001Ah. I hereby declare open the Bor Valley School District Council meeting of March 24, 2026. Members may participate electronically or in person. Lora, could you take attendance? present. Chávez present. Mler presenter is communicating with me. He is entering the session. Present. Present. Thank you. Let's turn our attention to the screen now for land recognition. The Boulder Valley School District resides and operates on lands that are ancestral, native, unjustly and illegally taken from the territory of the Ute, Anarapajo, Chayan, Pach, Abajo, and 48 other Tribal Nations historically associated with these lands who have called these lands home since time immemorial. We acknowledge the atrocities committed here, including the painful history of genocide, forced assimilation, and efforts to alienate Indigenous people from their lands with the support of U.S. government policies. The Bolder Valley School District is
002aware of the many indigenous peoples in the past and present and their dignified nations and cultures who care for the land with strength and resilience. The baby recognizes the stories of the land in Colorado and the survival of the many nations that have carried their traditions into the present. It is our responsibility to educate our communities and our students so that we can celebrate and respect the wisdom and knowledge of indigenous peoples and actively unite to address injustices. By offering this recognition of the land, we affirm the history, wisdom, oral traditions, and resilience of Indigenous peoples and acknowledge our responsibility to care for and cherish this land together. I would like to remind everyone that the mission of the Bolder Valley School District is to create challenging and engaging learning opportunities so that all children
003can thrive and be prepared for a life of success and civic engagement. Thank you all for being here this Tuesday after spring break. I now request a motion to approve the agenda. Motion by Alexundada by Chávez. Thank you. Please take the vote. Chaza, RP. Yes, the motion is approved. We have a couple of items on the agenda, members of the Council. The first is a working session to thoroughly review artificial intelligence in the district. I now give the floor to our superintendent. Thank you, Madam President. We are very excited to introduce our team with the presentation on artificial intelligence. This is the first update; we had it 2 years ago. Many things have changed in terms of artificial intelligence. Several districts across the country have responded to artificial intelligence, many benefits, and something is emerging
004right in front of us. We often have a sense of where things stand, and things evolve, and in technology in the district we try to take a measured approach and we will respond to the needs of our students and their families. We are going to share with you the path we have taken in reviewing this topic. Many things have been presented in the last 2 years. We are very excited. I now give the floor to Dr. de la Cruz to make the introductions. Good morning, President Rash. Council members, I am very pleased to have a large team here discussing our analysis of artificial intelligence in the district. We've taken a very measured approach. We are not in a race to reach first place, but we have taken an analytical approach and a broad discussion. It
005is an effort from all members of our team. We have Franky Elmore here, we also have Chris Break from initiative, student resources link, Dr. Nativity Miller and Dr. Emma Hersck. Thank you all for being here. Our team will share with you the basic measurements we have given, especially regarding an approximate monthly allowance. First, we will listen to the current state of AI in the district and then continue with an intentional practice. We focus on students and educators. They're going to hear it several times. This is a very powerful tool today , just as our brain is a powerful tool. Creativity is at the heart of the matter. Today we will hear about opportunities and AI parameters in the district. We are going to improve and we are going to take this as a great opportunity
006to leverage this tool and we are going to elevate critical thinking and problem-solving. As you know, AI allows us to solve problems, and as I said before, we're not trying to speed things up, but we want to make the best use of these tools. Chris is going to speak now. Good morning, President RP. Council Members. I would like to point out that this is artificial intelligence, but it is not a one-off initiative; rather, we are looking at how to continue setting priorities and deciding how we are going to continue implementing the different aspects of AI. This is a tool that will allow us to continue progressing, and this is an opportunity to take artificial intelligence and integrate it into our work to allow teachers to use it in instruction and planning. for the benefit of
007our students and above all to ensure that in this modern world we will keep up to date and continue with the values of our district through strategic initiatives. I also want to highlight where we are in this policy. Uh, there are some policies that relate to this topic. Since 2023, the GDS policy, Student Conduct, and the JS policy, Student Technology Use, were updated in 2020. The JS-E1 policy, Student Internet and Electronic Communications Use, was also adopted in 2020 and revised in 2028. The JSR policy, Student Technology Use, was updated in 2023. And now I'll give the floor to Franky. Good morning, President Rush Paul, Council members Dr. Anderson. In this timeline we can see it is from 2022 when Chat GPT was available on BBSD and we saw its potential impact. In 2023, our BIT
008team conducted assessments to better understand the impact in classrooms and expanded opportunities for staff to learn, collaborate, and engage in focus groups, which met quarterly. In 2024 , we implemented Magic Student in a more structured way and provided a safe environment for the use of artificial intelligence. We also improved communication from 2024 onwards about staff through channels. We started publishing a newsletter, and over time these ideas have matured. We continue to meet in monthly working groups on artificial intelligence. We are conducting an evaluation of the use of these technology tools and we will discuss this in more detail later. Now that the council has been updated, Frank, may I add something? Yes, this is our timeline, but if you consider that what is happening in our country and in the world regarding AI is a
009time of excitement, but also fear, it is always every time we face an evaluation, an evolution in this way and we want to understand the benefits, but we also want to protect our students, protect privacy, data, and we understand this not only here in the council, but throughout the district. and ensure that our students, our educators, reap the benefits, but at the same time are protected from the threats that AI may pose . Speaking of GPT chat, specific decisions that reflect how we approach our practice, we decided to restrict ourselves to the consumer version on district networks and devices. This is based on safety concerns, particularly regarding adult content that did not meet our standards. It is important to note that this was not about blocking tools, but rather a specific response that was aligned
010with the safety of our students and our expectations. This restriction was applied through firewall and security filters. This is an example of how we address these problems, by expanding policies when standards are not met. Good morning, President Rushp and district council. I am very pleased to present and define some terms, speaking in a general way. There are three types of AI that we use in education. We all know there's a reactive type, it's a Google search. We ask Google a question and it presents us with a series of options that we can select. And the predictive type is trying to decide what is happening in different instances. For example, an adaptive test, for example, in digital assessments, in mathematics, we generally use it in the district. For example, artificial intelligence will ask a question and
011once it has been answered, it will ask a more difficult question. Today we are talking about the type of generative artificial intelligence where learning models are used to create new content. This is an innovation from Char GPT, and we have been using this type of artificial intelligence for a long time, such as Magic School and Adobe Firefly. Before we continue talking about the point of reference for data policies and protection, while we want to understand the data protection framework, the protection of our students' data is a priority. The technical inspection in the district. We want security contracts with Ferpa and Copa, and our teams are working to ensure that our students' information data is not sold, and we want to have a transparent policy. We handle data authentication. All our technologies evolve very rapidly, and
012data security requires continuous monitoring. We definitely always start by listening to the needs of our students, staff, and teachers. Here I am again. After starting with professional development, we presented a course. Three years ago, several teachers wanted to continue talking about AI and what this would look like in the classroom. They were very excited about the creative uses that could be given to them there. They also wanted to talk about district-level rules and a small group that meets monthly, and we saw artificial intelligence in our classrooms. There is another group that meets quarterly, and now we have a larger group that meets monthly, including many teachers, some parents, and other interested people from the community, including CU participants, librarians, and people from technology media who meet monthly to talk about artificial intelligence in schools and
013the innovations we are seeing. Very interesting conversations take place and everyone who participates learns a lot . And on the next slide we see some topics that we are going to discuss, questions that we have, areas that we are trying to bring into the discussion. We want to ensure that the public is informed. This is a I want to assure that we have knowledge that we are used to, sorry, this is the consulting committee for the superintendent. We want to ensure that there is representation and that these groups have a place for conversation; it is different from the other consultative groups. So I want to make a difference between these groups and I want to congratulate Len who has been guiding this in creating this space to help and think about something that is emerging.
