Board of Education Meeting: June 9, 2026 (Spanish Captions)

001All right, we're going to get started. >> Sorry was asking for water. >> No, you're great. I appreciate you helping out your peers. Okay. >> All right, we will get started and do our call to order. Thank you for joining the board of ed this evening. Please mute your cell phones as we begin this meeting. I will check mine to do the same maybe. >> Yes. Thank you all. Um, all right. Today is Tuesday, June 9th, 2026, and this meeting is now called to order at 5:39 p.m. For those attending this meeting in person, live caps are available on a TV in the boardroom and in the lobby. To access the live captions in a language other than English on your own device, please scan the QR code on the screen or on the table

002near the entrance and select the language of your choice. The live stream of this meeting is also available in English and Spanish on YouTube. For links to these live streams, please visit the board of education page of the PSD website or PSDTV on demand on YouTube. All right, next up, we're going to say the pledge of allegiance. Please join me. Thank you. Next up, would any board members like to make any changes to our agenda? Not in this part. I feel you. I often do the same thing. All right, seeing none, we'll keep going. Next, we have our recognitions and reports. And Lauren, I believe we have some guests. Yes. Tonight, we look forward to celebrating an important community partnership between PSD, Colorado State University, and the Neuroeducational Development Alliance Foundation. Leading the celebration is

003Dr. Tracy Gile, lead assistant superintendent. Welcome, Tracy. There we go. Good evening, President Zamora, Chief of Staff Hooton, board of directors, and everyone joining tonight. Um, this evening we are proud to celebrate an amazing partnership with PSD staff, um, Colorado State University School of Education and the Neuroeducational Development Alliance Foundation or the Neta Foundation. Um, I'm Tracy Gile and I'm honored to share um that this partnership created a series of courses that will lead to a certificate from CSU, Colorado State University, and is aligned to the requirements from the International Dyslexia Association with a possibility of becoming a master's in reading certificate at some point or endorsement. And we want to tonight recognize some of the PSD staff, uh, CSU staff and some um, partners from the Neta Foundation who made this possible for us.

004So um, Julie Wner, come on up, Julie. And I'm going to turn over for a couple of people to speak. So Julie Wner um, one of our PSD staff designed the first course. And so um, that's going to be implemented um, starting this summer. Laura Whale, come on up. So a PSD staff member, teacher at McRaw. um she's going to be teaching the first course for Colorado State University. And Shondaanda Stall, come on up. So Shondaanda helped develop um the second course that will be implemented um relatively soon. All of these courses will be available not just to folks in our local community, but will be available um to anybody across the country who want to pursue this certificate. And then want to recognize Danny Birmingham. He is here from the school of education. Wendy

005Barnes from the School of Education at CSU and Seabald School of Education as well. And then our partners from the Neta Foundation, Eric Durst and Lynn Berts. So come on up. Um I'm going to turn it over to Lynn who's going to say a few words about our partnership. >> Thank you. Um about two years ago, a a small group came together and said, "What if what if a group of researchers, what if a group of practitioners, what if a foundation got together to solve an issue to really rally around learners that need that think differently. being able to recognize not not all learners but also learners that have significant hardwiring issues that they think different. And so here we are a you know year and a half later for you for the children with

006everybody with the researchers with the practitioners with a foundation having discussions writing curriculum moving things forward. um research and practitioners working side by side together funded by a foundation. Um so with you for you by you um and so um I would be remiss if I didn't thank particularly you the school board for supporting this effort. Um Dr. Lisa Youngblood who is now the provost at Colorado State University gave us the green light. Dr. Mary Patterson uh the director of the school of education and her incredible commitment. um the entire Pter school district team who created a partnership with Oz, the incredible leadership um from Tracy Guiles. Um and um and so we just want to be able and and again be able when you bring people together, open people's minds, open people's hearts to

007support all learners, amazing things can happen. Um and lastly to the amazing educators, their passion and their commitment to want to be able to support kids and to support literacy. So, thank you. Thank you. Thank you. I'm going to hand it over to my colleague, Eric Durst, who's going to talk a little bit more about the foundation. >> Thanks, Lyn. I know you guys got a packed agenda, so I'll keep it short and sweet. Um, we're very passionate about the fact that dyslexia, although it's challenging for students, it's 100% something that can be overcome with the right education. You can be successful in life. And unfortunately, the statistics are kind of bad. you're, you know, we have dyslexic people at NASA and, you know, strategic places like that. We also have a disproportionate number of

008dyslexic people in prison. So, it's a little bit of a Y curve on which way you're going to go there. And we want to make sure these students have the confidence and the uh tutoring and the educational opportunities to go on and do whatever they want to do with their lives and leverage their creativity part of dyslexia, which also comes with dyslexia. We want to see them leverage that for the benefit of America. And that's what we're really looking for here. So, we're really excited to partner and we're also looking forward to hopefully partnering more in the future with uh raising money to actually help offset the costs of this program for teachers so they don't have to pay so much or their school districts don't have to support them so much. So, that's a

009big goal of ours coming next. Thank you. >> Hello, I'm Danny Birmingham. I'm associate director of the School of Education at Colorado State University. I'm here with uh Dr. Anne Seabald and Dr. Wendy Barnes who are integral in uh playing a part in in bringing this dyslexia certificate. Um I just wanted to to share that we're so excited to be part of this collaboration between the net foundation, PSD, and CSU. um and really excited about the courses that we've put together in the certificate and they're designed for practicing teachers and other educators to build the skills and knowledge necessary to meet the educational needs of their students. Um we're really excited that this first course is going to launch this summer and then we're going to continue working um through that. We believe these courses

010will have a tremendous impact on the teachers who engage in them as well as the students that enter their classrooms each year. I want to thank Eric Lynn and the Neta Foundation as this certificate would not have been possible without their generous financial support. I'd also like to recognize and thank the PSD educators Laura Whale, Sha Dall, and Julie Woolner who shared their incredible expertise in dyslexia education to develop these courses. Finally, I'd also like to recognize and thank Tracy Guile for her leadership in helping making this happen. We at CSU see this as just the beginning. uh and look forward to expanding this partnership with NETA, with PSD in the future to continue to meet the needs of students and educators. Thank you. >> Thank you. Thank you. Thanks for um allowing this time

011for board recognition. >> Yeah, thank you. I think I would agree with everyone that this has been a huge value of ours for a long time and I really appreciate the work that's gone into this. Would you mind taking a picture with all of us right up here in front of the dice? All right, it's a great way to start our meeting. So, next up, we have our action items. First up, there is a resolution in support of Junth. Can I get a motion, please? Or >> I move that the board approve the resolution in support of Junth. >> Thank you, Kanda. Can I get a second? Thank you, Andrew. All right. And Lauren, I believe we have guests for this as well. >> Yes. Joining us this evening to speak to the Junth resolution

012is Dr. Ray Black, African-American studies professor at Colorado State University. Welcome, Dr. Black. >> Thank you and thank you for the time. Um, I'm very happy to see Dr. G who when she was a principal at Lopez. >> Is it on? >> Can you >> Is it green? Hit that button for me. >> Better. >> Yeah. >> Okay. Uh, thanking Dr. Gile of when she's principal at Lopez. She helped my daughter Cali Black who I'm following in the footsteps of. She was here February in 2024 speaking as a middle schooler from >> Thank you, Weber. Things I don't write down. uh she just turned 16 yesterday uh on behalf of Black History Month. So uh thank you for the invitation to speak on this resolution. Uh I am a parent, a veteran, professor of African-American

013studies as well a member of one of the district's community boards. The background of Junth is long as the resolution discusses because centuries ago someone thought it was a good idea to take Ashanti, Fonte, Mali, Ganaan, Ebo, Europa, Ethiopian people from across the African continent and bring them to what they called the new world. These African fathers and mothers and sons and daughters, kings and queens, and even a few warriors and thieves would work without compensation, without recognition of their history, without acknowledging their humanity, and would be called slaves. Yet, they were never slaves. They were people who were enslaved, never forgetting their humanity, their family, or their history. On June 19th, 1865, two and a half years after Lincoln ended slavery in the Confederate States of America, and let's be clear, the Confederate States

014of America was a separate country formed for their God-given right to keep Negroes as slaves, not my words, theirs. On this day in 1865, 2,000 Union Army troops reached one of the last bastions of the peculiar institution, as slavery was called, Galveastston Bay, Texas. These Union Army troops ended slavery in the defeated Confederate States of America. So why should we today 161 years after this day discuss freedom day aka Junth a holiday in the US since 2021 a mere five years ago. We should remember it because we're about to celebrate the state of Colorado turning 150. We should celebrate the signing of the Declaration of Independence two and a half centuries ago. A document that created this country with the claim that all men are created equal and they are endowed by their creator with

015certain unalienable rights. That among them are life, liberty, and the pursuit of happiness. Those fathers and mothers, sons and daughters of African soil in their progeny in this country have those unalienable rights. These Africans and their descendants sought life, embodied liberty, and wanted the happiness of freedom. While I presume that none of us were around 161 years ago. Okay. Uh to witness that practice of freedom, today as a nation, we remember freedom two and a half centuries ago, as a state a century and a half ago. And therefore, esteemed board members, community members, Junth is as much a part of our history, our joys and hopes at the declaration and our becoming a state. Thank you for the time and for accepting a resolution. Thank you for being here with us. I just want to

016start with saying I appreciate your educator energy because you're coming with like both this incredible amount of joy of learning and teaching and letting us all know what we're doing but still coming with like a somber it's serious and important and it's hard to get that that mix and you nailed it. Um so thank you very much for being here and sharing you know for educating us. Um does anyone else have comments they would like to make about our resolution? Please. I'd like to also say thank you for being here. Um, I'm really I'm proud of this resolution and it always makes me marvel. The most remarkable part about this holiday is that it took two and a half years for certain folks to receive the news of their legal status. They always knew what

017their human status was. And so I think I I I I marvel at that that it took two and a half years for the for the news of the legal status. And um so 2 and a half years feels like a long time especially for those that were suffering through it. But I also remark and I like the word that you said reflection. Um here in 2026 that's 163 years later by my account. I think I did the math right. You can check me. Um you know we just received a Supreme Court decision a 63 decision that in my opinion has all but eviscerated the Voting Rights Act. Um, and so I'm proud to vote for this resolution tonight. I I think about the time that's that's taken place between the Emancipation Proclamation and Supreme

018Court decision that we've just had in 2026. And I think it's it's a helpful reminder that this June 19th that we continue to embed ourselves in history and the work that we have in front of us and especially for our students. I'll leave with this. I'll be a little somber and say that um you know in reflecting on this holiday each year we are not a perfect union but it's incumbent upon all of us to strive to make this a more perfect union and clearly we have more work to do so thank you for that reminder >> are there any other comments I would like to simply say in my preparation for tonight I was like oh I know there's going to be events so um I wanted to share out that Junth celebration ation

019will be happening the whole weekend of June 19th with a teen night at the cultural enrichment center on Friday and uh the 19th sorry my notes are a little weird the whole weekend uh there'll be a music and market at the foothills mall celebrating this holiday and um as somber as the exper or the historical pieces are the fact that we're celebrating and just appreciating the freedom that we do have I think is really important so if feel the need or want to not even need you should you should want to go out and celebrate Junth. Um I hope to see people around. So and any other comments at this point? Just wanted to make sure since I took the stage for a second. All right then. Uh can you please call the vote? Carla

020Baze. >> I Connor Duffy. >> I >> Kevin Havda. >> Hi. >> Scott Shoenbower. >> Hi >> Dr. Andrew Spain. >> Hi >> Jessica Zamora. I >> Dr. Kuranda Ziggler. >> Hi. >> Motion passes 70. >> Yes. >> All right. Uh, another celebration. We have resolution in support of Pride Month. And I believe we have guests. Motion. >> Oh, I'm so sorry. Thank you. Can I get a motion? I'm getting ahead of myself. >> I move that the board approve the resolution in support of Pride Month, June 2026. >> Thank you, Connor. Can I get a second? Thank you, Andrew. Now, people, tonight we welcome Ashifelt, Northern Colorado Regional Lead for Rocky Mountain Equality, who will speak to the resolution. Welcome, Ash. Hello, and thank you PSD school board members for providing this resolution. I

021want to talk about what this resolution does and the power it has for our community. My name is Ash Newfeld. I use she her pronouns and I'm the Northern Colorado regional lead for Rocky Mountain Equality. I apologize. I'm at the tail end of the sickness. Um, our mission is to work collaboratively to create connection and provide advocacy, education, research, cultural events, and responsive programs and services that ensure LGBTQ plus people, families, and communities thrive. The school board can set the tone for a school district's culture and this resolution reinforces PSD's care for the LGBT LGBTQ plus community members who are a part of it. It says to all PSD students, parents, faculty, and staff, LGBTQ plus people included, we are proud of you. And what a powerful thing to say and how appropriate to hear

022it during Pride Month. This resolution provides a sense of security that so many of us benefit from every year. It reassures us that PSD values all of its students and understands that the different identities they hold enriches the whole learning environment. After all, it is not just education professionals who teach students. It is students who teach educators and each other as they empathetically talk across lunch tables about the food they brought from home, share about the holidays they celebrate, and write their pronouns on their name cards. In environments like this, we learn that others live their lives in ways different from us, in ways that are unique and just as meaningful in this world. Happy Pride and we're proud of you. Thank you. Uh does anyone want to kick off our comments? No. All right.

023Well, thank you so much for being here. Um, I so appreciate you and the work that Rocky Mountain Equality do. Um, I know that Fort Collins Pride Month has their celebration this last weekend has passed, but there are many other events still to come. I know there'll be plenty of things around town. Uh, but if you're looking for the sort of big events, their big community celebrations, CSU is hosting Sam's Rainbow Run 5K this weekend on the 13th. And there's a onemile run that's absolutely free for the littlest kiddos in our community. Uh Lovelin Pride is June 20th and Denver Pride is June 28th. So still plenty of celebrating to do and obviously a lot of other events across our Fort Collins community as well. Um but in case anybody wants a Pride parade, wanted

024to give that opportunity. Um I'm going to assume no additional comments unless anyone's changed their mind so far. Going once, going twice. No. Uh can we call the vote, please? Carla Ba >> I >> Connor Duffy >> hi >> Kevin Havda >> I >> Scott Shoenbower >> I >> Dr. Andrew Spain >> I >> Jessica Zamora >> I >> Dr. Karanda Ziggler >> hi. >> Motion passes 70. >> Thank you. Yes. >> Can we have a picture with our guests of honor please for both of our resolutions? Yes. Doc All right, everybody. Ready? >> Right here. Here we go. One, two, three. Got it. Thank you. All right. Uh, next up we have our superintendent report which will be given by uh, Dr. Lauren Hootton. >> Right. Good evening, members of the board and the

025Pter School District community. Since we last met, we have successfully closed out the 202526 school year. The last days of school are days of celebration, of field days, and of fun. They are also opportunities to thank our dedicated staff, students, and families for their hard work and dedication. As we celebrate the successes of the end of the school year, I also want to give a shout out to our PSD communications team. They were recently recognized at the Colorado School Public Relations Association Awards, taking home well-deserved honors for their outstanding work to tell PSD's story. Speaking of telling our story, nothing captures the heart of what we do quite like graduation season. This year's ceremonies were filled with stories of joy, resilience, and immense pride. And for a brief highlight reel of those celebrations, we put

026together a graduation recap video. So Matt, if you could share that, that would be great. Graduates, today is the day. The people next to you have carried you here through the good days and the hard ones. This commencement exercise does not mean the breaking of ties and the beginning of life apart. Instead, it marks our initiation into the fellowship of adulthood. Because fortunately, what we're supposed to do looks different for each of us. While they say good things come to those who wait, good things really come to those who do, who make the brave choice to move forward in the face of uncertainty, knowing that end results are never guaranteed. We've become or will soon become adults in a world where the rules seem to change every day. This class has faced change collectively, but

027we've also seen it in our personal lives. We have all been faced with the individual decision to keep going when the world would have made it easy to stop. >> You can do hard things. The world needs you to. Now go prove it. As Elanor Roosevelt said, "The future belongs to those who believe in the beauty of their dreams." Believe in yours. Believe in your dreams. Congratulations, class of 2026. We did it. So moments like the ones we just saw don't just happen. They take a community. And we are incredibly fortunate to have one of the best here in PSD. From partners like CSU, who we recognized earlier this evening to the parents, caregivers, and community members who give their time serving as volunteers in our schools and on district committees and in many other

028capacities across PSD. We are grateful for your commitment to the district. And tonight we are joined by several key community partners who help make PSD the extraordinary district that it is. We will hear annual updates this evening from the community co-chair of the debtfree mill levy oversight committee from the president of the district advisory board and from the executive director of the PSD Foundation. Each of these groups has volunteered their time and their expertise to PSD and we thank you for being here tonight and we look forward to hearing from you later in the meeting. And to close, she's going to be real mad at me. I just want to take a moment to recognize Jill Bruner, our amazing board secretary, who is retiring. This is Jill's last meeting with us, and we appreciate all

029of the heart and dedication that you bring to your work. We are going to miss you. So, Thank you. Moving on. >> We can do this all night. And >> that concludes our remarks for the evening. Okay, Jill, we're gonna have full on tears before the end. Okay. I'm trying, but it's hard. Okay. Uh, next up, we have our community comment. This opportunity for community for public comment is for members of the community who register to speak by the designated deadline. those people who will be called on to make remarks in the order that they signed up. Each speaker will be allowed three minutes to address the board. First up, we have Chris Penner. Welcome. >> There you go. Over here, Chris. Chris >> other podium. >> Oh, there. >> Thank you. >> I'm going

030to kick this up for you. >> Jill, how are you? I'm sorry that the first time I get to meet you and thank you for your help is your last meeting. Thank you board for giving me some time here. My name is Chris Penner and I'm here in reference to Harris Elementary, the neighborhood, the parking situation and Lloyd Service Station. That's the parcel that is contiguous to Harris. It's contiguous on the east and north side. Lloyd service station has been around since ' 61. The owner, a friend of mine, is trying to sell it and it's been tough. The neighbors are certainly very interested in this. They're interested in trying to have maybe better parking to help that problem in the neighborhood for Harris. And they'd also like to see a service use, a coffee

031shop or a beastro, a bakery. Those uses they would love, but inside the city zoning OTB, they're not allowed. And so that really hurts and help and and uh goes against our ability to uh to sell the property. Um, the two biggest complaints that I have as far as with this parcel is the problems is financing and the city zoning. I don't I don't come down on the zoning or or the city for doing that. It happens over time in every community, but this is now strictly a residential zoning OTB. And uh there's no commercial use. And so, unfortunately, it puts the seller, friend of mine, Roger, in a really bad position. He's looking to lease it. He still has bills to pay. And you know who we can lease it to? Conforming uses. What

032are the conforming uses? Well, residential. And then, uh, continue with automotive repair. Well, what would automotive repair? Remember, it's going to be a mom and pop, right? uh auto repair. What's that going to look like on that parcel next to the school in that neighborhood? Uh uh believe me, I have an idea. No big corporate auto repair. Christian Brothers is going in there. Of course not. And so that's what's going to happen there. Unfortunately, I like to think maybe we can dodge it and come up with a different plan. That's why I'm here. I'm here to say, could you please think about maybe a way we can work together on this parcel? I would love to have uh a meeting a closed door and talk about that. I appreciate your time. If you have any

033questions, shoot. >> Thank you. >> Do you have the address? >> Yeah. 500 Garfield. >> Gar Corner of Garfield and Whitby. Been there since ' 61. >> Yep. >> I think Harris, you want me to end? >> Sorry. Yes, please. Thank you. Thank you very much. You're welcome to email us more information though if you need to. >> There you go. All right. Next up, we have Reggie Johnson. >> Welcome. >> Good evening. My name is Reggie. My pronouns are she, her. I'm the proud mom and grandmom of four individuals who identify as LGBTQ. They um I'm also the president of P Flag whose mission is to create a caring, just and affirming world for LGBTQ people and those who love them. So all of the students have gone home and for some of the

