3/5/24 Board Meeting

001I didn't see the original All right, we are going to go ahead and get started this evening. So, if you um would go ahead and stand with us, we are going to do the pledge of allegiance. Director Evansson, would you like to kick us off? All righty. Well, thank you for coming this evening. Uh, this is just a work session for the board. Um, we do actually have a business meeting later because we have a few things that we have to approve this evening. So, we will go into a business meeting here in just a little bit. Um first of all we would like to um we have a special recognition because uh this team and these community partners have been working hard um over the last two weeks. So we would like to recognize

002the say something assembly. So myself and director Evansson are going to come to the front. Good afternoon, Will Andrews and Ashley Dawson, Dave and Nancy Kimbro, along with Jan Kimbro, Miller, Cody Davis, and Garrett Davis, can you please join us at the front of the room? And anyone else that you brought with you that you'd like to bring up? We know we're gonna make you Earlier this year, District 51 partnered with the Say Something Assembly organization to foster a culture of safety, awareness, and support within our District 51 community. Over the last two weeks, Andrew, the CEO and founder of Operation for Freedom, and his team have visited all D-51 secondary schools, hosting the Say Something Assembly, which is aimed at assisting students in confronting significant challenges, including bullying, suicide, addiction, sex trafficking, and other

003pressuring issues. We want to commend the dedicated efforts of Andrew and the Say Something Assembly team for empowering our students with the knowledge and tools to speak up and take action in times of need. Furthermore, our engaged and supportive community partners are essential to our district's success. They play instrumental roles in helping us facilitate opportunities that engage, equip, and empower our students to thrive in school, career, and life. Dave Kimbro, K Cody Davis, and Garrett Davis were integral in facilitating this initiative. Through their support in securing funding and their dedication to advocating for the safety and well-being of every student in District 51, we were able to provide these assemblies across all secondary D-51 schools. These assemblies have had a significant impact. Together, your collective efforts have opened the door, creating a culture of open

004communication and empowerment, resulting in a safer and more supportive environment for our students to thrive. The board of education and superintendent Hill would like to thank you all for your outstanding contributions to making our schools the very best they can be. Your support and preparing our students for life within and beyond D51 is invaluable. We thank we are thankful for your partnership and look forward to the continued collaboration and ensuring the safety and well-being of our students. Would any of you like to share anything? you shared a lot already, but I'll just say that I think I made it to about four assemblies, which you guys did a lot in two weeks. Um, Andrew and his team and they were extremely powerful. Um, some very touching things that came out of this of kids helping

005stand in the gap for their peers and then also kids crying out for help. And so I just want to thank our community partners Cody Kronos Builders and Kimbro team, which is more than just Dave, but but Dave's at the helm. So, um, for their generous donation because this did not cost the district any money whatsoever, and they footed the bill for this team to come in and do this work. And our counseling team, I heard, was on point and did a great job. So, thank you guys so much. It was a very powerful experience, and we look forward to seeing you all again, maybe in two years. Like, can we do this again? So awesome. Well, thank you. Do you want to get a picture of the team? Okay, she's stay here. She's gonna

006get a picture of y'all. Let's give him another round of applause. Oh, funny. Say something. Yeah, say something. I just wanted to thank the school board for being so open to this. I know it's something completely different than what's been done here before. I know it was a little risky to try something new and let kids say something. So, I just really appreciate the district support. I know you get a lot of flack for what you do do, a flack for what you don't do. So, just wanted to give you kudos for supporting that. Thank you. Appreciate it. And you can sit here and watch the rest of our work session and as riveting it as it is or you are welcome to go and spend the rest of the evening with your family. So,

007thank you all for coming. We appreciate it. So, we're out. Yeah. I guess I could say, do you want to go back to class? Do you have homework or a test? Yeah. Bye, guys. All right. Um we were thinking so number number three on our list is the board goals and um final facilitation but we know we have people sitting here waiting and that's board work that we could do. So we were thinking about moving number three to five so we could do the strategic plan update if you're all ready and then we could do the future bond mill levy override discussion. Are you are you guys all good with that? And then we'll do the board. I guess it depends. Is George online waiting? Oh, George is That's right. Yes, he's already online waiting.

008So, I don't I mean, if he's okay with maybe moving the strap plan up, but I would maybe have him go after that and then we can do the bond stuff at the end. So, well, if George Sorry, I forgot that. Um I'm sorry, George. Um do what we could do is just see if we want to um ask George any questions and then we could kind of put a pin in it and come back later if the board feels we need more discussion. Um, I know. I'm just What all would you like to do? Okay. George, did you want to kind of give um uh I guess another little overview of this and then we'll see if the board has some questions. I know I I think just in some conversation with board members,

009I think we're looking at what our goals are collectively as a board um and kind of really looking to clarify and define those and just have a conversation around it. So, um so George, if you want to chime in, I'm happy to. Can you hear me? Yes, we can. Great. Um, I what I can do is I can show you uh some notes I've taken on the documents and uh um and just kind of offer some advice on that. Do you want me to touch on any of those other documents I shared with you or save that for another time? I guess really what I'm asking is h how how short you want me to make this? I think for this evening, we're just the board is looking for us to kind of clarify and

010set our goals and then we could be in touch with you about those other documents. You're talking about um like the board self-evaluation and things like that. Is that what you're um Yeah, I'm talking about the roles and uh and and the potential to get to a superintendent evaluation out of that and the board evaluation. If you need feedback from us, then we could definitely discuss that this evening. Um, I think that's something we all decided when we did the workshop or our um, retreat that we wanted to be able to have the board self-evaluation and a superintendent evaluation that came out of uh, that work. Sounds great. and and my plan was to actually just talk to those documents that I shared with you so you can understand them and I don't need to

011do much more than that. Um so so if you don't mind I just wanted to go um first to the governance operations norms document in which there was a request to get this language in here that's highlighted um specifically the um uh effort that that when board members uh someone reaches out directly to a board member the board member uh includes the public information officer in the loop um so that the public information officer might start uh um to sense whether there was a a bigger bigger issue going on in the community that they maybe needed to uh coordinate some response to. Um I just wanted to touch on that if that's okay. Just to just to let you know that that was a note I took during the meeting um that I went ahead

012and uh made sure it got into the those revised norms. Okay. Now, regarding Yeah. regarding the goals. Um this um page here that I I shared with uh um um Miss Naet um um to share with you, what I've done is I've added these blue sections. Um in in conversation with each of you and pulling it all together, some things were mentioned multiple times. Uh there's a an item for sure that was mentioned by one individual board member and so you guys have to decide if you want to make it a board goal. Um but what I do is I actually I add some notes in here as well as to how you might make it more quantifiable. Uh the first one is to work as a collaborative unit model civility and and come together

013to make decisions in the best interest of students. Um, I'm going to highlight the how you might measure this and I've I've actually can I can offer an answer and that is if you finalize the board role and you develop a self-evaluation process for that you would be able to measure that over time um how well you're fulfilling your roles in the sense of working collaboratively modeling civility and making decisions in the best interests of students. Okay. The second one is about developing policy to move the district uh in a clear uh direction ensuring all are up to date and address modern challenges in our schools. That was mentioned by multiple board members and as well my suggestion to make that more quantifiable is to maybe um place a timeline on that if you wanted

014to solidify that goal. Uh the third one is a general feeling amongst the board that the district's on a positive trajectory as far as learning outcomes and has done some really good work um um regarding compensation for staff. And I just ask you once again how you might measure this as a goal if you wanted to adopt it. For sure. And that last one is um to create a committee of students with with diverse learning experiences to engage and inform the board about desired improvements. And my question for you on that one would also be by when and uh um you know ultimately I I think if you were to do that you might want to make a decision as to how often you would engage with that group. Um, with that I'm going to

015stop sharing for a moment uh um in case there's any questions about uh about those particular goals as options. So just some um I guess thoughts you know on number one to work as a collaborative unit model civility and come together to make decisions in the best interest of students. Um, I think I like that statement. I just wonder if um the board wears a lot of hats. You know, we're the conduit between the community and the district. And so while we have to make a lot of decisions that um are focused on students, I don't know if this implies that it's the only decisions we make because we have to consider families, staff, um you know, educators. I don't know. I don't know if we should just say in the best interests of students,

016families, and the community because we wear a lot of different hats or if we just want to keep this statement just as succinct as it is. Do you know what I mean? I don't think it negates that we're not though what I I always argue is um you make interests decisions in the best interest of families, you're doing you are serving in the best interest of students. If your decisions to um attract and retain highquality staff obviously majorly impact adults, guess what? That's pretty darn good for for students as well, if you get my drift. Yeah, that makes sense. Okay. I just it was just a thought. So, I like I said, I I'm plugging that in in red right now. I hope you can see what I'm doing in case that's where you want

017to go. Well, and I and I'm just throwing it out as one individual board member. I you know I'm open to hear whatever anybody else says too with the explanation. I think that does cover everything and that that was just the that was the intention is that it just covers all involved because our staff is obviously very important as are the families of the students. So if we're doing what's I I understand what you're saying George. If we're doing what's in truly in the best interest of the student it will also therefore be in the best interest of the others. So I think with that explanation I'm good with it the way it is. I think um so to for the last one to create a committee of students with diverse learning experiences to gauge

018and inform the board about desired improvements. I worry about trying to replicate things that like Dr. Hill's already doing with his student advisory group. I don't know if there's a way that we just instead of getting a whole another group of students and again we could get into the weeds on this a little bit later, but I just wonder if um if there's something that's already happening if the board um or Dr. Hill brings information back to the board from the students or things that the students want to bring to the board. Um I just not to have to have like additional meetings or go find additional students if if we already know some of this is kind of happening at a certain level. Um, I'm open to whatever the board um I thought I

019heard George. Whatever the board wants to do on that one. If it's um You're right. I do have I have student advisory groups at the five high schools that I meet with three to four times a year. Um but if it if the board's wanting to hear directly from students, we could work on something for um even if it has a start next school year. Um where we maybe it's once a semester um pulling a group together. the the thing that we ran into um years ago issues with was trying to pull kids together from multiple schools in one place. It was hard to get them after school to come to one location. A lot of them had sports and other things going on. Um so that's why I go out to the actual schools.

