Board of Education Regular Meeting: 11.19.2025

001to please call the role. >> Uh Stu Boyd >> here. >> Denise Chapman >> here. >> Amy Doran >> here. >> Don Kirk here. >> Barbara Cruz here. >> Alexander Les here. And Nancy Rumpel >> here. Thank you, Lauri. Nancy, would you please lead us in the pledge >> algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. [clears throat] >> Thank you, Nancy. Stu, please read the mission statement. >> Sure. Thompson School District will be a school district that empowers, challenges, and inspires students, faculty, staff, parents, school leaders, and community members to learn, achieve, and excel. >> Thank you, Stu. Our first item on the agenda is the adoption of the agenda. Are there any

002changes to the agenda for today's meeting? >> Um, yes. I I'd like to propose that we move 6.1, 6.2, two and 6.3. Um, remove it from tonight's meeting. >> Okay. So, you made a motion for that. >> Yes. >> I'll second that. >> Okay. So, so a first from Don and a second from Stu. So, let's have some discussion. Dr. Heler, I almost >> You almost did it. Thank you. >> I know I did. So after some consideration regarding some of the feedback we received um it was my recommendation to the board that we table this policy the attendance policy and the related exhibits and regulations for the time being so that we can provide additional time and deliberation uh before presenting it to the board for final approval. So our primary goal for this

003policy would be two things to create a policy that's fully compliant with all relevant state and federal laws particularly Colorado state law regarding student attendance and relevant discrimination law. and to ensure the policy and our processes are centered on supporting students and families through any attendance related issues. I think as everybody knows as we talked about at the study session uh just two weeks ago attendance issues are complex uh sometimes misunderstood very personal and we want to make sure that while our policies are also are legally sound they're also you know human- centered and very based in compassion and balance and so we're going to likely bring these policies back to the board in either January or February since we will have some new board members at that time we would start the entire process

004over we would do a a study session presentation and then a regular meeting presentation for final approval. So, in the meantime, between now and then, we will be working on finalizing those policies and getting them ready for the board. >> Okay. Thank you. Anybody else have any discussion on it? Questions? >> Okay. Um I'm now going to need a motion to adopt the agenda as amended. >> So, move. >> Thank you. >> I'll second it. >> Thank you. So, first from Stu, a second from Nancy, and Lauri, please call the role. Stu Boyd. >> Hi. >> Denise Chapman. >> Hi. >> Amy Doran. >> Hi. >> Don Kirk. >> Hi. >> Barbara Cruz. >> Hi. >> Alexander Lesum. >> Hi. >> Nancy Rumpfelt. >> Hi. >> Thank you, Lori. All right. We will be moving

005into public participation and that will begin with um the Thompson Career Campus presentation. Is that correct? That's what I have on here. [laughter] >> Members of the board, my name is Jason Germaine, proud principal of Thompson Career Campus tonight, as well as Harold Ferguson High School. Uh, with me, I have Miss Lindseay Kevlar, our amazing instructor, and three of our students, who Lindsay will introduce here in a moment. Uh, next slide, please. Um at Thompson Career Campus um our overall campus is inspired by purpose and driven by passion. So our mission each and every day at the campus is to empower students uh for really a workforce that is everchanging. We do so by offering skills-based opportunities, high interest pursuits, and community partnerships. Um for those of you who have been around a while, um

006we convened a group not all that long ago to kind of uh create a vision for a career in teched in our district. um which is driven which means that all of our pathways and programming EMT included which is what our focus is tonight are diverse, relevant, innovative, visible, engaged and nimble. So um you invite us here not to hear from me but to hear from our amazing teacher and students. So without further ado um oh wait hold on one more slide please. [clears throat] Um we would not be here without the a well-rounded uh community support and appreciation. And so starting with the those who helped fund the project that built this extension to our campus, the LMAR County Commissioners and the Bohemian Foundation, followed by the excellent service uh that Mr. Pone helped

