Brenna talked a little bit about to try to kind of redesign Accenture is lined up for that work. There they have somebody on staff who's done that kind of work in the past. We're looking forward to what what that will bring to the district as well. And then they have a few data accelerators and things of that nature, tools, custom to their shop that will really help them help us roll this system out. Well. And at this time, we're in the contract negotiation phase. And so next week, I, I'm excited to bring before you the opportunity to vote on the contracts we will have negotiated with Accenture

267and Workday. We may not be entirely complete before next week. But with Accenture, we're looking to put into place a statement of work that will really serve as a guide or a roadmap for this work that kind of walks both teams through the process. We're also putting in place a master service agreement. That's that's the T's and C's that the lawyers get excited about. Right. And the so what if you didn't kind of stuff. And with workday we're going to contract with workday directly for our licenses. Part of that is so that we can get best possible cost for the licenses for the district. Another part of that is we hope to set up a long term relationship with workday and not with Accenture. So after Accenture has implemented the software, has supported it through

268the warranty phases, they're able to step out and we're able to continue our partnership and services with workday directly to help us through this process. We've contracted with the Government Finance Officers Association, or GFA. GFA has helped negotiate hundreds of these contracts with workday. In fact, and we're working with one of their vice presidents that worked. He's actually kind of nervous about, which is exciting for me because I know that he really knows his stuff and he really digs deep and pushes for things. So that's been a great value add just help us to help us make sure we do check all the boxes across all the T's dot, all the I's. And we anticipate a project kickoff in April or May. Now it's your turn again. Okay. So we're going to wrap up with

269a quick budget review and then open it up for questions. You've seen this slide a few times. It now has new colors. It's as if it's brand new I know, I love it. We're just trying to orient you to, the, the sort of maximum amounts that will be brought forward for the two different parts. One part is that your license? Brett just alluded to that's a contract with workday. The other part is the implementation partner and interface builds. We collapsed two boxes that were in your old, the old version of this so that you would know Accenture is doing both bits of that, for sort of an up to 13 million. So that 16.75 combined is approximately 9.25 less than the total total budget. There's still some boxes that don't have dollar figures in them

270yet. So in terms of our total budget, I feel like we're still in the ballpark. But we need to fill in a few more boxes once we have our partner on on board to help tell us what we need to do, basically, before I can give you the rest. But we are right now, and go check and I think that's it. There's. Oh, there's not even a question. Slide oh two bad. I do want to acknowledge, Scott because he's representing h.r. And H.R. I.t. Finance really is very much a partnership. There's there's not one prong of this that's more important than the other. Amanda puts in a lot of evenings on behalf of the district, doing what? She's doing. And so I do want to emphasize, Scott and his team and our partners in HR

271have played a really, really important role in this as well. So thank you. White board members questions. One thanks for staying so late. My question is so kickoff in April, what would be phase one? Is this like a data migration thing, or is there a set up that has to happen before we jump into that, tell me a little bit like kick off means what? Yeah. So I'll be happy to to talk to that really when we kick off, the first phase of work will feel like kind of a quiet zone for a lot of folks in the district. Work days first session is around the foundation data model, and it's helping us set up the tool in a way that will support the district for years and years to come. Before we can really

272even get into that work. We're going to lean in heavily with the implementation partner around Chart of Accounts. There's already some people around the district coming together to talk through what a chart of accounts conversion will look like, so we're priming the stage for that conversation. But we'll start with chart of accounts of what that needs to look like in the tool kit into their Foundation data model, or FDM, which will be how do we set up all this nitty gritty and then include the people into that complex equation, and then we'll start business process alignment and lining things up with how it will come together inside the software. Thank you. That's helpful. So we're not expecting make this is just for listening. Public project kickoff does not mean we're veiling it and it's all