020Um but we I'm open to having conversations however I can help facilitate that. I should say um if the board's wanting to hear directly from kids, we can we can work something out. So it's whatever y'all want. That was one of my goals. Um, and my thought was Yep. And that that was that was one of my goals. And one of my and my thought was when I think of Dr. Hill's group, his group are typically student government kids, youth students. So, it's not as diverse as I think that needs to be heard. I already met with some youth in Fra High School. And what I'm doing just asking them like what are the challenges for you to be in school to stay in school finding out that how do they like their school uh

021I think that gives us information because they talked about how they are bullied. They talked about because they are in KP programs how some teachers feel that um they're the bad kids. And then I also met with the principal and I discussed everything that the that the kid said. And the students also said that they would like notice of when the board meetings are being held because they would like to come but they never hear about student uh in in this at the beginning of school when they're saying these are student announcements. They never say what the board what the board meetings are and when they are and what the agenda is and they would like to know. They discussed about um what are their interests? Why did they choose key performances be versus regular

022classes? Uh why they are not involved with student government. And part of it was because they don't take those classes and there's restrictions on them to be able to be in student government. So their voices are never heard. So that was my goal for myself that that I want to follow up with. So my plan is go to each high school and just meet with kids that are not doing the best in school that have challenges and meet with them and say, "How do we keep you into school? What does the school need to do so that you will stay and that you will graduate?" Because those are voices that are not being heard from. So yeah, like I said, I can we can set something up. I think it'd be good if we went

023that direction. My suggestion would be that there's an opportunity for all five of y'all to hear from the students. Um, and just to clarify, my student groups aren't student government groups. Uh, what I told the principles was I want a representation of your your entire student body. So, um, that's what I requested from them. But to that point, um, I think, you know, you got value out of that. I would like for the whole board to get value out of it. So, if it's something that the board wants to move forward, we can help set that up. And like I said, even if it's only once a semester, if it's just hard to coordinate it, we can at least get two times a year or maybe more um opportunities to bring kids together from the

024schools. It's like I said, if you're going to do a meeting in one location, you're going to have to end up doing having high school students because they have to travel. It' be a lot harder for middle school unless we set it up to where y'all actually go out to the schools. But totally open to um whatever y'all want to do. It might be easier to set it up to kick off for next school year. Um, but we're I'm open to helping however. I wonder too if um because students are busy or if they're relying on, you know, transportation from parents if um we publicly noticed if obviously three or or two or more of us wanted to go out and meet with students at the school, you know, and have they could actually then

025just meet with the board me members in maybe a more like relaxed environment, you know, rather than, you know, the tables and microphones and everything. So, um um so we we could figure out the details on that, but I mean I would be open to going and and meeting the kids at the school. Um and if you know we could just publicly notice it if if more than two of us are going to go and if we did that maybe a couple different semesters um or even once a quarter. I mean, if we're doing board coffees, then maybe we could just see if that would make it easier for students to um to feel heard. So, so what was it a couple of weeks ago that you and I participated in a a class again

026over at Grand Junction High School? And we did we did hear that from a few of the students in that in that group that they would like an opportunity to um share some of their ideas with with the board. Um and and maybe we can even get it to where we split up the schools and two of us at a time go. I think it's always good for more than one person to be there to hear whatever it is that that is discussed. Um, and then we can come back and and share it as a group so we wouldn't all have to be, you know, at all of the schools, but we could we could certainly split it up where a couple of us went at a time and then we wouldn't have to notice

027it and do all of those things. George, I would my guess is if it was important enough to end up on this list of four that, you know, we should do whatever we can to make it happen. Um, so I'm I'm open to to finding a way to make that happen. I I I'm pretty proud of you guys. way you're talking about this. Um um it it was it was presented from the viewpoint of at least two of the board members. Um and and I think key to it was that um under represented groups, you know, in terms of student leadership um might be listened to at some point. And all I can tell you is some of the strategies you're talking about are outstanding and you'll learn a ton. Um you you know your

028the students are your main clients and uh um often you hear how great school is for some kids who are doing you know who the system's working for and sometimes you get some great ideas of how you might improve it for the kids who are who are having a little struggle with that. So kudos to you. I would encourage you to um the biggest thing I encourage you to do is make sure you're all hearing it and that it's not uh being cherrypicked by one or two board members at a time. You know, um the system of having several board members go to each school and then maybe reporting back could be awesome. But but you I would just encourage you to to to try not to go down the route where one person's responsible

029for it. I agree. I think what we could do um is before next year, we could work on a plan of getting to um all of our high schools, I would say, including our five and um and seeing how we could work with Dr. Hill and his team to to work with um the board sitting down and and and meeting with some students so that we could hear hear from them. So I think I think be you know we can work on a a plan for that and if if it's more than two of us then we'll just publicly notice it which is totally fine and I think the students really like when we meet them where they're at and kind of in a sense on their turf and I think they feel more comfortable

030in sharing. So I'd be more than happy to do that. All right. Um did you guys have any other thoughts on this? what we can do is work on this um we can work on this in subsequent workshops as well um and work on the timelines we want to put on on these things. So I I would encourage you guys to think about if you guys are good we could look at what these four are the collaboration the development of policy um the positive trajectory and then the um creating the committee of students and maybe that's just small committees at each of the schools and the board then goes out to meet with them um and these could kind of be our these could be our goals and so then I would um encourage you

031all to think about how would we want to measure that how would we how would we think we've been successful and what time frame or timelines that we'd want like what George was putting in blue. So, would that work? And we could kind of come back and give our thoughts on it at at our next workshop. Would that work for y'all? Yep. Okay. Does that help give clarity for board goals? I I know this is we haven't actually done it this way before, but I want to make sure everybody feels like we know and we all feel good moving forward together on these things. And again, we can sometimes as things change and shift, we can always we these are kind of sort of living goals, too. They can be tweaked. Okay. All right, George.

032Did you have This is great. Thanks for doing all the typing and writing and thanks for spending time with me. If you'll give me 30 more seconds, I'd like to give you just a a fast um review of of something I would like to um have you understand that I shared with you. and I hope you all all received it. So, let me get back to sharing real quick. Um, it's a little scary. I'm going to share something out of my uh personal photos file. Okay, good. I went right where I want. You might remember this activity we did over on the wall to the left of uh um President Heights. Um and what I did from that um is I created um documents. There's one for the superintendent and there's one um for the

033um board for um in terms of establishing the role and you see they're broken up into six categories. I don't really want to split hairs about what's where, but what I did is I colorcoded to help you understand uh in the one on sup on the superintendent, for example, is what the shared duties are with the board. And then the yellow ones are what the board recognize the superintendent is solely responsible for. And so if I scroll through there, you can just see that um there's certain colors that represent that. If I then pull up the next document that I it's virtually the same thing. I just took out the color and it would be whether it's the superintendent document or the board document that we could then um um if you get to to

034a point where you're comfortable with uh maybe myself and Dr. Hill building out an evaluation rubric for each of these. um just find a way to measure each of these um um roles that we've determined belong to the superintendent and or the board um that I would be happy to to support um you guys in doing that work and that would uh give you the opportunity to ultimately um um sort of measure whether you are uh doing that work collaboratively in the best interest of students based on your defined role um for example. So, just let me know. You you just give me the thumbs up on that and I'll continue working on that. Okay, that's really good. I'm seeing everyone kind of nodding their heads. I think everyone would love for you to take

035those two different roles and we can create the self or the superintendent evaluation based off of those um I guess duties that we delineated and then a board evaluation off of those. I think that would um I think that would be helpful. Would you I'm okay. I think the board is on on board with that. The board's on board. Great. And is so I'll plan on uh a month out having a sample a proposed process for each and and a proposed rubric. Um and then we can start getting deeper into um how that might work for you, what you guys might prefer. Fair enough. That would be great. That's that's amazing information. Thank you so much, George. All right, you guys uh have a good rest of the meeting. Thanks uh for your trust and

036for allowing me to come in. Well, thanks for facilitating. We appreciate you. Thanks, George. Okay. All right. Any other comments, board, on on that? Okay. So, we'll plan um we'll put it again on a on a workshop um and we'll come up with our own goals. And then what we'll do is um now that the board has our um our board binders, we'll start what we'll do each year is we will be putting this information in our binder and kind of updating that every year. Um maybe the goals will stay the same or maybe we'll change them, but um what I'd like to do is kind of calendar out when as a board we want to start looking at this information again. I think the the the roles I don't know that much of that's

037going to change. I think that information will stay the same unless there's some kind of new role that comes up. But I there could be there could be a new project or something like that that we want to add to it specifically, but the the bulk of it I think will stay the same. But I think each year we need to gauge whether these are still goals we want to do. And obviously with the turnover of new board members that could change as well because like Joseé Luis um obviously had some things that would he'd like to get see and get done. And so I think with each turnover of the board there's going to be you're going to want to discuss things as well. Some of these are obviously longterm as well. Okay. Any

038other thoughts? All right. Great. All right. Well, okay. That didn't take as long as I thought. So I thank you everyone for waiting. um we will now go into um the strategic plan update. So for students um robust and aligned options for learning experiences. So if that team is ready and come on up, I just have to say that it's so nice having been on the board now for a couple of years that when you see people walk into the room like we actually your faces look familiar now instead of like before and I know as new board members obviously you both have had the experience of being in our schools but it's nice when you're just you're you you know where people are and who they are and what their roles are. So just

039nice to see you all and it's nice. Wow. That was a lot of Jen. I'll keep it down. Um this is not our presentation. Just hit escape. Look for ours. Maybe ours is down. Yeah. No worries. Thank you. Okay, round two. All right, Sherry, you you'll be the Yeah. Yeah, you lost it. There we go. Okay, don't let me touch things. All right. Okay. On screen is the strategic plan priority for robust and aligned options. It reads, "District 51 students are equipped to pursue career, post-secary, or military options upon graduation." That is the goal of this particular strategic plan task force, and it is the goal we all share as D-51 educators. Um, this slide helps us think about how we are organized to support robust and aligned options. There are, as a reminder, three

040focus areas. Prepared and supported students, prepared and supported staff, and engaged and supportive community partners. We have three priority areas. Each priority area has an objective and a goal for each of the next three years. This evening, we'll be sharing progress towards our goals and robust aligned options under the umbrella of prepared and supported students. As you read on the opening slide, um the objective is to ensure district 51 students are equipped to pursue pursue career post-secary or military options upon graduation and the development of a graduation profile attributes is attributes is a critical part of equipping students to pursue their interests. So now I'll introduce you or since we've already established, you know, I'm going to ask Sheri Taylor to tell you more about how this focus area supports the graduate profile and the

041specific goals of this task force. Hi, thank you. I am Sheri Taylor, director of career and college readiness. And I'm sure all of you have seen this several times, but this is our D51 uh graduate profile. And this really, if you really look at it, it is a it's an excellent uh document. The power really comes on the second sheet, the sheet that has all of the different attributes. And if you look at those attributes, what we've really um asked every adult to do is to look through all of them and pick two to three that they can work on with either their own children at home or um students in the classroom or students on the team that they're coaching or whomever it is that they're working with. Um, if you look at these,

042these are skills and attributes that we want all of our students to have. And it's really everyone has the ability and the opportunity to have these conversations with the kids. Um, none of them on there are things that you wouldn't want. Like you look at um teamwork, follow a process to generate ideas, negotiate roles and responsibilities, respect consensus when making decisions. I think that's something that any employer would want for their students. We want that our students to help understand that they teamwork's required in everything they do. Um and so if you really look at that, we encourage you to pick a couple of them and start working with with kids that when you work with them. Okay. If you look at the next slide, this is the strategic plan that we created when we

043first were tasked with this. And these were the three goals that we decided upon. We have completed our year one goal the task force did and that was to identify and map the specialized pathways. So we were able to and we presented that last spring all of the opportunities that uh that are available to our students in the uh various schools that we have this year. We um by the end of this calendar year, so December 2024, we will have um all of the pathways and a menu of options for our students. So currently our high schools are working on creating um let's say I want to go into health and human services and that's the pathway I want to do. Then the high schools are all creating what elective courses I should maybe take

044to experience and to see if that's really what I like and and um want to do with my life or oh it's not really what I thought so maybe let me try a different pathway. So those pathways will be completed and students will be using that menu of options by the end of the um 2024 school year. So the end of next fall. In the meantime though, we are our charge has been accelerated due to the um elementary declining enrollment committee, the EDC committee. uh they made some recommendations and this is one of their slides and this is um the five areas that they wanted us to the district to look at everybody to look at to address the declining enrollment. One of them is specifically our task force promote and increase robust and aligned

045options. So we have looked very closely at their recommendations. We are implementing all of their recommendations. they will be implemented. Um you will learn by the end of this presentation how each of those recommendations are being implemented. We have combined their work with our work and are moving forward in it. The biggest goal that we want to that we are charged with I feel like is ensuring that we advertise that we strengthen that we continue to add to the robust and aligned options so that students can really be ready for life after high school. At this time, I'd like to introduce our task force members. Some of them are here with us. Some of them are not able to be here. Carrie Bolinger, Tupe Elementary School principal. Curtis Angelhart is not able to be here.

