2025-9-17 Board of Education Study Session (Audio Only)

001Good evening and welcome to our study session this evening. It is September 17th and this is the Spring Valley Schools Board of Education study session. Sarah, would you please call the roll? Sure. Mrs. Babs? Present. Mr. Berthold? Present. Mrs. Gilligan? Excused. Mrs. Horanek? Here. Mr. LeChuga? Here. Mrs. Dragon? Here. Mrs. White? Present. Thanks Sarah. And tonight on our agenda we have the achievement report and also some general operation topics and also a discussion or update about office space. So I will keep that up. Would you like to begin? Sure. I think we're gonna begin with our achievement report this evening and you should not see a format that is different from the past so our graphs and what we're reporting on should look very familiar to you from past years and Diane Lauer and Jamie

002Ball. Jamie will review all of our state data and then Diane will talk to you a little bit about the strategies that continue to help us see our success and our increases in our achievement data and so I will turn it over to both of you and thanks for being here. Yeah so I'll be focusing primarily this evening on the different data sets that are generated from our state assessments and so in grades three through eight our students participate in the Colorado measures of academic success what we call CMAS and those are in language arts and math and all the grades and then we do take science in a couple grades. They're starting to reintegrate social studies in a couple of grades but they haven't even produced results for social studies so maybe in a

003couple years we'll start to see that information. Tonight we'll focus primarily on our math and reading at the CMAS level and then at our high school level we'll be looking at our SAT and PSAT data and then we'll break it apart into the reading and the math portions and then I'll try to make that connection to how all this works with our accountability system. So we'll start this evening with our CMAS English language arts achievement we call that ELA and as we look at this chart I just kind of want to spend a moment to orient us to what the graph looks like how to read it. This is a comparison of how the St. Wayne School District has done compared to the state in the metric of the percentage of students who've met or

004exceeded expectations and so when we take a look at the bars going from left to right the gray represents the percentage of students in Colorado compared to the percentage of students in St. Wayne who've met or exceeded state expectations and so we have a set of bars for each of the different grade levels going across and hopefully what you notice is the red bars are higher than the gray bars and that indicates that our proficiency in St. Wayne in language arts in elementary and middle school outperforms that of the state of Colorado. The nature of the CMAS assessment is that it's a summative assessment and it's assessing the students mastery of all of the standards that they should learn throughout the school year but it's given in April and so it's two months before the

005end of their time of learning so I always like to point that out keep that in mind when we're reviewing the data so specifically language arts the testing started on April 8th and ran the 8th the 9th and the 10th so it's three separate days of assessments and if you have any questions feel free to stop me on the slides and I'll address anything as we go along. All right as we take a look at this next data slide again it is our language arts data but I'm providing the longitudinal results so how St. Brann has done over the past three years in each of the different grade levels so as we get oriented to this graph the blue represents our percentage of students who met expectations or exceeded in 2023 the red is the

0062024 data and then the gray is our 2025 and then you'll see that the sets of data represents each different grade level as you move across the graph. If you take a look at the heights of the bars the language arts in fourth grade sixth grade seventh grade and eighth grade increased compared to last year while third grade maintained its percentage from the previous year. We started taking the park assessment in 2015 they renamed it and rebranded it as CMAS but it's essentially the same exam so we've been taking it for ten years now. In third sixth and seventh grade this year we have the highest results that we've seen to date third graders that carry over from the previous year but we have achieved that highest rating of students in the percentage who met

007or exceeded over the span of the ten years that we've taken the test so it's good to see that we are still continuing to increase. I do have a quick question on grade four yeah there was a little bit of a dip and it came back up but there's a little bit of a dip from 2023 in both 24 and 25 I would probably associate that with just some it's very it's very small but could you kind of let me understand what that might be? If I may you're talking about this current year's fifth grade students having that 53 and if we walk it here fourth grade 49 and walking that back to when they were in third grade? No so well in 23 24 25 and I know this is a different possibly a

008different cohort but we went down from 40 I mean I'm sorry 50 to 48 and then up to 49 but it's down from 50 and for grade four so just wondering what the truth could have attributed again noting that those are probably different cohorts. They are different cohorts thanks for pointing that out but one thing that I do note is that red bar on that fourth grade is represented as that fifth grade gray bar this year that group of students was our COVID kindergartners who started in hybrid setting and we have continually watched them as they progressed through our system and they have trended down as we've watched them come through and the good thing to note is if we walk that all the way back to third grade in the third grade data they

009would have been that blue bar that represents 45 and so they've continued to trend up as they've been moving through the system and language arts and Diane will talk a little bit about the strategies but that's a group that we've really been focusing on in our strategies and ensuring that we give that group additional supports. So the grade four in the red was grade three in the blue and now they would be grade five oh my gosh in the gray yeah okay so if I'm looking at that data because it's the same cohort essentially then we can see that there's increased there's growth between the years there okay okay so it's better it's better to probably look at it that way than to look at across the term yeah and again it's it is that

010group that we have been seeing as they entered third grade we had some concerns around their achievement levels another thing and I'll actually I'll pause and bring it up in our math data so we can look at the cohort of students in the math data okay we're on the same slide here so as we transition now to our elementary and middle school math achievement we go back to that Colorado versus st. brain comparison again Colorado is in gray st. brain is represented in red and this is again the percent of students who met or exceeded expectations and you'll see that the red bars are higher than the gray again indicating that st. brain has outperformed the state on a hundred percent of the math assessments in the metric of percentage of students who've met or

011exceeded expectations and again this particular test we started on April 11th and then I think it moved over to the following week and a couple days in that next week but again it's given quite a bit earlier than the end of the school year but it assesses all of the standard students are asked to master by the end of the year as we move along we now go to the chart that shows the three grade level again the blues the 23 data the red is the 24 data and the gray is the 25 for each of the different grade levels this and this is the percent of students again who've met or exceeded if you take a look at the gray bars and third fourth sixth seventh and eighth in math they increased compared to

0122024 and when we look back all the way to 2015 third fourth sixth seventh and eighth grade also achieved the highest percentage of students who've met or exceeded expectations so me you should bringing up that fifth grade group you know you'll look at their data and it's one point down from last year so it's at 47 compared to the great the fifth graders in general and if we walk that back that fifth grade group had 47 in fifth grade 41 in fourth grade but they had a 49 in third grade and so that does have that dip in fourth grade and one of the things that I dug into when looking at that data is trying to figure out for the students who aren't meeting grade level expectations where are they in progression to getting

013close to meeting expectations and we are seeing shifts that they are moving towards that we're seeing higher percentages they just aren't there yet and so we're hoping in the in the next school year we can get that number back up so make sure that I'm actually I'm saying the COVID the students who went to school during the years of COVID are the gray in fifth grade the red and fourth grade right and would that be blue and third grade yes that group of students started their kindergarten year in a hybrid setting but I'm just saying the graph it's gray red blue from fifth down the third I don't like to call them COVID kids but you know what I mean all right I'm gonna transition now to our growth metric and I just want to

014take a minute to just ground us on what the metric is and in the state of Colorado in elementary and middle schools 60% of their accountability rating comes from growth and the metric is called the median growth percentile and the way the state of Colorado does it is they take all the students who have similar achievement history and they group them together so when you look at this chart and you see the little buckets underneath if we have similar achievement scores they put us and they they compare how we scored this year on our assessment and then they assign a growth score from 1 to 99 based on how well we did compare to each other that metric is known as the growth percentile as we try to make sense of what that growth percentile