007organize and develop through FCI Constructors and the DLR group um to now our experience uh being supported financially by uh the Valentine Family Foundation and then our partnership with Ames Community College for concurrent enrollment. And lastly with Thompson Valley EMS who um is joining us to provide a really unique career and teched model here where um their staff will be co-eing along our staff uh for our students in year two of the pathway. So that's super exciting. And back to where I was earlier, Miss Lindsey Kevlar. [clears throat] >> Thank you. Uh good evening everyone. So, with our pathway, what's really exciting is that it's a two-year pathway, and as you know, it's our first year working together. Um, so all of our students are year one. Um, so what's super exciting is that it's

008a fast-paced career-based pathway. So, students are being prepared for either a first responder type um career or maybe a health related career. Um, so in either case, all of our students from the main high schools are able to participate. um they're able to focus on building these real world skills that are going to be patient assessment, CPR, trauma and wound management, as well as being able to work in a fast-paced and um staying more calm in a kind of urgent scenario. Um, what's also really exciting about this is in this two-year program, that first year is more foundations-based where the second is going to be more focused on that EMT um, learning aspect and then preparing them for that final exam. Um, as well as we're going to be earning some certificates, which I'll focus

009here on that next slide. Um, so we'll talk about that in that community credit um, through the Ames Community College. Um, and then working with Thompson Valley. So, if you could move to the next slide, please. So, as I mentioned, year one is that foundationsbased. We'll start with anatomy, physiology, medical terminology, and health and wellness. All three courses is going to help students start with the medical terminology that they're going to need as well as the basics for human body systems before they move into the emergency medical response. Once we start with that, they have the ability to start learning about um different trauma responses as well as their legal responsibilities as a first responder. Through that portion, they're going to learn about their basic life their basic life support and their CPR certification as

010well as earn some credits for Ames Community College. Um, moving into their second year, this is more advanced and more um focused practice for the medical piece for the EMT. Um, you can see there's various courses here where they're going to learn those fundamentals, trauma and in a medical emergencies. And in that second year, they'll also have the chance to practice their clinicals. So both years they're going to be working alongside Thompson Valley EMS, but second year is really when they're going to dig into those clinicals and have that 10-hour experience. And if you could move to the second sl next slide, please. So here's a few images of our students in class. Um different dissections and activities we've worked on. But with that being said, I wanted the opportunity for some of our students

011to speak. So I have Bella, Ian, and Maddie here available. um they're going to share some of their stories of class and maybe why they signed up. So, I'm going to pass this over to Maddie first. >> Hi, I'm Maddie. And first, I want to say that I wasn't even planned on joining the EMT program. I was actually put and uh signed up for health science as my first. But when I came in and I saw like I learned that EMT was an opportunity and I was like, well, I want to do that. That sounds awesome. Because me personally, I don't really know what I want to do yet, but I know I love helping people. And I knew that doing EMT doesn't put me into I have to do this and I have to

012go into this. I have opportunities and it just puts me in the step a foot a foot in the door [laughter] and um I absolutely love it. This is I love Wednesdays and Fridays which is the days I have it. It is the joy. I love the dissections. I love the anatomy and physiology and everything just fascinates me. And I've loved absolutely everything that I've done so far and learned. It's all stuck in my brain and I love it. >> [laughter] >> I'm Ian Millet and I chose to do this after I signed up for the National Student Leadership Conference is uh medicine and healthcare in Vancouver, Canada, which I did last summer. And I just thought, oh man, it'd be so cool on my college essays to write I pioneered the first year and

013first second year of the EMT pathway. >> [clears throat] >> But I just have a knack for some of the more anatomy and health parts of science. And I have too many notes to give up now. [laughter] >> Hi, I'm Bella Bradford and um I think the main reason why I joined TCC um was from where I heard it. I heard about it in a um counselor's meeting um because we were registering for classes and courses and um I same as Maddie I wanted to do the health sciences pathway um but when I've heard about the EMT pathway um it sounded really interesting and something that I wanted to go into. Um, and so I think it's an amazing opportunity and I think that um, really anyone who's looking to go into any sort of