014And we can talk about that. We have a very knowledgeable community that works closely with this technology, educators who help us delve deeper into the experience and what is possible and what has emerged and has been inclusive for all people, something that is beyond the policy of the council. something that has simply emerged, and that is best practice. If we want to learn and understand new, exciting things, we need to occasionally make time to listen and think. So, there are things that will emerge from these groups that will allow us to explore and understand these issues that are in front of the council, but I want to congratulate Lin and his leadership. This group's flexibility is a strength; they meet, gather information, and stay on top of what's going on . I believe, then, that
015the challenge is knowing what will happen tomorrow when one is still trying to understand what is happening today. Those things are evolving. They can check in GPT chat. Many eastern districts have shut everything down immediately. There is no excess of this, although they have talented leaders in artificial intelligence, and I have been part of groups in this field when these topics emerged. So this approach varies depending on what you are trying to do. We think it's a tool, something we can use, but we want to protect our students' data . As you can see, when people talk about it, how it's used, how it improves outcomes for children, as you know, our number one priority is to advance our priorities, but again, thank you Lyn for your leadership in all of that. She didn't go
016in knowing all those issues that arose from the investigation. This allowed the topics to emerge. I want to make sure that Alex finished and then Jason answered the questions. I am grateful and excited for the advice. I think we can spend 3 hours in that discussion. This, if you could go back a slide , if you had a list of pros and cons for AI, those are the bars, not visions, applications, uses that force people to do something like administrators of a large system. Those are reasons why we can't do it, unless we control it. What is it, Father? Well, that's one way to consider it when we 're talking. I wanted to provide a window into the discussion we're having when we're talking about data privacy and security. The discussion addresses how we will
017handle age restrictions, the conversation, how we ensure that teachers understand age restrictions in certain applications or certain uses. It's not about saying, "We need to turn everything off," but we're talking about how we promote the idea of checking for biases because there are people at a certain level who don't understand that AI tools can be biased. That's the discussion. If it helps, if you'll allow me to add to the discussion I've heard, there's a balance between the guidelines we 're putting in place and the reasons why people use it, what they use it for. I think we have a responsibility to understand the perceived usefulness, the usefulness itself, because we probably can't protect everything. I think we can easily talk about policy that becomes increasingly irrelevant. If we're thinking about the systems we control and
018how we're going to maintain the parameters, we lose sight of what adults and children are doing in the district. I don't want us to worsen the parameters because we're thinking about what we can control, because there's so much we can't control. I appreciate your perspective on that, Alex. That's the balance we're looking for. How can we use it as a tool for good and overcome the fear that can dominate conversations when you meet in groups? More Over there in the conversation, the academic team will be thinking about and presenting to you the use of AI as a competency. When we think about standards and how we can utilize AI, beyond what you mentioned, a child who will graduate in 2026, 2027, 2028, what do they need to know about AI before leaving the district in
019a world that will be dominated by the tool? I'm checking again with Lin. No state or federal efforts through legislation have left any child behind. This hasn't been established as a necessary attitude. It's emerging; we're thinking about it. One doesn't want to get too far ahead of oneself, but I think we're going to have to . We have the opportunity to do it, but I appreciate your perspective. We can't protect everyone from everything, but how are we going to use it for children's learning or professional development? Jason, I have questions. I appreciate Alex's perspective. I do n't know if there's a final point. This is an excellent forum for teachers to ask their questions. There are different levels of experience, those who Some feel very comfortable, and others are terrified. But I appreciate the discussion
020to address the issue. We're going to have information from the group that can be used to make recommendations. I think we'll get there. I don't want to waste it, well, not waste it, but I'd like to take this opportunity to talk about how to use it productively, to Alex's point, but to have the discussion and move forward. I'd like to use the information, what I'm hoping to learn today, what are we going to say to the teachers and parents? How are we going to use it and how are we going to integrate it? That's a future discussion, but I think this is a good starting point. I would say that a working session is intended to be interactive, to work in partnership with the council to guide the discussion. That's what a working session is.
021If we want a group, if we want to formalize a group that advises the superintendent, the council, we need other measures to ensure that it represents the views in the community, how are we going to have security. That's something we can talk about, and also, as we'll indicate in the team, we're going to answer some questions, and that's why... We're talking about this. So, we're trying to keep up with technology, which is always changing. There's a lot of excitement and challenge. So, by the end of today, I'm hoping you can give your input , have an indication of the next steps and your point of view, but you can ask, "What about this idea?" I encourage the team to share different ideas. We'll let Dian speak, but if she wants company, she can speak afterward.
022I don't see this list the same way you do. I see it as lesson planning, like how you teach kids in 12th grade. Kids need to understand these topics before they go to college. They need to understand the biases. There are places that don't have the technology we have; they need to understand the ethical and academic implications of using these tools to do their work in college. They can be expelled from college if they use them. These are things they need to know to graduate from high school. So, it's a negative. So, these are all things we need to think about. Lolenia, and then Jorge, Laura, Ana is in the meeting. Right? Lolenia and then Jorge. If Nicole can hear me. Yes. Good morning. I do n't have any questions right now, I 'm listening.