034students in your district, home is a difficult place to be because they do not feel at home. Many of you probably know Sarah McBride. She is a United States representative for the state of Delaware and she's a transgender woman who cannot go to the bathroom where she works. She wrote a book probably about 5 years or so ago called Tomorrow Will Be Different. And in the book she tries to describe what it's like to be transgender. And I don't know if any of you have tried to think about this, but the bottom line for her is that it feels like you are homesick all the time. So, um, let's imagine that you've gone on a trip for whatever reason, whether it be business or vacation or whatever, and you fly into DIA and you just

035want to get home and you have to either turn in your rental car, get on the shuttle, have somebody pick you up, whatever. You finally get on your way, but it's a whole hour before you get to your home. And that whole time, you know, that feeling like I just want to get home. And so, um, it's just makes it really difficult. And then you're going along and all of a sudden, imagine this, there's construction on I25. And so, you're even more delayed and you're more stressed. And it's so that's what it's like to be transgender. It's like you're you're like trying to get home and you you can't get there. You're just homesick. So, the end of the story, of course, is that you get to your garage or your front door, you go

036in, the house is at the right temperature, everything is familiar to you, and you can flop into your bed, and you're finally home. And so that's what it is to finally accept yourself as transgender or to be in a place that is safe for you. So what I'm asking for you guys to do over the summer is to the primary ballots are out. Vote for those who will help support a home for our transgender kiddos. And as you consider these school consolidations, it's really important that those kiddos have a place where they're not homesick, but where they feel at home. Thank you. >> Thank you. Next up, we have Tom Griggs. Welcome. Good evening, President Samura and district directors and PSD community members. Frankly, with respect to the controversial issue of whether school closures or

037consolidation will be necessary, I couldn't help but feel this board is being steamrolled into accepting a decision that was made years ago when the issue first appeared as a consent agenda item in the fall of 2023. I listened on May 26th to the comprehensive planning committee's proposed timeline for developing a set of recommendations for the board's consideration next October. And it seems that there remains an underlying assumption that closures and consolidation will be necessary. All this in spite of the PSD community's many doubts about it. I have also been struck by the discussion among you all at the May 12th meeting about how consolidation won't save the district any money, a fact repeated at least a couple of times by Superintendent Kingsley himself that night. and by the fact that the anticipated budget cuts for

038the 2026 27 school year will not be as dire as they were once projected to be just since last fall and by comments about how much has changed in the last three years in details relevant to all this. What we are forgetting if we pursue such a rush to judgment is that there may very well be even greater changes ahead over the next three years. ballot measures, midterm elections, changes in the housing market, efforts by other local government, state, and federal entities, changes in local pro uh population projections. A deeper understanding of the fine points of local development, and court cases too numerous to calculate with all effect will all affect what the best course of action will be. No crystal balls, but plenty of reality. What this board needs to recognize and probably even

039expect is that your deliberations may very well need to continue even beyond the October meeting in order to reach an acceptable consensus among all those affected by what you decide for the longer term. It is not disrespectful of the CPC to exercise your fiduciary duty in this regard to achieve that necessary goal. Boards have done so in the past. boards have disagreed with their superintendent in the past and this board must have the courage to do the right thing regardless. This is not kicking the can down the road. It's making a considered, respectful, and ethically responsible decision. Also, I want you to know that I've sent off as a separate matter. I've sent you all some information about initiative 195 in hopes you'll develop a resolution in support of it. Thank you very much for

040your time. >> Thank you for being here. Next up, we have Danny Lawrence. Welcome. During the excitement of graduation season, you might have missed an important that important legislation was passed and signed by Governor Polus to help students with disabilities. and given during the legislative session your committee chair and lobbyists felt like Senate Bill 26125 was unimportant and I quote wouldn't make it out of appropriations end quote I just wanted to share with you the good news that disability protections for students in your district has now been codified into state law previous students only previously students with 504s only had the office of civil rights protection but without a functioning office of civil rights those students entitlements to an education were uninforceable like my family with two open investigations pending against this district since 2023.

041My son now graduated will never experience the justice of a decision from those complaints. When I made a foyer request just recently for the documents from the US Department of Education, I was told 262 business days before I would see any anything. That is June 10th, 2027, he will have finished his freshman year in college before I even see the work product from those investigations. And I share that because I want you to understand that children with 504s had absolutely nothing to protect them until this legislation, which is totally the reason why PSD pushed my son off of an IEP in high school with district's legal teams bullying us at the IEP table. Leaving Sawyer unprotected was the plan and it was intentional. And now PSD has a barrier to doing that to future families.

042You're welcome. Some of us try to leave it better than we found it. As a side note, having a special education lawyer representing a district family PSC is arguably retaliating against who also was running for public office at the same time was an underestimation on your part. I hope you read the bill in your email with the understanding that Representative Phillips, the bill's sponsor, was my son's attorney, and many facets of that legislation are designed because of PSC's treatment of my son. When I gave public comments in support of that legislation at the state capital, it was one of the most profound moments I've had as a parent and I made sure to mention you. So, how does this affect PSD? Now, parents filing 504 complaints have an additional 6 months to do it and

043by August 12th, this district needs to develop a whole new grievance process for these complaints. You'll probably need a new policy for it as well. Additionally, you'll need to train your staff to respond to this new complaint process. and I would hope that you would include at least one individual per school site to help navigate that. The legislation also calls for continued annual training. I know it felt great to send the email out last week that the ADA agreement that you made with OCR about the signage at Rocky Mountain High School was finally complete from a complaint that I made in 2024 when it was supposed to be finished this past January. again with no OCR office to enforce their own decisions. You really stuck it to us that it took PSD two years to

044complete their OCR agreement after my son was no longer able to utilize the building. What a proud moment for you all. One school down, 53 more to go. Keep antagonizing and I'll keep bringing the legislation. Coming out coming now without the worry of retaliation against my own child. And I hope you have a busy summer. Thank you for the opportunity, Miss Samura and Jill. Thank you for always being wonderful. Thank you. Next up, we have ML Johnson. Welcome. Board, staff, surviving audience. I'd like to do a uh it's like a game. Sometimes the illustration uh gets to the point quicker than Reverend Let's pretend that I have four darts and I put a dart target over there on that wall. That would that's that's going to be a challenge. So I choose somebody say the

045first person in the third seat and that's going to be the person because it's randomly chosen. That's going to be the person that's throwing the darts. Not myself. I don't know anything about the person that's going to be throwing the darts. The first dart misses. The second dart misses. Third dart hits the target. You get $10 for hitting the target. Fourth dart misses. What's the percentage of success? 25%. What's the percentage of failure? 75%. How does that relate to anything? For one thing, before we take the fifth dart and throw, let's do a little prop gambling. How many of you would put $10 on whether or not the fifth dart goes into the into the target? How about $100? If you called Las Vegas, how much would you think that they would tell you possibly

046to risk? Maybe 6.3 million. I doubt it. The relevance of this is reading from the U PSD comprehensive planning committee summary enrollment facts down at the bottom very interesting enrollment projection accuracy has been around 25% by our IT department which means is that you're thinking about closing schools and your your your uh enrollment projections are 75% possibly off. That's all I have to say. Thank you. And that concludes our community comment for the evening. All right. Thank you for all all for being here. Uh, next up we have our board topics and committee report. This agenda item is an opportunity for board members to provide an update on committee work or speak to board topics. Do any board members have something that they would like to share? Please. >> Um, I have a couple things.

047I think first and foremost is I want to thank Jill for all your hard work. um your kindness, your happy nature uh have always kept things light and fun, but your professionalism has kept us organized and on track and I need that especially and have from the beginning. So I personally thank you and also thank you for all the Dr. Peppers. It's very important but uh really wishing you the best in your retirement. So thank you for everything you've done for us. Yeah, please. >> You can keep going. >> Okay. >> I did have one other thing. Um there have been several speakers tonight that have been long-term advocates for different subjects throughout the um time I've been on the board and and previous to that. And I just want to thank them for everything

048that they've done and continue to do because your work is bearing fruit. Freaking slow, but it's bearing fruit. And so, um, I think we saw some of that tonight with the, uh, the announcement of the, um, dyslexia certificate class that's going to be offered at CSU. Um, I think that's a tremendous stride, long overdue. Um, but it's something that I think we're on on track for. Um, I guess that's all I'll say. >> All right. Can or don't have to. Please. Um, I I guess I I just want to look at the look at it the summer and and to the community, I would dare say into the fall and and share a few points when it comes to the consolidation discussion because I think there's some things that that get very concerning when I

049see emails come in or I see posts on Facebook or even even the data that was shared tonight Because in in all respect, when the state demographer says that we're going to go down and we're not going to be back up to K12 students until 2040 plus, that's a long time to wait for our current number of K12 students. Uh, and that's concerning to me. And and there's a lot of things that I think that come in that that are concerning. There are rumors that decisions are already made by the board. We have made no decision. We have had no vote. We have not been asked to make a vote. We We hear about, "Well, the budget looks fine. It turned out okay this year." I'm willing to bet there's 250 people that are going

050to strongly disagree with that assumption. Our budget right now has been balanced for many years on the backs of a lot of people that no longer work at this district. Positions that don't exist. Services that have been put at risk, people that don't have full-time jobs anymore at the 1.0 FTE. They're now down to a point 8 FTE. And I've heard things like, well, we still do a great job as a district with our numbers. We look at our graduation rates and they're going up and things like that. And I'm going to pull this guy out here, right here. Simple rubber band. For a rubber band to do its job, it needs to be a little stretched around something. When I talk to the principles, the teachers, paras, anyone in the district, make sure I

051get hold of this. I don't take Scott out. It's at this and beyond. That is not sustainable. That is not what a rubber band is designed to do. And and I recognize that there are a lot of different opinions about this, but we are in a situation where we're lucky to be at 40 in our ranking for funding. Go back a few years, a few decades. It was a lot higher. Until I see actual increased funding, we can't sit there and wish our budget's going to get better. We can't wish our funding is going to get better. We have to take appropriate actions to manage what we have to deliver the highest quality education we have. And that's the challenge that we face right now. And I know there's no one simple solution that answers

052all of these things. It's all of us working together. And I actually do appreciate your comments today, both both Tom and ML, because this is the kind of feedback we do need from our community to make sure we are making the best decisions we can for the district. And I want to encourage everybody who's who who is in our community to continue to engage with us through the summer because we have some very difficult decisions facing us in the fall that we really really want to get right that we really want to handle well and with dignity. Especially for the people when I look at our friends in the back there especially we have so many of your great people doing amazing work and we want to support them being able to do that in

053a just and dignified manner and that's tough to balance all these things and to even know where the growth or when the growth is going to come are very very difficult decisions for for all of us to guess. We're all looking at that same murky crystal ball and and and please bring those questions to us so we can continue to learn and make better discussions and decisions accordingly. But recognize that we are looking at a lot of things and we we we can't keep this this can't we can't do that. Carl I'm freaking Carla out over here now too. So I I guess I just I want to put down those markers because please don't buy into the rumors. Please don't buy into the assumptions. Please ask the questions and bring the concerns to us.

054And I and I know it feels very down all of a sudden and I that's not my intent because it's it it is very serious topic of course in the meantime and so please work with us so we can get the best decision for the district. >> Thank you. Are there any other committee reports or >> Yeah, please. >> We're all given out. Can you hear me now? Am I coming through? Do I need to speak up? Oh, >> hey. Hey, hey. Um, we're giving out thank yous and we're having this moment. Um, but I uh I appreciate Jill. Thank you so much for all the um um everything. I think anytime I didn't know nothing, I was I'm just going to email Jill. I don't even know if that's her job. But um but

055I appreciate your support and I do wish you well. Um, and I hope that you like retire and like go enjoy life. Um, because that's what I believe retirement is supposed to be about. So, we'll see when I get there. Um, and then also on that note, um, just also reflecting and thinking about where we are in terms of our meetings. Um, and it'll be a short little break, but I also want to thank everyone else in this space, both cabinet and board members for the support. It has been a long six months. Um, but I really just want to also show gratitude and appreciation for everyone in this space and to know that um, I often say it in spaces that aren't here. Uh, I think here I often have an opinion or two,

056but um, outside of this space I often folks ask me one of the things that I enjoy most about school board is I definitely speak to the people. Um, I talk about the other directors in Ford leadership. I talk about the cabinet, the superintendent, and I say there's a lot of, um, aspects about who we are and you all are that's not always seen publicly. Um, but it's a great group of bunch to be with and to just piggyback what Andrew said. I think getting an opportunity to really get to know folks and to know that um it can be a hard place to be but um mo I would say all I don't know no district but everyone I interact with definitely has the community's interest um at heart um are definitely considering variety

057of different factors and even though decisions may present themselves one way those decisions have not been arrived at lightly um and I just thank you all for um helping me u adapt and get connected where I am. So, thank you. >> Yeah, please. >> Um, I was also gonna express my gratitude to Jill. Um, echoing a lot of the the sentiments that Dr. Ziggler just mentioned, I I think about it a little bit differently and that I've been on the board now for a little over two and a half years and I remember thinking when I first started um you know how how could we ever have a day without director Reid, without director Draper, without these directors, without these people and then they come and go and then they become members of the audience,

058members of the our community and it it's a helpful reminder how replaceable the seven of us are on this board And yet, despite all that, despite what Dr. Ziggler said, those I share some of those same joys about the the blessing that this job is and that I get to do alongside everybody. Um, but it can also feel sometimes very isolating because the weight of what we have to consider and the information that we have to sift through and the decisions that we have to make, we don't always agree. Um it's it's hard because there's very few people that can truly empathize or understand some of that stress and that weight. Um except the one constant I'd say in all that is Jill. And for the meetings that were hard for me, there was always

059a soft try not to get emotional. An offer on a slid by on a a post-it note. Can I get you anything? There was times where I would forget where I was and there'd be a reminder from Jill. Hey, I need your signature on that thing. It's no problem. I can come to you. You constantly tried to make my life easier despite me constantly making your life more difficult. And so I want to appreciate that. And that all these little things really built to one thing that I think is really hitting me in this last week is that it's the consistency of your presence and that you're always there and you're always supporting the work that we're doing, but us as human beings. And you I may be replaceable on this board, but to me

060you will be irreplaceable >> and I want to thank you for that. >> I'm loving the Joel love. Like we should just group hug you. >> Yeah, that's probably how we're going to end today. Just you can't leave. Um I don't want to steal the stage. Does anyone else have commentary? Okay, I'm gonna save my comments for another time. But I want to say all the things. Um, thank you for the comments so far. Uh, Director Halda, I feel like you've you said it incredibly well how much we're going to miss you and that you are irreplaceable. Uh, Kanda, I wholeheartedly agree. When I go out into the community, even when we disagree, even when we don't all come to the same conclusion or our lenses land us on a different spot and we have

061those tough moments, every time I'm asked about this work, my conclusion is that I I trust the people I'm working with. So even if I'm not landing on the same conclusion, I know that our perspectives, our goals, our shared values around serving students incredibly well is always at the paramount of the the work that we do. And that's what allows me to feel comfort even if it's not the decision I or outcome I expected it to be. I know that we're in a good spot because I'm I'm one of seven and I'm one of seven really smart people and I get to work with incredibly intelligent people that push my thinking and do it in ways that explain to me how my thinking doesn't quite match all the time. And I think that's incredibly important

062and valuable. And I think this role has um given me so much in my tenure. And I I thought I was signing up to serve and I feel like I've gotten at least as much back out of it. Um this is a fun like last meeting. I'm not going to lie. I mean it's not our last but like our last like with all the things and all the das. Yeah. All the all the the normal types of meetings. Anyway, um I did also want to echo some of uh director Spain's thoughts. So, I might be ending in a little bit of a somber space, but um and I wrote mine out, so they won't be maybe as elegant as some of our colleagues, but I'll give it a go. So, I had the privilege of

063going to the comprehensive planning committee on Monday, where a very robust conversation took place around where we are in the process and the planning for the summer work ahead. And I would encourage anyone in the community to review their minutes over the course of the year. They've had many meetings. um they have deliberated. They've actually extended their meeting time so that they could deliberate further and we collectively owe an incredible debt of gratitude because many of the questions on our FAQ page came from their insights. The dashboard board is a robust snapshot of our district because they also helped make um it both a reality but also readable and understandable by community members, right? because their lens is very similar to the rest of ours where we're looking at it from our kids perspective, from

064a parent perspective. Maybe we're, you know, educators in some space, but we don't necessarily see all of the data that goes into that dashboard from behind the scenes. And they were able to um make it come alive for many of us and give that feedback that made it understandable. Uh the thoughtful conversations that have happened even through this very emotional process are impressive. We often say and feel how wonderful our staff community is in our district. And I would echo that everywhere I go. But I would also add that our community members who have volunteered countless hours of their time on this committee and many others, but this is the one I'm talking about for the moment are on that same level. Their dedication to our district, to our staff, to our students is second

065to none. And I understand that we're entering into this la the the least comfortable part of this process. and I so appreciate the care for the work that has happened and will continue to happen as this process has evolved. I understand that uncertainty is hard for our community. I understand that for some it would be easier to believe that scenarios have already been created or schools are already identified and I want to be incredibly clear that that has not occurred. The comprehensive planning committee has just begun phase three as of Monday. The first part of this phase is discussing timelines and setting up subcommittees so that they can do this work incredibly thoughtfully. Phase one and phase two included deep diving into our data to assess the challenge our district faces with declining enrollment and

066then developing criteria and a plan to actually support phase three. All of that work is not quick. All of that work in includes an incredible amount of thoughtfulness and deep discussion that has occurred. Um, so it's simply not possible for them to have gotten to a point where they already have scenarios or already have ideiation around what should happen. Now, with the release of the dashboard and the criteria and the policy, people throughout our community are are ideulating for what phase three will produce, and this is natural and to be expected. I want to know where my kids go to school just as much as anyone else and have a long-term plan for my own family as well. However, those individual ideations are not coming from the district or from the board. Any individual thoughts

067should be taken as should sorry should not be taken as an active scenario. Nothing that any individual is thinking is something that has been brought to us to consider. Um even though again I realize that people want that assurance. They want to know what's going to happen and so they may be looking at these this dashboard or the criteria and making assumptions of what will happen but those things are not taking place. Um a big picture timeline of the work over the summer and early fall were provided at our last meeting in on May 26th and updates will come as details are finalized with the action teams but no scenario with schools will be released over the summer while the committees the committee is in to the work and doing the work. So, sorry that

068was a long statement, but I appreciate the time. Um, does anyone have anything else that they would like to share in this part of our meeting? Yes, please. >> I want to say thank you for saying that. I think it's really important that the community has a snapshot and I wanted to thank Andrew for his analogy with the rubber band. I think that we talked about it at our last meeting that people are um making their own assumptions around what our victory speeches about what we are working towards. And I don't think that because people aren't feeling that rubber band stretch to the point of breaking that they think that things need to be helped and monitored and and made better. Um I'm extremely encouraged by the group from CSU. I'm inspired by them. I

069think that uh they're the kind of pragmatic innovation and experimentation that this community needs. Um I say pragmatic because of the bill that's being passed through the house right now um to ensure that kids are tested by third grade for dyslexia. It seems amazing that we have this work happening in our community. But that's the kind of community that we live in. We live in a community where people are forward thinking and they want bigger and better. And I think that we have that to give. We just can't do it in as many buildings as we have. That's the reality. So I think that um as we move through this process, the clarity that people are asking for is coming forward. I hope that everyone has taken a look at the dashboard. I think it's

070really comprehensive. Um, there is a little bit of math. We talked about that yesterday, too. There's a little bit of math you need to do. Um, but you you can get there. And I think spending some time with it, you'll see. Um, and I'm sure that everyone in our district at this point has had some sort of personal um, touch point with the fact that their principal has had to make some really challenging decisions. My son just lost his soccer coach, beloved um because they can't afford him. And I I just that's just one small little thing. I know that there this is a thousand cuts. So, um, thank you to this team for hanging in there. And Jill, I'm so glad I got to work with you for a little bit. You're spectacular. Thank

071you. >> I'm sorry. Um, I'm not going to riff, but I also think that it's important in this in this space since we're being um, honest and transparent, which is I think what we're asked to do. Um, I think we've talked about this in different circles, but I want to hit it on the head and I'm just going to be brave and say it. Um, I've also been having a lot of conversations as everyone has too about implications, what this means, where we are, what's happening, what's not happening. Um, and I think I get frustrated because I personally accept that change is inevitable in any part of life. And I think that change can be scary. It can be anxietyinducing. And when we're talking about change, we're also talking about people's jobs changing. We're talking

072about people's locations changing. And so I think we need to have some deference to the size and the magnitude of the change that we're talking about in our community, but also to to suggest that we can remain in the status quo or static for forever I think is also a lie. Um I think Carla put it really well and that and Andrew's to his example, it keeps sticking with me that the system is under stress. And again, based on my own perspective and my own review of where we are and what we're doing, I I I believe that to be true. I think there's multiple truths in this space where some people may be as more unaffected and they they don't feel it and so they feel more reticent to the change that we have.