014um, like hands-on based career that they should definitely um, join TCC for sure. >> At this point, we would open up for any questions you might have. >> Sure. Board members, do you have any questions? Okay, let's start with Don. I guess what's your favorite part so far besides physiology which you guys covered broadly? >> I'll go first. Mine's the dissections. >> I love the dissections. We did we did chicken feet first and we could move the fingers and we did eyeballs and a sheep's brain and a cow's heart. It was amazing. That's my favorite part. [laughter] My favorite part would also happen to be the dissection. >> Okay, that makes sense. >> My favorite was the sheep part be or cow heart, I'm sorry, because my group partner decided to drag in all of

015the uh ground coffee people and I then gave a mini lecture on all the parts of the heart. Um, I think my favorite part has just been um everything we've learned so far and also collaborating with my peers and with Miss K. >> Amy questions. >> So, sort of to piggyback off of what um Don asked, like um I get that the dissection and anatomy is is fun. What is the most interesting thing that you've learned about the, [clears throat] you know, human body or the anatomy of an animal or I guess or like the intestines or, you know, something that that you didn't that you didn't know about a structure? >> My favorite thing that I've learned is I kind of knew a little bit going into it, but I love the digestive system.

016It is absolutely fascinating on everything. I could go on a ramble about it and everybody that I talk to knows, but it is the it's what interests me the most and it's just the whole you should look into it. It's really fascinating. >> I found the muscle system more interesting and I can show you something very nice. If you push right about here, you can push down on the ligaments that pull your fingers and you can force the hand to close. >> [laughter] >> Um, I think for me probably the um bone and the muscle or the skeletal and the muscle systems. Um, because I want to go into PT so I think that's um pretty interesting. Um, and we're we're in our med terms unit right now and I think that's really interesting. >>

017[clears throat] >> So, I realize that some of you are probably contemplating going on to college or something like that, but go ahead and answer my question in the context that you can. Um, what do you see yourself doing with this training, let's say, in five years? >> Well, I see myself in the military being a medic. That's what I'm that's what I really want to go into is um just taking taking this will put me I'll have to learn it but I'll already be ahead and which really is nice because I won't have to be so behind and I'll have a background on it because we are touching on lots of things and so it just really helps for knowing it especially because um medics in the military it's a little bit higher than

018an EMT a paramedic EMT, so I already have some um background and so that's going to have be how I use it. So, >> thank you. >> If all goes well, five years would be paramedic prepping for med school. >> Oh, okay. Med school. All right. >> Um I definitely want to continue uh furthering my education um by going to college and probably med school um because I want to be a sports medicine physician. So, this is a great um stepping stone for me. Yeah. Thank you. >> I'll go over to you first. Go ahead, Nancy. >> Um, one question I have, you might be able to answer it. Is in the second year, do they get to do ride alongs as they're working with the EMTs? >> Yeah, we do write in the second

019year. They'll have a 10-hour clinical working with Thompson Valley EMS. So, that's one of the things that we'll be scheduling probably around that April May timeline of that second year. And then I think it's really great about you end this with 15 college credits. So for some of you that are going on to college and yay going on to the military. Um I think that's just a really great helpful start for that. >> Alexandra >> um how many students are in this group >> currently? So in we have two classes in this first year. So currently we have a total of 26 students. >> Okay. Very cool. And then did you guys have to apply or could you just sign up or how did how did that process work? [clears throat] >> Would you like