015means when we think in terms of 1 to 100 CDE has basically split it into thirds so if you have a growth percentile between 0 and 35 you're considered to have low growth if you have a growth score of 35 to 65 that's considered typical and then 65 to 100 is considered high growth those are generalizations as to how students are growing this particular metric on the accountability system really shows how students make progress regardless of their starting point and allows for some equitable comparisons for schools and districts who serve different populations and so that's why it's different than like how did I grow compared to the standards so that's how this has been framed so that we can keep things equitable when it comes to the achievement or the accountability system how it works

016is if you have a 50 or above as a school or a district that is considered meets you've met the expectation and above 65 would be exceeding expectations and so we at st. brain like to set our goals a little bit higher because we want our students to have that competitive advantage so we really want to see our schools and overall as the district to be at that 55 or higher and Jamie one one additional way to understand growth is that at the 50 that's essentially saying that our students have grown one year and one one year's growth in one year's time so we're always striving at least for 50 median percent percentile growth it is our job to grow a child one year in one year however some of our children are behind when

017they come to school or they're behind while they're in school and so we are always pushing to do some catch-up with students and so we push growth as Jamie said we set goals at 55 or higher because we're trying to catch some students up and so we're we're really pushing that growth metric growth is really really important achievement data that you just saw is important but children come in at different starting places depending on whether they've had preschool pending on whether they've had stability in their home depending on what kind of outside experiences and different family experiences they have that contribute to their language in their learning so achievement data can sometimes paint that picture of things we can control in the classroom and things we can't control but growth is on us as educators

018it is our job to bring a child in regardless of where they start and grow them at a minimum a year in a year's time and for those children who need to catch up we're pushing even harder through intervention work through summer school to have their growth be more than a year's growth in a year's time so what you're looking for in these next slides is is our growth for students above that 50th median percentile transition so this particular chart is the language arts median growth percentile oftentimes will shorten it up and call it MGP so you will see the state line going across that's at that 50 just to give us that visual of we want to be above that 50 so as we look again the blue is the growth results from 23

019the red is from 24 and gray is from 25 you'll also notice that there is no growth metric in third grade because that's their first year taking the test so they haven't had an opportunity to show growth yet that doesn't show up till fourth grade so fourth grade is the first grade level that we have growth metric and as we look across here in four out of the five grades we are above that 50 line and you'll notice that that grade five is that group that's sitting at that 48 very close to the 50 but that's that group of kids that we keep our eye on and continue to provide additional support score and some students are responding and some aren't as much however that still falls into that typical growth category so questions on

020how that growth metric works we will transition to math the graph is set up in the same manner as the one we just looked at again the state 50 line is identified there and then we've got the three years worth of growth for our grades four through eight if you take a look here we're looking at the gray bars and each one of those is above that line so all of them have outpaced that state median growth percentile expectation you'll notice that both grades four and five are almost at that 55 and grade eight actually is that the 56.5 which is above where we want to see our grade levels achieve. I have a question Jeremy in each of these categories of growth do we have a breakdown particularly like Hispanic students I say first

021but our Hispanic students our students of color do we have any of that I know it's not in here but do we have all of that yep and then even the Colorado Department of Education puts out a dashboard that is available for viewing as well that breaks down achievement and growth by I students who have disabilities multilingual learners race ethnicity and students who qualify for free and reduced lunch and you we can dig down to those levels for every different grade level as well as England elementary versus middle school versus secondary. Not to not to make more work but if you have it like fairly readily available yeah I have a copy of when I say copy an email of it I don't want extra work but just if it's readily available yeah I let

022Jamie know on Monday that you wanted some of that data so she's working on getting that for you. All right so I'm going to pass it off to Diane to talk about the elementary and middle school key initiatives. Well you know we talked a little bit thank you Dr. for talking about the powers of preschool and then full-day kindergarten we know that that has an incredible impact on learning being able to have the structure being able to have academic language being able to engage in content really gives students an incredible head start and so while we have had universal preschool well over ten years longer than the state's universal preschool and the same thing with our half-day kindergarten our full-day kindergarten we've had that for a full decade longer than the state has had. We're

023really excited that this year we're moving from a four-day a week preschool to a five-day a week preschool we think that's going to give our students an additional competitive advantage even at the youngest age levels so we're excited where we've been and we're very excited to where we're going because we're going to think that's going to continue to provide a really profound impact for all of our kids. The next thing is this bullet called guaranteed and viable curriculum and that has we've been talked about for a number of years and what that means is when we have a system as large as ours we have 60 schools altogether 29 elementary schools we want there to be a guarantee no matter which elementary school you go to you're going to get a high quality curriculum you're

024going to have strong assessments and the instructional strategies are going to be universal across the system. What that means is there's not a guessing gate. One of the things that St. Brain is known for is really having unit maps in our core areas that may sound a little bit mundane a unit maps kind of like a chapter and a textbook or something in the English area but what that does is it provides a context for our teachers to collaborate in their grade levels when unit one is used by all three second grade teachers at a school then during their common plan time they can talk about what they taught they can look at student work together and they can take a look at the pre and post tests and talk about their results. Maybe my

025kids did a little bit better in narrative writing and your students did a little bit better in informational writing because we do generally the same unit plans it gives us an opportunity to collaborate and collaboration is where we find a lot of leverage so it's the curriculum we have the high quality materials and some standardization across our system it doesn't mean that everyone's a cookie cutter all the way across page one day one my classroom doesn't have to look exactly like Dina's but the framework around them is that guaranteed and viable curriculum so it's exciting that we have that not all Colorado school districts do and even those that will come visit us in October at our lift ed conference that is one of the areas that we address we'll find that nationally it's not

026as common as you think so we use very high quality curriculums in math we have in vision math which now we're moving to envision 2025 we've been using ready Jen is our elementary English language arts curriculum and foundations for a number of years we've seen both in visions and ready Jen and foundations provide some really solid gains where you're going to see us heading Jamie's done some real incredible statistical analysis looking at you'll see how high our math scores are in eighth grade one of the reasons is we accelerate learning for a lot of our fifth graders a study that she and her team did identified opportunities that we've been missing not accelerating some of our fifth graders and so one of the things we did just this summer was put in some more accelerated

027math programs in our project launch for fifth graders and seventh graders and we're looking for more ways to provide acceleration in fifth grade so that's going to help us with our growth the other thing that we're looking at with English language arts English language arts brings together reading and writing we tend to talk a lot about reading and say the kids they're reading scores they're reading scores but in fact the ELA sport is a reading and a writing score when we just take a look at disaggregated data of which we've only been getting from CDE for a few years now we see that our reading our reading achievement is very strong but the opportunities are in writing so you may hear some teachers talking about thinking maps or writing from the beginning and beyond we've

028been providing a lot of professional development in that area and we hope to see some of those gains those are some of the new strategies that were added you've heard about our achievements acceleration Academy our triple a our extended day our project launch our extended year we're going to be providing a summer learning report to you so we won't go into depth with that project launch we have very robust literacy support we have I ready which is a computerized adaptive intervention available for all of our schools from last year and we have it this year as well we've gotten very good feedback on that we also have EL strategies which stands for English learner for the last four years we have had a comprehensive state literacy development grant pumping 1.7 million dollars into our system