023Thank you very much, Jorge. Thank you very much for sharing. I appreciate your timeline. I know you mentioned this series starting in 2023 and how it has continued. I think there's a use of data that we're seeing in this professional development. Yes. The main way we're doing professional development is with AI. We have a weekly newsletter for teachers who are using it and can share how they 're using it. Each week we have a new idea from a classroom teacher. Another teacher can read it and adapt it for their own classroom. We have many examples. There are more examples later in the presentation. Specifically , I can think of an anatomy teacher in high school who has a unit chatbot so that the kids have access to it, without having direct access to it. Each
024unit has a bot, and they can ask it questions. We've seen that other teachers have created book recommendations so kids can indicate the last book they liked. And they receive a recommendation for the next book. There are teachers who are adding to that. Also, there's a high school teacher. I liked her... she developed a way to cite the use of AI in her children's work to have that conversation about the ethical use of AI. So, how do you cite work with AI? And how the children were using it? Excuse me, Jorge. Member Chavez. I was just remembering that earlier, the series of six that we started with. It's the professional learning series. Excuse me, I misunderstood. Excuse me, excuse me. When we first started, Dr. de la Cruz asked me to create a professional learning
025series for Wednesday mornings, which were optional so that teachers could become familiar with the use of AI. In the classroom, we bought Magic School, and the first one was what it is, what we know or don't know. Teachers were able to ask questions. The next one was like playing with GPT chat, giving directions, right? Talking about education itself. What is it for humanity? What do we know? What Is this what we need to know as adults in the world? And the third is, how can we use AI in the classroom? What could AI be used for? Lesson planning, differentiation, brainstorming ideas, and then we talked about Magic School. The third and fourth sessions. The fourth session was a demonstration of Magic School and getting feedback from the teachers. And now we're conducting this training at
026Magic School. It was all voluntary, and I had about 200 teachers attending. Each 45-minute session had up to 600 teachers. It was a little stressful, but having these sessions to talk about what we're facing in the classroom with progression, that's when we had the most interest. I want to talk more about AI, what we can do, what we can organize. So, that's how this organic interest group came about. The teachers asked me questions. I had a sense of interest, and I thought it would be a good way to facilitate the conversation. Principals sent me questions, parents had questions, and I thought, this is taking up a lot of my time. So I'm going to do it for an hour a month. And that's how it's been. We have an average of 40 or 50 people
027who come to the meeting each month, and we talk about many different topics. I'm not leading, I'm facilitating because it's a forum for people to talk about what they 're thinking. This has been divided into a book study with one of the teachers. There's a teacher who's leading this book study. She told me which book it is because we also manage the libraries; we bought a digital copy of the books so the teachers could read the book without having to pay for it. Thank you. I'm glad Jorge asked that question. I'd love to understand that today because I like the ideas and the name, but I don't know if you can tell us a little bit about what this is. I think about my own experience. I was a fifth-grade teacher many years ago, and
028we had two random computers, and they left me these computers, and I didn't even know how to use them. They were collecting dust, and then I had a colleague who, with those same two computers, just integrated everything, and The children used it for everything. I know it's not a complete parallel, but I think that, in the same way, we have teachers who are very capable of using it and use it to its fullest potential, and others who are afraid. So I wonder, how much movement is there around this? Can I get ahead of myself and show you? No, that's fine. I can show you because there's a point where we're going to talk about Magic School because that's the approved product, and I can show you the growth in its adoption. It's been very organic.
029Yes. Getting to Jorge's point, what are the teachers receiving, and how much are the teachers going to use it? We don't have to get ahead of ourselves on this , Dr. Anderson, Alex, and then I, so we can talk and continue. Jason, I love your question. And how many teachers have adopted this? We've designed our AI lens as an environment where those who want to use it, do so. At a certain point, we're going to move from optional to mandatory, and after that, we have to change the management, update the curriculum, the practices, and change the ways we think about post-secondary preparation. There's a whole system that has to adapt and change to This. There has n't been an expectation from any district staff saying, "This is how it's used, and this is what you're
030going to use it for." I think the only restrictions we 've probably made are when we think data privacy is possible, we close access to GPT chat, and we've adopted Magic School so that people can really develop their skills in a secure way. And I think after a session like this, we have to think about how we evolve from an organic product to a more mandatory evolution. So, I want to make sure that a teacher is using it because we asked them to. I have a question. In my professional and personal life, I use AI and try to help people use it, but all these responsibilities and obligations are part of those conversations. I know there's an urgency to talk about all of that, but to Jason's point, between those who have adopted this program
031and used it and those who haven't, I also see that students are being deprived of the cognitive ability to do things, but on the other hand, I also see that students are going to be able to learn so much more. So, if you're curious about how to do something, Ah, you can use it, use GPT chat or AI. And for example, last year I went to Spain and I asked my phone, "How many olive trees are there in Spain?" And it told me, and I told my university students to delve into artificial intelligence and ask it questions for at least 15 minutes. If you don't understand something, ask it, ask it how I can better understand this. So, if we don't understand the power of it and focus on the concerns, I think we're going
032to be stuck in the past. But also, the cognitive decline of our students is going to be a factor because they're going to use it for many things, and other kids are going to take shortcuts, and we're going to be talking about which platform to use. They're going to be able to add it to their personal computer, personal phone, and that's why we have to talk about the power of learning from development and also the threat to teaching, and not just the risk and the danger. And this isn't just for BBD, but that's where educational institutions do it. We know since Chris Wle started season one, that this is always underneath, but I think this is something different. And I was thinking, we need to protect people from them and not just learn how much
033it can help people learn more. So, I don't know what to think, I don't know what to do, whether to design this for a system, for benefit and for and as a risk. So, we need more people using it, learning to use it because that way we can have a more progressive conversation because we're going to be so busy with the use and application of the use and we're going to feel very behind. So, if we go down that road to start, I think we're going to be stuck in the past. I appreciate that point because that's something I've been thinking about a lot, that we're trying to amplify or not amplify and make sure that it's not just people's personal opinions on this tool. I think the point of change management that Dr. Anderson
034mentioned is to opt to use it, but there's no expectation that it will be used. Yesterday we had negotiations again, we're asking a lot of our staff, and there's a lot of change. And I would refuse to say that by the end of this year, the board is going to We need to create a policy that says educators have to do this, that, and this because we're still adopting new curriculum. And what was really nice talking with principals is that there are principals using technology we've never purchased, and half of their staff are using AI and meeting state standards. And when they're not, they ask, "What can we do to close those gaps?" It's part of equity, like you said, because not everyone has cell phones or devices they can use. And how can we
035ensure everyone has appropriate access, including people with disabilities? So I think it's a big picture, and I like that it's included in our strategic plan. We want to do it with the purpose of improving our students' outcomes and helping our staff. We have to think about what the appropriate boundaries are to help our staff and our children. I think a lot of this for me is about digital literacy, how we can teach our children to use computers, technology, because in the past it was graphing calculators, the internet. So, for example, when I was little I didn't have encyclopedias, and I had the same book at home. Now, with the internet, we can access different things, and it's evolving. How are we going to adapt? What are the appropriate boundaries for our students and staff? That's
036what I'm trying to say because everything is changing, it's changing every day. And that's the point the council members are making: decisions made today could be obsolete in two months because it's evolving so fast. So, this measure feels right for now, and keeping what we truly value in this district at the center will help us navigate these new waters. I just want to congratulate the council, look at our team, and the talents of the leadership team. We have parents, community members. We're very well positioned to do some really cool things as a team on this issue. I appreciate the leadership talks you've had and the participation, and I just wanted to say that because I was looking at it and thinking, wow, everyone has such an enriching experience, and I congratulate you all for that.