046He is represents uh Grand Junction Economic Partnership. He is the executive director. Sonia Gates is with us. She is our special education coordinator. Zeb Hayward is with us. Palisade High School assistant principal. Phil Johnston is not able to be with us. He is the Mount Garfield Middle School assistant principal. We have Kelly Ruiz from CMU Tech Director of Student Services who is on our committee. Steve States, the Grand River principal. And then Kayla Witell, the counselor coordinator. Shauna Hobbs is going to also is here representing Central High School assistant principal and she is going to present. I skipped over her. I went straight to fail from Zeb. Sorry, Shauna. You're going to present so I better introduce you. At this time, I am going to turn it over to Carrie Bolinger for our elementary options.

047Good evening. Thank you all for the time um to share and celebrate our robust options that we have at the elementary school level. First elementary option that we have is the dual immersion academy. This is a K5 school that delivers dual language content to 276 of our students. The dual immersion academy has been in the district uh for 21 years. Second, we have Grand River Academy. Grand River Academy offers our students online and hybrid learning opportunities at two different locations. It currently offers this option to 46 D51 students and has been in existence for 13 years. Finally, we have our steam options. New Emerson Elementary, Pomona Elementary, and Taupe Elementary all offer elevated experiences in science, technology, engineering, art, and math. Steam has been at New Emerson for 13 years, TOAP for eight years, and

048at Pomona for five years. Next, Nikki Johnston will share our middle school options. Hello, and thank you again for your time. At the middle school, we have options for our D51 learners. First, we have the challenge program that serves 83 of our students. The challenge programs offers the opportunity for students to accelerate their core learning around math and English. These students often leave their middle school years having completed high school core classes, allowing them the opportunity to take more diverse and rigorous courses in high school. Next is the middle school dual immersion program. DIA has been an option for our students for 16 years and offers the students opportunities to have core instruction in both English and Spanish, further increasing their language skills. DIA currently is utilized by 180 or excuse me 138 D-51 students

049and is located at Booklift Middle School and has been an option for years. Grand River continues to support D51 students with online and hybrid options for 170 middle school students. Finally, we have the middle years program which gives students access to an internationally vetted and inter internationally minded program of education designed by the international balorate. The middle school the middleear's program is a 6th through 10th grade program and Mount Garfield Middle School is currently in the candidacy stage with IB to offer this to their sixth through 8th grade students. Mount Garfield has over 500 students and all students will receive my programming. Now I'm going to turn it over to Zeb Hayward and Shauna Hobbs which will be sharing our high school options. Yes. So I wanted to echo my colleagues and thank you again

050for hearing more about our options. High school offers many options of all of our learners as the near the end of their K12 journey and start making their post-secary plans. First off we have advanced placement courses. Advanced Placement Courses offer students the opportunity to engage in college level courses and receive college credit by taking and passing the AP national exam. Over 1100 students take this opportunity in a variety of courses from math and science to art and language courses. AP courses are offered by all four of our traditional high schools. Next, we have concurrent enrollment. Concurrent enrollment is similar to AP in that students take college level coursework. In the case of concurrent enrollment, students are taking courses offered by Colorado Mesa University, CMU Tech, and Pathways and Technology Early College High School, otherwise PEK.

051As you can see by the numbers, a variety of students utilize this opportunity to gain credit. Another option offered to our D51 high schools are the middle years program and diploma program. Both are international balora programs and NYP is a 6th through 10th grade program and the DP diploma program is 11th through 12th grade program and both of these are offered at Palisad High School. So I'll turn it over here to Shauna. Okay, thank you. Okay, so continuing with our high school options, our alternative options um for different pathways for different learners. Um R5 Valley, sorry, not long enough. R5 Valley um Key Performance and Grand River offer a variety of options for students who would like an alternative an alternative to our traditional brick and mortars. These options offer students a variety of different

052methods in which to complete their high school education. Another option for student is the career center. Career center offers hands-on experience in pathways such as floral design, small engine repair, and early childhood education. The career center offers these unique opportunities for 393 of our D-51 students. Our district has one um JOTC program which is junior reserve officer training and it is run out of central and we have 152 students in that program. And then lastly, we uh central also offers a STEM program and we currently serve 152 students and I think we have 49 coming in from ASAT graders. And now I'm going to turn this over to Nikki Johnston to explain your next steps. So with our robust options, we have three partial pathways. First off, our language pathway. We currently have an elementary

053and middle school option, but do not have a full high school option. We having a high school dual immersion program would require a smaller school setting and would limit students access to other curricul. So our goal at high school is to make sure students can access language opt options that suit their interest and are available across all four years. We do have strong language learning options for students at Palisade with the IB program and at Grand Junction High School with their advanced language course offerings. We also promote the opportunity for bilingual students to earn the seal of biiteracy which students can work toward and earn in eighth grade and again in 12th grade by showing language prof proficiency in reading, writing and speaking. Our second option, steam and STEM. We currently have three options at

054the elementary school level and one at the high school level, but we are missing a middle school option to complete the opportunity for students. IB we currently have a high school option and a middle school that is going through candidacy but no elementary options. So how can we move forward in building in alignment with these options to support K12 learning? Firstly with the help of CI we have built a family and community feedback interest survey to find out what the needs are of our family and community as we as it relates to these unique programming options. This survey also will help us to see what our community knows and understands about the options that we already have for our students. That survey will open tonight and we'll and will close April 15th. Secondly, we're developing

055a process to review new programming options and better support the current options that we have. This is to ensure the learning and alignment of our current options and also to help schools who would like to offer new and different options. The review process needs to couple with the process of finance as it's developing. We aim to develop this process by the end of the year and have it ready to use by next year. Lastly, we need to strengthen our IAP plans for students. This is our vehicle to really know and understand the needs of our students and provide provide options that suit their needs and ultimately prepare them for their future. Improving IAP is the goal listed on the strategic plan. We have a new platform school links where the IAP IAP is housed and

056the IAAP engagements would occur K12 but are being redesigned and augmented especially in the early grades. Here is our survey. We would like to encourage everyone in attendance tonight to take this survey. We will be working with our communications departments to get this out to the families families and communities and promote it from now until April 15th. What questions do you have for us? a freefor all. Can you expand just a bit on the IAP program? Yes, we can. Um, so IAP is an individual career academic plan and ultimately um we are moving into fifth grade next year. Eventually it's going to be kindergarten through 12th grade. And basically what it is is it's a combination of a whole bunch of different activities and every year the kids do different activities and um it helps

057them to understand what they are what they like and what they are good with and good at and then combine those somewhere throughout that uh the middle of the road with those two areas so they maybe have an idea as to what they want to do when they graduate. So they'll take a survey and the survey will help them see what strengths they have or um they'll take an interest inventory and it'll help them to see what they really like to do and en enjoy. Um and so they get all this information and then the goal is is then they we then provide throughout their experiences their their academic years with us opportunities to experience the variety of careers that are out there and take classes. So, let's say I maybe am thinking I want

058to go down the pathway some sort of finance and I think maybe I want to be an accountant. Well, okay, then maybe take one of our accounting classes at the high school and and you'll learn, yeah, it's for me or this is not for me. So, the goal is to help kids figure out what they might want to do and then give them opportunity to take classes, do um job shadowing, go on field trips, do a variety of of experiences to see if that's really what they want to do so that we're not just sending them out when they graduate unsure of of what direction they want to go. Yes, it is. It's statemandated that we provide it um for our students 6th through 12th grade. And again, we're moving it down into the elementary

059schools. Um, we appreciate TOAP is actually helping us pilot that as well as some of our other elementary schools. So, can I chime in on that one just a little bit? Um, is there a place that we can view the surveys that are given to students to Absolutely. Yes. Each grade has different activities and we could certainly pull those up and show you anything and everything that's in that. It's all housed in school links. Every semester the students have one activity that they do and we could certainly um have anybody who would who's interested just let me know and we can get you going on that. And then is that something that that D51 has developed or is that also something that comes from the state? So the state just requires that we pro that

060we do an IAP we do an IAP. We have created Andrea Bolton and a team of counselors have created the lessons for each grade level. So it's different at each grade level. Um and also the CAT team which is led by John Burke they create the experiences at the high school and middle school level for the students. So we've created the pathway for our students. Um and we two years Sher would you share it's based on the career clusters and so ensuring that students know and understand what career clusters from um medical to to whatever industry I'm sorry. Exactly. Yeah. And so all of the surveys and the activities are based on these career clusters. So students know and understand maybe where their interests lie. Then within those career clusters, what would a pathway um

061be needed for you to be able that once you leave your public school education, this system that what would you need? We all know that you've got to have some sort of post-secary education. And so what would that look like? If you're interested in mechanics, what kind of mechanics might you be interested in? Where would you go to school? And what should you be taking in your um school public school years to ensure that you're ready and able to take advantage of the career that you have a your eye on. And then um I'm also and I know Sher and I have talked about this a little bit as as we're in a couple of other committees together. Um, I'm interested in in really looking at how uh how much information about some of these

062pathways that that kids are aware of as they tend to um lean into some of those um different uh career opportunities. Um one of the things that Sher and I have talked about is, you know, what's their earning potential? is that really looked at and and how much do they understand that um before they go down a path, right? We all know kids that have taken a path that they paid maybe a lot of money for some post-secary education just to find out that they couldn't pay they couldn't live and and pay their student loans back. So, um just I'm I'm interested in that further. Um, I think that's the beauty of Sherry's department and the leadership that she offers with that department, ensuring that she's supporting all the schools. So, it's college, it's career,

063college, and military. Not everybody has to go to a four or would be expected or needs to go to a four-year school, but what interest or what career cluster? And then what are those post-secary or the postchool options out there? And one of the um activities um is you kind of decide maybe what career you want to have and then you do a financial budget. What is the salary? What did it take to get there? And so that is one of the activities that we do um up in the junior senior year um range. We start doing that when they really kind of start understanding money a little bit more and are going to be responsible for it here in a little bit. So yeah. Any other questions about anything? So that would um that