029to support our multilingual students and we have seen really strong growth in our English learners which is exciting and so that is impacting our overall achievement finally we have math support as well we use an assessment called I ready and that helps our teachers with really profound information about where students are successful in the specific math standards and where are some areas where they need additional help so they can use that data which they get three times a year to take a look at student progress as well as how they can modify and adjust for specific students so our teachers are becoming very proficient at using the I ready math data to really drive and differentiate their instruction you'll see EL strategies there as well for our English learners one of the things that we've

030really focused on is not only supporting English language development in English class but also in math and science and social studies and throughout the day finally you're going to see our robotics and our STEM program our robust programming in this area really enhances the math instruction and the logic and the problem-solving students are speaking they're collaborating they're taking their their academic learning and they're applying it to a problem-solving setting we think that these things are having a really profound effect on our student achievement. Diane I have a quick question what are some programs that and as you all know I'm very excited always about robotics and STEM one of the things that I think over the years that I've seen where we can you said there are opportunities in a writing area what type of

031programs have you seen or maybe even thought about or haven't thought about that can help our students in our elementary and middle school areas for to enhance their writing what type of programs? Well you know one of the things that we're looking at is we've seen some really strong growth from right from the beginning and beyond and so that is using graphic organizers for students to when they read there's typically a thinking skill involved sometimes I'm reading and I'm categorizing information so I'm kind of putting information into buckets we are teaching students to make a tree map sometimes they read and they're like this is really I'm reading information and it's a series of steps so it's a sequence step one step two step three so students they call that a flow map when students

032are reading they're like oh the author here is trying to compare and contrast so similar to a Venn diagram they have a double bubble we're teaching students to while they're reading take a look at what the author is trying to do organize the information to take that put it into a graphic organizer so they can have that information on a piece of paper or their iPad and then write from that and so that has really been beneficial in our elementary areas what we're working on now is bringing those strategies to our middle schools and our high school so that is some new strategies in writing that we're bringing to our secondary level and we're really excited about that because now that we have had thinking maps in our elementary schools for three to four years

033that means that the fifth graders who are leaving if we don't train our middle school teachers to you know if they don't know what the double bubble and the tree map and the flow map is they're gonna see kids doing that and they won't know how to harness that and move forward so I guess I'm thinking more of the practical similar to how we take the math element in you know all the the concepts they learn in math and we apply those to stem stem programming and robotics for writing how are we taking those those concepts that you just talked about those strategies you just talked about and apply them in something very similar to a robotics or some type of stem programming so may not you may not have an answer today but just

034wondering how are we applying those things that you talked about outside of just their general writing but more practically you know Miasha many times in schools our secondary schools will have a writing across the curriculum initiative and they'll build that into their UI piece if their writing scores have been lower so in every content area the school will work together to determine prompts and ways in which students can apply writing to the content area they're in so if they're studying a particular unit or topic in in world history they may have a writing assignment that they have to do to demonstrate their learning of that some teachers even require students to write out their math thinking so that they they have to be able to explain in writing some of the the logic that they've

035used to problem-solve I guess I'm thinking along the lines as an example maybe and this is more at the high school level like debate they have to prepare with you know writing samples and things like that to be able to go to the the podium and debate a topic like that so I know they're probably not doing that at that level but something along those lines and I am and I appreciate and understand what you're saying about how they take those prompts and it goes across the different the different classes but I guess I'm looking for or they're trying to understand how we're applying it to what they would do every day right so maybe as an example like we would have I don't know like I probably have to ponder a little bit more

036we would have like this big I'm just gonna use debate as an example because it's not coming to me what I'm trying to think of but they would have like a debate game I know one one year one of my my children was in like a geography we had it at the Innovation Center like a geography bowl that the yes and that was a great way to apply and it was across the district students across the district came and that was a great way to apply the knowledge of lots of I think the parents even got involved where they were trying to you know guess some of the answers and things like that so something very similar to that is just a way I know it's a little different because it's writing versus the information

037but something like that is what I'm kind of getting at how are we allowing those students to apply it more outside the classroom but something they would do in their everyday lives if you will so that's just that's I mean that just came to me as a thought like how can we show that application because some students can make it excited about oh well I'm gonna go to this geography be versus okay I gotta sit in class and write a prompt and you know that may be some people's forte and some people it's not but if they have something that they can apply it to that they would see every day if you will then there may be a different outcome that you might see so just something to think about this well at least

038what I was thinking about in high school a lot of their essay writing is in preparation for job interviews a lot of college applications have application type essays that students have to so especially as students go into their junior year there is a lot of writing for real-life type things that they have to accomplish I think also in those IB programs and the AP courses there's so much crossover in the subjects you know between application of certain information from my experience what I've seen my kids do it's all connected you know one assignment you know especially in those higher you know courses just one assignment in one course is completely related to another okay we're gonna now transition to our high school and just to remind ourselves last year in 2024 we transitioned to the

039online SAT and PSAT assessments and with that the the assessment became adaptive it was shortened so there was a lot of changes and the results that came back in 2024 were so very different than they had seen in the past they had to re-norm the data and create new baselines and so we will only see two sets of data for SAT and PSAT because we finally have the second year of data to look at and so that's why you're gonna see just the two years compared to the elementary and middle I'm gonna start with the SAT and the PSAT total score and again we're doing a comparison of St. Brain to Colorado so when you look at this one the blue and the red represent St. Brain the blue is your 2024 score and the

040red was 2025 and I have it separated into the three different assessments so as you take a look at this you can see that the red and the blue bars are above that whitish color with the gray so St. Brain has outscored the state on all three assessments if you take a closer look we've seen some larger gains in our total score across all three assessments one thing that I think pretty noticeable and worth talking about is the state averages in ninth and tenth grade hardly moved at all so 879 total score for both years in ninth grade a one point gain for the state in tenth grade where we had a 22 point increase in a 15 point increase in both those years and so we really saw a much bigger jump than what

041was going across the state and at the 11th grade we saw 16 point gain compared to the state's 11 point gain and so that's overall we'll now break it down on this next slide by the different categories so on the SAT and PSAT they do a reading and writing portion and then they also do a math portion so on this next slide this is specific to the reading and writing and how students did on this portion of the test again the red and blue are St. Brain and the two grays are the state if we take a look at the comparisons again we've outperformed the state in all three assessments and again we saw larger gains in the reading and writing score compared to that of the state one thing to note we only went

042up one point in tenth grade however when we take a look at the state average there was actually a decline across the state and when we look at the ninth and 11th grade we did increase our scores comparatively to as we take a look at math similarly instead of we saw larger gains from 24 to 25 in the state across all three grade levels if you take a look again let's see the state showed a decrease in ninth grade where we went up eight points we had a thirteen point jump at tenth grade compared to a four point jump at the state the one thing I do want to note about the math data especially when we're seeing not a whole lot of movement across the state this is not unique to the state of

043Colorado the national trends are also showing this same trend so students participate in the NAEP assessment the National Assessment of Educational Progress and nationally for years even going back before COVID the results have been on a steady decline and it's it's only been as aspirated since COVID hit and so it's nice to see that we're moving in the right direction as a system when the nation and the state are going in the opposite direction they're in April they're in April they're like the 12 13 14th ish of April okay that right in the middle yeah so the 11th grade that's the seniors this year yeah okay that's correct all right we'll transition now to the high school growth it it works the exact same way as the elementary they take the students they compare them