273finished put together right. Yeah that's just to be clear. That's not my expectation. And I know that's not that's going to. So, I wanted to highlight, the ways, doctor, I think you were saying we look forward to talking about the things that we're excited about, what's going to happen. And overall, it sounds like we look forward to effective and efficient management tool for our our it's cohesive, comprehensive and communicates across multiple areas, which is so exciting. I'm not sure if any of you familiar with the, pot roast principle. Does anybody know what this is? Oh, God. I get to tell a short story. There's a little girl watching her mom make a pot roast, and mom cut the ends off the pot roast, and the girl said, why do you do that? And I said,

274I don't know, because my mom did it. Maybe as grandma, the girl goes and ask grandma. Grandma says, I don't know if it's because my mom did it. The little girl goes, that's so interesting. I wonder why she asks her great grandma, great grandma you're expecting. She's going to say it's because that's what my mom did and said, great. Grandma said when I was first married and making pot roast had a very small oven and it wouldn't fit inside of the oven and it's like, cut the ends off. But for generations, people were still cutting the ends off, you know, this pot roast. So it was part of the recipe and it was not. And I feel like systems like what we're looking at, oftentimes our process is limited by the tools that we have

275available to get the work done. And so being reflective about, our processes and are we doing things because that's how we were limited by the system or because it's what's going to work. Well is really exciting across all of the areas that you're representing, to better support how we function as a district and how we're serving our community and our students overall. So I just think it's really exciting. To take a look at how we can be both effective and efficient, not just efficient, not just effective, but both of us together. So thank you for the hours and hours of work that you've put in and anybody else who's participated in providing feedback and looking at videos and going through, tutorials and discussions, that's a huge amount of time put in and hopefully we'll see

276that time and, just progress right. On the other end. So I'm so excited about this, and I do understand what an impact this can have and quality of work for folks who are, on the back end, like you will be. And for our teachers also to have quick, easy access to information that they need. That frustration I remember from when I was a teacher, kept me from doing some things that would have been really beneficial for myself as an employee. So thank you so much and thanks for staying late tonight and listening to my pot roast strangling. I want to echo the. Thank you. This is a lot of effort and a lot of work, and you're here late at night with us, so we really appreciate that. It's helpful to see and hear from

277you all. And so it matters to us to see you. So thank you for coming. And 50 500 hours is know is no small feat. So well done. Well. Well done. I assume as part of that magic forward future, there will be lots of training and support for everyone. I figured that was a yes. I'm fascinated by the efficiencies because I know there will be some. Have we done any work to to try? I know this is a tough question to try to quantify. Like what we think those efficiencies could be. I'm going to say yes and no. We do genuinely hope that in, dialog with Accenture. So Accenture is like they're experts in business process. And so they bring to the table some ideas for efficiencies. The system itself is an expert in business

278process. So that is yet another set of ideas. And of course we already have some of our own. I think the value of this work does need to be measured in terms of outcomes, outcomes for processes, outcomes for people, etc.. And so, you know, Brian Hanson and I have talked at times about how do we really talk about that as opposed to just completion of a timeline. How do we say this is the value out of this part of the work? So that's what we're aspiring to right now. You know, I don't I don't think we have time to go over any of the specifics, but that is part of the goal. And what we're calling progress monitoring is not just completion of tasks, but creation of value for the organization. I love that, I

279think that'll be really great. And then I love the two envelope process. I'm using that at work tomorrow. I'm in an RFP and my other side of life. So thank you for that. Do we use the GFA often to help with negotiations like this? This is the first contract I've worked with, JFK on. I don't know if anybody else at the table has done this in the past. Honestly, Michael Mueller is the gentleman that's helping us with the contract. Mike was asked to come on site and talk a little bit about what does it mean to have an ERP system, what should it do for your district, and while Mike was here, he highlighted these pitfalls, these attributes, these content, important sections of contracts in a way that they just said, we really need that