037As Dr. de la Cruz mentioned earlier, our We are protected by safeguards, by contracts. We recognize the instruction and potential that IAPRO offers. At the same time, we are prioritizing educational readiness and platforms that include more protections and administrative oversight. For classroom use, we have approved a number of platforms such as Magic School, Adobe Express, and Grammarly, under structured positions. These help provide a supervised learning environment . We are currently providing a limited pilot of Google Gemini for the educational environment. This pilot is allowing us to evaluate productivity and monitor privacy and administrative use. Although we have not formally adopted AI platforms for student use, we have addressed evaluating, not just blocking. However, as already mentioned, when security concerns arise, we restrict student access until we can ensure alignment with our safeguards. We want to
038expand access where there is educational value and intervene when security has been limited. We want students to learn to navigate responsibly, not just be restricted. This has to happen in a secure and educational environment . This goes to your question: How many teachers are using it and how are they using it? If you look here, these The data we have here, I think this came out a week or two ago. When we started, we had 1,000 teachers using it. When we started in the first few weeks, we had a little over 1,800 article generation. I've been in educational technology a long time, I think about 12 years. I've never seen a tool like this take off like this with so little guidance around. We had a couple of professional development sessions that were recorded for
039teachers to watch, but this has been organic growth. I've never seen anything like it. And I also want to point out that the graph shows that there are different types of tools in Magic School. Some are efficiency tools for teachers, others are equally useful tools for students, where we really had a variety of different tools being used. I know, I love it. We can go to the second slide. I thought it would be interesting to go into more detail about what schools are doing with Magic School, which is in line with the strategic plan. Next slide. When we're talking about no limits for our students, these are guides I took from Magic School, which the students wrote. The first one was a science class. At the secondary level, the teacher allowed the idea generator for
040students to use for a science fair. This was the question the student asked. There are two questions at the high school level. This is a study, a study robot that the teachers used, including the curriculum within the chatbot, and the students were asking questions. Here are some examples of the best next steps. One of the teachers submitted this AI idea for questions of different levels. It has different and to All the questions were available to the students, but the students were able to choose the level of difficulty. This was given to the ideas, but the teachers said they really liked this and liked the idea of creating questions based on certain levels of difficulty. And the other idea at the primary level where the teacher was teaching others how to create grade-level texts, because this
041is something that in adoptions we ask for in the curricula, like putting grade-level texts to create differentiation. And now we don't have to ask them to do this because this tool can do it by itself. This, oh no, we don't want to make texts at the level of what level they are reading, if they are reading at grade level or below, we want it to be accessible to students, to all students. And here you can see, the destination must be defined. They've been working with Apex and directors, a lot with AI, and many of those teachers there aren't teachers by training, but they are teachers or professors within their qualifications, and we have to use, teach them how to use technology. This will be new for many of them, but they are really interested in
042making sure they are using AI because they know that the industries they work in are using it. So, they want to keep up with the new programming we're going to have next year, especially in science and computing, and it already needs to be included. So, the courses we have are creative computing. This is going to be one of the courses offered at Apex that may include, I have an eye on a curriculum for developing AI code, but it just depends on which teacher we hire, but it's very possible that there will be an AI class, but we're not sure yet. And also speaking about being inclusive and valued, I wanted to point out that although our teachers may not always be sure how to do that, Magic School has several tools to help guide and
043think with the teachers, to ensure that all students feel included and valued. You'll see some of these over here . I'm very interested in the two above. and the tool for common misunderstandings. So, the teacher can ask a question, what she is teaching at the grade level and it will generate a social story and you can add more things around the social story so that it has a context, like for example we live in Bol del Colorado. This class has these types of students, that's what interests them, and it will create a story so that the children are more interested in the content of the social history and it is more relevant to the students. Another tool where AI can help students and teachers and create more personal connections with children they may not know.
044And I think this is very helpful in this. And common misunderstandings can point us to cultural factors that we as teachers sometimes don't know, and I'm thinking of some of the lessons we 've given as teachers. These were wrong, but if I had had a tool like this, I would have thought about it before and felt more comfortable, and I wouldn't be thinking about it now. And those are some of the tools that are available at Magic School. They're always adding new tools and it's going to grow, it's going to keep growing. It's really cool what they're doing with that. And I wanted to add this because that's what a seventh- grade teacher is like. This is a true champion in AI. All of his students had to write songs using the song generator and
045talking about their seventh-grade experience. This was last spring and it generated the songs and the students had to sing the songs like karaoke, one student to another, and yeah, I thought that was so cool. And another aspect of Magic School, which is very important for the work we do, is that we can create tools like the Magic School administrator. I can create other tools for the district and I've tried to make a tool for you, for the council, but I had to download all the documents. from the council and I can do it if you want and I was able to make a couple of very useful tools that have been requested by some departments. One of the new social studies standards that began 2 years ago is that every social science course must, if
046appropriate, talk about genocide and the Holocaust with ideas relevant to the study for that course. So yes, I do have Ann Frank, I have the Holocaust, and we want to make sure that our students receive a very complete and comprehensive education for each grade in every subject that is taught. And because the Colorado Department of Education has its guidelines, we were able to create an artificial intelligence tool. So, any teacher can say, I am teaching the subject of China, what can I teach or I am teaching the subject of genocide and the Holocaust. What can I teach? Then, they generate ideas for the teacher and can even create a lesson plan. Also, uh, for example, uh, another question, how long does it take to review an individualized education plan, an IP? But let me clarify,
047we're not asking AI to write an IP plan, no. A small group of people simply checks each IP address to ensure all elements are present. They have a thematic guide, but I created a tool that compares to the IP guide, ensuring that all required elements are there and if not, they must be added. Now a team in the special education department is reviewing this tool. Once this tool has been meticulously reviewed, then we can add this tool to ensure that the plan includes all the required elements, that nothing is missing. And I am currently working on a tool for high school science teachers that comes from CU. Right now it takes too much time for each teacher to download all the documents, determine what the students need to learn, and what they have to teach.