044to like peers how did you do compared to the peers who scored similarly to you and then they assign you that growth percentile again the state is at 50 you'll see that line indicated going across this graph you'll also notice that there's no growth data for ninth grade that's because the eighth grade CMAS assessment includes both reading and writing where the PSA team nine does not have a writing component and so they aren't able to make that comparison between the two sets of assessments to create a growth score and so we just don't see a growth metric for ninth grade in the reading and writing category Aubrey when we take a look at the three different years again blue red gray gray is this year and 20 this past year in 2025 we have outperformed

045the state on both of these metrics at the high school level and I think it's worth noting that our 11th grade students had that 56 and again we were reaching for the 55 so anytime we see our students above that 55 we know that they really are accelerating at a rate faster than peers across the state as we transition now to the math growth I guess I was most excited to share this slide out of all the slides so if you didn't listen to anything else tonight listen to this when we take a look at that 50 you'll notice that this is the first time on this graph that all three of our grades and have been above that line we've been struggling at the high school level to get those really strong growth metrics

046year after year and Diane will talk a little bit about it here in just a minute around what we think is impacting that but we're really excited to see that in all three of our grades in high school this is the first time since the accountability system was set up that all three of our grades hit above that 50 in high school math and so it's a real celebration that things are moving and shaking at the high school level she is a math teacher yes and I'll wrap up tonight's data presentation with the the student data with our graduation rates the blue line represents the st. brain total trend line going back to 2010 all the way through 2025 you'll notice that there's a little tiny star next to the 2025 data it's because it's

047not final it's still in the preliminary stage that won't be finalized until January of 2026 but we are predicting that it will once again move up and be at 96 this from the 2025 school year we compare that to the state in the red I can't make predictions on what the state rate will be but if I did it's probably around 84 to 85 is what I'm guessing so again really strong data all of the achievement all of the growth all leads itself up into how did how did we get students across that line to prepared to graduate on time with the skills they need to be successful so I'm going to pass it to Diane who's going to talk a little bit about the high school initiatives yeah so here do you see that

048phrase again guaranteed and viable curriculum so I'm stealing a little bit of Jamie's thunder but last year we implemented a new high school math curriculum called big ideas and so we do think that that had some impact on the strength of our math performance it covered algebra one geometry and algebra two algebra has been is been a tricky area and that's one of the things that we looked at with a new curriculum was one that would provide a really strong foundation lots of opportunities for students to practice and really get feedback from their their working out the problems so we're excited about that again kind of just talking about those unit plans and making certain that courses are similar across our system when we talk about advanced placement classes like our AP access for all

049we have talked about for the last couple of years the number of students who are taking advanced coursework and how that goes up year after year that rigor has an incredible impact on their SAT scores and their growth and we emphasize the advanced placement classes because we know that they have very solid rigor those and our IB classes at Niwot High School and so those classes across our system are very similar they have a summative assessment at the end that AP test and they have similar objectives so our teachers get to collaborate even if I'm teaching US world history on one side of the district and teaching US history on the other side our teachers can collaborate it makes their instruction stronger thinking about our focus programs and our concurrent enrollment as well as our

050p-tech programs those are opportunities for students to take that academic learning and apply they'll take it and they'll take their math and their reading and writing and apply it in cybersecurity or in leadership or in biomedicine or in energy and really we think that the focus programs are having a profound impact on student achievement because that they have that opportunity to learn and transfer to authentic settings so talking about that high participation and advanced courses I mentioned a little bit about our summer school programming project launch at the high school level we call that high school jump start is one of the programs and our eighth to ninth grade transitions this is really important for many of our students being able to to really have that smooth transition means that they're ready to go day

051one their freshman year so the investment we make for lots of opportunities for our middle schools to connect with our high schools throughout the year open house connecting visits and that two-week high school jump start really makes a strong impact during our summer learning board presentation in a few weeks we'll be talking about these summer programs as well for our high school we often talk about our co-curricular participation we know that when students are highly engaged and they have a strong group of peers and they're working in athletics or clubs or other programs after school or during the school they need to become more organized so they can attend to all the activities that they love that organization skills sometimes you might hear referred to as executive functioning you like to use those terms their

052study skills and organizational skills that makes them better more study skills and the organizational skills that you have that are often impacted by those co-curricular activities the more academic achievement you will see one of the things that I think has some of the most incredible impact on our graduation rate is the work that our area assistant superintendents have been doing with our high schools for the last four to five years and that is our systemic grade level graduation tracker it started with our 12th grade kind of like a check like are you are you ready do you have what you need do you have your credits and it worked so well at 12 12th grade they said let's do it at junior year let's start it and it worked so well at junior year they

053said let's start doing this sophomore year and you know it then they said we're gonna start right at freshman year well the conversations last year started with eighth grade so our system keeps backing up when we see success we look to scale it and so it's been another really great part of our eighth to ninth grade transition how do we have that rigor in our eighth grade year where students are you know you don't have to have credits to graduate eighth grade so that flip to ninth grade is a shock unless we really start emphasizing that at eighth grade so you're gonna hear us talk more and more about that in the future right Dina yes I know you do I'm listening to you talk about it you've probably heard us talk about e-credit and

054unit recovery for a number of years sometimes these terms are interchangeable e-credit recovery is typically when the entire course the student didn't pass and we've had that for a number of years and it continues to be a very powerful support for students that are ready to re-engage and have that second chance unit recovery is a little bit different our principal started innovating that with their teachers several years ago and what they do is they start at the semester so before maybe they don't pass the entire year at December they say you know what this first semester wasn't so hot for you next semester while you're still in that course like algebra 1 or you know civics or whatever it was we're going to give you almost a double dip that's the unit unit recovery you're

055going to stay in that class with some support but you're also going to have an additional period where you're going to work on what you were working on the fall so that you don't fail the entire year and that has been very successful and when we bring our principals together during their level meetings it's one of the things that they talk about a lot is how are you doing it Frederick high school here's how we're doing it at Niwa here's how we're doing it at Longmont high school and that collaboration across the system makes us better finally we've talked a little bit I know that that buckler was here several weeks ago talking about our advanced placement summer Institute which was hosted in st. Frank it's very exciting to be able to have that here

056when we have it locally that means that our advanced placement teachers don't have to travel they can be more accessible to take these very meaningful professional development trainings right here in our backyard and where we want to go next is get more and more of our own teachers to be the trainers because we find the best across the United States to come and train here in st. Frank and what we want to do now is we have a few of our own teachers who are teaching those classes but we want more that's going to elevate their instruction it's going to impact our students and then they're going to spread their knowledge at our advanced placement summer Institute so those are some of the incredible ways that our teachers and our staff are working to impact

057achievement across our system I would say it's working I you know I as a father of a p-tech student and these advanced courses in the midst of looking at different colleges right now talking you know how many credits are gonna transfer here and there and a lot of schools are starting to recognize even out-of-state that courses that they're taking here can transfer to just about anywhere right now so thank you for what you guys have done and it's it's been awesome that's my son actually on the on the cover of the freshman year but yeah it's it's been awesome to to all this and I would just say that what you're doing is working thank you and I think when we hear from students who've taken you know some of our concurrent enrollment p-tech courses

058or AP classes and then they go to high school and they said I am so prepared like I can really be successful in college and I am I could see that foundation that I had in my high school program really made a difference for me that means they're gonna have a successful four-year you know college experience yeah I have a question yeah a comment yeah that list is incredible I know these things exist it's a lot to take in all at once so thank you for all that you I mean everyone in the district does to make this happen with the unit recovery yeah does anything like that and I know it wouldn't have to do with credits but it exists at a lower level than the high school yeah one of those areas has