073But um one I think we need to grapple with a little bit of uncertainty in this process and I think we're trying to do the best we can to say this is the state of the of affairs. This is where we are. I love the dashboard in the sense that it's just raw numbers more or less of where we are. Um, and so I think we can also learn some resilience in that too as a community and as as a as a district. But here's the the big truth as far as being brave is that I think we also need to talk about what what happens on the other side and what we're driving at. I love that you keep saying victory speech because change may be scary and big, but also can be very

074important to accomplish to continue. The reason I'm pointing at my screen, I've got all these numbers that I think are really incredible. That PSD's graduation rate again last year was 89% for the class of 2025. That was the highest in district history. Again, that's two years in a row that we've done that. And I could go on and on about all the wonderful things we're doing. But that system can't be maintained unless we make some modifications. um some of the modifications and this is my big preamble is that if we've done this correctly I believe that it will somewhat obiate the need or the the dynamic of school choice in our district and let me be clear if we're making fewer options of schools in general if this consolidation goes forward regardless of the amount

075of schools that means that there's going to be fewer spots for schools of choice I would think which means that for those who think they're completely unaffected by this. Oh, I go to a school of choice or I go to somewhere that's completely untouched. It may change the calculus there, too. And I don't know how, and I'm not going to promise that will happen, but I do think it's an important element that we are considering as a community that this disruption also does mean a a pretty systemic big change for how we're thinking about school of choice. And if we've done our jobs right, that there won't be as many empty seats or as much availability in all of our buildings. And that's a good thing because it will be an equalizer between the programming

076and experience of where our students go regardless of where they happen to be in in the geographic sprawl of our district. So, I think that's an important part of this conversation that I'm not sure if we're missing or ignoring, but I think as part of getting to the other side, uh, and I know there's going to be a lot of feelings around what I just said, too. Um, and I'm not scared of that conversation, but I think we need to have those conversations, too, about what this looks like on the other side, especially as we're talking about fairness and equity and what that would mean for everyone's experience. I'll leave it there. >> All right. Thank you. Okay, I'm not seeing any other commentary, but I really appreciate this is great. This is a great

077conversation, and I Yeah, I continue to really appreciate y'all. Um, okay. We'll move on to our consent agenda. Would any board members like to pull an item from consent? I uh would like to move to remove um uh district policy JICJ from the consent agenda so we can have a quick discussion about that. >> Yes. So, we're going to move that from one the 911 and we'll move that one policy into 10.1. Okay. We do not need to vote for changing. >> Correct. Okay. Just making sure that I'm following. Um, if there are no other changes, can I get a motion for the remainder of our consent agenda? >> I move that the board approve the remainder and adopt the remainder of the recommendate recommended actions for the items on the consent agenda. Connor, can

078I get a second? Thank you, Carla. All right. And Joel, can you please call the vote? Carla Ba, >> I. Connor Duffy, >> I. >> Kevin Havda, >> I. >> Scott Shoenbower, >> I. >> Dr. Andrew Spain, >> hi. >> Jessica Zamora, >> I. >> Dr. Kuronda Ziggler, >> I motion passes 70. >> Thank you very much. All right. Now, moving on to our first action item, which will be policy JJ. Yes. Correct. All right. Can I get a motion? >> I move the board approve the proposed changes to district policy JICJ that was pulled from consent which is the student possession and use of personal technology devices. >> Can I get a second? Thank you Karanda. And do any board members have any questions or comments? You probably should. Everybody's >> staring at me.

079>> No, I'm fine. Oh, um, no, I pulled this uh, as everybody knows, I'm a big proponent of strong cell phone policies in the district. And, um, you know, after the last meeting, we had our first reading of this policy. I only had one question at the time, but I've had a chance in the last uh, week especially to ruminate about it. Um, I was actually at a family wedding in Mexico. And yes, Kevin, there are some videos of me dancing with a robot and a guy in a big bad bunny head. It's kind of crazy. So, you can you can search that out. But uh but in between that I had a lot of I had a lot of time to uh to do some reading and some thinking and uh um I read

080the entire um anxious generation book which is about this subject and what cell phones, social media and other things have done to our kids. Um, I came back to news last night of um, both Denver Public Schools and Jeffco announcing bell-to-bell bans on cell phones for next year. And so I just between all those things and talking to some family members who were teachers, once an assistant principal, um, I just I reread everything in this policy and just felt like it's not enough. We're not doing enough. It's it's watered down. Um there's it's vague. Uh and I think we need to really take some more time to um to study this, discuss this, look at what other districts are doing, whether their states are doing the I was mentioning this earlier. The governor of Washington

081is proposing um a bell-to bell ban on cell phones in all of their schools. Um I think we need to look at the trends and the science which are saying that stricter is better and has more benefits for instructors and students. Um so I won't go into a ton of details on on specifics on the way this is written. I think we can really learn from what Denver Public Schools and Jeffco have put in. We should read their policies. See if there's things that we can all come into agreement on. Um, but I like I said, I I just feel like we need to be stronger. Uh, give our teachers um some relief on the policing of of cell phones um so they can get to the work that they were hired to do. Um,

082so with that, I I would propose that we keep the policy the way it is now and uh look to in the in the near future uh to have a deeper discussion about this and uh and what our policy should be for the long term. >> I'd be remiss if I didn't say that Mr. Sharer wasn't having all fun in Mexico because we actually spoke on the phone about school board topics while he was on vacation. Um, thank you for taking my call. The secondly on this in light of the comments pertaining to consolidation. I'm going to support um this evening's passage of this. However, I think we do need to go further. And for my fellow directors, this is an area where we can lead um in the future and it's an area where

083we can actually attract students into the district. If we get this and electronic policies in general correct, there's other districts around the state that are not doing it well. We can do it better. We can attract students that way. >> Any other comments before we vote? >> Yeah, please. I'll just say I I I do want to express my um thanks and gratitude to Director Shon Bower. He is this has been an issue that you have been stalwart in your advocacy since I've met you. Um I I appreciate it. I appreciate you constantly challenging us to see what we can do uh to improve ourselves. Um like Director Duffy, I'll be voting in favor of this because and we did have a robust dinner conversation about this and what we could do better. Um, but

084to use your own comments about our community commenters, change comes at incrementally slow pace to those who truly want it. >> Um, and so I think that what's what's helpful for these policies um is that the iterative loop that it's gone through with our feedback, with our principles, with the stakeholders who are going to implement these words, right? Um, and so I I do appreciate your your constant zealous advocacy on this subject. um hope to join you in that in some other technology conversations that we're going to have. Um but I think this is a good this is a good policy. It's a good change. Um it's been vetted and um I I do like again what Director Duffy said, it's the start of a conversation. It's not the end of it. So I just

085want to say thank you for continuing to advocate for >> I just want to say that I think we should be very careful when we start talking about absolutes. I think we have a variety of students in our district, a variety of family situations, a variety of classrooms, um different ways that students learn, pay attention, get things done that, um that we might just need to be mindful of that. Um I think about you know I don't want to name folks but um just even in my own family um people who may have um ADHD and how sometimes even listening to something while doing work matters and I also think we have to think just beyond our school district but contextually even within our community in order to even get any kind of testing. is

086very difficult to have that done within the community and also it's very expensive and so um we I think we have to think about those pieces so to to do an absolute says that all things are working perfectly and all things do not work perfectly and so I just want to put that into space to consider and think about um and you know it was mentioned or I've heard somewhere where you know policies don't always shape or change behavior and so we could have the policy But behaviors are a different thing and so how do we balance that too? So I just wanted to share that that I know folks are in support of that and I also want to encourage us to think about what is the value. We're like well our neighboring district

087did that and again our neighboring districts or peer districts are also not absolutely our district. And so how do we think about the variances within context and how that shapes the ability for our teachers and our students to thrive within our buildings and our district. Thank you for the discussion, y'all. Any other comments before we vote? Okay, see none. I have one, but it's really just director. I don't know if your robot friend would be allowed in this school, so I'm just going to leave that for you to tell me later. Jill, please call the vote. >> Carla Ba, >> I Connor Duffy, >> hi. >> Kevin Havda, >> hi. Scott Shoenbower. >> No. >> Dr. Andrew Spain. >> Hi. >> Jessica Zamora. >> Hi. >> Dr. Karanda Ziggler. >> I. Motion passes 61. Thank

088you very much. All right. Now, moving to the rest of our action items um in the order they originally appeared. Uh next we have the monitoring and policy review of EL 2.1. Can I get a motion? I move the board determine that the superintendent has reasonably interpreted board of education policy EL2.1 in his internal monitoring report dated June 9th, 2026 and that the evidence presented supports the superintendent's conclusions stated in the internal monitoring report. >> Thank you, Kevin. Can I get a second? Thank you, Connor. And do any board members have any questions or comments? Seeing none, I believe we're ready for a vote. Carla Ba. >> I Connor Duffy. >> Hi. >> Kevin Havda. >> Hi. >> Scott Shoenbower. >> Hi. >> Dr. Andrew Spain. >> Hi. >> Jessica Zamora. >> Hi. >> Dr.

089Kuronda Ziggler. >> Hi. >> Motion passes. 70. >> Thank you. All right. Moving along. We have monitoring and policy review of AL2.2. Can I get a motion? I move the board determine that the superintendent has reasonably interpreted board of education policy EL2.2 in his internal monitoring report dated June 9th, 2026, and that the evidence presented supports the superintendent's conclusions stated in the internal monitoring report. >> Can I get a second? Thank you again, Connor. And is there any discussion or questions on this item? >> Okay, seeing none, we'll get the vote. Carla Ba. >> Hi, >> Connor Duffy. >> Hi, >> Kevin Havda. >> Hi, >> Scott Shoenbower. >> Hi, >> Dr. Andrew Spain. >> Hi, >> Jessica Zamora. >> I >> Dr. Kuronda Ziggler, >> I. >> Motion passes 70. >> Thank you. Next

090up, we have SRO contracts and data discussion. Can I get a motion? I move that the board approve expenditures in excess of $250,000 by approving to form the attached SRO contracts with FCPS, TPD, and LCSO and authorize staff to finalize the contracts for signature by the board president attested by the board secretary. >> Thank you very much. Can I get a second? Thank you, Kevin. And we have some guests in the presentation. >> Yes. Tonight we welcome Jared Sergeant, director of student safety and emergency management and Dr. Julie Chaplan, assistant superintendent who will speak about this item. Welcome Ju Jared and Dr. Chaplain. >> Thank you for having me tonight uh and for the introduction. I am Jared Sergeant, the director of student safety and emergency management uh management. I also have Lieutenant Lieutenant Tutanzak

091here from Lmer County Sheriff's Office, Lieutenant Cronin from Fort Collins Police and Sergeant Rarity from Tenth Police Department. Does this work for the presentation? >> The space bar. >> Space bar. Fantastic. Before I get going, I also want to recognize Jill tonight. Uh, I'm sorry to add on to this. So, I have been working with the district or for the district for nearly 15 years. And every board meeting that I worked, Jill made sure that me, uh, other SRO's or campus security officers were taken care of. Uh, Jill, appreciate all your support and caring. Uh, and I also want to personally say I apologize for missing your retirement party, but congratulations. I'm excited for you. All right, we're gonna talk about our school resource officers tonight. I want to start with uh the fact we

092have 30 years uh just completed 30 years with our law enforcement partners. Uh this started in 1995, started with roughly let's say three SRO and has expanded to 14 sitebased SRO and three SRO in leadership. Right now, for those that have not seen this presentation or know about our program, uh we do partner with Fort Collins Police Services, Lambert County Sheriff's Office, and Timoth. So, excited to wrap up 30 years with these three agencies. For our SRO, we do partner with all of our law enforcement agencies for a certain number of days throughout the year. During those days, uh we basically pay 50% uh of the contract for them to prioritize their time with their schools. The belief is that being in the school as part of that community is what is going to help

093uh prevent crime from happening. Um this is our Fort Collins service SRO team. There are 11 sightbased SRO for this team. Uh three, sorry, two corporals and one sergeant. Uh for those that don't know how that makeup looks for Fort Collins that are assigned to our comprehensive high schools and then one SRO at each middle school. That SRO at the middle school then covers the feeder elementary schools. For the sheriff's office, we actually only have two assigned SRO right now. There is a picture there as from last week at Youth Police Academy. I'll talk about that here in a minute. Uh, one SRO that's assigned to Wellington Middle School and the feeder schools there and one SRO that works at CLP Middle and the feeder schools including the mountain schools uh up in Wellington. Last

094SRO uh is in the next picture is Brian York. I'll point that out. Uh I want to talk about the SRO triad for those who have not heard this presentation or don't know what the philosophy for a school resource officer is. The SRO triad is made up of three basic components. Uh first in this picture is going to be a teacher. The second is going to be a mentor counselor. Uh and the third is law enforcement. So what we're going to look at today is how are our SRO's fitting this mold and how does that look in our district? Is it keeping our kids safe? And part of that is the prevention piece and that's going to be engagement numbers that we're looking at. Uh the second we're going to look at law enforcement. We'll

095look at juvenile summons and uh direct referrals outside of juvenile justice system. And then finally we're going to look at teaching. And part of that teaching is both the connection and also the response uh and preparation. And I'll share uh what classes our SRO are teaching uh and what uh the the number of folks that they're teaching teaching across the district. One thing I heard yesterday in a training, um, impact is measured by engagement and relationships, not just operations. So, I want to share that with you because it's so important. It's pivotal to what our SRO's do every single day in our schools. It is truly that engagement that provides uh that prevention for uh our crime in our schools. So, let's talk about engagement data. Five years ago when we were looking at what

096SRO's did in our schools, we didn't have data to tell the story. We only had juvenile summons and so we started collecting data across our agency of the two agencies at the time to see where uh what our SRO were doing and where their time was spent. Now for engagement data um this could be a number of things that SRO are working with. It could be uh m mentoring students. It could be responding to a medical incident uh a disturbance helping administrators out all kinds of things. So generally what we tell SRO's if they're working with a kid for 15 or more minutes on something uh we want them to track that engagement as well as the other situations they might be a part of. This year we tracked about 179 total engagements across the

097district. So that's Fort Collins, uh Lur County and Timoth. Uh and those are the stats across the district. We're pretty much uh just above where we were last year. We were about 1 1680 or so last year. So, we're tracking about where we have historically with our engagements with students, staff, and our community. Uh, I have engage engagements notifications up here as well. This is just going to be uh Fort Collins. I don't have Lmer County and Timothith in this, but I wanted to share kind of where our SRO's are spending their time and um the way they're notified. If you look up at the top left side of the screen, you'll see ways our SRO are notified. So what's important is this is how information uh incidents get reported to our SRO. So staff

098is going to be the number one way SRO are not notified. Student reports come in second pretty close at 33% to 32%. Self-initiated. Um so maybe they're just standing there and something happens right in front of them. Maybe they're doing traffic so they selfinitiate a traffic stop. Um that is what self-initiated means. And then a parent report is usually when a parent comes to the SRO directly and says, "Hey, I'm having issues. I want to share this with you." can you help for our dispositions uh in engagements again just for Collins alone um a third are mentoring so they're meeting uh a third of their engagements are with students who just want to talk about school they want to talk about their home they want to talk about their friends they want to talk about

099their life that is it that is the metric we're looking for that our SRO are engaging with our students uh no charges what does that mean so usually that means somebody has come to the SRO and said hey I is involved in the situation uh and there isn't probable cause to charge for that situation. And then referral to school. So what does that mean? A referral to school means someone came to the SRO or involved the SRO. There was likely both discipline and a criminal situation uh that was a component of that that c uh circumstance or situation and they handed it back to the school. They said, "Hey, this is a school issue. I'm going to stay out of it. I'm going to leave it to the in the school's hands." And then the

1006% is referred back to the parent. Uh on the bottom you can see dispositions again. So we've got mentoring uh is that the big one I just mentioned. Referral to school. Uh a bunch of other areas in there that they track. This is just the different types of calls. I I only included it because I wanted you guys to see the the different situations that SRO's are dealing with across the district. So when we look at this, I know small print. Um it's in alphabetical order but it gives you an idea of the different things our SRO's are working with right in our schools and this has got Lur County and Fort Collins for juvenile summons for this year. Uh we are a total of 55 juvenile summons across our three law enforcement agencies and

101all of our schools. I have a a pie chart in there to help tell the story where where are these crimes or what do these crimes look like? And so 48% or 26 of those are victim's rights crimes. And for those that don't know what that means, Colorado State requires u victims of certain crimes. And usually when we think of victim's rights, we think of a thirdderee assault. So cause bodily injury, assault that called caused bodily injury or greater. There are felony assaults, there's sex assaults included in V victim's rights or you might hear VR crimes. uh those 26 uh those victims get a say in the outcomes of the situation. And so uh almost half of the juvenile summons in our district uh are victim's rights. The next one is going to be harassment.