048This tool then allows us to review information more quickly and to meet the expectations of both BBSD and our standards and priorities. Teachers don't have to check this themselves. This is a step forward, a valuable tool for teachers. Teachers are also asking for tailored tools. If they can't do it themselves, I'd be happy to help them. It's a magic school, it can be manipulated very well for our district. Lin, I have a question. Some of the people watching this meeting, uh, and maybe they weren't here 2 years ago when we started reviewing. So, could you give us a general overview of Magic School? What kind of information is included there that makes sense within that system in a very general way? What information was put there in Magic School? Yes, like data retention. Yes. Regarding
049content and standards. Would you like me to give a demonstration? That would be helpful. or I can describe it. Magic School uses something like CDR, zero data retention. This means they don't store any data. If something is put there, the information is generated and created within our own; no one else has access. And to be honest, I'm the only person who has access to what's happening in all the classrooms in the district. Then I can see what the students are writing. I can see what the teachers are working on , but nobody else can see it. But basically, a teacher can use any of the tools at any time. You, as members of the council, can also access, use, and select the tool you want to work with. You can choose a topic, it can
050be one word, it can be two words, or you can also write detailed instructions for our students. They don't have access to a button; instead, teachers have to give them access to what's called Magic Student, but they have similar tools, and the teacher has to decide which tool to use. For example, if they are going to write an essay or a plan, they first generate ideas, the opening sentence, and the ending. Those are the tools they can use. Then the teachers review with the students and tell them, "You have access to these three tools. How are you going to use them?" Then they have a dialogue, and the teachers create a separate session . If they're working in teams, well, you do n't need to know these details, and that separate session is moderated and
051monitored by the student. If something happens there, the teacher is notified, and the teachers can see everything the students write and also the results. Once the lesson ends, the teachers no longer have access to it. Well, and something new since the last time I spoke with you two years ago, so the teacher can see... Yes. Okay. Even though the class has ended, the teacher can keep the session open to review, and if they decide, they can open the session again. We 've seen where students write things like, "Their opinion," or ask, "How can I make what I wrote more interesting?" So, the tool isn't doing the work for them, but it's telling them how to do it better. Yes, thank you. The explanation of Magic School and how it works was very helpful. But another
052thing, How can we prevent students from using other sites and tools in our district right now? Frank: Well, we can't do anything. They can access it. That access remains open. But following up, our mission is for everything to go through the Magic Schools app in the district. We're considering whether this will be just one of many tools, or if we'll put more controls in place. Yes, so that students continue to benefit. But what's considered best practice for students to use only one platform, or for us to put safeguards in place? Thank you, Frank. Magic Schools: Well, it's not realistic to say, 'You're just going to use Magic Schools,' because they have to have access to their phones and computers at home. It's not realistic for them to only use Magic Schools. But what I really
053like about this Magic Schools app is that we can guide students to the kinds of topics and questions and have them practice using them, instead of just giving them an open window to type whatever they want. Because teachers can help model the experience each time. They decide to write, they need to know how to use AI, because if they have it, they might struggle more if they have a whole sea of possibilities. They need a little guidance. Although if we put controls in place or close access to other applications, Magic School isn't realistic. I think their offices are in Denver, and they have very good user support and have evolved with the market. I was at a conference and spoke with people and asked them how they're going to keep up with this, and they
054have very good questions. They're working with the operations team. We started in 2024; we were still talking with enterprise solutions so we could establish our own parameters for Magic School. But, speaking of the point Frank made, we've explored other tools, and that's how teachers and students sign up and have access. That way, teachers know what the children, the students, are using and what they aren't using. Teachers can know if they used Magic School or not. Well, I know it's not easy to maintain control; we can't lock everything away , but because if you have a personal computer, you have access At home, everything is accessible, so many apps, most things are accessible to most people. We don't want this to become an issue of equity. Yes, a question for Frankie and her team: has the
055decision been made regarding GPT chat? Will access to it on the network be restricted? So, you have the same concerns about Magic School? Well, we are currently working to limit access for adults. We're talking about the difference between a business brand and a consumer brand. This is a conflict where, for the consumer, it's like the Wild West—there are no laws. But at a business level, regarding access to these tools, we could adopt a platform to have control. However, these platforms are, first of all, very expensive, and second, there are conditions that state these platforms should not be used by students under 18. They should only be used in universities. For example, if we open up AI tools, those platforms are only suitable for university and higher education levels. But GPT chat, well, some controls have
056already been put in place. It's a We face a dilemma when we're looking at the platforms used from kindergarten through 12th grade. There's a website called coolia.com, but there are only a few platforms that specialize in kindergarten through 12th grade education, and we always want to stay compliant with federal and state laws, which is a bit of a difficult position. The Magic School app is currently our best option as a platform for our grade level. Silin, let me just take a moment. And Alex, in addition to what Frank just mentioned about what's important for Magic School, the teacher controls student access, and this gives us the opportunity to teach AI skills and how to use them. It's included in the lesson, which is something I was looking for when we were considering platforms. I wanted
057to ensure that when we started working with AI, there was an opportunity for that type of education. We also have teachers who aren't using Magic School. There are children using different platforms, and hopefully, they're learning and developing those skills. The internet is a noisy place. If we can help focus children to reduce distractions... Some of that noise to give them guidance, I really appreciate this part of Magic School. I find all of it fascinating and I'm learning a lot. I'm grateful to the staff for helping us understand something so complex. I 'm constantly thinking about control and humbly what it is we 're controlling. We control the systems at the company level, what happens within our doors, but not being on social media when you're 11 years old. There are endemic things in our schools
058and in society that we can't satisfactorily control. So, if we think we're controlling them, we're in a worse place. When we were talking about cell phone policy, I learned that in lower-income families, children have cell phones earlier than in other families, and our system needs to be robust so we don't create variances and think we already have a solution. So, it's the work of cell phone policy. We're still working on that. So, we need to understand the environment. I work with education technology companies. It's not optional. There's no education or technology in education that doesn't... Use AI. So they always have AI. Almost everyone, like Magic School, is doing things, sending data to other companies. I hope that's true, but they're sharing the data. Instead of thinking about which tool or portal to buy, it's
059about training them to create their own GPT. When we have 4,000 adults working here, probably 3,000 of those 4,000 should know how to create this custom GPT. We 're treating it as a purchasing problem, but it's an ecosystem development. So I'm concerned that we think we have control over what people do during the day. That's why I'm excited about the beautiful things, but our focus on purchasing is counterproductive to what can happen in the coming years. Fr, then Jorge, and then the firewood. I can check with you if you want to talk about anything. Member Metler, I appreciate your comment. He's right. We have to do our best to control our environment. We 're not mistaken. Our students are very smart, very, very smart. What we put on our devices that we think is going