280guy at the table with us if possible. And so we were able to snag Mike, specifically from JFK, who has done hundreds of these individually with workday and with other firms just kind of across the nation. He's doing very similar work in Broomfield right now. So he's kind of all over the place in this sector. Yeah. And then last question, I assume as we figure out the other 9.25, you will be back and making us more charts. And we will approach that at that time. And then how are we divvying up the 16.75? I have it on my side. For time. Perfect. I'm glad you asked. You know, it's roughly going to spread. Let's say, let's just say May of 25 to at least February, March, April of 27. So let's imagine that that's approximately

28124 months. It's not exactly even because there's points where Accenture has certain deliver lumpy that are time intensive for us and them. But you know, it's $13 million spread over two years. So it's it's still relatively reasonable to say have these on that approximately. Yeah. And then the three year license to be clear is three years. So it would be separated over the three years. Got it. Thank you again so much. Thank you for hanging with us late. We really appreciate the work. I just there are actually two contracts on consent, one for Accenture at about $13 million and one for workday at about $3.75 million for the licensing, I'm that 3.75 million term is over three years. The 13 million with Accenture is for the duration of the project, where you will have a

282hammered out timeline here soon. The what kind of define what that means? But I want to have them on the hook until they're done. We've accepted the deliverables. So it could be two years, could be two and a half, could be 18 months. All of that kind of thing. No. Not great. Just 9.25 more. Well, let's talk about that first column, the Jeffco team part. Each time you approve an annual budget, you're approving a portion of that which is to say we have some full time project staff who are considered a cost to the project. So, for example, Mr. Hansen, is our project manager and, proper cost accounting, attributes certain FTE cost to the project itself so that full 3.2 million is basically salary and benefits, primarily and or add pay for our own staff.

283So you are approving that each time you approve an annual budget. Related new systems. You know, we still haven't solved everything. So one thing we're still figuring out is our cash income and what what do we exactly need to do there? Because we have a very honestly sophisticated model that was, our functionality that was built into PeopleSoft. In some ways, honestly, it's better than what we saw in our vendor demo. And so it has helped us reach out to yet a new vendor so that we make sure we get the right system. So that's going to be a separate cost. For purposes of asset management and project management within our facilities division. What was presented either that either, you know, Workday and Accenture were like, we were just really can't do this for you. We

284don't think we're best in class or we came to that conclusion. So there's still additional systems there. So I don't know what the those new price tags are will be because we really haven't gotten to that point. I'm hoping they're going to be less than 3 million so that we stay within that one. And I'll let Joel talk to that third column, like, what's the balance of funds going to go towards? Yeah, I would add that, next week and your preview, tonight after this topic, you'll see, two other consent items as well. And there for our current Oracle PeopleSoft system. And so what you could expect to see going forward in future years is that same type of consent just for a different system. Of course, we won't be paying Oracle anymore. We'll be paying

285workday. And so I would just, wanted to put that in perspective for you all, as you see that come across. And so, and can you restate the question that you wanted me to speak to you? Sorry, I don't know. No. I'm teasing project manager, strategic change support. We might use yet another company a little bit TBD on that front. Data conversion. We might might hire either a firm or temp staff to help with some of that. So it's really just additional contracted services that we don't think we have in-house FTE for. That will support different parts of the project. We'll make up the rest of that stack. Yeah. And adding on to that, these are one time things that we don't do very often. Right. So it's not very often that we take a set

286of data and an ERP system and convert it to a new system. And so these are types of things that organizations will look at as one time cost, or at a project of the size. And just so we know what we're voting on, what you just said is on our consent. We'll kind of we'll be voting for paying for both systems because we have two right now. So I have two more questions. And in our construction contracts, we often have that maximum forgotten. The term amount. Do we have any safeguards here that if it sounds like for the license, we could be pretty secure about that. But on the contracted services, I work in a field where services sometimes you're like, wow, this project is a lot more than we thought it was going to