102Uh think of harassment as usually some type of physical assault, but it doesn't cause bodily injury, but it is victim related. We had a couple evasion of privacies this year too that popped on uh on uh in the schools. Uh and then interference was the the next big one. For those that don't know what interference means, there's usually two situations. The first is a threat of violence to an educator or a student in our school. Uh it's a credible threat generally. And then uh the second might be the a disruption uh significant disruption to uh either the learning environment or serious risk of injury to others. And so that's where interference charges look like across our district. For the others, uh drugs and alcohol, usually uh those are going to be repeat offenders or there's

103indications of distribution. So again, um those are the circumstances for those particular crimes. 55 this year, we have 57 and we had 57 the year before. So we're tracking about 50 upper 50s for juvenile summons uh across the last three years as well. Side note, uh of all the engagements this year, this is 3% uh of those engagements for SRO. So that's where that lands. All right. When we talk about juvenile summons, we're just talking about the crimes that students were charged for. Usually, juvenile summons is a ticket. It's issued to the juvenile and their parent and they show up in court three to four weeks later. But I want you guys to know about the work that our SRO and our school district does to keep kids out of the juvenile justice system. When

104we look up here, I want to talk about two agencies that uh our SRO work directly with uh here in the city of Fort Collins. And the first one is going to be conflict transformation. that's formerly known as restorative justice. Now, what's great is it's a city sponsored program where SRO's from any school in the district, by the way, can refer students who have essentially committed a crime to restorative justice, to conflict transformation. They get an opportunity to learn about their impact. They get an opportunity to learn about um what they did and how to how to change from that. Uh and they never see the light of the juvenile justice system. So, the SRO contacts conflict transformation. They send him that way and the juvenile summon is never issued. Next one is the center

105for family outreach. And when we talk about the center for for family outreach, let's think a little more globally. What they work with generally are kids uh with substance use issues, but they work on a lot of other things as well. Uh good uh couple things to note here. Um diversion uh that is going to be through the DA's office. So diversion is screens folks and sends them directly to the center for family outreach. Uh but PSD waiver program and our SRO combined sent 90 students to the center for family outreach. Again, those are students that could have ended up in the juvenile justice system usually for a substance abuse type issue. So between the 34 and 90 uh referrals, the direct referrals where the SRO uh contacts those those u community partners directly, they've

106sent, you know, well over u two or three times the student the number of students that were uh summoned into juvenile court. All right. So, we're talking the last piece of traffic speaks both to the enforcement uh you know, part of that triad and um just visibility. This fall, excuse me, this February, uh our Fort Collins Police Services uh traffic operations and county traffic operations partnered together and uh followed buses on 14 routes um to enforce stop arm violations. Uh these are a big topic I think in the fall and they made a total of 62 stops in that one day. Uh issued se 47 citations uh and 27 of those were going to be school zone related. So that's speeding. Now this is traffic operations. I wanted that up there so you guys saw

107the the stats from that one day operation with our combined traffic units. Um but below we have stats that are both visibility and enforcement. I will also say SRO's generally do the more educational traffic stop, not necessarily a citation. And so between, you know, Fort Collins had 577 total traffic stops and um visibility. And so when you say traffic related, what that means is when you drive by say Blevens Middle School and there's a a vehicle parked in the middle of the road with its lights on, it's slowing cars down. And so that's a traffic related. So they're tracking that and that that basically that visibility is intended to slow speeders down, slow cars down and keep kids safe. Uh so that that's combination of both uh enforcement and uh visibility. 53 for LMR County

108Sheriff's Office and 29 total stops for Timoth. Want to plug in here real quick for Fort Collins Police. Uh they contacted me at the very end of the school year. I don't know if you guys have heard about uh ebikes, maybe complaints on kids riding those on uh PSD property. There's certainly issues with kids on ebikes on our public roadways and so for Collins made a brochure uh PDF sent it out to me and our PIO uh to send out to our families so families know what ebikes they can and cannot ride. Hopefully that education piece also serves as a prevention piece. >> Jump in. >> Sorry. Can I jump in on one point? Absolutely. Um, every year, you know, this this part of the presentation is near and dear to my heart, um, because

109people speeding through uh, school zones. I was going to ask, and I'm not sure where the appropriate ask would be, but the traffic cameras that move that everyone hates and for which I have personally donated my personal funds to the police department, and you are welcome for that. Um, I a serious idea was when school's back in session, I wonder if we could work with the local police departments to have those in those zones. >> Lieutenant Cronin, step on up, sir. >> So, you actually got the right person. Um, I actually run that program. Thanks for your money. Um, I have donated to that that account as well. Um, so, uh, we actually, this is a good time because we're actually in the middle of an RFP process per our city ordinance. So, on Friday,

110they will release all of the RFPs. We have a significant number of vendors that want to partner with the city of Fort Collins. This is one of the things that we're asking for um is some more school enforcement. Um, so we're looking at uh different types of technology that will help us. the uh transportables is what you're referring to um seem to be the most effective uh because they're they're in one location every 30 days. Um and so I'm absolutely um encouraged by your words and um we will look at the data and unless you have specific areas uh to deploy those. Absolutely. >> No, I appreciate it. That is not that is not my purview. My purview is trying to make school zones safer. Um, and I know with limited manpower, it's impossible to

111to always plant um an officer at places where there's going to be busy intersections, but I I that has a a pretty significant psychological effect. And for what it's worth, the ripple effect through our community, we know where they are. And I think there's an app being developed of where they are positioned at certain times so you can at least know their whereabouts. But I think school zones are a fair place where I think everyone if they're there in the present, that was my idea. >> Yep. We're focusing on school zones and construction. >> Yep. Perfect. Not Drake near Taft intersection where I >> Drake and Overland maybe that that intersection. Yeah. >> It's it's Drake and York Shshire. I happen to know that well. All right. >> No, you're good. That's a great ask,

112too. Uh I also know where those things are located. So, uh let's see here. So, we're back to teaching and this is kind of that final component when we talk about that the yesro triad and philosophy is are we getting into the buildings? Are we getting in the community to teach? That's that pro preventative um and it's it's it's both preventative and for response. And so, we look at Fort Collins, it's 219 different events that they taught at this year. Uh let's see here. County was at 13 and Tenmouth taught 15 different classes. To put that in perspective, that's 7 7200 people that they taught over the course of the year. What that looks like for our agencies in the building, u our SRO's teach SRO 101. Um that is essentially telling uh the staff

113kind of what they do, what they don't do. Uh and here's how I can help you. And oh, by the way, I want to teach your class. So let me uh if you want me to teach, I'm here to help. Uh also teach our staff members uh response to school violence. And I'll talk about that here in a second. But run height fight for our teachers this year where it was taught in every elementary school. It'll be taught at every secondary next year. And then our community and that looks like our parents in cyber safety, um, drugs, alcohol. Um, so lots of different topics across lots of different events. And so pretty good numbers for our SRO's in terms of teaching. Little action shot for you guys. This is response to school violence in June

114of last year. Um, full disclosure, we'll be doing this again next June. Uh, and this was a week-long training. It was, uh, 225 administrators across our district that essentially were trained on scenario based real life scenarios. Um, this is actually an intruder in the classroom. So, um, he's actually moving people out of the classroom. And, uh, Matt Hughes has tackled the the bad guy in this action shot. Uh, stop the bleeding training included in that. um ICS. So, all all things crisis response related for uh response to school violence. And then we just wrapped up Youth Police Academy. Now, we won't I don't think we're going to have it next year, but if you're on the board in two years, you got to come out to Youth Police Academy. It is whether you want to

115be a police officer or not, it is for the best fun days you can have learning what law enforcement does. And I'll also say my kid did it uh last week. He had his driver's license and he may have beat me in the track uh in a cop car. Just saying. So, you get you get to drive cop cars, uh defensive tactics, uh that we put them through they put them through real world scenarios. And so, it's a fun week to get kids out there to learn more about Youth Police Academy. Again, two years. So, uh if you want me to put your name in, let me know sooner rather than later, but we got a little bit of time. Let's see here. Foreign contract updates. Um across our agencies, we do have uh increases

116for Fort Collins this year. Um chunk of that is going to be operating expenses, uh vehicle maintenance, those kinds of things, and salary expenses for our Fort Collins police officers. Uh slight increases for the sheriff's office. And then we added 10 days to the Timoth contract. And so when Timothne joined on board, they only contracted for days school was in session. So literally a Timoth police officer, Timothne SRO would be, you know, essentially in theory not walking into that building till the first day of school started. Um, as you've seen, we they teach a lot. Uh, there's a lot going on in the district. There's a lot of training. We wanted that to more align with Lammer County and Fort Collins. And so we added 10 days so that they they can teach, they can

117train. Uh, they're already that SRO Brian York is already spending time with PSD. Let's make sure it matches as much as we can our other departments uh for moving forward. Uh you know, I just wrapped up my first year. It's been a fun and exciting and a year full of learning opportunities for me. Uh and we have a new leader for Fort Collins. Nick Rogers has taken over the sergeant position. Uh and so we've got new leaders, new opportunities, and so we'll be looking uh for those for the next year. again teaching uh enforcement but mostly that that engagement that is where we that's where the priority lies. I've got a couple shout outs real quick because I don't get a lot of time with you and I already spent 20 25 minutes of your

118time so I'll be quick. Uh I also have campus uh security officers and they're in the top picture and I want to give a quick shout out to the the security the safety and security team that people probably don't hear about. Uh and then up uh the the top picture that is both the SRO's campus security officers um during response to school violence. So a lot of the trainings that we put on include our campus security officers and they were a big part of making those trainings successful. They also by the way were 547 jobs outside of their daily jobs at their schools. Um just so you know we have our campus security officers at every high school. Uh and then we have some evening uh campus security officers which you may see on the

119regular uh for your board meetings. Uh bottom left is our behavioral threat assessment team and they work on threats of violence and manage managing that risk or at least you know looking into that risk building safety plans and threat assessment plans. Uh and really the hope is to get kids off that pathway to violence and back in their schools in a safe way. And we are lucky in Pter school district. We have the bottom right is our security tech and they make sure that the doors lock when they need to and the cameras work when they need to. Um some districts don't have the luxury of having technicians in their security department. So uh we're very fortunate to to have that crew. While I'm talking about technology, I want to throw a shout out to

120Bud Hunt and his team. Um, one other objective for next year is we are uh we've been working a ton with uh access control and cameras, but we're also going to provide data collection for the three law enforcement agencies that's supported by PSD. We asked for it five years ago. Fort Collins created their own model. Lambert County Sheriff's created their own model. Uh for us to have continuity and consistency, we're going to build that data collection tool so all three agencies can use it and it's consistent. So, thank you, Bud, and your team. Uh and then last one in the fall uh for those that don't know this is uh CLP middle school SRO Scott Bagot. There was a student who uh whose life Scott saved. A student ended up in a ditch. Uh Scott

121was waste deep in water and pulled that kid out of that ditch and saved that kid's life. Um because of his actions uh he was given and awarded the meritorious service award from Larry County Sheriff's Office. So want to finish with that. and then ask if there are any other questions for me or the lieutenants or Sergeant Rarity from Timoth. >> I love your anticipation. I just so appreciate the work you do. I I my only question you actually answered already. So I was just wondering about the difference between mentoring and teaching and I truly from the bottom of my heart love the work that goes into both of those things and that that is the majority of the work. I cannot say enough wonderful things about interactions with kids, about my own kids interactions

122with our SRO's um and the amount of teaching that goes into that and I will be looking out for the class for my own child in the future, so two years from now. Um comments. Yes, >> just one quick question pertaining to restorative justice. Um, does the victim or the victim's family have a say in whether or not the offender qualifies for restorative justice? >> I will say I've seen uh R.J. used for a variety of of crimes and and the victim does have a say. Like the victim could say, "I'm willing to let this go to restorative justice because I see the benefit or or I think this is the right place for it." Um but ultimately sometimes it like depends on the nature of the crime. So if it's a super egregious crime,

123um it may not make it to R.J. at least maybe not initially. So uh a felony assault, it could work its way back. I have seen lower level assaults and property crimes sent directly to u restorative justice. Matter of fact, I was just thinking about this morning. Um, one of the law enforcement officers over the summer made a direct referral for this uh for uh restorative justice and the kids had shot out uh people's front porch lights with BB guns in the middle of the summer. And so, you just never know what what type of crime you're going to get for R.J. or conflict transformation. But yeah, there there was a say um for victims. I'll also say the most impactful circles I've been a part of uh in restorative justice included the victims because

124they got to sit there and really explain to the person u on the other side of the the table what how it impacted them and how they really felt. So but yes to your answer. Yeah. >> To your question please. Um I'm interested in your insights on the expulsion recommendation offenses and the differences between 2025 2026. Um the big category obviously that jumps out is drugs. >> So I want to be real clear for everyone in the room to realize discipline is going to be uh Julie's coming up the side, right? Yeah. >> And and expulsion recommendations and then um RSRO and they they don't make those disciplinary decisions. I'm with you on that. I So again, what I was >> I appreciate that. Yeah. Thanks. And it was a it was an unfinished question,

125but the the main question I had is that it does look like you're getting contacted or are SRO's getting contacted for those offenses. Is that is that a point of contact? >> Great question. So the only time that we would have a point of contact where we would do a referral to law enforcement would be in the few few of the five that were outlined, I think, that are in the SRO data. And that would be for anything that might be distribution. Um and it not all distribution. So I think it also talks about it will depend on quantity of distribution um or repeat offenses, significant repeat offenses to which um they're at the number in which the law enforcement would see forth to do um a ticket on their end of that. Um but

126those are of all of the drug um recommendation for expulsions that we receive each year. um only five have gone to a informal referral. >> If there were questions about what the drug was, they might consult with the SRO. But generally, if it's if we're talking um the SRO may know of it, but if it's lowle, not, you know, first- time offense, not a dangerous drug, and not distribution, um the SRO might help work through that problem, but they're not going to go ahead and move forward with charges, barring those other examples. >> Perfect. Thank you. Sorry, I jumped the gun on that part of the presentation, but that's I was curious about those. >> Yeah. No, it's perfect. It's it may be a perfect um switch, but we'll see if anybody else has any

127CS or um SRO related questions. And we purposfully wanted to draw a line because we don't we have worked really hard with um our SRO's and administrative staff to look at discipline as a separate piece from the school side than it is from the law enforcement side. And so a lot of our contract and our memo um ourou really calls that out. So I think it's really important in the presentation that um that Jared can feel like here's our law enforcement side and then I'll jump into the school side which um sometimes we may talk to each other. A lot of times we're talking to each other um but the direct referrals are are are really really few and far between. >> Okay. All right. Well then hello everybody. Nice to have you up here,

128Julie Chaplan again. >> Sorry, Julie. I'm gonna pause. Were there any other questions specific to No, you were great. >> Sorry. >> Okay, let's Sorry, we're excited for that. >> We'll bring it back up. >> Sorry, Julie. >> No, don't be. >> Um, I just wanted to to thank you, Jared, and your team. Um, you know, I think you were the perfect hire for this position. I think it's it, you know, to have your long-term experience in the district as an SRO, it just was a natural fit. Um I think it's important to note that just in the last few years a past school board was very close to ending this program and um luckily after students parents and staff all spoke highly in favor like huge percent by huge percentages cooler heads prevailed and

129instead of ending the program reforms were put into place and those reforms I think are really bearing fruit now and I think that's the the right way to do things because there were problems for Um there's tremendous positive feelings and strong bonds I'm seeing in PSD. Uh the first SRO I ever met is right there at the back of the room, Dexter. And uh are you an SRO at uh Leer? >> Bolts. That's right. That's right. And uh just he's got the right attitude. Kids love him. Um, and it's just it's such it's what the the program was intended to be 30 years ago. And I think we're we're very close. It's not perfect, but uh but I think you guys have the right team to get us there. My only question to you is

130what can we do to help you? Are there any glaring um holes in our security? You know, I always say I'd love to have an SRO at every school full-time. I know that's not practical. I really worry about our elementary schools, but I know with given what you're dealing with, a lot of those incidences are really mainly at the high schools. It's that school violence fear that I have. But what what do you need from us as a board to to help you do your job better? >> That's a great question. And I there's uh there's a lot of parts to that that >> you know this team works really well. I think if we lived in a perfect world or we had unlimited resources we'd want to say where do we need more SRO

131frankly where could we put more SRO um because some of them are spread pretty thin and that would in a perfect world would be uh my my first answer to your question. Um we we live in a world where between the city of Fort Collins, the sheriff's department, and Per School District, uh budgets aren't, you know, increasing for the foreseeable future. And so, um we get that and uh the SRO's get it. So, I think that would be my initial response. >> Yeah. >> Other questions or comments? >> Okay. Now, I think we're ready for you, Julie. Thank you for giving us a pause. >> No, absolutely. I'm I'm happy to happy to share the space with Jared and um echo everything you've all said as a former administrator. Um my SRO um I went

132through it didn't matter the changes I had that relationship with kids and that focus was always so strong and so beneficial. So anyway, I promote them as well. So, um, flipping to the PSD, um, school disciplinary side, I thought it would be helpful just to recoup because I believe there were some questions in the in the previous board meeting about parent communication. So, I wanted to provide a short contextual overview of the three main policies um, that you all approved uh, LA at the last board meeting after the second reading that really govern um, what we do within our uh, discipline policies and procedures. The first is our general discipline policy um, JK. It really just it does four main things. It establishes the authority for school districts, staff and administrators to um to provide

133discipline for students. Um it establishes that we should have a proactive focus. So it really looks at prioritizing prevention um and restorative practices. Little different than restorative justice. Um I want to be clear about that. restorative practices are much more educational educationally um focused and we look at repairing relationships and and how we close the gap after certain incidents. Um then communication um it really establishes that um we should have um as quick as we can communication um that we are prompt with our communication with families um and students about disciplinary um concerns and actions that we do. Uh and then it also lays out some of the special protections. So some of these are now in legal mandates that um outline what we have to have p for um specific practices for students with

134dis disabilities. So there are specific practices that we need to make sure we're um following if we're looking at suspending um or doing an expulsion or suspension beyond a certain number of days for students with disabilities or with a 504. Um the next policy really looks specifically at not just general discipline but when we actually engage in suspension or expulsions that's JKD JKE. Um first it talks a little bit about the evaluation criteria that we have to consider. This came from state law. It's relatively recent. Um it look it charges us to look at factors like age, disability, um previous history with behavior, um severity of the behavior before we go into um recommending a suspension or expulsion. It again does that similar alternative mandate issue. What are we looking at prior to um or

135in lie of suspensions and expulsions? Um again establishes that legal authority for us as a district to um determine and make recommendations for suspensions and expulsions. um and then also um just puts out there into our policy our practices for reporting requirements that we have to do in line with um the Colorado Department of Education. The next the final one is really the procedural. So if we are engaging in a suspension or expulsion, what are the things we have to keep in mind when we're doing so? So first of all is due process. Ensuring that students have the ability to tell their side of the story. How who are we interviewing? making sure we have anybody that's related witnesses um that we're giving them that established due process. Um again talks about that notification being

136as being rapid or as quickly as we possibly can to notify someone of a disciplinary concern or the recommendation. Um and then really goes through um you know some of the legal formalities. So when we go to especially an expulsion, it outlines their ability to request a hearing, an appeal uh and those processes that are outlined in that policy. And then the final um really is is something that we um we engage in alternative placements. Those are a result of criminal charges that happen within the community. Sometimes they can happen um generally they are um crimes of violence interactions or unlawful sexual behavior charges that our um stu school age um students will receive. And when they receive those in community, um we as a protective factor um can um put in an alternative placement

137as sort of a temporary placement while that um while those charges are going through the court process. They are charged. Um so we may we may not expel until those charges actually make it through the court. But in the meantime, we may use an alternative education placement for those students as a protective factor for the rest of the community. So having said all of those um our actual office um of assistant superintendent's office, we manage the expulsions that come through and the expulsion recommendations. Um recommendations come to our office from the schools and then our office determines whether to move forward with those recommendations. Um you can see quite clearly our number one recommendation um expulsion offense is related to drugs. Um so that is in there. Um the next um mo which is not

138all that frequent are weapons and then assault. Um within the overall recommendations we um also have we had um 148 recommendations for expulsion this year this school year. Of those 99 of those actually moved to a drug waiver. um that prevents the student from being expelled, allows them to stay in school during the time of the waiver and mandates that they go to the center for family outreach or they can find another um drug alcohol program if they would like to of their own choice. Um we will pay for the center for um family outreach. And so 99 of those 148 recommendations um actually do not actually make it to an expulsion. They stay as a recommendation. They complete the waiver. Once the waiver is done, that's it. They don't actually become expelled. So, we're

139really, really, really glad that we have embedded that option over the last several years. 55 um expulsions to date and 10 deferments. Um difference between an expulsion and a deferment is that partial or all of an expulsion may be modified. So, we may go forward with an expulsion. uh the recommendation, we do an expulsion and then through a hearing typically um something may come back and then we may adjust and either reduce part of that expulsion um or in some cases um we could even be asked to eliminate the expulsion altogether. So that's where the deferments come in. Um you can see we're tracking fairly steadily um over the last um two years on our entire expulsions um and recommendations for the year. So next year our goals uh within our system are to increase

140alignment of discipline response and entry. Um we have um developed a um progressive discipline matrix that we have done in collaboration um with um uh not only our administrators at school sites but um through negotiations behavior committee. We had um uh wonderful participants from all of our employee groups, PACE, ACE, and pea um that helped look at that. Um and really it just outlines um when we are looking at an exclusionary um offense, which is an inschool suspension, out of school suspension or expulsion. It helps categorize um what the response would be and sort of standardize that. So if there is a if there's a first offense in a fight, what would be that standard response so that all sites are within a certain range and we're much more um aligned with those responses across

141our system K12 that will be implemented for the first time next year ever in our system. So we're excited um to roll that out and to work with our administrators and anything that would fall outside of that matrix that they felt they wanted to make a decision on that would come through our office as the assistant superintendent. um sort of the gatekeeper, if you will, to help make sure that we're not um that we're helping keep consistency within um what happens in our district. We would then love to um so we're going to use that internal progressive matrix and then as we gather feedback um we would look to creating some public version of that. Um some of that is very legal jargony. So that's not very public facing. So um but other districts DPS

142has one that's a public facing progressive discipline matrix. So um we would look to doing that um and creating that for um potential implementation in 2728. We want to live with this internal matrix for a year, gather feedback, see where we um you know where where we land. Did we hit the mark on on our progressive discipline practices or do we need to adjust before rolling something out into a public facing piece that there would be greater transparency for families as well? Um when there's certain um infractions of behavior and there's recommendations for suspension or expulsion, they can see where that would fall within alignment within the district at their school. So that's all I have for you on discipline. If you have questions for me, are there initial questions? Carla, please. >> Hey, Carla.