059been our AAA program and that has been an opportunity for students in some of the developmental early literacy or math they can get that after school but a lot of our elementary schools and middle schools have an intervention block I know I see you were nodding your head share yeah well the middle schools are definitely the reason we talked about it at our level meeting this last month was because the middle schools wanted to hear more from the high school principals about how they structure it because they're wanting to create their own way of doing that within their schedule so Diane's right it's during the intervention block and there's a lot of it happening already I mean we really want students to pass the tier one class the regular algebra one class or English class

060with their teacher we don't want them to have to take those classes for e-credit or in some other way we think that's the best learning possible most rigorous so I'll also say that to your question Sarah in high school the coursework is more discrete and it's more time bound so each semester you have this amount of time to master that coursework and if you're not and you have failed a particular unit we do unit recovery at elementary it's more developmental along a continuum of a year long and so and there's a lot of spiraling back to capture skills that you're reteaching you're pulling small groups and you're reteaching or giving more instruction or different try to teach it in a different way so the reason you hear unit recovery more at the secondary level is

061because those students are in more discrete time-bound courses where at the elementary level our children are with a teacher for all core content in areas all year long and that teacher recognizes mastery over a period of time and will continually so it is unit recovery in some ways but you might see it as pulling small groups and reteaching for mastery as opposed to going to a unit recovery section and just working on that that unit to recover does that make sense to you it does okay I appreciate all of the comments and thought about it I I guess I was honing in more in middle school where it's that practice for high school so to speak where it's yes they aren't earning credits yet and it's that big flip when they get to high school

062but also in middle school a lot of things happen like that just make it so that yeah sometimes like maybe a unit recovery would help I just I didn't yes ideally it's the first time through right however I just didn't know if there was a version of it that existed but I think it's it's brilliant when the the levels are also just learning from one another you know like well how does it work at the high school would this work at the middle school and I'm not saying it's necessary I just just curious you know what you're gonna see more and more at the middle level because middle our middle school principals are working with our area assistant suits to replicate what's working at the high school level but we were we were kind of

063testing those theories of action at the high school level we saw a lot of success so now we're starting to do a replication of that one but then just through your explanation of what it is it just totally made sense not that I can remember everything about my middle school and high school experience because it wasn't yesterday um but I wish that had been available when I it's brilliant all right well I'm just gonna quickly go through these last two slides as it pertains to the accountability system there are two different types of participation rates there's the total participation rate which if you look across the top it's the different rates for each year this past year we had an eighty six point seven overall rate that's because about fourteen percent of parents off their

064children out of assessment so that's like the true percentage of kids that actually participated when it comes to accountability we get to remove that group of students from the calculation and then the state makes us meet a 95 percent accountability participation rate which we do year after year if you look this year it's ninety nine point six percent of students once you remove the opt-outs who participate and then when we look at it by grade level we do see kind of a elementary goes down to middle school they start checking out and don't really want to take state assessment so you see a high percentage of opt-outs in middle school especially but they come right back up when we take a look at high school level because they have that interest in taking SAT and

065PSAT because it's something that they know will help them potentially as they exit high school and so as we wrap up the district performance frameworks that is our accreditation rating and if you look over the past four years as we've continued to celebrate both the achievement and the growth and the graduation and post-secondary results that we continue to earn naturally you would see that increase in the overall district ratings and so to see that continued jump this year our overall score is a sixty seven point two we are in that accredited performance rating but that's kind of all how it ties together and I thank you for your time this evening if you have any other questions that pop up you know when you're driving home or whatever just reach out and let me know

066happy to answer. Shani, Diane, thank you so much for this report and just before we move on I want to just make a remark about how this report is one of the most important reports as it pertains to the role of the board and how we focus you know under our purview as a policy principle based leadership model in the way we run our work in the district we're focused on the ends not the means to get there and you know how how what we achieve rather than how we do it and then also just as part of our own accountability how the board monitors Jackie's performance ultimately through these reports and going back to the initiatives that you point out and the graduation rate that's how we're monitoring the progress of the district it's

067just a critical report and then also toward the path on continuous improvement is another big tenant for our board as well and monitoring this type of improvement and adaptation as you point out in every report how the board can then monitor and revise policy as needed to make sure that we're meeting our standards and and also being accountable for the work of the district so thank you for pointing it all out and your great success okay we'll move on to our next topic which is Brian Lammer I believe also yeah and thank you actually for the time some months ago we've got forward some plans that were coming to us and specifically purchasing the Rose Building across the street and we said we would come back and and talk about that since then we have

068looked at the entire district and we've come up with really several plans of of where we can go and maybe where we should go and in the end that's the question we'll ask you guys is here's where we're out here's our objectives for the next five years I'm talking district staff administration the next five years maybe looks like here's some of our problem areas and then where we have it so with that though I'm going to hand it off to Matt Treadnack who's our district architect and it's going to be involved in this whole process and so one thing I'll mention as we get into this we've collected a lot of information and data most of what we'll talk about today is a bit more qualitative and talking about these options because there are so

069many different scenarios you could create to achieve the goals this is just a summary of some of what we have done to date to try to understand where we sit right now so we started by looking at our existing buildings how many do we have where are they we have between 192 and 230 thousand square feet of admin space and the difference in those two numbers is whether or not you include some of our big spaces we of course have warehouse space we have bus service bays those those large volume spaces the lower end of that number would be if you really start to target more of the office space we have we've talked to all of our departments and have documented the number of people in each group and the type of space that

070suits their work type that's those sort of building from the bottom up that that program if you will of what our admin space could look like and with that developed it's just a snapshot on the right of a tool that is still in progress but the idea being that we can test different scenarios and say what if we were to try to find a different home for these two groups or these certain working groups within a department and so that's as I said it continues to develop but we're trying to get to where we have this information at hand and we can run different scenarios as we entertain different options next is working primarily with Jackie to understand as we look into the next five years plus what are some of the overarching goals that

071we would like to achieve when we think about our admin space and then start to look at some options and maybe we know the Rose is an option out there is there anything else right now that might be something we could consider so I wanted to make sure we were looking at other opportunities as well so I'll touch on some of those so to start with the end in a way and these overarching goals and as we look at options it's easy to come up with like I said various scenarios moving people around shuffling people trying different options we want to always take it back to these overarching goals and saying are we increasing the co-location of staff that is we have some of our departments where they're a little bit fragmented and all of

072their working groups may not be under the same roof which can lead to inefficiencies in their work so that's one of our primary goals is getting at least departments together to where they're all in the same location another level to that is as much as possible bringing everybody at least kind of in the core administration level closer to this campus if you will we've got the ESC here the LSC the Rose across the street right now you know how do we continue to focus on this area to bring people closer to us here and last of course is always making sure that whatever we're thinking about is as efficient the use of the resources that we have as we can so in after all these interviews and collecting all of his information we really have

073a couple of main near-term solutions I think at least from my perspective as I talked to everybody looked at all of our buildings we were fairly stable in where we are and throughout the district you know ideally we could be closer to this geographic location we could have some groups that are more co-located but we're fairly stable where we are a couple of specific considerations are our special education admin staff their group that in order to provide more student space at our Main Street School which is our main high needs facility we've recently relocated some of our special education admin staff to another spot at Timberline K8 and that freed up some student space at Main Street and helps that building remain viable into the future but we do need to understand if that's going