020to speak to that? >> I'd be happy to speak to it. So students um apply annually uh to join our year one cohorts. And some one-year seniors who just participate for their senior year also apply annually. The application usually opens sometime in early October and will stay open until all of our pathways are filled. So the students apply online through our website. There's a screening process that occurs and then students are offered their spots on the campus. >> So would it apply in October for like the this year or for the following year? >> For August of 26, the application is currently open. >> Okay. Okay. Very cool. Thank you, >> Denise. Anything? Yeah. What would you tell freshmen that might be interested um to help them understand the program and maybe get them to,

021you know, want to participate? >> I would tell them first off that it's not going to be just handed to you and that you're going to have to want it and learn for it. But if you are willing to learn and put forth the work, it is completely worth it. Everyone is so nice and you just find so many friends from because they're not all going to school. So, it's not all familiar faces. The first time, the first couple days, it's like, oh, hi. But after a while, you're just all you're all friends and you all talk and it's great. And especially with learning, it's it's definitely worth it. I would say do it and go with if you're torn between two things like wanting to do woodworking and health science, go with your gut

022and go which one you think would you would love to do and just learn because it doesn't you don't have to know what your future's going to be. If you know that you have a passion for it, do it because it's completely worth it. Just know that you're going to have to work for it and it's not going to be handed to you. >> Thank you. I would say be passionate about what you choose to do. >> Um, I would probably just tell them to just sign up, go for it, and just take the opportunity and any other opportunity you can. Um, >> yeah. >> Only question I have is is that new table here. So, I was actually going to mention that tonight on on your contract over to the 50,000 you are being

023asked to approve the virtual cadaavver table which is for this program. Yes. >> Awesome. So, have fun with it when it's there. [laughter] >> All right. Thank you so very very much for coming with us. >> Thank you. And thank you for your service to our district. >> Thank you so much. >> You bet. Okay. >> [applause] >> Thank you. >> I believe Mr. Germaine that they would like to the board would like to do a picture with these amazing students and staff. >> Yeah. You're good. >> All right, >> you're front and center. >> Let's have everyone squish. All right, I go here. Oops. All right. On three. One, two, three. Cool. Thank you. Okay, we'll continue on with um where are we? Public um participation with Dr. Heler and awards and recognition. >>

024None tonight. >> Okay. So, we move into public comments. So, I'll turn that over to Don. Right. And I think you have the paper, correct? >> I do. Yes. Because the board wants to hear the viewpoints of the public and also needs to conduct its business in an orderly and efficient manner, it will schedule time during its regular board meetings for brief comments and questions from the public. The board will set a time for public part participation prior to the business portion of the meeting. The time for each speaker will be limited to three minutes and each individual will only be recognized once. If there is a large number of speakers, the board may elect to take comments for one hour before the business meeting and conclude public comment after the business meeting. Public comments

025and questions at a regular meeting may deal with any topics related to the board's conduct of the schools. Speakers may offer such criticism of school operations and programs as concern them, but are encouraged to in exercise their speech rights responsibly. Personnel matters will be discussed in executive session, and we have a new timer, so you'll want to uh watch the screen in front of you that'll give you the updates on the countdown on that. So, first up, we have Holly Bal. Don, I don't believe the timer is working, so we're gonna have to >> use the other one. >> Okay, let's see here. Plan B, which is the little lights now. Okay, so we're ready when you are. >> Okay. Good evening, board members and Dr. Heler. Uh my name is Holly Bomb and I

026represent uh I'm a parent of a student at the DLI uh program. I stand here tonight not only as a parent but a voice of hundreds of families, students, and educators who have given more than a decade of their lives to building and sustaining this program. A program that was promised and trusted to be a full K through 12 pathway. Our students have done everything that has been asked for them. They stayed in the program when it was hard. They stayed when the coursework became more advanced. They even stayed when the secondary level lacked the support it needed. They have worked for years towards the promise of biiteracy and college credits through second grade or through 12th grade. And today they are being told that their effort and their perseverance will not be honored. This