143>> Julie, that was so fast. >> I'm sorry. >> Wow. >> Gosh. >> No. The top of my head. >> Um I think my biggest questions are around um auditing. who is responsible for making sure that our uh disciplinary figures in our school sites are following these rules and that they're being um completed. >> Yeah. So all the expulsions um all all expulsions are run through our office. So every recommendation for expulsion that letter is sent to us before going to families. We preview that letter to make sure um all of the correct policies are cited, the description is within there. Um we make sure we get for them we have a due process checklist and the schools have to go through talking about were student like all of the factors did were people in

144um communicated with did we get interview questions? Did we consider all the factors? If so, like how did we consider age, disability, all of those areas? That's part of a due process checklist that gets to submitted to our office. Um, and that is our piece before then it goes out to families um from the school. Then we'll send their recommendation letter to a family. After we know it's gone to the family, then we will follow up with our um our expulsion letter, which is a hearing letter that says to the family, you are um being expelled through a certain point and you have we are offering you a hearing um and you have until this date to reply. Um if the hearing is then if they respond, they want a hearing, our office schedules that

145hearing. um and if they don't then the expulsion moves forward in that sense. So all of the expulsions are tracked through that way. Um we also look in synergy um as we're working to um we've also are um we have um really um I guess um created a lot of documents to help them understand what they need to enter into synergy. We've had to really align that this year. So that's going to be a change. um we had a practice in our district of um putting things in synergy and adding multiple infractions for one scenario. Let me give you an example. If a student was caught with drugs and maybe they also um you know uh were uh getting in a fight at the same time or had a weapon, all three of those would

146be entered um under that one student. Um, and we've really worked since January to say we need to be in alignment with state, which is we only um, expel or suspend for one um, offense. We can track the others, but we need to report the most severe offense. And CDE has that already outlined for us. They tell us which offense is most severe and it gets recorded under that most severe offense. So that is how our office helps guide and navigate when expulsions are in place, how they get recorded and reported. Thank you for all of that. So just to add um I have a question and I'd like to add some clarity. So synergy is where >> um infractions live. So if a student has >> an expulsion it lives in that space. >>

147That's correct. >> Thank you. And that's accessible by every parent in the district. They can go and look or do you have to because that seems like it's they're minors. >> No. >> So it seems like that should >> No. parents cannot openly access our discipline synergy system. Um there is a front-facing um version of PowerBI for discipline but parents cannot individually find any information on any individual students at all. They would see something not this graph specifically but they would see something in general could look by school and see a number of total um discipline events. Now synergy will also track what we call minors. Those are things that are not suspensions or expulsions. Those are things handled in-house. A whole another category. Not that we'll save for a whole another day because that's

148a that's another another conversation alto together on just how am I having conversation and education and documenting that with families. But um today we're talking about the expulsions um the exclusionary offenses for expulsions >> and suspensions. >> Suspensions are not managed by our office. We didn't report on suspensions here today. suspensions are um run through the um individual school sites. >> Okay. So, that was my I'm sorry to interrupt you. You're good. That was actually my initial question. Um was if the if suspensions are audited by the cabinet in any way. Is there >> is there ever a time during the year where um we're talking to the principles, we're talking to the deans that administer discipline to make sure that those suspensions are being you perpetrated correctly. >> Yes. >> Frequently. So we do

149before school training on um behavior practices, suspension expulsion procedures. We have documents that outline the suspension expulsion procedures. We have templated letters for them with the suspension letters for them and the procedures. That way um they get individualized um training on how to enter those discipline for suspensions um and expulsions into synergy from our fabulous IT department. Um we then also meet um we meet throughout the year with APS and deans in leadership meetings. We will bring in discipline conversations as we're making changes or alignment like a lot of education this year was on changing how we are documenting and how we're entering suspensions and expulsions and synergy to enter it by the most severe and tracking that way. Um and then as in as um quarterly visits as assistant superintendent, we monitor discipline behavior

150um overall for each site and we have conversations with our our principles about that about those discipline pieces specifically in their summitive evaluations. We we put put in together um highlights of their uh discipline um suspensions, expulsions. We'll even look at some subcategories, right, with them of students with IEPs or um other subcategories in terms of their numbers and helping them um just be aware of some of the disproportionality that may or may not exist within those communities. Um so those are a few of those pieces. The best oversight is really going to start happening next year when we now have a progressive discipline matrix that says when this happens, this would be the expected response. you know, you can do this between here's if you're going to look at a suspension, you can only

151look at a suspension between one and three days and you can't go beyond that. Can't go more than that, right? Um so that's really going to help um with the alignment of the practices from sight to sight. Um we've never had anything outlining procedures or process for how schools should respond um when they're looking at suspensions. So next year will be another good year. We'll frontload all of that with them in the August and then we'll have reviews as we go. >> Thank you so much for all that. Yeah, >> I have some specific things I'm gonna email you about. Okay. >> But you've helped me to >> perfect >> digest a lot of this. Thank you. >> That's great. Absolutely. >> Other questions? I do have one u more of an ask. So as

152this discipline matrix is created, I would love for the board to have an opportunity um to be oriented to that matrix as the deciders when there's an appeal. So if we could best understand how a student would move through that matrix and end up on our agenda at some point, that way we can also build um support and trust in the system that you're building. >> Yeah. So I appreciate that. >> Not a problem. I'm glad to show the progressive because it will say first offense, second offense, third offense. Some violations are never able to go forth for an expulsion. Um, attendance being one of them. Uh, tobacco being one of them, right? Just to And then we have some that the first offense may be an expulsion and there isn't a first, second or

153third and that's code of conduct related. Um, things like that are our crimes of violence, our sexual um, unlawful sexual behavior offenses. um anything that has to do with distribution goes right to an expulsion. Um anything that has to do with um some of our weapons related crimes um they can go right to expulsion. Um but we'd be h be happy to share that um expulsion with the board and um we can we can talk with uh Dr. Hooton about when and where might be the appropriate way to have a dialogue about that. >> I appreciate that. Thank you so much and thank you for creating structure where it wasn't before. >> I think everybody's ready for it. >> Yeah, it's great. So thank you. No other questions just to make sure. >> I know

154you're excited. I'm I feel it. >> I always love getting up in front of y'all. So, >> okay. All right. Thank you. >> Thank you so much. >> Yes. Now we have a vote. Sorry, we had all this conversation. I almost forgot. Um Jill, can you please call a vote? >> Carla Bay. I Connor Duffy. >> Hi. >> Kevin Havda. >> Hi. >> Scott Shoenbower. >> Hi. >> Dr. Andrew Spain. >> Hi. Jessica Zamora. >> I, >> Dr. Kuronda Ziggler, >> I. >> Motion passes 70. >> All right. Next, we have our approval of core enterprise software expenditures. Can I get a motion? I move that the board approve the estimated cumulative information technology expenditures in excess of $250,000 for the 2026 2027 school year as presented in the agenda item and authorized the appropriate

155district staff to ex execute the agreements and any associated amendments to make the authorized expenditures. >> Thank you Connor. Can I get a second? Thank you Karanda. And we have guests. We look forward to hearing about this expenditure from Bud Hunt, our chief technology officer. Welcome, Bud. >> Thank you, uh, Chief of Staff Houdin and board. Glad to be with you. I This is a moment to also say my thanks to Jill, uh, because I think it's it it's fair that in this moment when we are combining a lot of things, we get the opportunity to recognize all of the behind-the-scenes work that makes this go so smoothly. But if you've also not been in a room with Jill outside of this building, you will see that she treats everyone the same delightful way that

156she's treated many of the people in this room and in this audience. And that's what you look for. And it's delightful. And I really am going to miss it. So, we'll find a way to put you back to work in some way. Uh we do a lot of summer help in it. We're doing a lot of stuff. You give me a call and we'll figure something out. All right. Seriously, thank you. >> You can't do that. >> Can't do what? Oh, because she's >> You're welcome to volunteer to do that work is what I think I just heard. So, that's delightful for everybody and a good stewardship move. Well done, Board. Um, I'm here tonight as as sort of in partner with partnership with finance on the next item, which is a historical item that

157you see this time of year. It's a collection of cumulative operational expenses. uh as we were putting that together and our finance team was putting that together this year and as we have talked throughout this year on uh IT expenses and getting a better sense of transparency and efficiency and understanding uh wanted to really sort of cleave out some of the core enterprise stuff that's made its way into that operational list both for transparency and for uh efficiency and support for our staff as they look to the year ahead. So uh it was a really good idea when it was proposed to me. most good ideas that I see are not my own. So, I just want to shout out our executive director of finance, Cara, uh, and chief financial officer Dave, uh, who made

158sure that, uh, what I'm about to say makes sense and is smart. Um, but it also aligns and and we'll tie back into some other things we've talked about. So, when we look at our core uh, operational stuff or our enterprise expenditures, which you see on the screen here is a series of those. Um over time, these items weren't necessarily board approvable. As you recall, we we don't ask you for a raise in our allowance when we come to you uh for approval. We ask for the authorization under our checks and balances to spend budgeted money. Earlier tonight, you passed our budget. Thank you. Uh we appreciate that. Uh what I'm asking for tonight is the authorization to spend the money that's budgeted across several of these areas. So, uh over time, many of these

159software expenses have grown. They have combined. Power School is a great example on this list. It used to be that we purchased several pieces of software. Over the last years, we've tightened our uh contracting and other requirements. We've bundled those together so that we can articulate and define one, a better vendor relationship, two better alignment across our systems. We talk about our core enterprise software and the packet as a as an ecosystem. These things need to work together. Uh in the case of P school, you take a bunch of small expenses, you put them together, and now we're above that threshold. So that's just one example of the items on this list. All of the items on our list you've seen before in some form or fashion. Some of these items while we were renewing

160that we're renewing them into next school year, they're currently have been renewed and authorized by the board. But the move here tonight is to see if this is a better way to do this as an annual thing and to give you a more holistic uh set of pictures and systems. You'll also see that some of the items on the list aren't actually uh at the threshold that require approval. We just want you to start to see and think about those things as part of the core enterprise systems of the district. You're not seeing all of those tonight. You're seeing many of them and the ones that uh require some action. Oh, excuse me. Not necessarily between now and don't you love the IT guy? I can't make the IT work. Uh but as we move

161into next year, it it allows us to smooth out that year and make things make a lot of sense. So, as a reminder, this uh this is a board approval moment because of our executive limitations and policies related to spending. Uh and as we've articulated earlier or I articulated earlier, that core enterprise definition reflects the tools and systems and services that are a big expense. Uh we we use them together and as we work closer and closer together, we want them to continue to work together and we have to take multi-year approaches to thinking about what are the tools in that toolbox and how do they make sense. Um we always when we bring a tool into the ecosystem do some sort of appropriately uh appropriate procurement right competitive bids cooperative agreements as they get

162into the uh space that also continues in some form or fashion. I'm going to go back to the previous uh slide just real quick to talk about the one that you see is highlighted in red here as a competitive procurement. Microsoft licensing is something we uh review annually. It's a core it's a it's a standard business expense. We have a three-year agreement with Microsoft that locks in pricing that m that three-year agreement has expired, but the spending that we do every year exceeds on an annual basis what we would do even with that contract. So, Microsoft has also tightened up their timeline for as we've talked before this year uh how long I can get a quote that means anything. So, that quote tonight is not in front of you at the final form. It's

163in its draft because it's actively out for procurement right now. So just trying to provide some insight into how we bring things into the ecosystem, but also how we're continually seeking to to be good stewards of resource as we competitively bid or cooperatively uh purchase things in the space. So I'll pause there. Your uh authorization tonight would allow us to continue that work and move forward with these items and systems in core enterprise software. I'll pause and see if you have any questions. >> Great. Just so I'm clear. Um, so, so you're saying you're bringing this to us now. Um, so we can see the whole picture and these are all the things that you all would need to purchase >> in under core enterprise. So this is not a this is not a a

164a a look over here and we're going to spend over there. It's to articulate the items that are on this list are will come up for review at some point in the 2627 school year and we're asking you tonight for your authorization to go ahead and move forward on those items. And those items alone, one item you won't see on this list is our Google Workspace uh environment, which is a a very important core enterprise tool. It's well under the board threshold at this point in time, and they are undergoing some pricing uh opportunities, but we'll look at that when it's up for renewal later because it's too early for us to be having a conversation about it tonight. >> Thanks for that. >> Does that is that helpful? >> Yeah, thank you. I guess

165I also was just curious. So let's say I don't know there's something here that's 250,000. Let's say so are these like final for the like are these the actual amounts you're going to pay or could it be possible we say yes to this tonight it's 250 and then four months from now it's like 325. >> How do we how do we account for that? These are approximate purchases and we are frequently uh attending to the resources that we have budgeted and the and the tools we need to uh procure and obtain. If something were to wildly exceed uh our expected, we would either have to make a change to purchasing somewhere else or we would need to come back and have a conversation about the authorization of new funds or in a very extreme situation

166an adjustment to our budget. So you're saying that this 3.1 3,121,000 is what's in the budget and you're going to use it as >> within this context of the core enterprise. >> I will defer to finance for the specifics, but there are multiple budgeted there are multiple budgets attached to these items and these are expected spending into the new year >> with our best estimate right now. Another bit of color to that item. So the Microsoft contract last year was roughly $750 to $800,000. We have significantly cut back our spending in that space. We we made some evaluations about for a variety of reasons what we'd want to do and we're also actively competitively bidding fewer licenses than we have historically. Uh we have reduced services to our staff through the course of this renewal

167to see if we can stretch dollars further and we're navigating those challenges as we go out to bid. >> Thank you. I think let me just clarify what my main concern is and then if you could just explain how that accounts. Um I'm really concerned about accountability and how um for us to say yeah okay it's great and then a couple hundred,000 here and there >> can just easily be spent. And I'm naming that again just because of the context and condition of our district. Right? So when we think about a couple hundred,000 on technology that could be two three positions within a school, right? And so how how is that accountability built in? And I'm just going to name like I'm uncomfortable just saying, "Okay, well thanks for giving us these estimates. Sounds good.

168Go ahead and purchase what you need to purchase." And then it comes back around and you get the actual cost of the item. And because we've already given you approval to make this, that doesn't come back. And so then you go, you could go spend $600,000 somewhere. where's the accountability mechanisms in place to make certain that that's not occurring. So that's my major concern, not whether or not you're saving money or cutting cost or doing all this other stuff is the accountability and the spending associated with it. So that that's the key piece right there. Does that make sense what I'm asking? Thank you. >> Thank you for the question. It's a really great question and it gives me an opportunity to talk about one of my favorite things which is segregation of duties and

169accounting speak which just bores everybody to death but I'm excited to get a moment. So one of the things that's important is that we have a structure set up that ensures that no one person is responsible for an entirety of a transaction. So, as we look at these and as it proposes these software that we all use, we know we have to keep using these because it would cost us a lot more to not use them. But what we still want to do is ensure that we're getting the best value for our money. And so, as Bud mentioned, we issue we either issue formal solicitations, competitive proposals, or we use a cooperative agreement. And when we use a cooperative agreement, that means another entity has gone through a competitive proposal process to get the best

170pricing that we can. we're we're able to leverage that. So what we do is most of these are licensebased products which means there's a per license cost for those. So we estimate that as of now what we know our license needs are based on those contracts that are in place either with the cooperative or in the proposal that we did. So what we do on the finance side is we monitor those. So we'll set up purchase orders that are not to exceed these expected amounts to start with as needs change throughout the year. For example, licensing. As different staff come on and off, we might need to increase some licenses or decrease some licenses. When those get to a material amount and we use about 10% in finance as a trigger for us, um we

171would stop that process and come back and have some discussions about ensuring that those are the right amounts and having a discussion about whether or not we want to bring something back. So, we do that auditing on the back end on the finance side to make sure we're staying within those purchase order amounts. We are unable to pay for anything that's not on that purchase order. So, we'd have to go through a formal approval process to increase that if it was necessary. >> Thank you. I appreciate that. I think the key piece is a whole lot in there. And I think that that the key piece that you all said was um you know the purchase order certain amount allowable within that amount. And so what I'm seeing now is the allowable is these different

172sections. So something's 250,000 within that it's allowable up to 250. Okay. I just want to I think it's important like I mean there's a lot of sometimes it feels like there's a lot of internal check and um when there's internal check sometimes that's how things can get sideways and so um you know I just for me at least I'm not comfortable being like yeah okay just take it. So thank you for um speaking specifically to the so how I understand it is we are saying we are going to uh vote on this. These are the allowable amounts. If the amount was to go above this then it would be a different conversation or does that just get decided within you all's finance team? >> Um we monitor that and it's based on the materiality of

173it. So depending on how much above and how big. So 10% is our general threshold, but if it was something bigger than that, that would have mean that we had a big miss in our estimate or that something changed dramatically in the pricing that would warrant us to come back anyway because we want to what we're really asking for is the pricing that's been given to us to form these estimates to hold to those. If these companies came back and said, "Hey, we're going to some reason increase our prices 50%, 20%, whatever that is." that would be something that we would feel is important to come back to. But if it's a small variance based on usage throughout the district need license needs, um we wouldn't necessarily bring that back unless it was significant. >>

174That 10% threshold. So >> that's our general threshold. >> Okay. Thank you. >> And that's consistent with what we do in construction. So that's kind of why that's our basis because 10% gives you enough room to be flexible, but also keeps us accountable to ensure that we're not spending more than than you have approved overall. And just to clarify, when you say come back, do you mean come back to us? >> Just making sure. >> Yes, for sure. If it was something that was material and significant, we would make that decision to come back to the board for approval because our goal is to hopefully with this process start making it easier for everyone. What are the things that we routinely purchase? Let's bring those to you at once to see. And then we want

175to come back to you a year from now and say, "Okay, here's what's changed from a year ago." and we should kind of be reporting back on what did we actually spend versus where we're at. So I think it all comes together nicely and creates a nice streamlined process for everyone. >> So the idea is instead of bring each item to us at the time when you have a final estimate to just give us a actual cost of it is just bring us the estimates. >> Yep. Bring you the estimate once a year for things that are routine and that we can estimate. And then what that does is allow us to be more flexible and fluid in the contract execution because as Bud mentioned a lot of the pricing is only good for a

176certain amount of time. So once these are again these are estimates once we get ready to execute the contracts we'll get the the very formal final pricing. We'll make sure that's in alignment with the uh solicitation documents and then that will allow us to execute those quickly without needing to wait because you've already given us the authority to do that based on the estimated expenditures. I keep hearing that just you and this is my last question. I'm just I'm trying to because it feels like oh well let's just put it all together now and we'll move forward and so on and so forth, right? And it feels like there's little gray area in there. So, so it sounds like what you all are saying is the reason we must do this right now at this

177moment and provide you this year snapshot is because um we are concerned about the the the time that we have like so if a Microsoft says you have to get this us in three weeks we're concerned that there won't be enough time between us having to talk to you and whatnot. >> Not necessarily. I mean sometimes it is that tight often and all of our contracts are like that. We get quotes that are only good for a certain amount of time. Really what we're focusing on here is bringing you things on an annual basis that will reoccur year after year and sometimes those are made up of a cumulative approach. So when we talked about the power school licenses for example, those are multiple systems that cumulatively add up to a large amount even though

178each one of those individual invoices that we get throughout the year might be less. So, it's our attempt to really bring you a full picture of what will happen in an entire year for certain core software. And then when Dave talks in a little bit, we'll talk about that same concept for other operational expenditures that each individual purchase might not reach that threshold, but we want to make sure that we can say as a whole, this is how much we spend for this commodity or this item or this service so that you can really see what it's looking like instead of on an individual purchase basis. >> Yeah, I don't have any additional questions. I was just present and put on record that I thought the whole point of having people come and present information

179to us above 250K was so that it was not a part of the consent agenda and it just didn't move through. And then this feels like another way to create this idea of consent um by presenting it as an a yearly or annual picture of what our expenditures need to be. Um, and I just would like for us to re-evaluate um, what we mean by transparency in terms of finances and what we share with the public and what is done on an annual review and basis so that we can be accountable across the board instead of these like like instead of the different ways in which we are doing this. I would like for us to have consistency um because I think consistency allows for us to be consistent in how we approach things. It