074to be the permanent home for our special education staff they're occupying a couple of classrooms that were unutilized and some other space we were able to capture in that building so that's really a question is that is that their permanent home is there a better solution and they could foresee some growth that will also need to accommodate another is is finance and being at the Rose building so depending on whether or not purchase that building that is a leased space so what is the future of that space and if don't purchase the Rose and down the road that lease is not an option then what we do so we have to consider that any of the options we look at and then further down the road maybe a second tier consideration level that we're looking

075at our Clover Basin facility which is where our district technology services group is located as well as nutrition services who also covers our warehouse service and that's a building where primarily with the growth of technology services as district grows and as those needs grow they have some pressure in their space we have some ideas within this Clover Basin building of how we could accommodate that growth there is some space there that we can capture but there are still some challenges parking is an issue there we would need to think about plumbing and some of those other considerations but we think there are some solutions at Clover Basin but it's just it's one of the areas that we need to keep an eye on I should also say that we are currently working on a project

076to maximize the efficiency of our warehouse space which means consolidating some dry storage expand the freezer so really taking the footprint that we have and making it as efficient as it can be and that buys us into the next five ten years from a warehouse perspective our operations group has some fragmentation that could be beneficial if that's reduced we also as additional schools open up there's additional operational needs so that's something we need to keep an eye on our student services group is one that works closely with some of the admin staff that's at this LSC ESC campus they're also in a building that we don't directly own it's a Bose's own building and so that's just one again they're stable ideally they'd be closer and we don't know we're sure what the future of

077that building is but it's again stable right now and there is room for growth in that so that's one more so they roughly three miles away from us a little less than that I think it's within a mile half mile so it's it's close but it's not across the street and then the the last bullet point they're just saying other because this isn't an ongoing study it we continue to learn more figure out little growing man can I add to your context so part of what we are striving to do is to have a lot of really good information and data drive our decision-making in this space instead of just looking at a building that's close and open and available for purchase we're trying to go deeper and generate a long-term plan that meets the

078overarching goals that Matt laid out and it is it would be easy to just kind of do office space grab or purchase the thing that's you know just across the street or just in our backyard or you know there's all kinds of spaces available in Longmont quite frankly and instead of having the resource decision come before what are we trying to accomplish you've tried to flip that and so we've slowed down our thinking on some of this and we've gone back to collecting information and ensuring that whatever we purchase is going to meet our long-term needs and our long-term needs will not be met if people are just grabbing whatever offices and spaces are available we have to keep teams of people together in order to have them communicate well with one another to avoid

079miscommunication and to be efficient in the way we work together if I have to get into my car and drive over to clover basin to have a meeting I'm more likely to jump onto a call instead especially of a meeting that backs up right after that meeting and calls are not always the most efficient way to communicate and plan with one another and so we are we we we really are trying to have the mission and the objectives of our work drive the ultimate purchase as opposed to saying hey this building two blocks away is available let's grab it because we're gonna need it and not even knowing if that building is going to meet those those long-term needs so that's why we've slowed this down a little bit and we're bringing additional information to

080you because it just felt a little bit it felt like the wrong thing was driving the decision this might be a little hard to see so I'll give them points a little bit we just wanted to help give some context to the point that we are a little bit spread out and then we have quite a few facilities and there's more to our admin picture than just what you see between these two buildings so we are right here in our LSC ESC the Rose is right across the street student services that we were discussing is this is a half mile circle so just inside that but again you have to cross Kim Pratt and drive to get over there and then some other admin spaces we have the Innovation Center which has a few professional

081development some of our teams over there down in this corner this is Clover Basin so that's what I was talking about where we have some pressure with our district technology services we're housing a few other groups so at some point we're going to need a solution here and then throughout the rest of Longmont we have a Lashley building that's primarily maintenance building services custodial in particular up here we have Timberline that's where we've just moved some of our special education admin folks from Main Street School over here and Main Street still has some of our early childhood group which is technically under special education and then our Lincoln building which has a few different groups arts and athletics as well as a launch ed group and there's a few other random folks in offices I

082think some of them are under advanced umbrella and I think the only building that's not shown here is our east bus terminal which would just be too far out to really share it of course makes sense to be on the east side of town so this gives you that broad picture of where we are across Longmont. Did I count maybe and I was trying to see the red but 10 maybe 10 maybe 11 campus different campuses 11 I think if you count the east it's taking a minute for this next one to get up on the screen there we go so this this is that same half mile radius we're just zoomed in and so what we've tried to do we we know that we are right here we know that the Rose is an

083option that's out there but we wanted to try to see what else might be an opportunity at this point in time we work with a local realtor to help us understand what some options might be given a few different parameters and what we found there is this building which is right across the street it's where Montessori is it's one of the two buildings and where Montessori is now and so as we're building a new Montessori building once they move out we could have the opportunity to obtain that building. May I interrupt for a second pardon me because I think this lends to the discussion that you're having right now because you mentioned a realtor how many of those I guess 10 because one is like a bus area how many of those tend to be

084actually owned I know I think we own the Lincoln right? Yes to my understanding all of them except for student services which is BOCES to be honest I couldn't say exactly how that relationship works. We have a 51% stake in the shared ownership of the student services building which is owned by BOCES. And we don't pay any lease on that building or rent on that building. So is it like a like a co-owned type of thing? Yeah it is owned by BOCES but by the Centennial BOCES organization in which we partner like so we're a member of the BOCES organization and while there's two other school districts that do sort of have a percentage claim no one else uses it it's just us. So two other school districts I think maybe and I don't remember

085the other one but essentially we're sort of in a in a position where we're the only ones that really would use it because of proximity and if BOCES ever wanted to sell it they would essentially dispose of the revenue from that sale and we'd get about 51% of that because we have that percentage taken. So some of these properties and these aren't necessarily on the market but there is some opportunity I think as we understand. So first is the Montessori building across the street it's about 12,000 square feet and the next slide will summarize some of these a little bit more. So we have the Montessori building across the street just behind us is a building two buildings actually that are the golden van lines so it's more of a warehouse type facility but there

086could be the opportunity to remodel that. It's a significant amount of square footage close by but it's not exactly currently the building type that we would need. And then a couple outside of this circle which of course takes away from our one goal of the centralized campus around the LSC ESC. There's a property on Nelson and a property on Iowa and so this is just a snapshot of those properties and then the next slide is an attempted at some comparison it's the qualitative comparison. The Rose building which is about 35,800 square feet. 1001 Delaware that's the Montessori building at about 12,000 plus and it if you can picture it the parking lot but our current LSC parking. So that one is essentially our next-door neighbor. 111 South Prep that's the golden van lines property. The

087Iowa building that's it's essentially a big and we don't know much about it other than what the county says it's where footage is what we can tell by looking at the outside but it's it appears to be essentially a large warehouse facility so it would require some construction if we were to retrofit that for admin and office space. The Nelson property which is 80,000 square feet so it's a pretty significant amount of square footage is mixed use there and we again don't know too much about it. We've seen a one sheet from the realtor. There is office space. There is light warehouse receiving which is something that is beneficial to us in the relief of Clover Basin and then the other option we've placed here is as this is an ongoing discussion what might a

088targeted search be if we were to say what are we looking for then go pursue that specifically and is that additional property is it leveraging more of our unused educational space similar to what we've done in Timberline or is it some other option construction or addition somewhere. This matrix again I say it's an attempt but it's all qualitative and the dots whether they're empty half full or full or an approximation of what we feel the potential is of each of these properties. So the Rose building which we're most familiar with it starting at the top for co-location it does keep groups together I think you look down to the red dots you can talk specifically about our special education and finance groups and it does seem like an option that could keep those groups together.