287be. Now we're going to have to expand our scope and charge more. Is that how do we have any safeguards to say you cannot, you know, go up by a third? You know, how how how reliable is this quote? Right. So Mike is really helping us get to the nitty gritty of all of that. He feels very comfortable with the items that Accenture has laid out for the statement of work. We have some work to do to get to defining each of those deliverables, just so we are very blatant and clear for the district and for Accenture, what it means to do each step of this process, also to protect the district on the financial side. And we're pushing on that deliverables based payment schedule with Accenture. So they will our deliverable. You met we'll

288test it and then we'll formally accept it with our written like many contract, if you will, to say yes. The district accepts this. And I think we're pushing on as a strong warranty clause that says, okay, we know how we thought it was going to work in the test. It did look like it worked. However, it's still missing this piece as defined by the deliverable. And then Accenture will be expected to come back and help rectify whatever that missing gap is. Does the software cost include like feature development or feature asks in it? I also run a tech company and sometimes people will say, well, we were hoping it would do this. And we're like, well, we would actually have to build that, so we'll have to charge you for that. Yes. And so the

289licensing cost does include new features that, workday will roll out. And so we look forward to having those features rolled out in the future as well. Often, we can join a user community to say we wish the system would do this instead of something else or an additional feature. So we look forward to joining those types of communities to provide that input. Okay. And then sorry, my last question. So when people say to us, where is the money coming from for this, especially now that there's an overlap? I mean, we're going into negotiations, you know, point five, you know, increased costs, however much, and they may see the same, you know, one for ones. And when we say we don't have money for your salary increase, but we do to double pay for software during

290this time, how do we explain that? How do I answer those questions? So I think, you know, the honest answer is every dollar the district has is a dollar we choose to spend on whatever it is we choose to spend it on. So I think it, you know, technically we're paying for this out of the Capital Reserve fund. The capital reserve fund has money from lots of different sources, including the general fund. But for example, when the when the technology fund rolled into the general fund, the technology fund had a fund balance of about 5 or 6 million in cash. We rolled that into the Cap reserve fund towards this project. Right. We've had some interest earnings on different things that we've rolled into this fund, towards this project. That being said, I think it's,

291the most transparent answer to someone who says, where does the money come from? It comes from a conscious choice by the organization that this is the right investment to make with that dollar. There's not, you know, every dollar we spend, it's the same answer. So there's not like a dedicated source. It will come out of the capital reserve fund. But you guys all know that the Capital Reserve fund is in part funded through general fund transfers. The other thing I would add to what thank you, Brian. I think that was the right answer. And a big portion of this is one time funds. Whereas, you know, if we put $16 million into salaries, it's ongoing. And and so we, you know, we're using and we're using one time funds in the capital reserve to be

292able to fund this. Yeah. I mean, we in addition to paying our employees, we have to take care of them with systems that help our organization run efficiently. And productively for all of them. And, all of the families we serve, we anticipate any ongoing services costs from Accenture, not from Accenture. In the middle are done once they're implementations over. Yes. In the middle stack, we'll we'll continue to have maybe something like, you know, 4 million over three years and it might look a little different because at that point we'll have a bunch of users, I thought you might say this and you didn't. So I'll say that we have existing costs for PeopleSoft and that work that this replaces. So it's also not all new costs. I assume that we are absorbing except for this

293doubling of vote next week. But otherwise like we're already paying for this. So there's part of our budget that's already I would you would say that better than I would. But so I think people might be interested in is does this cost more than our current. And I we've asked that before. And I know you've said it's very hard to calculate, but I imagine those are questions that would be important to know the answer, especially as a board member voting on it, you know, big contracts, just to say actually between efficiencies and what we were already paying, we're saving money, you know, after three years or something like that. So those kinds of analyzes would help, I think. I appreciate that comment, doctor rata, and it's a comment I've heard from you multiple times. And