060to block access to A website or app, they're going to get around it . We're fighting this battle every day. Our security team works on it daily, so you're right. That's why we have to do our best to try to comply with federal law, but it's a daily battle, and our students are very smart and will find a way around any block we put in place. Thank you. I acknowledge that it exists. Students have access, and we control what's in the classroom. We don't necessarily need to make it readily available within the school. So I'm undecided about our capacity. We can't monitor everywhere. So, I have concerns about cloud and other systems that don't have safeguards with the computers we're providing. If kids have their cell phones, they're always on their phones. We try to
061get them to focus in the classroom, but I have one question: should we have limits so they can use the tools ethically? The other part, as Alex mentioned, my question earlier, we started in 2023 and have continued to evolve, but we're moving more toward thinking about how we can create tools for one Exactly. We're already doing it, we're thinking about it. Besides the groups that are meeting informally, I'm going to say a few things. We could take other LLMs and block them so that most students can access them. One student will circumvent the block. Not most, but some students will get around it . It's an option we haven't decided on yet, but if we were to limit that... Alex's point is correct. To a certain extent, it 's one thing. A parent gives a
062device to a child, and I'm monitoring my children's usage as a parent, and parents can manage it their way. But when we provide a tool, like our Go Guardian tool, parents have the ability to request that certain sites be blocked. Parents have some control over the device. When the device is used through Go Guardian, which is the software we use to control that, we allow parents to decide what their children can or can't access, or we say, "That's what we allow." That's the decision we haven't made yet. But to be clear, for the... Parents, for those watching, I don't want my child to have access to certain things. There's a process—you could call it IT— to block them. So, the devices are blocked in parents' homes. Based on their choice, schools can make decisions about
063what's allowed on their premises. It's not just the parents, but a school can say, "We don't allow certain things." An individual teacher can do that as well. As a practitioner, I'd be excited to continue my series. If our professional development time allows, I'm very excited to continue providing this education for teachers who don't know how to create a chatpad for their classroom. I think this approach we've taken, while looking at the ever- changing landscape, has been a very smart one. We're monitoring, learning from what other districts are doing, the successes they've had, the challenges, or mistakes they've made. I think taking that measured approach has been smart. We're blocking certain things when they're a danger to students that we can't control. We can't control what GPT chat does with a free account. This, we couldn't
064do before, but now we can because it's blocked on our devices. If another company were to go in the same direction, we would probably block that too. The fact that they're not doing that kind of thing that puts the user at risk feels good for the moment, but it's beyond my scope. That makes sense to me. I think the cell phone is an interesting analogy. We can never control everything in this technological landscape. The idea that we have complete control is not a reality. How can we get people to make well- thought-out decisions? There are very good sources of information, this simple judgment, and there are sources of information that aren't based on facts. So, Magic School, we can align with state standards, we can remove some concerns about thinking we're preventing something when we're
065not. And we're focusing on schools that have used alternatives. Taking that approach has worked better than trying to control everything. The thoughtful use one learns over time is something I'm thinking about in that discussion. Is there anything you want to ask, add? I'm not very involved in technology. I'd like to be more involved. Educational options for involving parents, having opportunities because there are... I'm not the only one who feels like I'm a little behind in all of that. Thank you, Lenia. Tian and then Alex. My question is a little off-topic, but related as well. I did a quick search of the curriculum we offer and didn't see a class about AI with the exception of advanced topics in computer science. We are going to have a course. I know a little bit about it because
066at the private school we had a student who signed up to take our AI class to receive this credit. Hopefully, we are developing a review of what it is and how to use the tools as an introductory class. Yes, we are developing a course right now with a science and technology teacher at Fairview. I am working with him to develop that. We are also going to develop that at Apex for AI development. If you are talking about learning what it is and how it works, that is not something we have as an individual class, but we are working with high school teachers about technology design courses to give them these units about how to teach about these topics that will be launched next year. that's coming in. I appreciate the idea of a specialized course,
067but also of integrating it with other courses, understanding how the tools are used. I'm also going to look at how we control things. The process of someone presenting a policy, or us raising a policy issue, making changes, and approving it. It's a 24-month timeline that people have to comply with, which is what the council indicates. 24 months ago, when I was trying to do statistical analysis in the cloud, I had to write Python code to incorporate the data and use other software to do the analysis. Now you upload the data, ask the question to analyze, and you have the results. The process evolves much faster than our policies. That's why I'm also concerned; we need to do something to control it when the infrastructure develops so much faster. You no longer need to know Python
068coding, you no longer need to know how to program the computer like you did 3 years ago. I think we're always trying to update, we're always behind. That's why I think it's important to educate parents. We need to empower parents in the same way we empower our Excellent teachers. Participation is key, but parental choice is also important because some parents do n't want technology for very long, while others want their children to learn about technology so they know what to do. To some extent, we need to accommodate the variation in parental and teacher opinions. We need to understand that some parents want more and some want less, and we 're mainly telling parents they can use Go Guardian, but not many are. So what can we do to empower parents? I want to address this
069parental power. What can they do? Different schools? What do they need to do? We also need to think about timelines and whether our actions are keeping pace with real-world changes. Can you talk a little more about Go Guardian? At this point, every parent has the opportunity to use Go Guardian. It basically works outside of school hours. It's a phone app. Parents can set different addresses that are blocked for students outside of school. They can ensure they have the Instructions, which can include time-outs , can turn off the internet on the device at a certain time. They can set a schedule for internet use outside of school. They can see different usage data . I know this because I 've given talks at different schools when families are interested. Sometimes, if families contact me directly, they
070fill out a form, and this is how the app is downloaded. This is how each parent uses it. This is aligned; it's available to everyone. Can you talk more about the usage numbers? No, but I can look it up if you'd like. All teachers have access to Go Guardian. They just have to contact our department. Any parent-teacher can contact us, and we guide them through that process. I can follow up on that. I think this is another area for Randy's team—how to promote access through our website. And I'm sure we're already doing that, but I hear from other parents who would love to be able to do something that they clearly could if we helped them. And I think it's very appropriate to create a communication plan to inform parents about the tools that We've
071purchased and have access to them to ensure that the use of our Chromebooks is governed by something that is controlled in after-school hours. I think that's one definitive takeaway. That's it . Well, I wanted to talk about the first part you were mentioning about courses integrating IAP. I think that's where we can add value for learning and it gets to fulfillment. I know it's exciting to think of AI as something very special and unique to be managed, feared, empowered, used, but in my mind as someone who studies this and considers myself a techie, I think it's a very powerful tool, but not in the way we do school. I think it's an added value to school. So, we have to teach our staff, our teachers. It's key. We must integrate this into our teaching. There