064would lead me into so like um when students want to pursue things at the career center is that something that as they go through the IAP then the team or the counselors are looking at that and then utilizing career center or because I'm kind of I guess I'm wondering like how do students and families figure out that we have all of the options that you talked about. So, career center, uh the, you know, the JOTC, you know, um STEM, STEM and STEAM and all the things like how how do we I guess communicate that with families and then get the kids plugged in where they need to. So, that's probably that's an ongoing challenge that we continuously try to improve upon. Cali and Sierra have done a great job. Um they really have just done

065an amazing job. Every week they're asking us for things that we want to highlight. um make sure that everybody's aware of. It's interesting that you asked me that because I have gotten to where every time I meet with somebody, I always ask them because I always want us to share about what we have and I always ask them how could you how do you find out about information because um will we want to tell you however you are able to hear it and so that's just an ongoing thing that we're continuously working on. Um we're excited for the new website definitely. Um but in addition to that a lot of it is word of mouth. It's um and that's where honestly every time I get a chance to talk to somebody I tell them everything

066we have and ask them to tell their neighbors. Um you know but we do try to do it in an organized fashion. Also, um, for the high school programs in particular, being a middle school um, principal, each one of the programs that Zeb and Shauna talked about, I we would host um, information sessions or nights, you know, day during the day for our students and then we would do stuff at night for our parents. But um, so of course we try to do things our announcements or our promotions through our students. I mean, um, again, I think our high school friends with Zeb and Shauna can talk about when we do our tours with all sophomores, they, um, they attend a tour through, um, W CMU Tech. And um so you know, of of course

067we try through our students first, but we know that we have more work to do to ensure that our parents know and understand what all of our options are here in the district. I would I would um say just from personal experience, so I've had two um of my kids go through IAP. So my oldest son who graduated in 2022, we did we did the tour at WCCCC because that's what it was called at that time and it was there were a fair amount of students there. When I went two years later with my daughter the it was standing room only. I mean so I I think what's happened I mean I think obviously whatever communication we're doing is working. Um and there were a ton of students and families there um for the tours

068that night and um and I just feel like personally as a parent like I think because we've gotten a little more diligent maybe with IAP or organized I don't whichever it is um that has really helped me from the parent standpoint kind of guide my kids into that because one went the forensics route and so the counselor found some really great ways for him to experience doing some you know criminal justice kind of things that he could do in high school. And then the other one wanted to do marketing and then obviously found some some spots at CMU Tech. So I I feel like from the parent standpoint, taking my board member hat off, it's become a lot more clear and easier over the last um couple of years. So kudos to whatever you're doing

069because I think it's working and I hear more people talking about it. And I would also give kudos to Dr. Hill and his teams as they go out. I know they talk about it a lot so that people can understand what options we have. I didn't and I am always impressed to to find out more and more things that we do at the career center like the floral arrangements and all the things that I think are are really neat that we're bringing those things um to kids. One of the other um activities that Sher and her um team um do is the career fairs and making sure again just focusing on y'all are going pro in something. So, let's figure it out what you like, what you want, what you know, what are your interests?

070And so, and many of our high schools have been hosting their own career affairs as well. But I think um the earlier we start, so it's great that we've got an elementary that is is starting and looking at the IAP because ask a kid, they ask any kid, it doesn't matter what age, what do you want to be when you grow up? They all have an answer. And so, how do we capitalize on their wants, wishes, and dreams and ensure that they know what it takes to be able to reach um that career goal? Now, what they want to be um in elementary may not be the same as middle and high, but at least we've had that opportunity to expose them through internships, through our career fairs, everything that we're doing to ensure that

071it's something that they want. Do they really? Yes. a college education and post-secary school is a requirement. Now, they're going to have to have some education, but how are they going to pay for that? Do they want to take that sort of money out? Sometimes it is an investment and they need to take school loans because they know and understand that's what they want to do. But if it's not what they want to do, we're hoping through the experiences that they have through our district that they have a better idea. I think it's great. I've I've seen a a big shift in the last couple of years. just so I think it's um more robust and I think parents are catching on. So any other comments or questions? I am really thrilled to see how

072we continue this thread of programs that we know um people are attracted to like DIA, IB, uh STEAM and STEM and where we're missing those pieces. And so, um, I am really excited that we're exploring how we can fill in those gaps like either at an elementary school level or a middle school level where we need to have some of that programming. And I think that's really because, you know, I know from a parent standpoint if you if you know I would you start your kid in a a certain program, you would hope that they could follow that through like it comes to fruition. Um, and so like DIA I know has been a big one because it's like it just stops at 8th grade and I think at that point, you know, we've heard

073from a lot of families that they'd love to have that then robust at a high school level because that they've just spent all of this time from kindergarten through 8th grade doing that and now we want them to really take that and and drill into it. And the same with IB and STEM and STEAM and all of those that if the kids have kind of started on that track that for them to continue in those things if they really are enjoying it because I think that's the way when kids aren't interested in school um and they those might be the things that they actually do show up for school to do. There is a strong family parent component to the IAAP and to the platform that we are school links that we're using as a

074district and parents can have their own um um access can have their access their own password so that they can see and you can apply for colleges through this um platform. You can look at your transcripts. you can have a transcript review. And so we it's a strong family, parent, guardian component. And so if we can get that out so we can get our parents more involved in what their students are thinking or wanting to do after they graduate and leave our our system. Well done. Thank you. Remember to fill out the survey everybody because it is important to us. We will be pushing that out to everybody to get all the feedback we can. Thank you. We appreciate that time this evening. We appreciate you [Applause] all. All right. Now, we have to talk

075about future bond and mill levies because we have to pay for all of that. So, um so Dr. Hill, you get to Yeah. Well, um that's what my kids tell me. Yeah. So, um so, and I know Mel and Clint are going to join me um to add to things that I mess up on or answer any questions. I do want to point out I asked Chat GPT to um design a school district of the future and that's what that picture looks like which is crazy to me. Um I was going to make a joke that it has a pool on there but that maybe that was too soon. Um so with that um too soon too soon. Sorry. Too soon. Um oh good. Hope nobody heard that. One of my favorite things about AI

076is you can tell when it's fake cuz like look at the sports field. Like what are those lines? Um so that's obviously not what our school district is going to look like. It looks like stacked stacked Tupperware were. Yeah. Um so in all seriousness, we do want to start um having a conversation about um potential future bond um asks and mill levy overright as well. And so I'm going to walk you'all through a few slides tonight. One to talk about bonds. And some of this may feel like um a little elementary if you you know a lot about bonds and mill rides, but we thought it was important to um help educate folks who maybe aren't as aware of um what those dollars actually do to actually go through and spend some time talking about

077those. And then we'll talk a little bit about our current capital needs in the district. Um why we might want to explore looking at a bond now. Um what would be on a potential bond even in 2024. Um and then again talk about mill levy overrides a little bit specifically that 2017 mil levy override and then talk about next steps. So um with that when we talk about bonds um first off when we ask the question what is a bond um just so folks understand a bond is a type of debt issued by local school districts to fund educational facilities and infrastructure. It requires voter approval and is repaid over time uh with interest usually through um property taxes. So anytime we um need dollars for capital needs, we we go out for bonds. So

078why go for bonds? Um again, school districts go out for bonds to raise significant capital for large-scale projects that their regular budgets cannot cover. Uh these projects typically include building new schools, uh renovating and expanding existing facilities, updating technology, and making safety improvements, all aimed at enhancing um the educational environment. Uh, and then we get this question sometimes, well, why not just use the funding that you already get from the state? Um, and so school finance act funding, um, for Colorado school districts does not provide funding for major capital needs. And I would say that's in other states as well. Um, meaning districts must generate the funds by taking out debt through bonds. So, we don't, so Grand Junction High School is a good example. $150 million $115 million ask to the uh public for

079$145 million project. We we don't get to go to car the state of Colorado and say we need $145 million and they give it to us. Uh we have to find other ways to to bring those dollars in and you do it through um through bonds. Y'all just stopped me if I messed something up. Okay. Um uh so what do bonds pay for? So, school bonds can pay for a wide range of capital expenditures related to educational infrastructure. Um, again, this this includes constructing new schools, um, renovating and expanding existing facilities, and then upgrading technology and equipment, improving security measures, and making necessary repairs. Um, the funds are generally allocated for long-term investments in the physical and techn uh, technological infrastructure of the educational environment. Um, so, uh, what do they not pay for? So,

080school bond dollars cannot be used for operational or routine maintenance expenses. This includes salaries for teachers and staff, utility costs, classroom supplies, textbooks, and other day-to-day operational expenses. Bond funds are uh specifically earmarked for again capital improvements, long-term investments in the school district infrastructure. Um, so, and we'll talk about mil levy overrides later and how those can fund some of those other items, but the main thing here is bonds can't pay for everything. Um and then when you talk about how long do they take to pay off. So the time it takes to pay off school bonds can vary widely. Um typically ranging from 10 to 30 years depending on the specific terms of the um bond issue. The maturity length of a school bond is determined at the time of issuance and depends on

081the size of the bond um the interest rate and the repayment schedule set forth by the issuing school district or local government. Uh the goal is to match the repayment period to the useful life of the improvements funded by the uh bond to ensure that future taxpayers who also benefit from the facilities share in those payments. And so we'll talk a little bit about some of the previous bonds as well that we have been paying off over time. So um and that's what this next slide is. So I know that's a lot on the screen and I'm actually going to pull mine up so I can read it. Um so we uh have since 1996 we've um successfully passed four bond projects in our school district. So um over the last um what is that

082almost 30 years um we've we've passed four. So in 96 uh we went out for uh $44 million and I won't go through everything on there but it had a lot of different um uh buildings that it was going to fix and upgrade um and and also use for a lot of different reasons. But um and I can share this with the the board and we'll upload this onto the website later as well, but we did pass a bond in '96 for $44 million. We went back in 2004 and passed a bond for $109 million. And um that actually included replacement of some schools as well. That's why that that number was a little bit higher. So we it replaced Bookcliffe Middle School career center facility and it also um helped to fund the uh

083current 89 school building um that will be used for Fruit of Middle School moving forward. And then um in 2017 we went out for $118.5 million and that also replaced um Orchard Mesa Middle School um and then had upgrades to um a lot of our other buildings as well that's on that list. Um, and it added a gym to DIA and Paliside High School as well. So, there were some facility additions through that one. And then, of course, I think most folks are are familiar with uh the last bond that we went out for in 2021 uh for 115 million and that was to replace Grand Junction High School. I put a uh I didn't put the whole bond language on there because it had a lot of other information about what buildings would stay

084and all that, but essentially it was all for Grand Junction High School. As a reminder, I like to remind folks on that we we did only ask for 115 even though it was $145 million project. And that was because we offset um the remaining costs through a best grant uh for $10 million. And then about $19.5 million in funds that we had left over from other bond projects that had come in under budget or that we had offset through um other best grant um best grants that we got from the state. And best is um it's money that's provided through marijuana tax dollars. Um but it's a very small chunk of money that a lot of districts fight over every year. And so um we get that question a lot too. Why don't you just

085ask for more best grants? Um there's districts across the state that put in requests every year and many get denied and some get awarded and you're just lucky if you do. And so we've been fortunate to get a best grant for the junction project and we got one for Orchard Mesa Middle School I believe and there may have been others as well. Um but you have to put a whole application process together to get those funds. Can I interrupt you for just a moment? Is Monument Ridge in there somewhere or does where did that one fall in? So my understanding Oh you that one was paid from from the 2017 um bond. It was with some of the additional savings that we had in that one. So in the 118.5 that also included Monument Ridge.