180allows the district to be consistency and increases accountability as well as it increases transparency to the public in our community. Especially with a district right now in which funding seems to be a key issue. U we want to make sure that we are definitely paying attention to how dollars are being spent. Um that would just be what's important. So thank you. >> Can I can I jump in real quick, Dave, before you do? Um I had very similar sentiments about a year ago about something different. And so here's here's my understanding if this helps. We are you are cursed by the inefficient bureaucratic nature of the threshold of the $250,000. And what I mean by that is that the vendors that we are typically using are not public vendors. meaning they're private vendors that do

181business a very different way in a very much more nimble, flexible way that can do uh negotiation back and forth with purchasers. We are bound by the uh public procurement process as well as getting on our agenda in a time and a sequence that that we can do it. And so I hear the concern, but what I see this, at least in my view, is an attempt to be more efficient, to add some layers of flexibility for that negotiating process on things that we know we're going to spend money on routinely that we already have. Is that a fair characterization? >> Yes. Yes. >> Okay. >> Yes, >> I appreciate that, director. And at the same time, we are not a private entity, right? This is part of our process. And if we know these

182things, if they're annual and we have our me our meetings published already annually, then it seems to me that you would be able to align purchases with our meeting times. So if you know we meet every two weeks. So if you know this is due on October 28th and you know our meeting is October 25th. So you know you have October 10th or October 25th to get that to us for approval before that October 28th deadline. So we could talk about bureaucracy or we could talk about how do we increase effic efficiency and effectiveness with how we get things on our agenda within the appropriate time sequence and cadence so that approvals can be granted and you all can go ahead and do the work that you need to do. So you're correct. It's a

183both and but I don't think that we need to excuse um these outside entities and agencies because that's how we normally do our work and how do we design systems and processes to attend to those changes and systems. >> If I could just make one clarification because particularly in what Dave's going to talk about but in in many of these as well. One of the things we're looking at is the concept of cumulative spend. And so what happens with these is that you don't necessarily reach a threshold that would require us to come to the board of education for approval until you get into a certain point in the year. And so another part of this is for us to identify upfront where we anticipate those purchases layering on top of each other to reach

184250 versus a single $250,000 purchase. And that way we don't have to stop the work or pause the work to say, "Wait a minute. Now we're going to get to this threshold. Now we have to go to the board." What we want to do is estimate that in advance so that you know that those cumulative purchases are going to add up to a threshold that you would want to know about. >> I I think the one thing I wanted to add is that we've been very selective is identifying things that we think are core to this core to the operation of the district. We completely and expect to continue to bring you other contracts as they come up that aren't core to the operation, day-to-day operations. >> Yeah, if I could, a great example of

185that would be the Zoom item that's on this list. So, several years ago, there was a board priority to change the way we attended to a lot of the technology on our school buses. That led to a significant year-long look at what are the options in the world through a competitive bid. We did a we did several proposals. We've worked with several companies. We we op we decided as an organization that we should move forward with this particular item. We field tested that over a year or two and now we believe this is a normal piece of doing business in the district that that tool has become standard and operationalized. To your point Dr. Dr. Ziggler, this is a boring ongoing expense that we'd like to forecast for you annually so that you have that

186awareness and visibility into that piece of it and we can be transparent with you about what we believe that will cost us annually and if it's not the checks and balances and controls that uh were mentioned earlier come into play so that we can have a forecast of our own in terms of what we need to do to pivot and make uh a system level change which takes a long time as well. I hope we're moving in the same direction and sharing some of the value that I I agree with you is important in a conversation like this. >> You can feel the the like tugofwar between wanting to ensure that we have ongoing transparency and wanting to ensure that we have an efficiency of practice. Um I do appreciate that you are coming with

187a set of things that are our normal business. They are things that we approve on an annual basis. They are things that are used consistently. And you haven't gotten to it, I don't believe, but in the next um part of my slide deck is the what happens if we don't and the amount of the cost that goes into that into not doing these things. Um and so on the one hand I I do acknowledge the discomfort with making like setting aside and saying please go here's the dollar amount and that they're estimates right that there's an uncomfortable piece of that and knowing that we need you to be efficient. Many of these things are licenses and waiting for that threshold doesn't feel great. It feels like it slows our work, slows the opportunities of our

188staff and students to have access to the things they need access to. Um, I I appreciate actually in many ways that these are grouped together and there are things that don't even meet our threshold because there are things that probably wouldn't have come to our attention if there weren't grouped. So, I think there's a level of transparency in here that um we wouldn't have had necessarily in the past, not for any nefarious reason, just because I wouldn't have reached that threshold. Um, and I can understand the the feeling that it's it's a lot. But also, the one last thing I'll say about that is when these things come as just bite-sized chunks throughout this the year, sometimes it can be like it can feel like, oh, we're it's just 500,000 or it's just 155,000. It'll

189be okay. When they come as a group, it really gives us a better picture of the entirety of our core needs in our software. Um, so if anything, I feel like there's a little bit of if I were you, I'd be a little I'd have a little trepidation with sharing like this is actually how much we spent over the course of a year. And I think showing that full picture is a very transparent picture and it's helpful. So, thank you very much for that. Are there any other questions or comments though at this time? Are we getting to the other slide or is this the end? >> The slides on the screen. I'll articulate very quickly. um interrupting a core service by making a platform change or a transition change is wildly disruptive to the

190operations of the district. So that's why we take such care when we bring a new tool into that ecosystem. It's why we take such attention in the initial purchase to make sure it's the right tool. And we hope that this list gets boring and ongoing and allows us to know where we're advancing and and working on continuous improvement with new tools, but also aren't uh not everything's on the table all the time. So it's it's very helpful to our staff for planning as well. >> I just want to note that there's 10 items on this list and eight of those 10 items would have to come to us and only two would not. And so we are so I just want to be clear that the the notion that many of these things would not

191come to us. Eight of these would two would not >> and all of them did in the last 12 months. Yes, you're correct. >> I if I'm hearing Dr. Ziggler correctly and please Dr. Dr. Ziggler, tell me if I'm wrong. It's I think the concern is are we just writing a blank check, >> right? Um yeah, I mean I think I got it right. And I So I would say too um that we need to be also focused on sort of of not sort of we need to be focused on higher level things and not be mired in the doing. That's your job. So, I really appreciate what you all have done and that you are being transparent with these things. Um, I trust that you're doing the work and that you're all um working

192through checks and balances together. So, I think that's all I wanted to say. Kar, I don't know if you have anything else to Okay, any other questions or comments? Few people are thinking but if not then we will move. >> How easy would it be to get just the report out every for each of those items listed contract say executed here we go and just throughout the year. So literally we got the estimate column which you provided us >> and then just fill them in as they come through. >> Um yes that we can do that but I think one of the things to keep in mind is again the variation that happens throughout the year. license falls off, a license falls on. What I was envisioning for this to become a standard annual activity

193would be when we come back next year, we report on here was our estimate, here was our actual, here was our variance, and now here is our new estimate for the new year and have that being an ongoing activity. So we can have those comparisons, you can see the accountability, and then we can explain the variances there. >> Thank you. >> Do we have the values from this year? these estimated totals do represent the the best values. The the trick in that moment is that there are different time horizons for these items in trying to plan ahead for the year. We've got some contracts that will expire in September. We've got the Microsoft's a great example. It expires in July. So, there's a difference of time in this at to Cara's point. As we normalize

194this process, we'll have better data for you annually on that variance. >> Is that helpful? Yeah. Yes. Other comments. All right. I think we are ready. Uh Jill, can you please call the vote? >> Carla Bay. >> I Connor Duffy. >> Hi. >> Kevin Havda. >> Hi. >> Scott Shenbower. >> Hi. >> Dr. Andrew Spain. >> Hi. >> Jessica Zamora. >> Hi. >> Dr. Kuronda Ziggler. >> Nay. >> Motion passes. 61. >> Thank you. All right. Thank you all. Uh, next we have our approval of commun cumulative operational expenditures. Can I get a motion? I move that the board approve the estimated cumulative expenditures in excess of 250,000 for the 2026 2027 school year as presented in the agenda item and authorize the appropriate district staff to execute the agreements and any associated amendments to

195make the authorized expenditures. >> Thank you, Andrew. Can I get a second? Thank you, Connor. >> Sorry, I need >> What? >> I need to recuse. >> Oh, that's I'm sorry. Yes. Um, I need to recuse myself from the discussion and vote on item I think it's 10.6 now. Due to a conflict of interest, specifically uh representation of a former client, um, to maintain client confidentiality, I'm not permitted to disclose the identity of the former client. >> Okay. Joining us tonight to present information about this expenditure is Chief Finance Officer Dave Montoyo. Welcome, Dave. >> Yep. Good evening. Uh, this is a continuation of the topic that we just had. Um and and in some ways I wish I would have gotten on this one first. I I think this gives more concrete examples as

196to the challenges that we're trying to solve here. Um what you see here is something that we've submitted annually. So we started submitting it last year. And these are what I would call our operational expenditures that are that are required. So um kind of what we were talking about before is these are cumulative purchases that represent total district-wide spend on a single commodity over the course of a fiscal year. These these expenditures are essential to sustaining daily operations across schools, departments, supporting both school learning and employee functions. They include categories such as utilities, full food, fuel services, um, uh, custodial supply. So, as we look at this, um, this is a really good example. I think the first one on the page here, utilities, is a great example of we have an estimated cost of

197$8 million of utilities, but that's an estimate. I can't tell you with certainty exactly how many how many um you know kilowatts of energy we're going to use, how much the rates are going to be with certainty. Um so those things are constantly variable, but what we're trying to do is present you what we think is going to come at you during the year. There is no singular purchase for utilities. We pay for them throughout the year. So this is something that evolves during the year. It's not something where we can just bring a singular contract for you to sign. Um so the the risk is if we don't have utilities um we won't have lights, we won't have heating and we won't have you know it's it's a problem. So utilities are important and

198their operational expenditures. Many of them um we get from utility providers that are specific to the area like Fort Collins utilities Excel. Sometimes we do have to pro procure some utilities. Um those are usually smaller um that the agencies are really providing the majority of our our utilities. The next item on this list is uh food for school. Um again, this is an estimate based on what we think the actual usage would be. The actual usage would depend on how many meals the kids eat. And sometimes they may eat a lot of meals, sometimes they may not. And so this is an estimate of what we think is going to happen during the year. And again, we don't pay for food as a singular contract. We pay for that as we buy it during the

199year. And so like we buy produce, we pay the bill. we buy um we buy uh meat, we have to pay the bill. Um so it's not something that just comes in once for a singular purchase. Bulk fuel is another one here. Um this is uh primarily diesel and unled fuel. Um again, this is an estimate and I really emphasize this as an estimate all the time because we can control usage like gallons. We can't control the market and this number already changed on us greatly this year because of what's happening in the market due to fuel prices which is something that we couldn't predict when we asked to approve this back back then and u back last summer. So um fuel is another example. Copers uh these are all very similar. They're they're based

200on usage. So copiers are going to depend on how many copies are the teachers running. Um what is the volume? What what kind of copies are they making? Um custodial supplies are how many rolls of um you know toilet paper, paper towel do we need? What cleaning supplies do we need? That's really what this is. Um we do have telephone and cellular service across the district um depending on how many staff need those cellulars. That may change um on occasion. This is probably a little more predictable. It doesn't change very often. Um, waste and recycling um is a another one where we actually have to get that from primarily we get it from our public, but we do have some other um smaller outfits that we use for waste and recycling. Um all of these

201things come at a real cost if we don't do them. Um and so like for example, if we don't have somebody picking up our trash, it will pile up and that'll be a problem. So um it's something just operational, really emphasizing the operational um need behind this. uh snow removal services. We do have um people that rem remove snow on staff. Um but there's times and it's usually when we get enough snow where our staff is not able to remove at all in a timely fashion. We do have contractors that we utilize for that. Um again, this is going to be something we're trying to predict the weather. Um didn't have a lot of this last year. I've had years where we've had a very large blizzard and this this number gets really big really

202fast. So, it's really weather dependent and it's really hard to say in the moment what's going to happen. Um, and so, so what we're trying to do is show you what we think may happen, but it's, as was demonstrated earlier, if things change, I think it's good to come back to the board and say, "Hey, this was our estimate, but something changed." Bus fuel would be a good example of that this year. Um, we have uh and then finally down at the bottom here, we have athletic officials. Um, this is one that is in the operational expenditures because we don't really have a choice at who we purchase these from. um they must be CHASSA certified um officials and we get them from a single source um entity that provides those to us. So that

203really is going to depend on how many athletic events are we doing. If we go to more playoffs, we may have more officials to pay for. Um if we're not doing as many playoffs, we may have a lower number there. Um so again, it's an estimate as to what we think is going to happen. Um again, many of these things are not build as a singular purchase. They are build throughout the throughout the year as we use them. Um so they are being presented as such. Um we also have furniture at the bottom. This is just to capture um like for example last year we had some furniture purchases that we needed for the transition moves things like this. Um this also allows schools to buy desks, furniture when they need to. Um so it's

204an estimate and and really I want to emphasize that this is an estimate because it really will depend on what individual schools are buying. So, they're small incremental purchases that potentially reach this cumulative threshold that we wanted to bring bring forward. Um, the next the next slide is very similar to the one you saw before, so I'm not going to I'm not going to go through it in a lot of detail. Um, what we're asking for tonight is approval for these operational expenditures so we can continue to do business as we do it. >> Questions or comments specific? Yes, please. I think that um one thing that's kind of hanging over from Bud's presentation and goes into this one is do we have our process written down somewhere? Thank you. So if Bud does an

205RFP and he finds the best partner, the best product, he writes a like a um purchase order and sends it to finance. You write a check and it gets like co-signed. How do you do that? So we in finance manage the process of the formal the solicitations and the competition. So we ensure that we are contacting the vendors directly and then the entities. So it for example for the software they build the scope they say what their need is but we run the process out of finance to sure ensure that it meets all those requirements. We have all of our guidelines documented and internal guidelines as far as how those work. Once that is done, once that solicitation is done or the cooperative purchase um agreement is looked up and what we do with cooperatives

206is we make sure that any entities that are issuing those bids under a cooperative have at least the same standards that we do for our competition and our documentation. So we research those, we document those, and then once all that is done, um the end user, so it in Bud's case would do a recommendation to award to a vendor. We in finance would make sure all of that's in order and then we would issue the purchase order upon completion of the agreement. >> Is that available to the public anywhere that process? >> Um yes, we actually get lots of requests to see. It's an area that people want to see a lot as far as our bids and our our solicitations. We do have internal processes that would be available upon request. Happy to share

207them with any of you at any time. Other questions or concerns or comments? I should say comments. Sorry. All right. Seeing none, let's take the vote, please. Joe. >> Carlo Bay. >> I. Connor Duffy. >> Hi. >> Scott Shoenbower. >> I. >> Dr. Andrew Spain. >> Hi. >> Jessica Zamora. >> Hi. >> Dr. Karanda Ziggler. Nay. >> Motion passes. 51. All right, >> Thank you very much. All right, next we are moving on to ourformational reports and discussion items. First up, we have uh debtfree mill levy oversight annual report and then I believe the guest joining this joining us this evening to provide uh the annual report on the debtree mil levy oversight committee is our committee co-chair Jeff Linquist. Thank you for being here Jeff. >> It's great to be here. Hey Jeff, can

208you turn on your microphone? >> How about now? >> Great. Um, hi, I'm Jeff Lindquist. I've met several of you, been here before. Uh, welcome to our new board members. I look forward to meeting with you and getting a chance to get to know you. Um, debtfree mill levy override. We haven't come up with a good acronym yet uh on how to say that. Um, it's a good thing. We have $49 million that we wouldn't have had if the voters didn't entrust us. So, I'm happy to be here. I genuinely mean that. Um, we're an oversight committee. I just want to if we could get the names up there. Um, I won't read. >> We didn't practice this part. >> Uh, 20 members on the committee. We currently have uh 11 by lottery with one

209unfilled position. um and one in the community members. I won't read all the names. We've spent a lot of time together. Um it's been interesting getting to hear different perspectives from different people. I've been incredibly impressed with the seriousness, the depth of the people and their questions. Several I would have never thought to ask. So, I want to thank them. Again, I won't read their names, but I'm really grateful for the um them spending the time. We met several times. We actually met more than what you just see here. Uh that was in the prior fiscal year. So before I was before you last fall, uh we met in November. Uh we had a special meeting, very informational. We were just stuck on a topic. So we did that then again in February and again

210uh in May most recently. Uh the committee has required per charter to meet twice a year. Uh I I hope this just relays a little bit of the depth that we tried to get into. The committee took this very seriously. It was not a rubber stamp. Uh I'll talk a little bit more about what we did. So the committee charge was really to be responsible for monitoring the program, becoming familiar, how the money was supposed to be spent, the implementation, uh, and really to make sure that all the expenditures are in alignment with both the ballot language that was approved by the voters and in accordance with state statute. That's really important because we got stuck along the way on certain topics. And Dave did a great job, Lauren, as well kind of pulling us

211back to remind us of our charge, what we were really there to do. Like you all as board members, I'm sure encounter at times, you want to get a little deep into the weeds. How come this, how come that? Our charge was really to be an oversight committee. uh we don't have authority uh for specific expenditures to say yes or no or to approve them but really to provide you uh the board with uh that information. The funding uses uh David did a great job especially early on explaining to us how the mill levy offset costs in the general fund. We got stuck on that a little bit trying to understand I know you all as board members had those discussions fungeible dollars the way the statute works money could be spent here it was

212offsetting expenditures in the general fund it's relevant only because there are times we would ask ourselves or we would ask staff how come we can't do this or how are these dollars co-mingled with general fund dollars. So, of the $49 million that was approved, the funding uses that we looked at for the 202526 school year, 22.9 for facilities. Further on in the presentation, I'll go through all of this so you get a sense of it. 4 million for small neighborhood schools, 2.5 million for high quality instruction, 15 million for the competitive wages, 4.6 uh required to go per statute to the charter schools, and that was the $49 million. And then again that increases by the rate of inflation. I forget you've told me three times when we get that number who it published by.

213>> It comes from the school finance act and set by the joint budget committee. >> So 2% inflation roughly a million dollars a year but over time that will continue to increase. Um one of the things that we spent a fair amount of time as we went through it was just again being reminded of those funding uses. So, competitive wages, there was a one-time payment uh back in January of 25. We spent a fair amount of time, and I'll talk a little bit about that uh about retention rates. It's difficult to just give you an empirical answer. Did it work? Uh you know, that was one of those questions that popped up. Really not part of our charter, but uh we spent a fair amount of time. We certainly know other districts face those challenges.