089Finance is already there that seems to be working well there the special education group could pretty easily occupy the first floor with a little bit of growth space there and then we would have the other two floors to levels two and three potentially to then backfill with other space. The challenge and the reason that the co-location bubble is not filled on Rose is that the remaining space isn't quite enough to make a big move like bring all of student services over out of Boces. There are potentially some smaller groups that could move in but they wouldn't be therefore vacating an entire other building so it's there's some flex space that we would get but we there hasn't been an obvious way to fill that space so far. It also as we look for some of

090the relief for Clover Basin or operational services a lot of those functions want some level of receiving and the Rose building doesn't quite have that option. Looking next at the Delaware so that is the Montessori building so again that's that's pretty close to where we are similar to the Rose those both maintain the co-location and admin campus they have pretty good potential of contributing to those goals. That one feels like a very efficient use and the reason the Rose maybe isn't as full in the efficient use bubble we might talk about a little bit with the due diligence that's been done and also because it's a five-story building and a little bit of an odd floor plate shape it's a little less efficient than other buildings that are out there. Every floor has to have

091space for two elevators two stairs some common space in the middle so you don't get as much usable square footage per floor whereas other options might be more efficient. So the Delaware building and it it's close but it doesn't quite fill the bubble for the special education and finance they could be tangentially benefited if we were to use that building to other groups potentially open up some space ESC here and move those groups back in so they could contribute to a solution but it wouldn't be we don't feel it would be a direct solution for those two groups. It would be a strong solution as we look down the road at our clover basin clover basin and operations groups because it has some of that receiving and warehouse space and again we can go it

092on so many different scenarios but there are groups like media services at clover basin who could utilize a space like this which would benefit clover basin would bring them closer to the rest of their group so there are some options there that are beneficial. The next column is that targeted solution and that's really wide open that's just to say we could look for something that fills in some of these bubbles a bit more completely or maybe works in tandem with one of these other two options and it gets us closer where we want to be. The last three the the Pratt which is the golden van lines the Iowa and Nelson the Pratt in Iowa those are the two that are really they're farther away and the warehouse space so they might take more construction

093to get them to where we would need them to be as a utilized building and they're not contributing strongly to our co-location or campus and the Nelson property to be honest we just don't know that much about it it's it is large and potentially we could move more people there and create a bit of a different hub but but it's hard to say just what the opportunity is with that but there's there's something there. Now what is I am trying to envision where the Nelson what is it is it by like Target? Like tell me like a shopping place. Do you know where the dance studio is? I think it's what it's called and it's the Nelson and it's at that portion of the Humane Society. Oh yeah. You're thinking near the gym the gymnastics

094place Tony when you said the dance gym. No there's a sort of a Long Ballet. Okay I don't know where that is. And I think it's the where the Dutch furniture company was that that area right when you make that turn after the railroad tracks right that turn to the right it's on the right side. So it's still it's somewhat close but still not somewhat it's like the Boces building. If they had to move student services we'd probably aggressively look at that. Is a wish list to it what it sounds like but is a wish list to kind of have everybody or most people not everybody because some some groups I think you said it works where they are and looking forward it might work for them where they are now. Are we trying to

095have you know most of those groups of people inside that that square foot circle that you had there is that kind of one of you know if you were asking what our wish list would be pull everybody together within walking distance so that we could work together and communicate better and really provide you know really robust educational system. That would be our wish if that's what you're asking. But it's complicated and just that it's complicated and that's what we're trying to unfold is here's what we're looking at and it's not an easy solution to be honest with you. There's a lot of different things we could do we could potentially move all of LSC ESC to a whole new location if we found one that and move everybody to that same location. We haven't found

096one but maybe we keep looking and pursuing those types of things. I think I think Jackie's goal and rightly so is to really get everybody together and closer. We also know physically we have a problem at Clover Basin. That's kind of right. And so my whole goal is to have the plan drive the resource instead of the resource drive the plan and you know Rose makes a lot of sense in terms of its location and even its square footage we just have to make sure that we understand the full condition of that building as well as whether long-term it's going to meet our needs if we purchase it. One thing I don't want to do is spend a ton of money on administrative offices. It's just not who I am. I believe our dollars should

097go to schools and to kids as much as possible. I don't want a Taj Mahal for administrative services. I want to keep us close and in spaces that serve our needs but humble spaces so that our taxpayers don't look to where we are existing and say look look where look where our money is going. So I just I just have very much a value system around that and yet any solution we choose is going to take money to to make it right for us. So what is the best most cost-effective solution to reach some of those goals and that's why we're looking at spaces close to this area. We also have the modular space between the Mexican restaurant and the LSC across the street there right there in the parking lot. That could potentially be

098more of a permanent build and it could be a multi-story permanent a double story to probably two-story. We could look at a permanent build there. We can make modular spaces more permanent. You know you can some modulars are very advanced in in their structure and what they can provide. We could look at expanding the LSC and we could look at expanding the ESC. It would take away some of our parking space so we'd have to think about how do we accommodate the parking if we use the parking space to build out more offices. So we have lots and lots and lots of things to think about but our goal is to coexist together as much as possible to keep departments together and to be very efficient in the use of our dollars. Tony I'd like

099to hear a little bit from you just on how it is living over at the Rose building what you all have found out about that space and just your opinion on you've been there now for a few months. Yeah so back in 2024 we entered into a four-year lease for the top two floors of that building and we moved financial services which includes no counts payable payroll and and we also moved in there our procurement department. The procurement department actually used to be over at Clover Basin so we freed up a little bit of space over Clover Basin moved over there took over the top two floors. We're in a lease until should be around October 2028 I believe so there's no urgency from a from a perspective like we don't feel unsettled right we

100were able to work with Brian's team and Michelle's team did they did a lot of work on helping make sure we get configured on our space the existing tenants were able to make some tenant improvements that would accommodate us for our first secure spaces and our entry doors added our cameras we got a server room so DTS has the server room over there and we were able to move in. The current space works really well it is on the top two floors so yes there's elevators that you know add a little bit to our commute time but but it also does it does help alleviate parking so we haven't any parking issues over there we're just fine a parking and I think we helped alleviate a little bit of the issues over at ESC but

101I know those persist. The the team has been pretty happy there's you know some nice views being up elevated a little bit the functional space works we've got conference space over there and you know the furniture works and we all have just a little bit of room for growth so if there's some additional you know FTE or anything that that we get we're not going to have to try to reconfigure everything or do construction or have to find new space we're able to grow just a little bit so we've got future proof things a bit as well but overall you know the the leasing costs are reasonable there's no sense of urgency on what we need to do but if we decided not to buy the Rose building you know we would be in a

102situation where hey we can just you know maintain the lease until 2028 and at that stage we can renew the lease I mean that would be just fine as well or if that if one of our other targeted solutions or other options come into play by that time then we can look at relocating at that stage and you know I think that's not too disruptive we're settled for like I said at least four years so there's I think we're we're doing okay over in finance so so I like I said I don't think we need to be the focus of any of the discussions right now because we're pretty much settled and so the purchase of the Rose building I think the one thing that I've ever worked with Brian on this that would give