086So we basically got a new middle school and the new Y and those gyms were the other large. I just needed to figure out where that and then I would just add on the best grant is usually a matching grant. So um while they would fund a small portion of it, they wouldn't be funding the whole entire building and then districts would be responsible for going to the voters. And often that's a reason that um or that helps bonds get approved if the district can say, "Hey, we've received this best grant for 10 million. We need your help to get the rest of it." Um versus asking for the whole thing because then if it doesn't pass, then that money goes back to the state. Well, and I think we should specify too that that's

087the state marijuana tax. that is not a lo the local marijuana tax because now that we have that locally and I think the state was more optimistic that we were going to have more funds come through the mar the state marijuana tax but that didn't happen and so like you said Dr. Hill there it's it's more limited than I I think they had hoped. So I just don't want people thinking that local marijuana money is coming to the school district because that is not the case. Yeah, that's a good point. And um and to piggyback off what Mel said um as we've been talking about and we'll talk about later in the presentation potential for the next bond um because of the the matching dollars aspect of it. Um, Colleen, who's our owner rep on

088the Junction High School project, but also has helped us write best grants in the past that have been successful, um, she's talked to us about um, that a lot of the districts that are going out right now for best grants that once if they can secure those funds ahead of time, they have a better chance of getting the funds. So, if we pass a bond and then go out later and ask for dollars to offset some of the costs from that um, those bond projects, we have a better um, success rate. And then again, we can use those dollars for other um priority needs within the district. The other thing to point out too is and I know in the past we've um we've done premium bonds and that was a topic of discussion even

089when I got here in 2019. So, um 2021 bond did not h we didn't do premium bonds, but we did do premium bonds in some of the past um bond projects and um through that that did um allow us to be able to spend some of those dollars on other projects um projects coming in under budget, but then also having some of those um dollars from the premium bonds to be able to pay for things like a a new elementary school. So, we don't have that with the 2021 bond. Any um any if we come in under under budget or anything on that project, it goes back into paying the debt off quicker. Do you want to explain what a premium bond is versus the 20 or maybe Mel Mel does I'm just saying just

090for people maybe watching or in the audience that don't I would I would say the easiest way because it is a pretty complex thing is just that a premium bond is really dictated by the market. And I think that's one thing that people in the community don't understand is that it's if you go to market with bonds that aren't attractive to investors based on their interest rates that they're going to be earning, they're not going to sell. And so uh the 2017 definitely there was a strong market for premium bonds, meaning that um investors would earn more on those coupons and then we also get the additional proceeds. um not all markets are the same and so that might be a consideration to um if and when we go again. Um I know just for

091example the 2020 one and 2022 I think the amount of premium bonds that would have been available would have been about half of what was in 2017. And so it really is dictated on whether there's a rising interest rate environment or a decreasing interest rate environment. And so those are some of the other factors in that. And I I would also say we're not the only ones that have gone out for premium bonds in the past. Um there's other entities within the community that have done it as well. So it's not just a school district thing. Um so with that, um so current capital needs, so where are we at currently with our facilities? So um we it's not the official name yet, but D51 and 50 is um what I keep calling it until

092it sticks. Um but that's our um long-range facility planning process we've going through we're going through right now. And again, ideally, it's going to create a blueprint for us uh for our facilities over the next 25 years how we want to address some of these capital needs. And so, um based on on that work, we'll we'll have scores for um facility condition scores, uh educational adequacy scores, and then also how well we're utilizing the buildings we currently have. And so that process um will wrap up soon, and we'll have that um long-range facility plan that's comprehensive for our whole school district that will help guide us. um for the next 25 years. Um just some some facts. Um the average age of our schools right now uh is 48 years. Uh which you know may

093not seem like a lot uh for a building. I always encourage people to think about the amount of people that are walking through that building each and every year. Um so this isn't just like any other building in the community. You have hundreds, thousands of kids walking through those buildings. Um staff, community members, we have communities use our buildings and so they get a lot of use. Um so average age is 48 years. The oldest school building currently is uh was built in 1925. Um and then our newest one obviously um with uh Monument Ridge was 2020. And then we've also been uh through this process uh uh Clint is spearheading um we've been looking at our admin buildings as well because we don't want to uh lose sight of the fact that we also

094have um capital needs in those buildings. And so the average year of our admin buildings is 78 years. Um with the oldest one being 1903. I think everybody can guess which one that is. Um Jen Jyn and her team have to go to it every day. Um and then um and then the Yeah. Um and then the newest one was built in in 76. Um and so our admin buildings are aging as well. Um so let's talk about the cost for deferred maintenance costs. Um, we've asked HCM, who's doing the lower range facility plan right now, um, to run some numbers on some estimated costs on what it would take to update our buildings and take care of needs within our school district. And so, right now, um, they're estimating in 2024, so that's today.

095If we were to do all this work today, which so it's just going to become more expensive over time, but if we were to do all the work today, um over the over the next 10 years, we have about $582 million um in needs. And that's just to cover uh what they qualify as priority 1 through four repairs and maintenance. And that would be able to get our the conditions of our buildings up to like a tier A. Remember when they showed you all in the past the tiers? That would be to get our our school buildings um up to a tier A. So $582 million. And that's not anything extra. That's just um those repairs and maintenance needs in all of our buildings. And then they're estimating that there's about an additional $100 million

096of what we we're calling enhancements um that would be needed over the next 10 years. Uh and again that's today's dollars uh to take care of things like safety and security upgrades um learning environment upgrades and then uh any the building needs that we have at the high schools. We've been talking about central um for a while. We've also talked about Fruit of Monument High School. And so throw on top of that 582 about another $und00 million um in those upgrades. Um that's a lot of money um that we would need to take care of our our buildings um over time. Um and so some of the additional factors just to just to think through one um again the school of finance formula does not provide um the allocation for capital needs. So we have

097to support any upgrades that we do um in our buildings through um using some of that PPR um or voter approved bonds and mil overrides. So we are actually having to use some of our our dollars from the state to take care of um capital projects. So $1.2 $2 million is budgeted annually uh in capital projects fund um supported with the general fund dollars and then we get a million dollars a year budgeted through that 2017 mill levy override that we're very appreciative to our community for passing back in 2017 and so you think about back up to that number at the top $582 million we have $2.2 $2 million a year just to spend on capital needs. So there isn't a way to take care of all those needs internally with just the dollars

098that we do get. We have to go out for things like bonds. So and we want to be very um uh cautious with when we go out and ask for tax increases. We understand that um you know our community wants to see where those dollars are going to go and that they're going to be spent wisely. And so we don't want to um just go out willy-nilly and ask for anything. And that's why we're going through this long range facility planning process to to have that roadmap. But I just thought this was important for folks to understand. We can't take care of $582 million or $682 million worth of need just from our our dollars that we have internally from general fund and uh mil override. I would also add that to that $582 million

099that every year that we move down that 10-year path, there's a 6% escalation every year on top of that. Yeah, it was hard for the guys to from HCM to give us a hard number because they're like, well, this is this is estimates and as Clint said, it's going to change every year. Um, so, you know, even the Junction project's a good uh example of that passed in 21, it's going to open in 24 and a lot of work has happened in those OAC meetings and to try to figure out how to keep it under budget and so um just the cost of construction has gone up. Can I just just for the community's benefit as much as anything, um, and I'm gonna I'm going to throw this out there, Clint, if you've just got

100no real idea, then fair enough. Um, but what is what is an average roof repair or replace cost for for one of our buildings? I mean, it I'm I'm hoping maybe we've done one somewhere in the recent past. That might be an Eddie question, but yeah, it depends on the size of the roof. I don't know the last one that we've done. Eddie, I was just wondering. Yeah, Eddie, is there one last year? Yeah. So, just for 89, which took us two years to do because we probably couldn't do it all or else we wouldn't have any budget left over to correct anybody else. Right. A million dollars. Yep. $1 million for just one. And how many buildings do we have? 47 46 47 47. And are those are school buildings or does that include

101admin? Over 40 school buildings. So I'm just trying to give the community kind of a a a little bit of a breakdown as to and that's just how quickly that that's just roofs. Yeah. Yeah. Yeah. We're not talking about all the other big ticket items that that we have to maintain and and that's a, you know, a replacement or whatever, but we've still got ongoing maintenance for every single building every year. So, thank you. Yeah. And I I should give a shout out to um our maintenance folks and also our custodial crews at all the schools because they've they've done a really great job of taking care of these aging buildings. Um and so we appreciate all the work that they're doing. It's um just that you get to a certain point where some things

102have to be replaced. Um ideally, you're not having to replace whole school buildings like we're having to do at Junction all the time. You can do upgrades to the buildings to extend the life. Um but everything reaches its end of life. And so um and we're we're seeing that now with the amount of uh needs that are popping up for us. Um so why are we even having this discussion right now? Um, so we have an opportunity to uh go for uh what we're calling a no tax increase bond in in um 2024. Um, and the reason why is that um the 2004 bond debt will be paid off on time uh on December 1 of 2024. And so that will actually reduce our annual debt payments from 21 million to 18 million. and it

103would allow us to take out an additional 190 million in bonds without increasing the current um bond mill levy. So um so that's how you you know the phrasing that I've been using is it's a no tax increase bond because essentially uh taxpayers wouldn't see any difference in in the taxes they're paying towards that because we'd be replacing that debt. Um and you really only have an opportunity to do that right now in in 2024 which is why it's on the right. Um, so this is the year that that debt would be paid off, allowing us the opportunity to restructure the debt schedule for additional bond dollars without increasing taxes. Um, if we do miss this opportunity, whether we don't go for it or we go for it and it doesn't pass, um, we would

104miss that opportunity for a no tax increase bond to address the capital needs. And then the next opportunity we'd have to be able to do this would wouldn't be until 2041. So there's a window and it's this fall. And so that's why we're having that discussion. Um, now you could run you could take time off the board and then run again. So y'all could be back. Um, so um, so and I don't know Mel, if you want to if there's anything you want to add to that or Okay. Well, so let me clarify. So in 2041, we'd be able to go out for a no tax increase bond, but if obviously we have needs in between, we're going to have to ask for a tax increase. Yes. And and if the So if we don't

105go for it in 2024, then um taxes would decrease. It's pretty minimal impact to individual uh community members. But overall, as a district, it's a it's a large amount that we could use towards these capital needs. And so if we missed this window of opportunity, then if we went for one in 25 or 26, we would then would be asking for a tax increase. and you could end up asking for a tax increase just to get you back to the tax level that you were at before. And so that's why this opens this window of opportunity for us in 24 just to say um can we continue um um to to pay on this debt and basically free up $190 million that we could put towards some of those capital needs back to that $582