294one of the things that I would say, early in the presentation that I spoke about is that our hardware is installed here on premise, and that costs money, and there's tangible cost to that. And so it's a great question. How do we get an apples to apples comparison of what it really costs to run this on premise software? By the time that we buy the hardware, the storage, the backup, even the cooling and keeping the lights on cost money. And so, again, it's hard to calculate that. But to understand apples to apples comparison, we would have to, include all of those components and their TCO or our total cost. It sounds like we'll save money over time, even though it looks daunting at the beginning, is what I hope. I think that, We're not always

295approaching it that way, to be honest. I think because when you say save money, some people here, cut positions and, I, I want to be clear that we do think this system will be more efficient and it will change the way that people do work, and that will create value, whether that produces a budget reduction. I don't know that that's the type of value we're going to create, but I am not going to promise that we're going to save money. I do firmly believe we're going to create value. I also want to thank you guys especially for being here late. And to the question of, double payment, you know, still for people, staff. But then going into the, workday, I mean, I did implement implementations of new software applications that Hewlett-Packard. And you cannot cut

296off the old one and just start the new one. You have to have parallel running. So that's just an answer for me is like, that has to happen. Can't do without it. And then my next question, no, my only question really is, when you talked about PeopleSoft, we considered it on premise and that we the we own the people that are running it. I thought that was quite interesting. How would you put those statements, that description, onto the new ERP. Yeah. And so as we look forward to modernizing technology once again, taking some of these systems that are installed here on premise, and I spoke a little bit about the difference between configuring a system and customizing a system. And so one of the things that we do on Matt's team, and as Debbie described,

297is we have customized the system over time with a modern system, we hope to take advantage of more configuration based changes to be able to accommodate business processes. And so, the folks that do a lot of that maintenance today, we will save that and look to, repurpose or consume some of those hours that are spent on that type of customization for the system as well as there are people, within the infrastructure services department within it who are maintaining this hardware on premise to. So those functions will change. For those folks, that doesn't mean that they won't move into the functional area. For example, Brant is team and needing to be those configuration experts. And so one way or another, we will have to maintain and configure the system for our business processes using our existing

298resources in FTE. So you don't anticipate, other than moving FTE around and doing different functions, performing different functions, you don't anticipate a drastic change in the overall FTE count and I would say it's too early to tell. So, one of the things that we're going to pay Accenture for is that they're an expert in the space, and they're going to help us understand what are the resources that are going to help us do this one time uplift of installing the system. And then what is the, types of resources that we need ongoing. And so it's it's a great question. It's something that I think we should keep our eye on together as we go forward and continue to provide data on. Okay. Thanks. Any other questions? Nope. So thank you very much. Appreciate it. And

299I'm excited and I appreciate I I'm sorry I forgot your name. Tell me again Darcy, you were a perfect, testimonial there. So thank you for that. Thank you, Miss. All right. For the last item on our agenda this evening, the board will hear a preview of the March 13th action items, including items that will be included in the consent agenda. The superintendent will also provide the board a preview of upcoming board agenda items. So I'll hand it over to you, superintendent. Thank you, President Parker. You can see in the attachment and board docs, I'm just going to cruise through the consent agenda for next week for you that you will have, a decision to make. An arbitrator's advisory opinion granting, regarding a JCA grievance. You will have the board will have an executive session, prior

300to the meeting to study this topic. And, that will be led by an outside counsel that has been managing this, grievance and arbitration for the board. So you'll get advice from Chris Edgar. Is your is the lawyer who's been working on this. And you will get advice from Kristen and an executive session. And then during consent Agenda, you'll have the opportunity to make a decision as a board. We will have a waiver, a limited waiver from district policy for the Two Angels Foundation, Miles for smiles event that happens annually at the NAC, and allows them to serve alcohol on premises. There's transparency there. It is for an afternoon. And it's a really great fundraising event. And so the board, will have that decision to make. That will be the the monthly supplemental funds notifications. You