027year alone, DLI kindergarten enrollment is nearly double the choice enrollment than any other program in the district. Families are committing loudly and confidently to bilingual education and they believed in the promise that their children would finish this program through 12th grade. Just one week ago, Dr. Heler shared at Trescuit his goal of making Thompson School District the best in Colorado. I support this vision, but ending a program after 10th grade does not move us towards excellence. It takes us backwards. Staff and families have worked tirelessly for the p for more than 10 years to build this program. Teachers have poured their passion and expertise into it. But our students have done the real work. Becoming biliterate, navigating two languages and classwork, completing assessments and coursework many adults couldn't do themselves. They have done the hard

028thing year after year after year. And now the message is being sent. Thank you for your hard work, but the finish line you were running towards no longer exists. That is not what excellence looks like. That is how that is not how a district becomes the best in Colorado. Uh meanwhile, other states, including Minnesota, who started two years after Thompson district, have created full high school curriculum for their programs. They are expanding opportunities and investing in bilingualism. We are not falling behind because our children are less capable. We are falling behind because our system is choosing not to support them. And even after a dual language audit identified clear problems that needed to be addressed at the secondary level, instead of fixing those gaps, the district is reducing the program. When a program succeeds at

029elementary level but fails to be supported at the high school level, it is not a DLI problem. It is a district level problem. Thank you. Jill Breurto Riddle. Good evening, Madame President, members of the board, and superintendent Heler. My name is Jill Breto, and I speak to you both as a parent of two students in the dual language education program as well as a Spanish teacher at Truscuit Elementary. For more than a decade, our district promised a true K12 dual language pathway. One that would allow students not to graduate not only biiterate, but also with the opportunity to earn nearly a minor's worth of college credit in Spanish through a university partnership. Families enrolled on that promise. Teachers committed their careers based on that vision. And our students have built their identities around it. But

030when the inaugural cohort entered high school last fall, no none of the promise structures were in place. The university partnership did not exist. There was no established high school program. Students whose proficiency levels are far above typical high school coursework were simply placed into existing Spanish courses that did not meet their academic needs. Even now, our freshman and sophomores are not receiving instruction aligned with their level or their commitments that we made to them. The district's recent announcement to cons consolidate the program into one high school and end it after 10th grade adds even more strain and frustration to families. Parents with students at Thompson Valley may have younger children who will be forced to attend a completely different high school in order to continue in the dual language program. That is a significant and

031unfair disruption for families who trusted the long-term plan that was presented to them over 10 years ago. On top of that, no district transportation is being offered, neither for students nor for students who will now need to travel to Lovelin High School, nor for juniors or seniors who are expected to participate in concurrent enrollment off campus. Many students do not have a vehicle, cannot leave campus during the school day, or simply cannot travel across the district. For many newcomer and Spanish first families, this essentially makes continuing the program impossible. Transportation should never be a barrier that determines who gets access to this pathway that they were promised. A decision of this magnitude should never have been made without consulting key DA stakeholders, which to my knowledge did not happen. I respectfully urge you to pause

032this decision, bring stakeholders to the table, and recommmit to building the high school program that truly serves our students. Our students worked too hard for this pathway to end before it should, and they deserve better. Thank you, Sue. timer. Good evening, Madam President, members of the board, and Dr. Heler. My name is Sue Tyimer. I am a longtime educator in Thompson, currently serving as the president of the Thompson Education Association. I'm very grateful to the voters of this comm of this district who passed the $99 million no tax increase bond to address safety and maintenance needs in our district. I want to congratulate you as a board for making a wise decision to put this measure before the voters. I especially want to express my appreciation for the licensed staff, classified staff, and community members