106million in needs. We could knock out a chunk of um of those capital needs with those dollars. So, I keep looking at Mel in case I butcher anything. If we do that now, it just makes sense that we would we'd save ourselves significantly by maintaining those buildings the way that they they need to be and not continuing to deteriorate to the point that now we're looking at more replacement in order to make it worth the money that you had spent in the repairs. Right. Yeah. And that's a lot of and I know um some of our board members are on the um long range uh planning committee, but that's some of the conversations that have been had is you know what can we take care of in phase one um and I have a slide

107on that in a second. Um but we also will have other phases of when we'll have to go out and and do some additional asks. But if we could do it in a way that is structured, um, that is very transparent and clear to the community of when we might be coming to ask, what it would be going towards, um, then ideally we'd have a runway to be able to to make those asks, and the community will support that. Um, I think it also would be important, and I'm I'm getting um way down the road on this, but the language in the ballot to be able to um you know, right now the way it's written for the 2021 bond, which I understood why we did it was any any leftover funds would go to

108paying it off quicker. Well, if we have a really clear 25-year plan, I it seems like it would make sense to say if there if we come in under budget on any of the projects or if we get best grants and it offsets cost, could we not just use those dollars and then um go down to the next tier of needs uh in the school district because we have $582 million worth of it. So, those are things we'll have to talk about if we pursue this and we put bond language together um moving forward. So, but yeah, it's this is why we have the opportunity right now um is because of um we've been paying off uh that bond debt on time overtime and we have this opportunity that's going to open up this fall

109for us. Um so, let's talk about what could potentially be on a bond for 2024. Um, so just want to point out first off, we haven't finalized the long-range facility plan yet. And so, um, that we still have another meeting, uh, next week with the committee. Uh, and that committee is made up of, uh, teachers, uh, family members, uh, staff, um, uh, senior level, uh, staff, principles, board members. And so we'll come back together and um have one more meeting to talk about um uh creating these phases that we we might want to move forward with with future bond projects and then uh they'll come back and present to the board in April um when we have that that plan done. The current proposal that they've been uh discussing uh at the last meeting uh

110htm presented three potential pathways for lack of a better term. So there was a an A, a B, and a C, and the committee came up with a a plan D. And so they took some pieces from the other three and said, "We like this better." And so if if that were to move forward, and again, it's not finalized. The things that we might be looking for in phase one, which would be a bond for 2024, would be one, there was a real clear need to have a balanced approach to improving all schools. So how do we take that 190 and try to spread it as much as we can? Um and part of that was deferring any school replacements to later phases. So the committee um didn't have a lot of interest in um

111scrape and replace in this first round, but that will have to come at some point down the road um for some schools, but they they didn't want to prioritize that for this first phase. Um this would address priority one and two repairs and maintenance at elementary, middle, and high schools. So again, we'd be able to um spread those dollars across um all levels of our schools to take care of some of those priority one and two uh needs. Um it also would address safety and security upgrades at all levels as well, which we know is was an important focus from the committee. Um, and then there would be some what they're calling learning environment upgrades, which when they're here, we can you can ask more questions about specifics on that. But, um, specifically at the

112elementary schools for this first phase, being able to do some, um, renovate or excuse me, uh, elementary and middle schools for the learning environment upgrades. Uh, there was also a question around being able to do some special education renovations at the elementary schools, having the opportunity to be able to do that. Um, the rooms that are currently used, are they actually meeting the needs of our students on IEPs? And so you could have some opportunities to renovate some of those rooms. And then the last piece would be to try to address facility needs specifically at um Central and Fruit of Monument High School. And again, I I won't get in the weeds tonight on what those would be, but those have definitely um been priorities for the district to be able to take care of

113those. So, there's a potential to have all these things in that first bond package in November with that $190 million to try to take care of um a wide range of needs versus just focusing on one school or two schools. Um and so again, the they'll update the board uh at the work session in April on that plan. Um so, we're going to switch gears just a little bit and talk about mill levy overrides. That was bonds, capital needs. Let's talk about mil levy overrides for a second. Um so, same questions. is what is a mill levy override? Um, it's a voter approved property tax increase beyond state set revenue limits specifically allocated for local school district funding. Um, this additional revenue is used for operational expenses such as teacher salaries, instructional materials, and maintenance

114rather than capital improvements or infrastructure. Um, and so why would you go out for an MLO? Um, so again, we go out for them to increase the operating revenues beyond the limits set by the existing property tax rates. Unlike bonds, which are for capital expenditures, again, it it provides um the these type of things like teacher salaries and materials. Um same question as before, why wouldn't you just just use the dollars that the state gives you? Um so these these uh overrides are necessary when the district needs more funds to maintain or improve day-to-day school operations, programs, and overall quality of education, especially when state funding is is insufficient um or has been reduced. So voter approval is required for these overrides. Um demonstrating community support for investing more in local education. So these are

115dollars that would again stay with us. They don't go back to the state to be redistributed. Um and just again I know we talk about this a lot but to highlight we currently are funded at the 174th out of 178 school districts in the state. So we're one of the lowest funded in per pupil uh revenue. And then when you compare our mill levy overrides to our comparable districts were the lowest. So, um, so we're at a disadvantage when it comes to that. So, that's why you you would want to go out and ask for milly overrides from your community to say state funding is not adequate. Um, we need additional support. And so, we we do we ask for those mil levy overrides. Um, so what do they pay for again? Um, mill overrides

116can pay for um various operational expenses that are not typically covered by capital focused funding like bonds. Um, essentially, MILV overrides provide schools with flexibility to allocate funds where they are most needed for the operation and maintenance of the educational environment. And these are just some examples that I already kind of highlighted in the last uh screen uh in the middle. I won't go through all those. Um, and again, what can you not pay for? You can't pay for things like new school buildings, major expansion of existing facilities, large scale renovation, construction projects. Um, so that's why in 2017 and in 2004, I'm trying to think of all the years that 96 also the district actually went out for a bond and a mill levy override at the same time. And because the bond dollars

117paid for the capital needs, the mill levy override paid for other uh needs that are listed on the on the screen. The only time we didn't do that recently was in 2021, we just did a bond. Um, and that's what's on this screen. So 1996 um the district went out for a mill levy override. It um it's it's a flat amount. So it's a permanent um mill levy override. So it it does not sunset and it's a flat amount. So it doesn't um it it or does it adjust for inflation or it doesn't? It does. Yeah. Adjust for inflation. So approved at 2.5 mil uh currently adjusted for inflation at 5.9. Um and then in 2004, um it also was permanent. It's a flat amount. Um and it that one doesn't adjust for inflation, right?

118Okay. So, that one stays at 4 million no matter what. So, it has not adjusted for inflation over time. Um and then in 2017, that was the last time we went out for a millie override. Um that one does have a sunset. It it runs out in 2027. um it's a flat amount that does not adjust for inflation and it's $6.5 million and I'll talk on the next screen about what that actually pays for. Um I think it's telling when you look at how things adjust for inflation just um how much more need there is and when we don't adjust for inflation that we're basically then we're falling further and further behind over time. So, um, and then I won't read this last box here, but basically, um, how long they last depends on whether

119or not you put sunsets on them, um, over time. So, um, the 2017 mill, I just want to focus on that one because that one does sunset. Um, so what does it currently fund? So, when we went out for the 2017 Millio ride, the things it funds are five additional student contact days, um, one professional learning day for our staff. Uh, it provide, I mentioned before, it provides a million dollars a year in capital needs. Um, and that's almost half of our, uh, capital budget for the year. Um, our capital improvement budget. It also provides um tech positions, um curriculum updates, and then our charter schools, our in district charter schools also receive um those dollars as well because they are district 51 schools. Um that doesn't go to um schools outside of the district.

120Um and so 2017, I wasn't here at the time, but my assumption is they got together and said, "These are the things that we need to prioritize. How much is this going to cost?" $6.5 million. Okay. So what does that cost today? Um in 2024, it's actually currently to pay for those things, it's costing about $7.4 million. So the cost has gone up. That Milwaukee override does not adjust for inflation. So we're not getting we're not closing that gap. Um and so current budget is 7.4 million with less buying power in the curriculum and maintenance categories than originally intended. Um also we have one fewer technology position than originally planned to stay within the budget constraints. So um flat dollar amount MLO uh has not allowed for again for the um maintenance of funding levels

121in real terms as the cost of goods and services increases over time. So a good example of that is the five additional student contact days. What essentially what you're paying for is to have teachers and staff there to take care of our kids. Um well I'm super proud of the work of the district and the board to focus on getting teacher salaries up. But as you do that that means those five days become more expensive. And so I think that one alone increased from 2017 to now it's it's it's like $900,000 increase because of that. And so a big chunk of that um $1.1 million or uh well I guess it's not a whole million dollar more, but um a big chunk of it is is really the salary increases over time to provide those

122five additional student contact days. Um and then again we've had to pull some things out to be able to stay within our means there. Um so what happens if this sunets when the 2017 MLO sun sets in 2027 the general fund budget will not be able to support these um these needs. Um so we'll have to have some if it doesn't continue we'd have to have some tough uh conversations about uh what do we reduce. Um so that's what this talks about what would be lost. Uh we'd have five fewer student contact days reduction in staff pay due to fewer days of work. So again, teacher contracts would decrease from 188 days to 183 and that's that's equal to about a 3% reduction in um salary. Um we obviously don't want that. And so um

123we wouldn't have funding for curriculum updates uh and the related training for those um educators. Uh we would have loss of inschool technology positions supporting teachers and students with devices. And then that capital budget, again, the capital improvement budget would be cut almost in half um if we lose that million dollars a year. So, it's important um that we at some point go out to our community and say we we need this to continue. Um and we'll talk about that in a second as well because that that would be a lot of things we would lose as a district if it went away. And um it would our staff would feel a big impact and our students would as well by having five less uh contact days. So, when can we go out for this?