301can see a couple of grants there that are coming in. And then you will have the A there's quite a few approval of contracts, which we just talked a little bit about. But the first one that's really big is the AA map assessment, that we use annually, to monitor progress for students. We also then you'll see the approval of the Oracle PeopleSoft license expansion. This is the current ERP that we have to keep in place while we're building the new one. You'll see, the annual maintenance renewal. I don't know what this. Let's see a previous guidance on how it's going to work. There must be some sort of expansion that we have to do. Jill's sitting right over there in order to maintain the current system, and. And it so it's under the 550,000 at

302the $500,000 threshold for your approval. We just thought it would be good to bring it here so that you understand. Joe, can you explain a little more? Yeah, absolutely. I think, what the superintendent is mentioning is there's two separate oracles. Yeah, two separate oracles. And so one of the oracles is the regular cost tier of a year. And they typically will do a 4% inflationary, addition to that. So that's one of the things that you're seeing another, the other contract. And I don't have it pulled up in front of me. But the other contract is, a licensing change that we had because of counts for our employees. And they have a structure that changed as well. And so therefore we have two contracts this year for you. Yeah. So you'll see those there's that you

303see those, those will be on your consent. And then that's the 1,000,340. No. So if you go to the bottom of page one approval of Oracle PeopleSoft license expansion, that's the expansion of licenses. Given that judges said the number of employees and that cost is 110,000, we recognize those under 500 for the $500,000 threshold. But we had previous guidance from legal to have this go to the board, just given that it's part of a larger contract. It's sort of, an add on. So no harm in having you all approve that. Can I just make sure I understand? I think I understand, but I want to make sure. So we approved the full contract last spring, right? Yeah. I think it was actually the same month, the same board meeting last year. Really? Since. Yeah. And

304then because we had more accounts, we had to expand on just a little bit more over that one point. Whatever. Correct. And Oracle, because we signed a year over year contract, we are subjected to changes in their processes. And so one of the changes in their processes was how they actually do their accounts of employees and seats is what they call it, resulting in this transparency, secondary contract that superintendent spoke about. Yeah. So the next line on the top of page two is the actual annual approval of Oracle, our current system. And that's the 11.3 ish, 1.34 million. That sounds okay. Okay. Then you'll see the next two have to do the approval of contract award for Accenture and Workday, is next, which is what you just studied. And then we have the renewal of

305district benefits, which you studied a couple of times in the last month or two related to our ongoing partnership with Kaiser. This is related to the RFP that was conducted last fall, and you'll be approving a contract that's been negotiated with Kaiser, UnitedHealthCare insurance. And then, of course, the Life Dental. I, and the zero card self-funded medical costs kind of program that we offer employees. You then have a tax increment revenue agreement with the city of Lakewood and their redevelopment authority. The property surplus for the former Bergen, former Colorado, former Pifer, and the vacant land that you studied this evening. And an amended board calendar, that I believe we talked about, last Friday at your retreat. So that is the consent agenda. I'll pause there. Are there other questions related to the consent agenda for

306next week? Okay. You can see then the March 13th meeting, we have an executive session at the beginning. And here we have the ERP contracts. What is this? We're going to talk again about the ERP contract. We're going to, I think, do a quick presentation because it's such a big deal. Yes, yes, yes. Then we'll have the public comment. That's dedicated. We'll have regular public comment. But also the public comment is dedicated to negotiations that the board, made a decision on. You'll have the two Q financial report, and this is tentative the state adequacy studies. We're not sure if that's going to happen or not. We're still working on scheduling that. We have Tracy Rainey from the Color School Finance Project was on Elevate Education podcast. She and I did a podcast this week, so