103us a little security if we had it is number one that permanency would be nice because then people aren't wondering what's gonna happen in 2028 but again that's far enough out that's not a big deal the second thing I think is security so we do occasionally have some characters come in because it is an open building with multiple tenants some some characters once in a while will come in and and they don't get behind our secure entry door so they're not in our department but they do get into the common areas and spoke some of our employees once in a while and makes people uncomfortable and so I know that if we own that building we would be able to provide some additional layer of security there where there's no you know common entries that

104common areas that are open to the public but again I think there's some other solutions that we can work on to to address that so but anyway that's that's where we're at on finance and again I really appreciate Brian's team they did an excellent job at helping us work out all the kinks and and get moved over there last year and for the most part I think my team we're we're set we're really functional works great for us we've had FAC come over and so I know a couple of our board members have been able to see that space we have a nice big training room up there where we hold some some meetings and yeah we're proud of it. I have a quick question and this may just be my lack of knowledge on

105in this particular area bond dollars how does that relate to administrative spaces when it comes to buildings? So from a funding perspective, particularly if we oversold, so from a funding perspective on the bond dollars all the bond projects were identified none of them were specified for administrative purposes. Right I understand but if if if let me ask it this way could bond dollars be used for administrative spaces if necessary just in general? Yes. Okay Vanessa answer that. Sure no problem that would have would be the intent I think for any of these spaces honestly Rose or Delaware or any other potential spaces is that we would use bond dollars for those but those bond dollars would be additional extra dollars that were not in the original project plan so we would be maintaining 100% of

106all projects all promises that were made to the public there would not be an exchange or a a reduction of any of the other projects wouldn't come at the expense of any of the other projects want to make that very clear so these would be additional dollars that are earned from like investment earnings. Right so yes I want to also make that clear the question was just to understand what bond dollars could be used for and in a situation and I understand we've already allocated bond dollars to specific projects and we outline that but if there were at our next sale if we overachieved like we did this first time on premium yes is there a possibility that those dollars could be used for such projects that was the question at the discretion of the

107board absolutely. And I know Brian you have so thank you Tony for that Brian you have done some additional work understanding the Rose building and that purchase. Right and so we did a complete due diligence on the Rose building we did an environmental study on the Rose building the appraisal of course on the Rose building and we did we surveyed the entire site and just to shorten it if you will so six point three is the purchase price the building is a little over 40 years old 41 42 somewhere in there elevators one elevator needs completely replaced the exterior the glass has a 40 to 50 year life and they saw the portions of it are failing so they recommended we replace that the HVAC is interesting it's it's like it's piecemeal together it's different

108it's different systems all together so they they recommended that we replace that but they said you you might be able to tough it out we don't know and they they had a bunch of other smaller things in there bottom line is six point three they recommended another and I don't have all the numbers but in the end it comes to just a little over ten million dollars is what we will come back and ask for to purchase the Rose building fix it up and fixing it up means rebuilding the HVAC system rebuilding the exterior and making it and rebuilding the elevators those are the big ones I think and I think ADA because it's we're a public entity we have to worry you have to be in full compliance with ADA so I think we

109would have to add restrooms to two floors that that is correct that in a because we were we were public facing we were under different guidelines perhaps than a rental space so just that we have to provide ADA so so I think our next steps and Tony's absolutely right we are not in any kind of panic we we can actually be very strategic about this decision and what we can do then is kind of keep the Rose building on the radar as something to compare and contrast other spaces too and we can get busy trying to identify two other really good options and then we can compare cost we can compare location we can compare how many offices and departments we could bring under and into those spaces and then we can make a recommendation

110to all of you I my hunch is that is not going to come in a couple of weeks so we're going to have to work with the Rose owners to let them know that we're going to stretch it out and we're going to do our continue to do our diligence before we pull the trigger on any purchase in those spaces that we currently own where we reside if there was a move to whatever location that's different from those current locations would we consider possibly consider selling or utilizing for other purposes throughout the district with what is a thought process and I think we would sell and I'm just Tony you can disagree Ryan you can disagree we would likely sell because we these spaces would not be usable for anything other than offices we wouldn't

111put schools here if we made a purchase that really did accommodate all of our office needs I don't see the need to keep these these buildings these the only the only reason I would throw out there is our bussing yeah eventually we're going to run out of space there right by the way that's one of the solutions as we move our bus facility to a new location and then that opens up a whole lot of space here to build part whatever it just opens up a whole new world for us but it's one of those solutions that it's there so you can see there's just so many ways we can go yeah and and we just need to spend more time talking and thinking about it so space in schools that may not be efficiently

112utilized right now is being explored to we did commandeer some space at Timberline for our special ed administration so that we because we needed the space at Main Street School for program for student programming and that's really the only only yeah the only the only building school building that we've used for office space I mean we have people in offices and schools but we haven't taken that space specifically because we couldn't accommodate it centrally so yeah I and I think that's the end of our presentation and our goal is to generate some conversation around this issue and you know what I would say is thank you for the opportunity really to take a step back and really understand where we are understand where our goals are and we were we would like to see us

113in five years or ten years for that matter there is a lot of play and just that so I'll reach out to the Rose building to the ours and let them know that it's not off the table but we need more time to make a decision it's not off the table but we need more time to study what our what our needs are and how we might accommodate those needs. I'll work through that and yeah we will continue to work through what we can and can't do. It's so much work to do all of this it's like inspecting buildings and gathering information and all of the work that you put in I appreciate it so much you know going back to the board and our role here governance at the highest level you know our

114primary duty is to make policy decisions that reflect our community's perspectives and our values and I think Jackie articulated those so well when she talked about putting students and all the resource first towards the needs of the children and our board is totally aligned with that as well so it's really important work that you're doing and maybe it's a little tedious but but it's it's really amazing and I think too you know we can ensure that our trust in Jackie is is solid and our delegation in her making these you know decisions that she'll put forth to us to decide upon you know we'll be able to act as a single entity and support whatever decision is the right one that's recommended based on all of this information and we'll and we'll communicate consistently and

115with with all of this as well to our communities big decisions we'll keep working on it okay thank you thank you so we'll move on to on general district operation topics we just have one I just wanted to let the board know that shortly before 2020 we had something on our agenda is called board reports and I'm sure Jim you remember those where board members would have an opportunity to talk about their engagement with their various community and district-wide activities so we're gonna bring those back and they're only as needed they're not you know required and that you know it's just if board members have things that they want to share activities they want to highlight like we're talking one minute two minutes nothing nothing big yeah no pressure I don't have a timer but

116just you know a simple and nice way for us to acknowledge the exceptional people and the publicize all of the great things that are going on in the district so those will be back and I look forward to hearing about all of our my fellow board members work in the district and and so we can really so if you're on committee work if you have committee work that you attend if you are part of finance and audit the CASB board Jim student advisory council those are all school visits I love to hear about the engagement with the various urban renewal authorities yeah urban renewal if you've gone to evening activities and you want to just comment or compliment our schools on any of those things those are all good things to report at them and

117if you just don't have something you are welcome to say I'm gonna pass for this evening and you don't have to feel pressure but we would love to hear from you as much as you're hearing from all of us and just hear your thoughts on some of those things so thank you for doing that we can start that at the next board meeting yeah yeah all right well with that I would entertain a motion to adjourn second all in favor