124We could do it 2024. We could do it in 25, 26 or 27. After that though, that you you miss your opportunity. And we did confirm that we could go for it in fall of 27 at the latest and still be able to have that continuation of funds. Um, and so I just jotted down some of the options that we've talked about for the MLO. So we could go out and say we want to extend it for another 10 years. Um, and and don't change anything with it. Keep it a flat amount. Don't have it adjust for inflation. And it just it's no tax increase. It's just the same $6.5 million, but it has another 10-ear sunset. You could um extend it without the sunset. So, say don't take the don't have a 10ear sunset

125on it, but don't change anything else. So, it's no tax increase, but it just continues um beyond the 10 years. Um you could also extend it for another 10 years and have it adjust for inflation. So, don't take the sunset off of it, but change the language and say we wanted to adjust for inflation. that would be a tax increase um applied to it and we we could run the numbers on that. Um you could also extend it with no sunset and have it adjust for inflation. So take the sunset off, have it adjust for inflation over time. And then the last option we could explore is that you you actually increase the ask over what we asked for in 2017. I think we all know that we have needs. Um, and the the 2017

126Milvie override dollars are not providing enough for those needs. Um, but there's also a risk associated with that because uh we want to make sure we continue the 2017 mill override and we don't want to lose those things that are listed up here. Um, so there there could be a risk associated with if you go out and try to ask for more. So those are conversations we're going to have to have as well before fall of 2027. Um, so next steps, where are we at right now? We do have a small group that's been currently meeting to talk about all these things. We wanted tonight to be able to have an opportunity to have a conversation with the board publicly and the community to start just having this discussion, especially if it's something we want

127to explore for fall of 24. Um, and so no decisions have been made yet. I want to be very clear about that. Um, we are not we have not said we're going out for a bond this fall. We haven't said we're going out for a mill ride this fall. We're just exploring it. Um and so some of the things that we are doing and we will need to do first we've um been engaging with uh the polling company that we've used in the past to finalize some polling questions that we could um kind of get that temperature of our community and see if um where folks are at with potentially going for a mill levy over or excuse me a bond or even a mill levy override. Um I think the I would say the

128bigger focus right now is is the bond because of the fact that we have that opportunity for a no tax increase but the mill levy override question is still there as well. Um we uh also are engaging with the other municipalities to explore whether or not they're going to put something on the ballot. I've talked to um three of the four already and um and have gotten feedback from them on whether or not they're going to go for anything in the fall. And so we'll discuss that at the next um meeting that we have with this smaller group because the idea behind that is we don't want to overcrowd the the ballot um and and um hurt other entities as well. And then um we again we'd have to make a decision on whether we

129want to go for a bond alone, a bond and an MLO or don't go at all in 2024. So those are again decisions we haven't made yet. Um if we do decide to go forward in 2024, we'd have to form a campaign committee um campaign committee chairs, start fundraising because, you know, unfortunately costs money to to um campaign for these things. Um but we've had great teams in the past and so we would do that as well. And then we'd start doing the messaging to the community and and engagement of stakeholders around the need um for the bond and and a mill if we did that as well. I just put a date up there that I thought was important for the board. we we don't have to in um we have them until July

13026 before we have to inform the county clerk and recorder if we're going to actually participate in the election. So, we have time to make that decision. What we don't have time on is if we decide, hey, we want to do this. That really kickstarts um a lot for having to do again all those things around campaigning and fundraising and getting the word out. Um and so you don't necessarily want to wait until um the summer uh to start doing that. So, so tonight was just an opportunity again to to raise some awareness around that. So, I'll quit talking and um I first I'll ask did I leave anything out to Clinton Mill? Okay. It's because they wrote all the stuff on the screen. So, um and then if there's any questions for for any

131of us, we'll happy to answer them. I have one of the options that you looked at, which ones uh do you favor the most? And the reason When you talk about options, are you saying for the mil levy override or for the bond? For the for the mil levy override. Um, so I want to be clear that I don't speak for the school district. Um, as a whole, I I would say, um, the number one priority is how do we continue to fund the things that are being funded through the 2017 mill override. And so I wouldn't want to do anything that would jeopardize that. Um, but it we have to be realistic in saying that that isn't keeping up with the needs of our school district. And I wish I had put the the

132slide that I've used way too many times that shows um our comparable districts and how much we get per pupil and then their the millennial reds just how far behind we are. I know last year when we were throwing numbers around if we were just funded at the average of our comparable districts it would be or it would be $24 million more dollars a year that we would receive. So to put that into perspective, school districts that we compare ourselves to are getting um much more funding per student than we are through state dollars and through their local Milwaukee overrides that is creating advantages for their students that our students don't have. And so it's hard to say let's just go for re-uping for lack of a better term the 2017 mill but don't go

133for anything else because we know there's other needs. But I just don't want to jeopardize um what's in that 2017 mill override too. So the that's some of the conversations we've had. Do we do we go after um the 2017 mill override whether that's removing the sunset or extending it for 10 more years and then go out later for an additional mill override ask if you combine them both together at one time. Does it if people say I don't want my taxes to go up so I'm going to vote no on it. Well then we lose those things. That's the So that was my roundabout way of not answering your question. um and saying uh I I we need more dollar we need more dollars. It's unfortunately there's politics and strategy involved as well and

134you got to think about what do you and and where what's the appetite of our community. I should say that too. It's not just politics and strategy. It's where's the appetite and what can folks afford. I I just wanted to know because I think when we have the discussion as a board, I want to know which ones, you know, the three of you decide what option and the reasons why you feel those options are the best ones. So, I think that's critical for us to be able to make a decision also. And I I should have also said in my rambling that um that'll it'll be telling when we do the polling because most of the questions that we and we have this is the longest part of the polling process is coming up with

135the right questions. So, we're still throwing around ideas, but um most of the questions will be geared towards the bond because of the fact that there's an opportunity in 24 to do the no tax increase bond, but we have talked about doing some questions that would just um get a temperature of the community around the mill override, even if it's just for the purpose of educating people on on the things that I talked because not everybody's going to watch this board meeting tonight. And so, starting to get folks to talk about what's in that 2017 mill. Um, and then seeing if it's something that there would be an appetite to go for as well. Um, and then if we get a lot of feedback that says is go for both, then we would have that

136discussion. If it's not, then we would maybe push off the the mill because we do have some time on that one, but we only have four more years. So, I think what I get concerned about in looking at all of this is um while I I feel like we've made some great strides in paying our our staff and teachers more, that money obviously has to come from somewhere. And I I'm concerned that we as a district might be limited in what we're going to be able to offer, especially when these things aren't even keeping up, you know, pace with where things are currently, you know, for for cost for these things. Um and so I worry about what what ability we will have to make competitive teacher pay um you know for future years and

137to continue on with the continuity of um curriculum and resources that everyone's worked so hard um you know on the last several years. And so those things are all, you know, benefits that are directly for our students and and and in that those resource adoptions, like Dr. Hill said, is is also the the professional learning component for our our educators. Um, and so it's a it's a development for them as well. So, it gets um it can get pretty sticky and um and while I you know wish our state would fund us where um they said they would um that's just not the reality and we've had to make the adjustments and um yeah, it's it's it's kind of a fine needle to thread. Um, I think the the no tax increase bond, we're at

138a kind of a sweet spot to be able to do that and it would help obviously enhance our school buildings. Um, and that would be no tax increase to to the community. So, um, if we're not able to do that exact thing until 2041, I mean, that's, you know, we're not going to be able to wait till 2041, obviously, to to have that ask. And so if we could do it with a no tax increase, um, that makes sense. But I do know that even from the moment that we've, well, at least the three of us were elected on the board, the 2017 mill has has constantly come up because we know it provides a lot, you know, safety, security, some capital needs. Obviously, those five days for our students to be in school. And

139if you talk to any teacher, they're they they love having that time with kids. and that and obviously part of that is it gives our teachers extra pay. So um while we've been in the midst of um having to consolidate schools, I would really hate to be in that position of how are we going to navigate decreasing five instructional days, taking pay away from teachers. I mean that that will be very very difficult and and not just difficult for this board or district to deal with but but the ramifications of what it will do for our students and our communities and our families. Yeah. The the hard part about the work that's been done around teacher salary increases. Um, you know, we've we've got starting teachers up to 47 and it was 37 few years

140ago and I pulled up the numbers because our um average teacher salary right now is um 655 and it's even up from the year before um from 598. So, we've been able over the last couple years to do these increases through um really great work of of our finance department and being able to utilize some onetime dollars to offset some things, but other districts have been doing that as well. And so while we're we're gaining ground, they're also gaining ground. And so um then it just puts us right back to where we were before. I think the only district that when we were looking at our comparables that doesn't pay higher than us is Montros. Is that right? But everybody else is. And so a lot of districts you saw last fall actually go out

141for mill levy overrides specifically for salary increases for teachers because they don't have the funds in the general fund to be able to to continue to offer these type of of increases. So, you know, I think those are discussions we'll have to have. Whether that means we try to find a way to get the 2017 Milvie override renewed and maybe removing the sunset and then we go out later for something else, I I don't know. But, um, but yeah, at some point, I think districts are realizing like we don't we don't have these opportunities we've had over the last few years to to be able to do these large increases. And so, you you have to go out and ask your local community to to be able to continue to support those um teacher salary

142increases. and we've tried to do a lot internally, but at some point the dollars run out. And then um you know, I think the other thing that's going to be just put it out there that's going to be a challenge is um we're still having the discussion around um elementary school closures at a time when we might also be asking for a bond. And I think a couple things with that one um it can be it's going to messaging is going to be really important if we decide to go out for a bond because those are those are two separate things that overlap though. So, school closure discussions have been about underutilization of buildings, uh inability to um to resource our buildings properly because of uh low numbers and not being able to staff them

143properly. It also impacts whether we can continue to do salary increases and things like that. Are we going to subsidize staffing in buildings? The bond has to do with the fact that we have um aging facilities that have real needs. And so part of school closure also h has to do with we're not going to continue to invest bond dollars into schools that maybe we don't need in the end. If we have, for lack of a better term, too many buildings, why would you go put millions of dollars into updating a building if you actually don't need that many buildings? And so they do overlap in that sense. And I I hope our community would hear that to say we're trying to be strategic with um if we have to reduce the number of school

144buildings. It's one so that we can help with with things like salaries and and paying teachers better, but also not continue to invest in these older buildings that we don't need, but then we need bond dollars to then do the upgrades to the facilities that then remain. So just closing schools but not asking for a bond means that you've reduced the number of schools. Maybe it helps staff some the rest of the schools better, but you didn't do anything to actually update the the facility needs. Um, and I don't want people to think that, well, if we don't pass a bond, then that means that schools wouldn't close. Well, that no, because these are two separate things. Um, but again, they do overlap with one another. So, I think that's going to be a challenge

145as well as messaging and helping people to understand um the intricacies of those two things. It's two se it is two separate things but you know the money all comes from the same place essentially and and it's it's the same pile of money and by by being responsible and closing some of the schools or consolidating some of the schools as we need to because they are underutilized it it reduces what we need to do in in maintenance and and so on. So it's really a responsible use of the dollars that we do have to move forward. I'd just like to clarify just maybe for everyone uh we've been working on this for a long time so it it seems really understandable for us but with that uh mil mill levy override from 2017 and the

146teacher pay it isn't just an increase in the hourly rate that a teacher makes but it actually adds days for our kids so they have those more contact days ultimately Ely, however, if that was to be cut, it would cut the overall end of the year earnings from our teachers because of the reduction of days. So, we're really fighting on on two two levels. We're trying to keep our teacher pay up high enough, which is ultimately important for our community. It draws people in when we've got we'll have a better school system because we have happy teachers and teachers that are able to provide for themselves and their families. Um it's it it really there's really nowhere to stop. It is all so intertwined and important that we do every single bit of this work

147and make sure that our community truly understands how all those separate yes pieces work, but how they also come together and either create help to create what's a a great outcome for our students and our staff or maybe not so much. Well, and you made a good point even with the days because I'm thinking back to when uh Jyn and her team were presenting on curriculum updates recently and they were talking about just how hard it is to fit um everything into the school year with the standards that they have to teach to. And so to lose five instructional days would be uh really bad for our kids. Um and and we've I've had since I've moved here in 2019, I've had folks tell me we don't go enough. Um, and you know, if you