307I tune in to that podcast once it comes out. I think it's coming out end of this week or next. But I would highly recommend listening to it. Tracy Rainey is very knowledgeable about color school finance. We have her, coming to speak to the board at some point, either this spring or early next fall to talk about the adequacy studies that have been done around K-12 funding for the state. So we're still working on that schedule with her. So hang tight on that one. In April, you can see, again, your dialog on current topics, which you started this evening. For 30 minutes. We have the timer, another legislative update with, Mr. Bowdich. We will be talking about, again, our our budget for the fiscal year 26, and you will be reviewing some departmental allocations and

308as Brenda previewed this evening earlier, part of that will be the Cap reserve fund for you to take a look at, environmental sustainability update, which I know you all been really excited about and I'm excited for that too. And the S.a.t program presentation in the regular meeting, you'll have an executive session. It says tentative, but I anticipate that you will have it. Public comment again, dedicated to negotiations, the Capital Asset Advisory Committee leaders are coming to engage with the board and talk about their committee work and the monitoring report of 1.4. Developing life skills and continuous learning mindset to succeed in life after graduation. And then in May. Again, public comment. We are doing that public comment during the study session. We'll make sure and communicate that out just because the I don't know why,

309but there was a reason why we moved that. We talked about it last Friday. Our graduations and everything get really complicated, and we want to make sure you guys can prioritize graduations. Yeah. Thank you. You'll have your current topics dialog. The DAC will be here to collaborate with the board. JSB has their final engagement with the board for the year. There's going to be a presentation on EAP services, and we will be updating the board on where we are with the Jefferson Articulation Area plan on the ninth during the regular or during the study session in May. Some of this is also driven by the fact that we have to do the budget presentation by a certain date publicly, for you to be able to approve it in time. In June, there will be a

310charter school application coming from Fri, Horizon Montessori. You will see the proposed budget. That's the formal presentation of the proposed budget. And the we will be reviewing your calendar and committee appointments. And then at the regular meeting, we will have an executive session for the superintendent mid-year check in board committee appointments. T.D PAC will be engaging with the board, another one of your committees and monitoring reports 3.1 and 3.3 and in June you'll have current topics again budget development. Monitoring report 11 on school safety and secure environments where we'll be able to give you an update also on where we are with, projects that we discussed last month, monitoring report 2.2 and 2.6. And then we'll have a legislative recap. We'll talk about how our cell phone pilots went, and we'll give you an update

311on that. The Q3 financials and adoption and appropriation of the 2526 budget. So so far, that's where we are with what's coming this spring, next week and then this spring. I have a question. We had discussed the possibility of taking a vote on positions on bills, next week. And so I'm not sure the timing, how to, introduce that to the board as we're here. It's not an agenda item. I don't know if we want to do it. Just around the consent agenda vote. You know, just before it or I again, I've done it multiple ways with different boards. I mean, we can add an agenda item. It's a pretty full agenda. Well, hopefully this would not take long. I think that we should all go read the bills. Yeah. And, and then we should be

312prepared if we have something that's really a problem, we don't have to vote to support it. I mean, one of the things you, the board could do and what? Look at Julie to see if she agrees with me. You could put, some sort of statement of support for whatever bills. You have a board majority in support of on consent. When Mary calls for discussion. If you want to make a statement about it, any of you, you could or you could just get it done. Is there's always a call for discussion on consent. And you can use that time to make a statement about anything on the consent agenda. Pull a consent agenda item. Talk about it. That makes sense to you, Julie. The hardest part is, I don't know. How? Yeah. To snow. Yeah, right.

313I listed like 6 or 7 because you listed a bunch. Like, maybe even eight. Yeah. And if you guys. I mean, if you guys want to add an agenda item to discuss eight legislative bills, I'm afraid that's going to be like a 90 minute agenda. I think this is a good example of my earlier question. The how do we work on that between now and then to come up with a oh, no in the past and says statement sometimes in the past, we, you know, as Ed was giving a presentation or whatever, we all just said, hey, do we have, you know, thumbs up to support this? And it was very casual. Well, I would think that you can certainly talk to each of us that we talked about, that you talk to each of