072are new curricula, some of those curricula have an AI component, and we evaluate that each time to make sure it's really adding value, not just a research engine. What we want our students to take away from it is, from babies around... AI, with what ability The point is that we want them to feel comfortable using or confident using these tools because they will be part of their professions. It's about creating new, practical, relevant content. It's not about doing your homework for you, it's not about writing the essay for you. I'm wondering where you're coming from when you talk about management and parameters, but the reality is that we need to have some discussion about this, but I don't know if putting it as a policy is going to be the most efficient and effective way
073to address this. I believe that by working with the academic team, working with assistance, technology, and staff, that's where we'll be able to control this a bit more and create these classes. I am interested in having our teachers propose courses. I can write courses all day about how I would teach that, but I'm not going to be the teacher. So how can we inspire those teachers to create those courses? How do we ask children to create about what they want to learn? That's where I think our council really influences our practice around that. If I was going to say that was going to be the last question before we move on, then you can wait for that last question, Alex, for the last part. As everyone knows, we are leaders in content that L was
074mentioning within the school, and as Dr. Andersen mentioned, our goal in the academic part for the future is to leverage AI for student learning. L has just provided us with this link or connection and is leading the work that Len has been doing in education and resources content. In our part as the Artificial Intelligence Department, we evaluate curricula, and we support schools with implementation, resources, and learning and teaching components. We must begin to consider our current opportunities to integrate AI and other opportunities to make the student experience different, not only with what we offer in courses, but with the curriculum we already have to be completely transparent. We haven't started that work in recent years; we've been implementing assessments, implementing them faithfully. So, we haven't yet worked with our principals on how to integrate these
075tools into the curriculum resources. Academic considerations under curricular resources include considering the number of curriculum adoptions. I'm finishing elementary school, but we're going to continue to middle school. We need to think about time. President Rashpa was with us last night and has heard many stories about the approval our elementary school teachers are having with the new curriculum. This needs to be kept in mind during implementation. We need to assess as a team what is available within our resources, as Len mentioned, and what the possibilities are for the future. We need to learn the best teaching practices so that we can expand this. We must provide meaningful learning experiences with AI. Den gave us some great examples and we've started doing our own research, things you mentioned as a member of the student council, such as
076simulations within a science lab, experiences that students do n't normally have in the classroom. We need to think about that, and as many of you have already mentioned, it is essential for the academic team to learn on their own. We haven't asked our directors to have a proficient understanding of AI in order to create that connection to AI resources. They have practiced and learned about the options they are practicing within the school. We need to spend more time, and I see Kem here taking notes on how we can do that, both on our part as content instructors, and find opportunities for professional development. We have a very limited schedule and we need to think about how we're going to integrate that into the time they already have to learn these curricular resources. This is where
077we are. At this time, we are beginning to have conversations; we have good examples, models that we are using with the implementation of the new curriculum. We have MATL within schools that are helping us with a team of two for 56 schools. There aren't many people to lead that kind of thing. We have leveraged school leaders to help us do that. It's a model that has really worked for us. With this math implementation, we've also started to address it ourselves by integrating AI into resources, working with Len and the work they've done to be more connected within the school, in connection with the resources they already have. So, taking that into account, I'm going to give Ema the time. We're going to talk about leveraging the opportunities of our teachers, and I'm going to try
078not to repeat what we 're already saying, but when we think about systemically integrating AI, as Dr. Mer said, we're considering current and future opportunities in connection with what Director Gresman and Dr. shared, and building on the previous experiences of Ms. Krushman, we're thinking about how we can use teachers, use AI in a way that's more integrated with the resources and run columns we already have. Ah, first speaking about the strategic plan, we have some opportunities to be more systematic in how we align ourselves with the strategic plan's instructional initiatives. For example, WebCOK is an initiative we 've already mentioned, and who is doing this cognitive part as part of not limits. And as Professor Kushman said, some are already using Magic School, other platforms to help with planning, this, choices with which it is
079used strategically while integrated with learning we have already had. Second, as related to Dr. Gchman, we can use it to differentiate instruction in a meaningful way using AI so that teachers can plan lessons. And we know that the school day is short, we know that in a class there is a variety of needs, and we know that the planning load is tremendous, especially in elementary school when you only have 45 minutes of preparation with six preparations. So, having a clear understanding of how you can use AI as a planning tool requires that our teachers understand the rules and resources to be able to use it well, which is what Dr. Miller was referring to. Third, AI can be used to increase student feedback. We can go on to reduce student workload, as they are talking
080about IPS and comments on how to incorporate or edit in general or on a specific assignment. And fourth, teachers can use work generated by students as a summary of a topic to ensure that we are supporting our students to be strategic consumers of their environment. Many people talked about the intelligent use of AI. So really use it for instruction in a variety of ways. We know that these examples are already happening in parts. What we haven't done is integrate this in a systematic way into our teachings or require that it be used in a certain way, as Dr. Miller shared. That's for a reason: we currently have many initiatives and we're taking into account what we're doing so that when the foundation is established, it will be incorporated appropriately. That being said, next year ,
081I know we have a lot of work to do and we continue to prioritize a deep understanding of our standards and resources. In this slide and in the last one, as an academic team we mentioned that we need to think about future opportunities. And within those possible opportunities for the future, we have been talking and potentially planning for secondary courses where the course is designed around AI. This is reimagining our current instructional reality. We need to integrate certain AI features into what we are already doing. We, as an academic team in the district, must define how and when we want to use AI, in what ways, in what content, and to what extent. And that will inform how we lead our professional development and provide focused support. We are thinking about different ways this can
082work in the future. Continuing, our work with AI will continue to evolve. One of our priorities is continuous assessment, AI tools and capabilities. The technology landscape is changing, and today. We want to make sure that we are identifying opportunities that significantly support the district's strategic goals . We also hope to expand responsible use both instructionally and operationally within the classroom. That means supporting new learning and operational productivity that will help staff to do or work more efficiently with more efficient advocacy. At the same time, governance will be central to our work. New tools will continue to be monitored by our team . We will also ensure that any AI implementations are in line with federal and state requirements such as FERPA, COPA, and Colorado State student protection laws . As the technology and AI landscape
083continues to evolve, we will continue to evaluate our practices to ensure students feel supported in using these tools responsibly. Our goal is for BBSD students to leave our schools prepared to use our world ethically and with a great deal of responsibility . And with that, thank you very much for everything, and if you have any other questions, we're here right now . Thank you so much for that very detailed presentation. I know we get a lot of questions about staffing at the district level. Most of our academic team is here with us today. So, it's a small but powerful group, which has the responsibility not only to think about how AI has been integrated into our academic side, but everything else related to artificial intelligence. Thank you for being with us today. Council members, any