033who canvased for several weeks to make sure our voters understood and supported this ballot measure. This money will be an important start in addressing some of the district's most pressing security and maintenance needs. Simultaneously, we must address the other areas of financial need for our district, specifically general fund dollars to pay staff salaries and benefits. as well as other costs of operating the district. Colorado has one of the lowest levels of per pupil funding in the nation, forcing public schools across the state to deal with the impacts of low teacher pay, large class sizes, and other challenges. Even during strong economic periods, schools remain underfunded due to artificial caps on funding. Educators across the state are asking the state legislature to refer a measure to the 2026 ballot that would lift this cap off of

034education funding. Doing so will give voters the chance to demonstrate their support for public education across the state. As this last election clearly showed, the people of Colorado care deeply about the future of our children. And I believe if given the chance to vote to lift this funding cap, they would demonstrate that again. I'm asking you as a board to show your support for local educators by passing a resolution that asks the state to refer this to the 2026 ballot, allowing voters the opportunity to cut the ropes holding back education funding across the state. I have a sample resolution for you to view and consider. Thank you. >> Thank you. >> [laughter] >> And uh Reggie Johnson, I'll have you come up while we're doing this. It's a good transition activity. >> Where is it?

035>> I can't reach. >> I didn't bring any handouts. [laughter] >> Good to go. Good evening, Dr. Heler. Madame President, members of the school board, and the community members, my name is Reggie Johnson. My pronouns are she, her, I'm the proud mother and grandmother of LGBTQ plus loved ones, and I'm also the president of P Flag in Fort Collins, serving Northern Colorado. P Flag's mission is to create a caring, just, and affirming world for LGBTQ folks and those who love them. I'm here tonight on behalf of families with students in the Thompson School District who are too afraid to speak publicly during this tumultuous time, especially those with transgender and non-binary uh students. Tomorrow, November 20th, is Transgender Day of Remembrance, a solemn day honoring lives lost to anti-trans violence. It's also a call to

036action, a reminder of the urgent need to protect and affirm our transgender students and community. Across the country, LGBTQ students face relentless attacks. Courts have recently ruled that students may intentionally misgender their transgender peers, ignoring that the proven harm that this causes, including depression, anxiety, and suicidal ideiation. [snorts] Social media p platforms amplified anti-trans hate with no controls, exposing youth to cyber bullying and harassment. LGBTQ student groups are under fire, even here in Loveland, where efforts to form a GSA at Urban Middle School have are meeting fierce resistance. Transgender students face bathroom bans, exclusion from sports, the dismantling of gender affirming care. Over 20 hospitals have ended such care despite overwhelming evidence, excuse me, that it saves lives. One study found a 73% drop in suicidality among youth who receive that treatment. Conversion therapy is

037being rebranded and reintroduced. Excuse me. Uh book bans and curriculum censorship are erasing LGBTQ history and identity. Pride flags are being removed from public spaces and even protections for queer foster youth are under threat. [snorts] In January, the Supreme Court is set to decide whether transgender Americans are entitled to equal protection under the law. So imagine going to school every day with all these attacks hanging over your head. Each new policy chipping away at your safety and your hope, leaving you braced for the next blow. In this climate, we thank you for your gender affirming policies here at TSD. But more than ever, we need you to be proactive. Stand firm in protecting the rights and humanity transgender students in this school district. P Flag families are watching. We're here to support you and hold

038you accountable. Good evening members of the board and superintendent Heler. My name is Elizabeth Newton with three grandchildren in tsd schools and a taxpayer for Collins. Email e [email protected]. My public comment this evening is concerning board leadership, accountability, and student belonging. I'm speaking tonight because we have had a serious problems with who is held responsible and how things get done on this board. This directly affects whether our students feel safe and like they truly belong at school. First, let's talk about the rules. Nancy, our current board member, constantly breaks board rules and policies, and nothing ever happens. When one person can ignore the rules over and over, it tells everyone that the rules don't matter. This stops the board from being able to govern properly. Thank you, Barbara Cruz, for your leadership and commitment to