214Uh but our retention rates have improved across all employee groups. So, that's a wonderful thing. Uh Dave did a great job. Gave us um an incredibly detailed 11 by 18 report that I hope I never have to read again. Um showing us rooftop units, uh RTUs, as I've come to know them by. Uh we spent a great deal of time talking about the facilities. That was one of those areas early on we were getting a little stuck as a group. How did they pick them? what did that mean? Which buildings got what? Um, we we were able to move on from that and and I'll talk a little bit more about that. Uh, high quality instruction materials, million and a half to fully fund the curricul curriculum adoption uh in math and a million to

215fund things including uh CTE, Vizarts, PE, health, and music. And then we spent a fair amount of time, a great deal of time the last few months talking about the small the $4 million for stabilizing small neighborhood schools. Um competitive wages were broken down this way. The licensed staff 9.75 million 3.75 for classified and 1.5 million for admin and professional staff. Uh that was straightforward. uh we were very interested in that and at the same time it's one of those areas where as a committee when you're oversight you've only got so much time and you really need to move on from that. Not in a way that it's not important, but again, why was it 9.75 for licensed staff, not 11? Why was it the breakdown, if you will? As a citizen, I'm certainly interested

216in that. We spent a fair amount of time talking about those things, but this is how the $15 million was broken down. I say these things really to just hammer home the point that our committee is really oversight, not to administer our opinion, if you will, or inject our opinion and how we think the money should be spent. It's difficult. I I think it's human nature to want to to dig a little deeper. Uh I thought staff did a great job bringing us back to what we were charged with as part of the committee. uh deferred maintenance. Now, this is 2025. I know you've seen the list for 26. We're looking backward as an oversight committee. We saw what you're planning to do. I know Dave could speak to it again tonight, but playgrounds, uh

217programmatic moves, HVAC, roofing, fire alarms, uh and building and automate building automation at Fort Collins High School. Again, it was a very, very detailed list. I would say the committee spent most of the fall talking about the building issues and specifically uh things like bids. How do we get the contracts? How were the uh contractors chosen? We got very very deep into the weeds on how these things were going to be spent, how the monies were going to be spent. uh timeline it was it was very interesting the election of 2024 trying to spend the money in the summer of 2025 it's a very narrow window that schools are are vacant their ability to do that so it was it was very informative to just see the timing the purchase order getting that out you

218know it certainly made sense that that first year was particularly difficult sounds like it's gone much better uh we've seen seen that list on a preliminary basis. Uh, and I'm looking forward to the fall when we'll get a chance to to see how it all worked out. Uh, I mentioned the high quality instruction materials. Um, one and a half million for the math. It was a part of the three and a half million and that million for those items. Um, I wish it would have been this big when you presented it the first few times. We spent a great deal of time on the small neighborhood school support. Um, we actually spend significantly more, and this is an area that I I hope the board is very comfortable with. It's easy to get lost in

219the weeds. Um, we spent the district, when I say we, uh, $8.4 million. So, significantly more than the $4 million, 5.2. So, uh, the the red bullet uh, block on the right, the neighborhood schools, 5,268,000. we were given a very detailed list on um each of the columns that went into tier one uh which were small school funding. So those small schools uh small neighborhood schools received 3.37 million in the size factor, 973,000 in the minimum program funding in tier 2 and tier 3 921,000. We the reason we spent so much time on that is the choice schools are small, but they're not neighborhood schools. And so we wanted to be able to break down as a committee and make sure that we were particularly keenly uh aware of how that small neighborhood school money

220was spent. I think this is the best way to represent it and really certainly Dave can speak to it in in much greater detail, but it made more sense to describe to you that 8.4 million is really how we're doing this. 4 million of which is what you saw from the the $49 million, but it was really a supplement to other dollars that were already coming from the general fund. Uh the charter charter school allocation 4.6 million. I didn't know this uh when we started the process. It's the five district chartered schools, not the state chartered schools, and it's simply a prora uh of on the funded pupil count. So the 4.6 million went to those five schools. Uh we don't dig into how they spend the money. I think it's my understanding, Dave, that

221that's a separate part of their audit. uh but simply that this is how that money was spent by the district in allocation to the charters. Uh to bury the lead, the charge of the committee was uh what I stated earlier and the consensus, the overwhelming consensus uh was yes, the district is executing the mill levy program in alignment with the ballot language approved by voters and the state statute. Um again, it was a lot of discussion. Um, I don't think we ever got it wasn't uh there was some tension uh about it. It was not something where we wanted to um to let go of a few of those topics. Again, it was our first time really being through it. I think this will get a little smoother as we go forward uh as a

222committee, but it will continue to evolve. programs will change. Uh certainly the name and number of the small schools could change the 400 million for small 400 in enrollment for the small neighborhood schools. Uh schools could go up or over 400. Same thing with the 700 uh enrollment number for middle schools. So we'll be looking to see how things change over time. Uh you know, we're a committee that will continue to meet. We're appointed for for two years. We're one year uh now into that. Um I think it'll uh it will be interesting to see how money is spent and again you all are far more familiar with all the challenges that the district is facing from a funding level. But it's a wonderful thing that we have $49 million that we wouldn't have had

223without the voters 19 months ago. Great questions. First and foremost, thank you so much for volunteering your time and coming and speaking with us tonight. And thank you and to the whole committee for deciding to spend more time than you were actually even required to do to make sure that you have a depth of understanding and a depth of learning that you can share with us because I think it gives a lot of credibility to the process. It gives a lot of credibility to how those dollars are spent. And I appreciate that there was tension because I think when you have a new bill levy override and you have ballot language, you have a lot of hopes and wonderings and aspirations for how those dollars are spent. But having some tension in a room with

224a committee means that we're really being thoughtful and considerate of how we're spending the taxpayer dollars. Um, and I would be remiss because I know it's going to come if I don't say it'll be somebody else. Thank you to the voters once again for making it happen. So really appreciate that. Um, are there any other comments or questions? Yes, please. >> I have one quick one and Jeff, as always, thank you very much for chairing and for coming in and speaking with us. I'm not sure if this um you or Dave are the ones to answer this one, but did the committee look at expenditures that we feel may be kind of on the border of the language of the mill levy override. Um, I know that when we did the movement from the general

225fund and replaced it, excuse me, the general fund dollars that were allocated for infrastructure and then we used mill levy override dollars for that. We had some semblance of of a formula of what qualified that we could move back and forth. My my question is in in the committee, were there any charges or expenditures in there that were questionable? And number two on that, are there other districts with mill levy overrides that are classifying their expenditures different than we are? >> Sure. So, um, let me let me hit the first part of that or this latter part of that. the the way we're approaching the the override is very similar the way Boulder um Boulder did it uh when they first passed this many many years ago when the debtree mill was an option. Cherry

226Creek has done something similar. I think even DPS to some extent has done something similar to that. Um so that that is definitely part of it. As far as the expenditures that were transferred from general fund into the debtree mill levy, um we did review during the committee, we reviewed a list of the positions that were moved into that into that um debtree mill levy. Uh confirming that they were all the things you would expect. They were the custodians that do the day-to-day maintenance on the buildings. Um it was our plumbers, it was our electricians, it was our HVAC tech, it was our controls people, our outdoor services people. um the exact same people that we talked about during prior to the election when we were out with the community. That's exactly what happened. We

227were able to provide that list to the committee to see what those positions were, make sure they were in alignment with that. The question I would expect is if there was something in there like a teacher or something that wasn't maintenance. Uh I would expect somebody to ask a question. I think it was pretty self-explanatory. I also want to echo my thanks uh specifically to Jeff for your leadership in this moment, but also um those of you who may not know Jeff as well. Um Jeff is one of the people that I would argue um is what I call the one of the forefathers of 4A. Um Jeff is a good representation of our community. And when we had a very large challenge two years ago, we sought and we elicited um input from our

228community and Jeff was one of those voices that came through time and time again pushing for this very initiative. Um you don't get all the credit. The voters the voters and those that work through the language get a lot of the credit, but I just want to say thank you for your courage and having that vision and sharing it and contributing it in this manner and then sticking with it in this capacity. Um I it it's not lost to me. think the district and this board specifically owes you a debt of gratitude for that courage and that bravery and I would uh not only commend your leadership but also look forward to continued service of our district in whichever way you are willing to serve. That's all the comments I have. Thank you. >> I'll

229I'll I'll say thank you and leave it at that. >> Yeah, please. >> Yeah, I'll echo um what Kevin's saying. I I remember specifically being at the uh Pter High School community session when we had probably 120 150 people talking and you came up and gave a great and passionate speech about this idea. It really swayed a lot of people. So I thank you for that and and again for sticking with this. It's very important I think on these committees to have expertise and your background down in Denver. um I think really uh has helped us a lot. So I appreciate everything you're doing and the rest of the oversight committee um with the one of the things you mentioned was you know with uh potential consolidation there's going to be a shift of where

230some of this money goes. Do you feel comfortable with the the language um from the ballot and you know just kind of how this all works, the mechanisms that we can shift money around uh and not have things stuck in certain categories that are no longer necessary. I don't I I'm not going to give any specifics, but I'm just wondering like we want to maximize the efficiency of of these dollars to do the greatest good for the greatest amount of people. So, do you feel like there's enough flexibility in there as things change? >> Uh I really do and I think it it brings up the the challenges in the first year. We didn't know if the election was going to pass and all of a sudden, hey, we've got to put this money to

231work and in some cases, what can we spend facilities? what what's shovel ready in buildings that we can do work on. How come we got new scoreboards? Uh well, you know, Chessa had some challenges and changes they wanted and you know, we could get them quickly. So, I'm using that as an example uh as I stand here before you that things are going to continue to evolve and timing is going to be an issue and and our committee is going to come in understanding now how these things all fit together where the money is going and how for example if schools are consolidated and you know they they go over 400. If two schools were consolidated and they went over 400 at an elementary or over 700 uh at a at a middle school level,

232where would that 4 million go? How how would that have all fit together as a part of that $8.4 million that I was referencing in the in the small neighborhood schools? Uh all of those things are going to be things that we'll be able to talk about. So, as we set agendas for our meetings and and working with with Dave and and the rest of the staff to be able to say, "Okay, what information can you provide us at an oversight level?" So, maybe if we meet in the fall and those things aren't fluid yet and they're not they're not done, they're not set, we don't have that information. So, certainly the spring meetings, you know, as we're doing that, I think a big part of it will simply be the timing. Hey, let's not

233meet for the sake of meeting. Uh, especially since Dave likes to do 7:30 a.m. meetings. Um, you were the only one late for that first one because you didn't have coffee. Um, sorry. Uh, but you get the idea. Hopefully I'm answering your question that do I feel good about it? Yes, I feel confident, but also recognizing, you know, we're a committee of of of 20 people for two years and then some new new members are going to come on board. And what I think we're hopeful to do next year uh with Dave and and Lauren specifically as our leadership and guiding us is how are we going to transition from those of us who've been in this position and really learned, you know, the beginning and then we all step aside and and new people

234come in. But I think the key will really be just continued communication and really understanding how those pieces fit together. Uh and then for you all, you know, we'll be watching uh to see those challenges in in in how the decisions are made and then we'll be able to react to that as a committee and say, "Okay, now here are the questions we're going to ask part of our oversight." >> I I would also add that I I think there is flexibility. I appreciate you saying that. I think there's also the constraints of the actual state statute that allows for the debtree. And so referring back to the statute is important because it is it is capital driven. And so the things that we were able to do in general fund were a one-year only

235being able to move some things from general fund into the debtree milly that met that capital or deferred maintenance category, but that can only happen once. Um I don't I can't move the plumbers twice. They they've been moved once. They're there and they're going to be doing maintenance for the foreseeable future and we're going to be doing projects and we're going to be doing this. That's really the debt free millie is kind of contained to that that legal requirement of that. >> And I think what what you just heard is an excellent example of the value that Dave provides to us because as a committee we we could easily start going off in this direction and that that reminder, hey, the state statute only allows you to do this. It's not like the old days

236where you had a mill levy override and you had $49 million in growing to spend as a supplement to the general fund. Other comments or questions? Are we good? Feeling good. All right, I think we should have Thanks. Thank you so much for being here. Appreciate you. >> Thank you. Yeah, we appreciate your help. >> All right, next up we have our PSD Foundation. >> Yes. So, tonight we look forward to hearing the PSD Foundation update from Summer Schaefer, our foundation executive director. And I also want to acknowledge that our foundation vice president, Katie Braden, is in the room, too. Thank you for being here as well. Hello. Uh, a couple of weeks ago, I had the opportunity to see my niece who lives over in Grand Junction normally, but she came over on the

237front range to play a softball game. And my adult daughter and I had the opportunity to go together. And her team is awesome. They had walk up music for every single uptobat um member of their team and my daughter and I are like this is so cool. I wish we had uptobat music for literally everything we did right and um and all the gratitudes tonight shared for Jill. It made me think of that experience because Jill has been my uptobat music for everything that I've done here at the district um since I started. I remember this time I was like brand new and I had met you for like five minutes even if that and from across the parking lot I got out of my car and hi Summer you know I was like wow

238she's so nice and I didn't remember your name at the time but I was like I don't even remember her name but she's so friendly. So thank you Jill. I'll continue to make you uncomfortable tonight but you always make everyone feel like they're up to bat like they're prepared they're ready and they're energized. So thank you for that. Um, it's my privilege to have this time tonight to present to you and share an update on the PSD Foundation and the work that we're doing in partnership with all of you in the district to help accomplish Oh, I'm messing things up up here, Jill. Sorry. I'll you'll you'll say, "Don't give me your up to-at music." All right. All right. But tonight, I want to go over a brief snapshot of everything that we've accomplished this

239year, share some of our impact highlights with you all, uh discuss our strategic direction moving forward into the coming year, and then also to talk about our goals for FY27. So, the snapshot of where we are is all founded in on the foundation of our vision and our mission. And our vision and our mission has been and continues to be to focus on providing access and opportunities to PSD students and staff. Um looking at opportunities for students to grow and thrive mainly outside of that curriculum area um but also within their curriculum. How can we help enrich those experiences and providing access? uh several years ago before I started with the PSD Foundation uh our foundation board which is made up of all incredible volunteers. Katie is one of them as our vice president and

240uh and the district leadership had the opportunity to come together and really look at how we could shape the foundation's work moving forward and they had the wonderful foresight to see the alignment between district priorities and the foundation's priorities. So, we focus on funding priorities that are the exact mirror of the district's priorities so that we can be out there fundraising for funds that will actually make a meaningful impact. There's nothing worse, I think, as a fundraiser going out and raising funds that are like, "Oh, thanks. We didn't really need that bucket of pencils over there." We want to make sure that the efforts and the impact are aligned with what the district needs. And so we have literacy, mental health and belonging and then also graduation with options. But we also have a fourth

241priority that is unique to the foundation and that is our compassion fund. This is a really high level overview of this year's community of donors. Uh 3.6 out of five individuals gave more than one time. This is a standard uh trademark that we want to look for every single year that we are using our baseline and growing that number and that percentage every single year. The more someone gives, the more they show their engagement with what the mission is behind the organization that they are giving to. So this is a really important measure for us. 60% of those reoccurring donors gave over $100 per individual transaction. And that's another baseline that we want to continue to grow each and every year. The more that an individual gives is not always um indicative of their support.

242We know that the $1 donation is just as big of an impact for that donor as the $100 donation is for that individual donor. But these are these are donors that once they give over that $100 level, we know that they are much more likely to engage with the work that we do time and time again. 65% of the funds that we raised were from organizations or employer matches. This is a really really important distinction for us to make as we grow our strategic partnerships and our relationships across both individual donors um with those employer matches but also to with what organizations are engaging in the work that the school district and the foundation is doing and then 124 new qualified donors and community partners. Um this is a number that we've started really looking

243at. what we say as a qualified donor is a donor who has the potential to contribute over a thousand dollars annually. Um, and so we have a lot of folks that are coming in as individuals, but more important to this 124 number is the organizations that are coming to the table and having conversations out of a desire to grow their relationship and their impact in the community through giving to PSD Foundation. Now, as a separate 501c3, we have the opportunity to build relationships with community partners in a slightly different way than the district does. And so, it's my privilege to get to build and grow partnerships throughout the community. Uh these are just a small list, a small representation, if you will, of some of our larger community partners. And when I say larger, that

244does mean the monetary donation amount is larger. But it also means that their contribution of time, energy, effort, and engagement is larger with us as far as what they want to become and are currently involved in. Our impact highlights this year. So 375 plus hours of meetings with community members and organizations. It's been my great privilege to go out, have conversations, and really help grow the community around both donorship, but also to involvement. Uh, the more folks that I have the opportunity to meet with and hear from, the more we can learn how we can make a meaningful impact within our community. So, this year we've seen a 16.4% increase in community giving, which exceeds the industry standard. Now what the important thing is to note there is that we are one person one staff

245member i.e. me um fundraising shop and this is a nationwide uh statistic that when you have one fundraiser you should be looking for between a 5% to a 15% growth in community giving. And this year we've exceeded that by 1.4%. And so that's thanks to our wonderful board um really helping pull things together there with me. Uh we have three new annual giving funds which were established this year. So we're excited to see where those can help take the intention behind those funds being developed. So we have had four district level collaborations this year. Um one of which is our employee wellness program. I've had the privilege of partnering with the employee wellness team in ensuring that some of the funds that were donated by a large community partner were put to use to help

246employee wellness both build reset rooms for teachers at different schools and also I shouldn't say the word build but make would probably be the more appropriate word since there is no infrastructure being built there but make uh employee wellness rooms in different schools and different sites across the district. We also have been able to aid mental health and belonging with different program expenses and training opportunities for their staff so that they can then turn around and train the trainer uh perpetuating that exciting opportunity for development across the district. We were also the very proud funders behind the all high school summer musical program this past summer lay miser rob which is uh our board still talks about it quite frequently uh great opportunity for students from across the district and I have been corrected on

247this several times that it's not just high school students who got to participate and so I should have I should have noted that in here but we had elementary, middle and high school students that were able to benefit from that experience and hopefully all of you have the opportunity to go see it. And then we also are proud to support financially the PSD celebrates event annually to really recognize and bring together and share gratitude for our staff across all categories. This year we funded 18 impact grants. Uh our in our ignite grants uh actually impact uh classrooms. They could impact a school level program or a district district level program. And they are up to $2,000 in requested funding. We had 94 applicants this year, which is a record high. Uh my first two years

248here, we are right around 80. And so we've already increased to 94 applicants, which is exciting to read all of the incredible things that teachers and staff have um and they want to develop within our district. These uh grants impacted 21 different sty different different sites, excuse me, and uh one district program uh and approximately around 800 students. And then 23 families were aided this year through the compassion fund. In fact, between the time that I created this presentation and tonight, I had to update this uh number because we are already seeing an increase and uptake in requests for our compassion fund. Now, our compassion fund is something that was started during COVID. And again, the the board that was uh intact at that time had the great foresight to see a need uh in

249our community to help families within the PSD fabric that were maybe struggling or falling through the cracks financially. The compassion fund has since developed quite a bit uh since I came on board working with the McKenna Vento team. David Utenri was here earlier. Want to thank him specifically and his team. They are the experts. They're the uh social workers and I am not and neither is our board. And so we have developed an incredible partnership with his team allowing them to do the work that they are great at and allowing our board to do the meaningful work of fidiciary responsibility with these dollars donated generously by the community and our community partners. I will say this year we've helped 43 students and their families stay housed, fed, or have access to important transportation or vital

250materials that they need in order for those students to come to school each day and feel as though they are ready to learn. And we have been able to assist families this year from across the district from Timnith all the way up to the mountain schools. We awarded 25 or will award, we haven't sent out all the checks just yet. We're waiting on some students to decide where they want to attend. 25 scholarships have been awarded and that's totals over $110,000 in scholarship funds helping PSD students with their next step. That might be trade school for some of our students and it may be a four-year university for some of our students. Um, these are two students that were awarded our Oldmayer scholarship two years ago and I had the privilege of of hearing their

251updates and it's so exciting to hear what these students are doing and how PSD plays a key um component in their future beyond their 12th grade year. here. We also started one new active scholarship uh the Nathan's Witzig scholarship, memorial scholarship and uh that has been an exciting opportunity where the scholarship was able to be awarded to five students this year when in fact it was developed originally for only one. All right, moving forward into next year and our strategic direction. So, we are really going to lean into our community gifts and leaning into the strategy around really building in annual donorship, community relations, and inspiring reoccurring donations. This will enable us as a foundation to continue to do exactly what I said at the beginning, whereas we're filling those vital funding gaps in partnership

252with the district so that those dollars are being spent in a way that is not only responsible for the foundation, but also really impactful for students and staff. 80% of what we do is fundraising focused. 20% is public relations focused. And what our goal is is to focus 100% of our energies and our time on helping PSD kids succeed. That 20% of public relations really looks like being the convenor behind community conversations, building partnerships across the community, both fiscal partnerships, but also to relationship partnerships, which are vital and sometimes unique to the foundation because we are one step removed from the district. Uh we are also really responsible for spreading the good news of the district. I always tell people and I am four years into my job and I still feel this way that

253I have the best job in the district. Sorry to all of those of you who work in the district. But I get to go and talk about the great things that the district is doing all the time. Do I get questions sometimes that are humdingers? Sure I do. But the reality is is I get to build those great news relationships with district partners. Um convening those community conversations around the great things that the foundation is doing and um it's really an awesome privilege that I have and around that we build community. We really want our community to feel invested both fiscally but also to time-wise in the great work that the district is doing. Our goal for this coming year is to fund raise $300,000. And um like I said, we were able to meet

254our fiscal goal for this past year and exceed that and we look forward to continuing to do that and grow um thanks to our investments by our community. Uh the ways we're going to accomplish that are a few. First and foremost, we are going to do an annual appeal and direct response to build around our priority fund. This will enable our donors dollars to really go where they are needed most. Uh I have yet to meet a donor that says yes, I will give to this fund, but only if it's at the expense of something else that's really needed. It just doesn't happen. Donors typically want to know where the need is and they look to address those needs. So, it's really my job and our board's job to help communicate what those needs are.