084final questions before we take a short break? Dr. Anderson, I wanted to thank the team for doing such an amazing job. Thank you for being transparent with our audience and community on this topic. This is still emerging. We are learning from this conversation we had today . I think it will help to further shape the steps that Frank had already mentioned. The idea of transparency is important. What they mentioned is how we can know and recognize where we can implement and to what degree we are going to do this, continue evolving our tools and continue battling with this question of whether we are more or less in control, even if we say that we are in control. How can we inform parents so they know and understand what the hotline said about what is happening,
085what is possible, and what is not possible? So, as a follow-up to this meeting, I think our team is going to get together and create a guide for our district that can work and present it to the council so we can better understand this. Obviously, this can be integrated into my goals for this new school year 2026-2022. To continue with that work on the future and how we can allocate more resources to address the reality of declining enrollment. Does that mean there will be more support or not? How can we provide resources to find that limit of support? Because he cannot support every child, every staff member, every parent. He probably can, but the other thing I know is very important is to find someone else who can do it. I think there's an issue
086with resources, especially now that there's a decrease in resources. I think this conversation was very helpful to me . I think it was helpful for our team as well, but I'm happy to answer any other questions you may have, anything I 've shared with you. If you want more clarification, ask Jason and then Alex. Yes, it was a very good conversation. I appreciate all the work you did on this. Uh, create a guide. Um, Len, I think you've given a very, very good summary. What can we get out of this? What do we want students to take away from our district when they finish here? And also a question about what Alex said. We have the right structure to adapt to this, to be flexible and provide recommendations. Something that hopefully we'll think about while
087we're creating this. Yes, I just wanted to reiterate my appreciation for our team. It's a small team, and it takes a lot of thought to put into it, and it's a great job, but that's true for many central people here in Boulder, and I know we're facing declining enrollments, and that's not going to get any better. So, I'm very sensitive to prioritizing certain things. That is one thing we must act on, but at the same time our number one plan is the strategic plan, student learning and closing the gaps for our students and protecting them in this environment. My priorities haven't changed. I'm just a little anxious about this, which might lead us astray and at the same time disapprove, but let's use it to our advantage so that we can benefit. Technology is moving
088very fast. We should feel comfortable jumping, not just walking. In four months we cannot say how things will be different, nor should we be working towards this in a year . It motivated us to think critically about how often we want to jump in order to keep up with technology. I also want to say that we don't really talk much about two things that I've always heard from professional educators, which is the cognitive development of students. So, there are two very important things here that our educators are facing every day and are concerned about. I do think this is a problem that is part of the professional development of teachers. We have excellent teachers who are represented by what they need, but I think we need to listen to them more, and I know we
089do that through the team working with the teachers, but collectively it can be helpful to understand their day-to-day concerns and how to support them because ultimately, with such a small team, it will be teacher-to-teacher support that will lead to more change. And I also wanted to make sure that we are providing the support we can while still keeping a close eye on our bigger priorities. I understand, Dr. Anderson, and I apologize for suggesting things that aren't possible, but I do want us to think about that when we decide what to do. We are not limiting ourselves in our options and I was afraid of things that cause us a little risk, but we just want to talk to leaders that this is separating people who know how powerful it is. It gives professionals in our
090field an excuse not to keep up with the issues or topics of the day. We need to talk about the fear of using this and also the power that comes with using it. I spent most of my career teaching educators about equity, and one of the points I'd like to mention is that the students were talking about those elementary school teachers who already have so much work, so the skills they can teach. So when they study social sciences, they can learn about preferences, like never touching a computer, and those are things, skills that can make them better people when they have access to a computer. So it doesn't matter how many software packages you buy. That will never replace the presence of a teacher. Thank you again. I see there are no more questions. Let's
091take a 5-minute break before returning. Thank you. Ah. Let's resume this meeting. Our first action item is the 2026-2027 employee benefits package . Motion to approve. It is proposed by Jason, seconded by Beth. Let's discuss it. I want to thank the staff who put this report into this limited environment and I see that there are no more discussions. Lora, could you take the vote? Booker, yes. Chávez, yes. Metler, yes. Laera. Yes. R Paul. Yes. Her. Yes. The motion is approved. The next item on the agenda is resolution 2627. I have a motion proposed by Alex, seconded by Jorge. As a reminder to our community. I would like to welcome Billsare to explain why we have a deviation from what was anticipated. Yes, thanks. As a reminder and as information for the community, in June of
092each month, the council approves a resolution to participate in one loan plan. This has been open for decades to provide districts with a cash flow option where property taxes, instead of waiting until the following year, are used in the current year. In June we made some estimates based on projected quantities and estimated property values and adopted the measure that we reached the limit of 100 million loans and now it increases to 110 million. The last time we did this was in January 2024, where it was added in increments of 50 million. These are returned in the fiscal year. Uh, this is for cash flow purposes, and thank you. This program is beyond our ability to pay. Do the board members have any comments ? Seeing that there are no comments, Lora can take a vote.
093Booker, Chávez, yes. Metler, yes. Quina, yes. Rush. Her. Yes. The motion is approved. Our last topic is the resolution requesting authorization to approve the position regarding negotiation matters. Board members, do you have any comments? Go ahead, Jorge. Yes, I request clarification. What does this proposal mean? It is the potential to sell the bonds that are still available. Yes, that's correct. This was authorized in 2022 by the citizens and then in the spring of 2023 all the corresponding expenses were made , but some bonds remain pending. So not all of them will be sold , but only a part. And when do we plan to sell that loan obligation? Yes, there is a schedule of dates when the district will be holding a competitive sale. We've been doing this for 25 years, and the sales notice
094is issued on Friday and the actual sale takes place on April 7th. It is an online platform where all the major banks can access and make their offer to buy, to acquire this debt. If this is authorized and carried out, the sale would take place on April 7th. Council members have questions. Go ahead, Alex. Yes. Oh, Jorge, yes, it's very useful to know this, but it refers to bonds. We've been discussing reducing registrations, but this allows us to have this flexibility for these reasons. Yes, that's right. This authorization is valid for one year. If the decision is made at the next board meeting, then that's fine; it doesn't need to be done right now . Well, if I'm reading this correctly, there are million left. If 112 are sold, then this authorization will allow spending
095112 million according to the master plan and the sale will be carried out if this is authorized. Yes, selling these bonds does not guarantee that we are committing to anything later; we are only releasing these corresponding bonds. Are there any other comments? Council members Laora may take attendance. Booker, yes. Chávez, yes. Metler, yes. Queenera, yes. Rushp. Yes, sister. Yes, the motion is approved . Next, we will talk as indicated in our agenda. This morning we are going to discuss an executive session. I, Alex Medler, have the motion to proceed to an executive session for the purpose of determining our position to have a strategic negotiation. Regarding the purpose of determining positions on negotiations, instructing the negotiators regarding agreements with the Bolder Valley Classified Employees Association BBCEA, in relation to community links in accordance with CRC
09624-6-402 regarding community links and in accordance with CRC246402. Um, do we have any comments from the Council members? Please take the vote. Booker, yes. Chávez, yes. Quineda, yes. Yes, her. The ayes have it. Council members, we're going to the Glazer Room. Please take your things and have your lunch if you like. The session is adjourned.