039TSD. In the future, we need a board president who enforced the rules on all board members. This issue was even more urgent because of Lori Global, the newly elected board member. She has made derogatory statements against our LGBTQ plus community and has used public comment time to preach her personal disputes. The school board here is to govern education, not to push personal beliefs or spread hate. We demand that all board members act professionally and respect the diversity of our student body. That's why in choosing the new board president, you must pick a leader with courage and integrity. We need a president who will ignore personal favors and political connections and instead focus on good governance. They must be ready to use all tools, including centur to hold every single board member, including both the veteran

040rule breaker Nancy and the controversial new member Lori accountable for the actions. Finally, I want to call on Dr. Hler to stand strong. Your leadership is key to making sure our schools are inclusive, safe places where every single student feels respected and like they belong, no matter who they are. I watched for November study session where difficult subjects were discussed. Board members were engaged in open, honest, and inclusive discussion on sensitive subjects that have become political in our current landscape and did so without resorting to political views that have been used in the past [clears throat] and damaged our community. This is how each and every board meeting should be conducted. We must honor the diversity of our community in every discussion while ensuring full adherence to rules, policy, and law. Our students deserve a

041board that focuses on education, not on drama, rulebreaking, or prejudice. We need strong action right now to make sure our schools are places of learning, safety, and respect. Lastly, I also thank Amy for your strong support and best wishes for your future. Thank you. This concludes our uh public comment and now we move to reports and I turn to Dr. Heler. >> Thank you. All right. I've got quite a few things for my update this evening. So on October 28th, all of our TSD secondary schools participated in the give next kickoff day event at CSU's Lorie Student Center. We had more than 700 middle and high school students from across all three Larammer County school districts um which who all came together to explore the community issues, ask thoughtful questions, and be inspired to make

042a difference. Our students connected with over 50 local nonprofits, participated in hands-on breakout workshops, and heard from inspiring keynote speaker. I stopped in, visited with students, staff, and the organizers to educate myself more about the program and to continue to support this program. It was an incredible day of learning, leadership, and community impact. Next, on November 6th, our families joined the Thompson School District for our annual kindergarten open house. It was a fantastic evening to connect with all of our elementary schools and explore all the amazing opportunities that TSD offers. I think many of you know that we had a fantastic Veterans Day uh celebration. Schools throughout the district celebrated Veterans Day with a variety of activities including educational le lessons, the Loveland Veterans Day parade, special events and visits from veterans in our community,

043and many of our schools worked hard to design unique opportunities to honor that special day. Throughout November, we are highlighting tsd military veterans on our social media accounts and district website. Once again, thank you to all of our veterans for their sacrifice and for all that you've done to protect and serve our country. On November 11th, we celebrated Read Aloud Day. Uh this yearly tradition highlights the importance of literacy and the power of a great book. Community members, district board members, and staff were invited into classrooms to read to groups of children. Some readers even brought their favorite age appropriate story books to read aloud. On November 12th, board president Barb Cruz and I met with PTO members and the Cafe K leche group at Trescat Elementary School. I provided some district updates and spoke

044with attendees attendees about various topics. Last Thursday, we held our very first Thompson School District Leadership Academy session at the district office, which focused on the district's overall structure. Participants had an opportunity to connect while learning about the departments that contribute to the district's organization. Thank you to all of this year's participants. We have a fantastic cohort. We look forward to collaborating with you all throughout the year. Last night, I had the opportunity to attend the parent resource fair, which was put on by the exceptional student services team. The room was full mainly with vendors. Uh we had lots of fantastic community partners and vendors in the room and we did have some parents who made it out with their children to check out those partners. Um we are looking forward to making this an

045annual event and growing it in its scope and impact for parents and students. I also will tell you that today was the first day of the snack cart at Turner Middle School. If you remember uh during our study session two weeks ago um the staff from Turner Middle School and the students in that program presented about their snack cart that they have been working on. Today was the first day and I went out there Sue Timer and I actually had our our meeting our monthly meeting out at Turner Middle School just so that we could participate with the snack cart. The students were so excited. Uh the staff are so proud of the work that their kids are doing in that classroom to make this happen. And the other thing I think a lot of