148compare it to national averages, um, the state of Colorado in general, I think, goes less than a lot of other states. Um, but there's been that question of like we already don't go enough, so I can't imagine reducing 5 days off of that. But then to your point, yeah, I mean, having to do a cut to salaries would not be um something that we're interested in either. So, it's really imperative that we figure out a way to at least continue that 2017 mill override. Um, but to your original question, I mean, it's not going to cover all the needs and and those are discussions we'll have to have as well. The fact that it's already not covering the things that were in there in 2017, we we'd have to be strategic about um what we

149say it continues to fund uh moving forward. I think one other thing I would not want us to lose sight of or or maybe just as a reminder um is when we started exploring the consolidation process, we knew that consolidation wasn't the end all beall. It was only a piece of what was going to kind of stop the, you know, kind of the sinking ship, so to speak. like there were some holes we needed to plug by by being more efficient with um you know using our buildings and and working with the staffing model that we we use. But it was never going to actually completely solve the problem because we have still like since what 2008 have been shorted $250 million from the state and so we've never actually been fully funded by the

150state. And so somehow again to Mel and her team and their credit I have no idea how when you have a you know money that again schools are ran by taxpayer dollars. We don't generate our own funds and so we we rely obviously you know on the state and then by those local mill levy dollars obviously from our community members that when they when they vote those things through which is is really amazing and like Dr. Hill said, I don't want to lose sight that those mill levy dollars stay in stay local. They they they go right back into our schools and you have a school board and obviously a district that local people can, you know, come and talk to about where those local mil mill levy dollars go to versus what we just

151are promised by the state. So again, we've been shorted by the state a lot of money over the years. um somehow we still have made it through. Um thankfully from these mill levy dollars, but I also want to I know we're kind of talking it's like you said it's all intertwined, but the school consolidation piece was never going to completely solve the problem. There was still an issue of still needing funds to take care of a lot of things um that that directly impact our students. I'm glad you mentioned that because earlier when the other group presented with the five pathways, Milvai was actually one of the pathways. It was they they challenged the district to explore um I think part of the conversation was the 2017 milliev override and how do we keep it

152going but there was a conversation about we need more and so this is actually trying to fulfill one of the pathways through the elementary declining enrollment committee's um report is exploring um mil levby overrides in the future. Well, and with the presentation that we just had, if we're if we're wanting to and I know one of the other pathways was to look at ways we could attract more students to the district or even as families move here, what are programs like DIA, um the STEM, the STEAM, and other things, but those all have to be funded. And again, those don't come from bond dollars, they have to come from mill levy dollars. Um and so those are things where, you know, if the we're, you know, to Dr. Hill's credit and the team that he's

153putting together to go to all these committees that came out of the declining enrollment of looking at these other pathways. Well, all these other pathways cost I mean they're going to cost one way or the other. And not that not that it's that's wrong, but if we want to have, you know, magnet schools and have options, we have to have the funding in order to staff those and and get the resources and do all of those things. So, um, again, I appreciate you bringing this to the board because, um, these are not conversations people have on a day in day basis around bonds and mill levies, right? So, and not a lot of people actually even understand how it all works. Um, and so I think it's important for us to bring our community along

154so that they understand what it does provide for our students and that if any of it were to go away, um, what that means. And so I appreciate you guys bringing this to the board so that we can take some time to work through all of this and digest it and for the board to really think about um what options um we have and the time frames that we have um to do these things. And the only thing I'll say unless there's other questions is I just want to reiterate how much we appreciate um the comm I know the board does as well the community for the 2017 mill override dollars because they are going a long way for us right now and then also the 2021 bond. to get uh junction passed. So, we

155we are appreciative of that. I want to be clear again, we have not made any decision. So, we shouldn't wake up and see any headlines tomorrow that say the school district's going for a bond in 24 or millide. We're still having that discussion. Um and then we will continue to update the board and the public moving forward as we get more information. So, um we'll we'll have agenda items moving forward about this as well. So, thank you all. Thank you. Thank you guys for your work on that. All right, we will u move into the business meeting. So um Amy, we can go ahead and do roll call. Call the meeting to order. Mr. Chavis here. Mrs. Evansson here. Mrs. Heights? Yes. Mr. Jones? Here. Ms. Lima. Yes. All right. Do I have a motion

156to approve this evening's agenda? Motion to approve the agenda. Second. All right. So, for um because we've had so many policies that we've needed to go through, um you may see some policies uh that are going to be uh tagged on to work sessions and we'll uh have a business meeting here. So, we have the second reading and adoption for um policies JLCDC, which is the medically necessary treatment um in a school setting, and then JKBA, which is disciplinary removal from classrooms. So I'm hope um so board is everyone comfortable with these? Did you a able to get questions answered over the last couple of weeks if you had any on these policies? Are we we can have a motion to approve both in one unless I hear anyone that would like to vote on

157them individually? Yes. Motion to approve both. Yep. Second. Right. We Any discussion? All right. Seeing none, we can call the vote. Mr. Chavez, yes. Miss Evansson, yes. Mrs. Heights, yes. Mr. Jones, yes. Miss Lima, yes. All right, that passes 50. Um, and then the next um also I should have probably said too, we might end up having to um put some business meetings on with our work sessions because we are in the midst of um hiring new hires. And so I know it helps our HR department as the board can approve uh the ones that need to come before the board. So we do have some personnel actions. Um we have uh Todd McCclaskey um for the principle of the career center. Um we see people want to retire and then we end up bringing

158them right back in. So um anyways you can see yes um so you can see his credentials there board um on the paper that was provided. These are also at the back of the room for anyone that's interested. Um, so do I have a motion um to approve the per personnel actions of the administrator new hire? Motion to approve. Second. Any discussion? I'm really glad that he wants to take this position. I think this is fantastic and very thankful that we have um him to do that and uh excited for him to take take on what has already happened at the career center and just to continue to grow it. So, uh, thanks to Mr. McCloskey for doing that. Right, we can go ahead and take the vote. Mr. Chavez, yes. Mrs. Evansson, yes. Mrs.

159Heights, yes. Mr. Jones, yes. Miss Lima, yes. All right, board. Um, any other discussion? Um, actually, I I just was actually fortunate enough to got to go to the uh uh CASBY winter legislature session, which was really cool. I had uh always seen the capital on TV, but getting to go into the building and see how it really works with the House of Representatives and the Senate was just amazing. The sessions were already done, but you got to go and look in the windows and see how they really talk and what they do and meet with your representatives out there a little bit. So, I was like a kid in a candy store and there watching looking at everything and don't touch this, touch that. But it was really really cool to see how things

160worked out and uh but the session itself was you know it was a couple days and it was good and there were some things that we're learning and things that are in the works and got to talk to some important people and see what Andrea goes through as a board member and our board of directors. So um I'm thankful for the board for letting me go out there and I'm interested to I can't wait to do some good things with this. So well thank you for being our um CASBY delegate and going to the legislative winter session. Also board members that is open to anyone. So, if it's um if if you obviously if we get a report back that it was beneficial and if anybody's interested in attending the following year, um just let

161the district know we have we have some funds as a board to be able to go and do those things. And I think it's really helpful because it helps you understand um a lot of times from the the school board is responsible for creating the policy here at the local level via the the Colorado Constitution, but there's things that the legislature is going to do that sometimes, whether fortunately or unfortunately in our eyes, um may be laws that we then have to um implement in the district. And so I think it helps us have a better understanding of what's going on um uh at those levels. And so um anyways, I if I think those things are fascinating personally, so I'm glad you had a great time. Yeah, one of the one of the parts

162was really cool and I should have mentioned it earlier was uh they had a student engagement uh student advisory focus group out there and there was like five different K five different kids that could make it. Um two from Harrison, two one uh two from Littleton and one from Aurora and they pretty much did what you were talking about. They met with the superintendent to talk about the issues of the schools or the issues with the students. So sometimes the students won't talk to us but they'll talk to these kids and so they get together they share their groups or what policies are working, what's not working, report back to the superintendent or attend a board meeting and come and talk to us. So it was really cool to see just a section of our

163our youth talking about the issues of the school and that's great. Any other discussion? I the one thing I will add is um under personnel actions, well I want to echo we're excited for Todd. Um well we're excited to have him back in the district. I know he was super excited about the opportunity hearing him talk in the interview about um the impact the career center has on our students and he even shared you know as a principal when he was at Fruda not really completely grasping um the impact that Career Center has on kids until he's you know been there and spent time. And so, um, I know he's really excited. The staff's really excited. Um, and he's, um, he's been doing great work there all year long. So, want to echo that we're

164appreciative of him coming out of retirement after it's like a couple weeks, um, to be the interim and now to be there, um, as the principal. We do have other um, admin um, hiring or hires that we're going through right now. So, we'll bring those to the board. We have some other principal openings that we're um still interviewing for and some other um administrative level positions, but also we'll give an update at some point on where we are with um with teaching positions and um you know, we did a lot of work to bump the dates up to be able to get those positions posted. So, we'll bring some updates to the board on that as well. Um, and then just a reminder that tomorrow night, um, myself and Mel and Clint will be attending

165the city council meeting because we're we'll be there presenting on the request for the school land dedication fees. And so, um, we'll we have a formal presentation that we'll give. I think we're the last thing on the agenda. And then, um, and we'll we'll make that request, uh, to them for the release of those funds. And then I I think there may be um a potential for discussion about the future collection of those fees. So if we gather any information from that, we'll bring it back to the board. Um but that's tomorrow night that we'll be at that meeting. Thank you for attending that. And then I'll um I have tickets to go to Beauty and the Beast at Fruit of Monument High School, which is premiering this weekend, Thursday, Friday, and Saturday. And you

166can buy tickets online. So, um I am excited to take a couple of my kiddos um to go see that play. So, um I couldn't find the Beauty and the Beast movie and then I heard the play was here, so I was like, we'll just go see the play instead. So, um anyways, so yeah, check those out because I think we have some other there's other performance things. Matilda at where where who's Junction's doing? Matilda. Okay. Yeah, I think actually all so central's doing Mean Girls. Um, Palisad's got one as well that I think maybe all four are doing shows Thursday or Thursday, Friday, and Saturday. So, yeah. Is it all this weekend? Everyone, I think three of the four, if not all four, have shows this weekend. Okay. Three. Okay. All right. Well, then

167I guess you'll just either be cramp. Yeah. Or you'll have to choose pick. Yeah. But they're they're super fun to go to. So, um I'm excited to see uh Beauty and the Beast. So, so one thing I forgot also recognitions uh the the fruit of B the boys team uh they uh they they end up they made it to the grade eight or final eight elite eight we want to call it and lost at a a good game they were down by 20 points and pulled it in within six or seven to lose by that but uh they made 26 and one for a season that's a great season for Fruda and congratulations to that coach and yeah looking for more things from those guys so that's great and we do have a board coffee

168on Saturday oh yes who's I'm going Who's okay? You and I. Okay. Oh, look out. All right. Jose, Louise, and lively. Angela will be at the board coffee on Saturday. And it's at Pomona. Pomona. Yeah, there we go. Be in the Pomona cafeteria. So, all right. Do I have a any any other I don't want to cut anybody off. Any other comments? Okay. Do I have a motion to adjurnn? Motion to adjurnn. Right. Thank you, everyone. Thank you and have a good evening. Sorry.