255So, that's why we're leaning into uh focusing on our priority fund fundraising. Uh we're also going to continue to promote monthly giving that helps people put it on autopilot. I know myself, I am a monthly donor to a cause that is very near and dear to my heart. And actually, I got called this year and they were like, "Hey, do you want to up your donation?" And I had forgotten that I was donating to them every month. And I was like, "Oh, yes. I'm so glad that I'm doing that." Okay. now. So, we want to help other people do that same thing. Um, not forget, but to give on a regular basis. Um, year in priority fund, uh, we're going to really lean into, like I said, our priority fund this year and really focus

256on the flexible support and urgent student needs. Uh, we have routinely as a board, I've had to bring urgent needs that have arisen arisen that we could not have predicted to the board for decision. And so those priority funds are really the vital lifeline of being able to help support those needs as they arise. And then also lean into more sponsorship, really helping our sponsors see the dual benefit out of supporting the foundation and PSD kids and staff and also seeing a benefit for themselves as well. And then I won't go into each and every one of these bullet points in detail as you all have them on your um packets, but nonetheless, we're really going to be leaning into major donors being my point of contact and really um helping our community champions help

257make those connections with me and with the donor. um looking for a separate retention plan to move designated donors who are already very engaged with giving and passionate about the area that they are designating their gift for. Helping them understand the benefits of giving to the priority fund and impro increasing their support over time. And then also to leaning into uh event design, being more uh strategic towards fundraising. And we plan to do all of this with excellent storytelling at the core of what we do. With that, I think that's the fastest I've ever done it. I'm really conscious. I'm a long- winded person. So, what questions do you all have? >> I love it. Thank you for being here. Appreciate this. Is this is always a good part of our year. Are there any

258questions or comments? >> Oh, no. Sorry. I thought you were leaning in. Go for it. I >> I'll lean in. Um, I just wanted to say thank you for the update. Thank you for all your hard work. You're a valued part of PSD. We're lucky to have you. Um, you have very unique gifts which uh make all this possible. So, thank you for all your hard work and uh I've enjoyed working with you in this short time so far. And uh you have the unique distinction of probably being the only person to ever say the word humdinger. >> Oh. >> In a board meeting. So, I think take that to the bank. Yeah. Exactly. That is thanks to uh my traditional traditionalist generation dad. I'm certain of that grew up in that. >> Thank you,

259Scott. >> Uh I want to say a quick thank you as well for all the work you do and this is it fills my cup to see, you know, the the incredible work that you're doing and that that you're able to do for our students in our community. I was intrigued by Did you say 43 families were impacted by the compassion fund? >> No. 23 families, 43 students. >> Okay. >> So, my question for that is, is that like a onetime dollar amount? Are we are we working with them that same family or is it a new set of uh students every year? >> It's a great question. So, um we've received substantial donations from two community partners and um both of those community partners came at that same question. you know, if we are

260going to give these substantial gifts, how can we make sure that is an expanded impact across the district? And so, where we sit right now with compassion fund dollars and our partnership with McKenna is that we will only do one-time funding. um we have seen a real shift in pivot which is a great thing considering that we've only continued to see an increase in need across the district and be since the Denver Rescue Mission pilot program has initiated. So um what David and his team has been doing is they have been looking at one that we offer one-time assistance but so does the Denver Rescue Mission pilot program and I don't know if he has presented on that program to you all. Are you aware of what that is? the the Denver Rescue Mission selected

261us and Jeffco and I'm not the person to speak on this because David would do it far more articulately than I would but um but nonetheless they provide housing assistance to people who would not qualify for traditional housing assistance. Um and so in the past that has typically come to the foundation. However, we haven't seen a significant decrease in the amount of requests that we've received because David's team has seen such an uptake in um requests. So, we provide only one time assistance. So does Denver Rescue Mission, but what we've been doing is really balancing out. Um one of the questions that we request David's team an answer when they make a request to the foundation board is that we know what other partnering organizations have assisted and aided those families. Out of those 23

262families, only two had not received prior assistance from another agency in Fort Collins. So that might be project self-sufficiency. It might be the Denver Rescue Mission Housing Program. Um but nonetheless, only two had not received any other prior assistance. And so we are really a one-time assistance um fund, but at the same time, we tend to be the last hope for a lot of the families that we have served, which is both humbling, but it's also what creates such a fire in our bellies to really continue to increase the funds that we are raising in that space. >> Thank you. >> Any other questions or comments? Okay, I really appreciate you coming. Keep letting us know of your events as they appear and we will also keep sharing them out as well to make sure

263that we make them as robust as possible and make sure we hit that threshold. >> Thank you. I very much appreciate all of your time and support. Thank you so much. >> Thank you so much. Yeah. All right. Next up, we have um potential revisions to EL 2.3. >> Yes. Here to present first reading of EL 2.3 financial conditions and activities is general counsel Autumn Aspen. Welcome Autumn. All right. Um I don't have it pulled up right now, but we can get it pulled up. But um I don't have a presentation for this item. However, there's some proposed changes to EL2.3 that are in the board packet and just like to give the board some time to ask any questions, propose any other changes or edits to the policy. So um with that, there's any

264other comments from the board. We're just waiting for to get pulled up. Are there any questions or comments at this point? >> Just in case we get asked um as you're pulling it up, um for this being a first read, the only changes that I see are that the the limitations now include the red line is uh without prior board approval and that's the extent of the the changes. Oh, you got it up. Okay. >> Yes, that is correct. Then my comment was only redundant but bulletproof for belt and suspenders. >> Okay. Any other comments or questions? >> I think you did exactly what we've asked for you to make sure that this is robust and is protective of all involved and really meets our expectations and really our role. It really I think um

265distinguishes and make sure that it sets up our district and superintendent for success when we make decisions. Um, so thank you so much. If there's no other comments or if you guys do read this later, feel free to reach out to Adam. >> I I know I was wanting these I consider them checks and balances within a policy because a good policy allows for this is what we intend, but here are the allowances for when we have whether you call them extenduating circumstances, different situations, etc. Sometimes it's a context thing that the policy didn't anticipate and just having some of those um safety valves for action but with appropriate steps and processes. I was very happy to see this. >> Thank you. >> Thanks, Autumn. >> Well, thank you. And with that, we'll bring it

266back for a second reading on the June 16th meeting. >> Great. >> Thanks. >> All right. Uh next, we have our district advisory board. Thank you so much for being here and waiting. >> All right. Joining us this evening to provide the annual update from the district advisory board is Carrie Gramma Hatfield. Welcome, Carrie. Can you hear me now? Okay, thank you. My name is Carrie GMA Hatfield. Thank you for having me tonight, members of the board and PSD staff. And uh thank you for still tuning in, community members. I appreciate the opportunity to speak on behalf of the district advisory board which I had the privilege to chair for the 2025 to 26 school year. So the to start with at the beginning of our 2526 school year we wanted to set the tone

267for the year and for all of the things we hope to accomplish as a DAB short for district advisory board. And so a lot of that uh process began with discussion about what DAB really is versus what it isn't. And for people who might not be aware in the community, the DAB is not a decision-making board. The DAB provides input to the board about different policies, different initiatives, um various items that that the board might be considering. And so we are really the parent voice that comes to the table and provides that impact. In that way, we are an advisory board. We had discussion with the team about what it really means to represent your school. We wanted to make sure that we had a clear understanding of of what representation was in terms of

268putting aside individual beliefs and thoughts and ensuring that the voice that is brought to the table is representative of that school community that each board member um was representing. And then of course some of some of our standards for communicating in our meetings were avoiding dominating the conversation, offering constructive feedback to one another and to the board and learning, collaborating and communicating together. We had a few specific goals as a DAB this year and one of one of my first goals that I had was again redefining that commitment to school representation. It's it's heavy. It's weighty to represent your school and it requires dedication and it's an important role. And so we wanted to have some discussion as DAB members about really what that meant, what it meant to be chosen by your principal and

269by your school community to be a DAB representative and what it meant to be able to have your own individual thoughts and and beliefs and sometimes set those aside so that you are truly representing the priorities of your school. We also hoped to achieve membership across all schools in the district and we did not quite meet this goal, but I will say we made a lot of traction compared to where we were at um the prior school year. And one big part of that was that we initiated a remote attendance option which we had not really had in place. My understanding is we hadn't had that in place consistently since COVID. And initially we were a little bit concerned that the remote attendance option might reduce the number of people who showed up to the

270meeting in person, but we found that was not the case. What we found was we still had very good in-person participation. And then at each of our meetings throughout the year, we did have numerous uh members who did attend via the Zoom option. We also hoped to increase our meaningful communication with principles because one big part of serving on the DAB is communicating back to your principles what has been discussed at DAB meetings and then getting that additional input from your principal and from your school team and we know how busy all of our principles are with all the great work that they're doing. So, we wanted to find some ways to streamline that communication. And our secretary did a beautiful job each month of taking our notes that we had, our DAB meeting notes,

271and constructing a principal's summary, which was designed to be a short one to twopage summary of what had been discussed at the DAB meetings that could then be shared with each individual school principal. We had a lot of success with that. And finally, one of my big important personal goals for DAB for the year was I really wanted to make sure as DAB members came to these meetings once a month, Monday nights from 7 to 900 p.m. where they left their families and and other activities that they might otherwise be engaged in, including a lot of Denver Nuggets games, that we had some robust and meaningful discussions that really generated observable outcomes and that DAB members really felt like the work they were doing was meaningful and the time that they spent in these meetings

272mattered. That was very important to me personally as chair of DAB and we got good feedback throughout the school year um that we were meeting that goal. So, at the beginning of the school year and throughout, we had opportunities for DAB members to provide input on topics of interest. And these are some of the topics of of interest. I won't read them all individually for you. You have them in front of you, but these are all some of the topics of interest that we received throughout the course of the year um that members hoped we would find time to discuss at our meetings. And we did in in one form or another um have the opportunity to discuss all of these topics throughout the year and provide feedback to the board about many of these

273topics. Here you'll see a breakdown of our key agenda items throughout the school year. So you can see we met nine times between September and May. And again, we had a goal of really having a robust agenda where our members felt like they were contributing to meaningful discussion and to outcomes at every single meeting they attended. So at each and every single one of these meetings throughout the school year, there was an opportunity for feedback to be provided to the district. And that's something that we found was very motivating to our members. You'll see in September, uh, we discussed how to participate productively at DAB. We took a look at some of the PSD early release protocols and calendar and then our DAB committee recruitment. We've got several different committees that members can serve can

274can be part of and serve on within DAB. In October, we um had the principal summary which we initiated. So that monthly set of notes that goes out to principles. Got that started early on in the school year. We talked more about meaningful school representation and then we had an update from Superintendent Kingsley and some Q&A with him. In November, we were able to take a look at the enrollment and outreach in conjunction with PSD and we had the school funding presentation. A lot of great opportunities throughout the year for the district to come and provide us with presentations and for the DAB members to then provide feedback. December was the IAP and Zello presentation and discussion and we provided some feedback on the choose PSD website because communication was a big priority um amongst

275our DABs members how information is getting out to families and to schools. January we had some good discussion about ECE transition. So children who are transitioning from early childhood education into the district how we can improve outreach there. We touched base on multi-tered system of support and principal hiring and feedback. This was a topic that was of great interest to our DAB members because we do have so many new principles that are coming into different schools and changes occurring there. So, it was important that DAB members have an understanding of what that process looks like and how principles are receiving feedback um as they as they serve in their schools. February, some policy review process and comprehensive planning committee updates. Again, another key um aspect of a lot of our DAB discussions, the comprehensive planning

276committee updates. March, we had an update from the district on the potential reduction in force. That was something that a lot of DAB members uh were interested in as well as again comprehensive planning discussions. And in April, we had pea uh come and present to us. We also had another comprehensive planning update and another uh superintendent Q&A session with Superintendent Kingsley. And then finally, at our final meeting in May, we um discussed the extracurricular activities fee structures being proposed by the district and some non-negotiable school priorities. So, moving forward, what each school really feels is important as we consider different changes that might be on the horizon within the district. What are those non-negotiables that each school really holds near and dear to their hearts? We had some gratitude for our long-term DAB members who

277were exiting at the end of the school year. We've had some people who have been on DAB for more than 10 years. So, we really wanted to show our appreciation to those members. And then we did elections for the upcoming school year. Some key takeaways out of the many items that we discussed this year, improved visibility of individual school sites. It's incredibly important to our individual schools that they are seen as the unique entities that they are and that the community and the board understands all of the wonderful qualities that our schools bring to the table. It's also um become apparent that it's important that we prioritize how very important communication occurs within the district. So that's why we took we took such a deep dive into the website and providing feedback on the PSD

278website and really a lot of discussion about how we can reach all families. So families who might not be routinely accessing the website for information. What are we doing to make sure they're getting all the information that they need whether it's directly from the district or it's from u maybe their individual schools. We've talked a lot about those communication components. We had a lot of discussion again about long-range planning. It's no surprise to anybody in this room that that is a major priority for a lot of stakeholders and a lot of families. And again, the oversight and communication involved and that's obviously going to be an ongoing um priority, I'm sure, moving forward for DAB. Ensuring that all students have access to key opportunities and offerings, especially with any potential consolidation changes on the horizon,

279was another big priority for our DAB this year. and really looking at how some of those opportunities can be maybe standardized with regard to what does the PTO fund, what does the district fund, what gets funded directly from each school's individual budget, looking at at ways that some of those pieces can be more readily understood and in some cases standardized across school settings. And then another big key takeaway really with all of the discussion that we've had about potential consolidations is how can we as a DAB as community representatives and and really as a community as a whole approach these discussions with patience with an openness to learning and a true commitment to collaboration. Obviously, not everybody is going to be in agreement with consolidations if that occurs, but I really got the sense that

280as as our district advisory board had more and more discussion about this potentially occurring that that everybody is really committed to um pursuing these discussions in in a way that is going to reflect openness to learning and reflect true collaboration. And with an understanding that how we all respond to change as community leaders, that is going to impact how our students, how our families, how our teachers, how our teams are really going to respond as well. Future topics of interest that have been expressed by DAB members, again, long-range planning, we've seen that a few times, budget and and potential consolidation discussions. That is a topic that I'm sure the DAB will continue discussing next year. improving the process of learner transition. So, transitions from early childhood into kindergarten, and then from fifth grade into middle

281school, middle school into high school, high school into adult. Um, how can we improve communication processes when those transitions occur? How can we be more proactive? How can we make sure that families and school sites have all the information that they need so everybody is making informed decisions? Looking at equity and par across schools. So again, going back to some of those activity offerings and and not just during the day with things like elementary school specials, but also with some of the after-school offerings. Some sites have very robust offerings that are built into their programs. Others have different offerings or different options. And and again, we see that there are some differences with the onampus everyday support too across school sites. So really looking at ways that we can examine um achieving greater equity and

282parity across all of our school sites. And uh finally, another um future item of interest is some more collaboration with the district with regard to our academic committee. That's one of the committees that we have on the district advisory board. And um we've had a little bit of turnaround with personnel on that committee. So we're hoping this upcoming school year that we can have some better collaboration with the district. These are our executive board uh members for this school year. We had a wonderfully involved executive team and such outstanding participation by all of our district advisory board representatives. I cannot thank this board enough. And I I need to point out again, this is a board of volunteers of parent volunteers who are choosing the first Monday of every month to take time away from

283their families and time away from other things they might be doing to have these important discussions and to really participate in community building in this very impactful way. So, um a shout out and a thank you to all of our DAB members for all of the work that you did throughout the year. And a huge thank you to Julie Chaplan, our assistant superintendent leazison, and Jim Brogish and Kiranda Ziegler, our board of education leaison, for all of their support and participation throughout this school year. Any questions that I can answer? Anyone want to kick us off, please? >> Thank you so much for the update. I always look forward to this. Um, you've done an excellent job this year. You should be proud of yourself because >> Thank you. >> It's a tough organization to

284>> it's hurting cats most of the time, but uh but I really like um some of the structure that you put in place and really making it more robust, giving people a sense of um purpose. That's a hard thing to do in a committee that big that doesn't have decision-making power. So, um, one thing I was interested in you talking about were the non-negotiables that schools brought forward. >> Is there a way for us to see that as a board? Is that something that's ready for prime time or >> how would you want to present that? >> So, great question. So, we started the discussion at our final meeting with the understanding that it was so close to the end of the school year. we really didn't feel that everybody would have enough time at

285the end of the school year to get that meaningful feedback from their individual school sites. So, what we agreed to was continuing that discussion into the next school year as well. Um, so I think at the beginning of the school year, we'll be able to provide some some more detail on that to you. >> I think that would be really good. I actually have wanted to change up a little bit. I don't like the fact that DAB gets their update with us at the end of the school year. I would love it if we had two updates, one in the fall and one in the spring because then it would give us more actionable items. So, um, and then the last thing, what do what do you mean by learner transitions? I think I might

286have missed. >> Oh, sure. So with learner transitions, really looking at when learners are transitioning from, say, their early childhood education program into kindergarten or from fifth grade up into middle school, middle school into high school, etc. How can we make sure we're having all of the necessary communication and information out there in a way that is accessible to everybody who needs it so that informed decisions can be made by families? I think we we do a great job with that as a district in general, but I think there are some gaps and some areas where we can improve in >> I totally agree with that. So, thank you. I'm glad you're bringing that up because I think that is something we need to >> do a better job at. So, thank you very much.

287>> Thank you, Scott. Any other questions or comments? >> Please. >> I'm wonder I was very curious what the non-negotiables are. I don't think we have time to go through every school's non-negotiables, but is there is it would it be possible to get some kind of list? >> So, we touched base on that at the May meeting, but the general consensus of the DAB was that there wasn't quite enough time since it was so close to the end of the year for us to really get feedback from each individual school site. So, it's going to be revisited at the beginning of the school year. >> Okay. Sorry if I missed that. >> That's okay. That's all right. It's late. I understand. And our first stab meeting of the next school year has actually been moved

288um a little earlier than is typical. It's going to be August 31st. We usually wait until September, but with everything that's going on um we thought it would be a good idea to meet sooner rather than later. So we'll have that August meeting in lie of the September meeting. So I imagine it will likely be an agenda item for that first meeting, but that will ultimately be uh the decision of our incoming chair. >> Great. Thank you. I look forward to hearing what you guys discuss and what we need to know in order in our decision- making for next year. Any other questions going on? Oh, >> thank you for staying Thank I noticed you were here the whole meeting. So, thank you for staying so late and presenting. I really appreciate it. >> You're

289most welcome. Thank you so much for all of the great collaboration. >> Yes. Thank you so much for being here. We appreciate you. Right. Have a good night. Okay, we are just about there. That wraps up our um information items. The last thing on our agenda before for ending is board forecasting. Do any board members have items that they would like to add to the list of for forecasting for the future? >> I'll be very quick. Um as I mentioned earlier, I would like to have a deeper conversation about the cell phone policy um at some point in the near future. >> Thank you. I'm I'm thinking about a partnership because I've been um and I remember Bud when you presented a couple board meetings ago about um some of our I think it was

290a district end refresh that we were talking about and then we were talking about the um beginning of a conversation about district use of technology. I think that'd be a nice pairing um if we could do that at some point um to have further dialogue and conversations about you know where we are what we where we should be and getting some information from the experts too would be helpful so it's not just Scott and I winging it. >> I appreciate it. >> Thanks. >> Any other items that people would like to add to that list? Okay, seeing none, I think we are officially done with our meeting at 9:36 p.m. still on June 9th. Thank you so much, y'all.