314us. And if separate, not having discussions or not. Just you just talked to us. Yes. That and we know that we're ready to vote on. Those. Okay. But if you you want to turn your mic on, I'm sorry if you don't have three people, then then you just leave it off and we can discuss it later if we want or whatever. But it doesn't go on the consent agenda, so I will be reaching out to everybody then by Friday, because the we have to put the, make the board or the meeting public on Friday do. But I think we can add something to the consent agenda within 24 hours. Yes. So you really have until like Wednesday morning would be great. Because we're gonna have to get something put together. Does that does that feel

315appropriate? Julie? Is that too late? You know, that work? In terms of the statue, right. It's your agenda has got to be set 24 hours ahead. So while we do it, Fridays advance for you all to have that time to prepare. Yeah. What is it, a a statement? Okay. It would essentially be a, like a, a legislative agenda agenda addendum. That would a document that would list, we will or we will can do that for you. We just need to get we need you to give us direction. And then Julia work with Lisa and we'll get something put on to the consent agenda that captures the board's wishes and support for whichever of those seven, are a majority support. And if somebody doesn't want to support it and wants to discuss their no vote, they

316can always do that during that discussion period. And if it would require them to take it off consent, if they're going to vote no. Correct. Yeah. Okay. So that's happened on this board multiple times. You guys have had. And so and that's not a that's not a bad thing. That is like the way that the governance process works. How you can make your statement in public as a board member, I will also just remind board members that while you, may want to take action on this as a board and make an official board statement about one or more of these legislative, items, you can also, as an individual board member, always speak on behalf of yourself and advocate for whatever you think is right in that sort of setting as Michelle, Aaron, Paula. Right. You

317can you can do things to speak to your legislators as an individual. So, it's just speaking on behalf of the board would require the the vote. So as I understand it, I'll try to touch base with everybody and then we'll get if I get three people who are in favor of voting yes to support a bill, we'll put it on the consent agenda. But still, every board member has the right to pull one off for the reasons to discuss why they don't want to support it. Okay. Julie, are you comfortable with all this process wise? Yeah, I think that'll work this time. There are some other models we might want to talk about that could be a little more functional, but okay. All that now okay. Yeah. We'll give some thought to that. Thank you.

318All right. And then the last thing is, and, my script for tonight, it talks about the next meeting being March 13th, but we have a meeting this special meeting on Friday, to go to the, D'Angelo, you do have a meeting at the D'Angelo Center on Friday? And I that wasn't listed on what I talk to you about. Unless I missed it. Right. I'm just looking at this. I just saw the board mention that I had, asked, Jennifer and Lisa today where it was posted, and twice they told me it's under this because I didn't I didn't think it was posted. And it they said it's under the featured list. And even I just even sent her earlier another email that I was like, I don't see it. It's this like little notice on the left.

319I just wonder if we could take all of the times when the board is together publicly and put it in an easier place for the public to see, because I've been getting a lot of feedback that like, people don't know when we're always meeting. So like right now, if you look at that page, it's like I looked at it twice and didn't find it. All right. I'm looking on on the Jeffco Public Schools board docs. On board docs. It's it's not I don't know what the traditional practice has been for posting these, but it's repost that's posted differently because it's a different meeting, I guess. But I just think it would be helpful that people know when the board is convening in a more prominent place. I'm just saying I looked for it twice and

320I missed it, but. And I'm sure looking for. Yeah, yeah, we can. I'll talk to us for future. Yeah. Easy to miss I think. Did tonight. Okay. So yes, we'll get that prominently posted and then I will. And this board meeting. Now this brings us to the end of today's agenda. We will stand adjourned. Our next scheduled meeting of the board is, a special meeting scheduled for what time is it on Friday? 11? Yep. I'll give you the board's schedule. It is in that. Yep. Just go to that thing that we done. Yes. So March 7th at the De Angeles Center. This meeting is adjourned. Thank you. So.