046our folks have already left, but I do want to just briefly talk about the DLI um concerns that were brought up today. There were I think I'm just going to say there were some mistakes in terms of how and when this was shared with DI families, the method potentially of how this came about. I will take full responsibility for that for those mistakes and I am happy and I will reach out to those folks to set up a meeting with the DI families and the DI pack to discuss these changes, why we believe they are necessary um and how this will work going forward. That's it for my updates. >> Thank you. The next item would be our board committee reports and I kind of left it open to them if there was something they

047attended that they wanted to share with us. So um I'll start down at this end this time. Denise, you want to start if you have anything? >> Sure. I had the opportunity to participate in several of the events um over the past, you know, month here and I was I went to the parade and I was just blown away by the kids and how engaged they were and chanting and and not running into the street to get candy. Um it was pretty amazing. The teachers had it all figured out. um and was just reminded me again of why we do this. Um and then reading aloud in classrooms as well. Um how how much our teachers are being asked to do, how um class size matters and um you know the different um needs that

048can exist within one classroom. I was I stayed longer than I would I didn't just read. I just stayed and experienced these classrooms and um it teachers are magic. Um it's really impressive to see um everything that they were able to run at the same time in a room with uh kids at all different levels. So, um, we should all be doing more of it to get into our schools to, uh, to really appreciate what, uh, what's happening every day. >> Alexandra, >> um, so I participated. I I walked in the parade and so got to see all the kids lining the way out in front of Trrescot and all the ones that had been bust in from other other schools and it was really fun. They were it was very cool. They all had

049their flags waving and it was a really good time. Um, last Friday I went to go see the um, Murder on the Orient Express at Mountain View High School. That was their fall play. Um, and it was it was very very very I was impressed. They did a really good job. It was um, a little bit of a challenging play for them to do. Um, but they really did a did a marvelous job and that was a great experience. Um, so that was a highlight of the month for sure. >> Probably. Go ahead, Nancy. I didn't know if you have anything. You've been gone. [laughter] >> Uh, actually, I I I don't have a lot. Um, as I one of the meetings previously, I had talked about that this summer I had come to a

050decision and so it's taken a lot of my time um traveling to Oklahoma City as well as most of my committees haven't met. But I have been sad to miss the Veterans Day parade, these plays. There's been other things and I just came back last night from Oklahoma City and I would encourage everyone um to pull out their um driver's license and confirm that you are marked as a donor. Um donor being a donor saves lives and um that's what I was doing. I was actually um donating um for my sister Penny. But there are a lot of people that they they they don't make it. They don't ever get the transplant that they need. And so I would encourage everyone, please check your driver's license. Make sure you're a donor because literally people's lives

051depend on it. And it's a way you can leave a living legacy for you and your family. >> Thank you, Nancy. Um, I attended a lot of the same things that everybody else has. Uh, this is my last formal meeting that I'll be addressing. I'm doing the December 3rd when we swear in our new people. So, I just want to say thanks to um the confidence you have for me for this role and that I will be around because TEF invited me to stay on as that committee. So, I'm excited for that. Stu, >> I also attended several of the events, but I'm going to speak with you about uh something that I did on Monday. I was invited to be a judge for the Northern Colorado extemporaneous speech competition for Future Farmers of America.

052How's that for a long title? Students from [clears throat] a variety of high schools in Northern Colorado participated in this event. Uh they drew topics, had about 15 minutes to prepare. All the topics had something to do with agriculture as you would expect because we're talking about future farmers of America. They had about 15 minutes to prepare and then the students came in front of the three of us who were judging and gave their presentations. Keep in mind they had about 15 minutes to prepare. Now they had an idea of what the topics might be but they of course didn't know what topic they were going to draw. Um, as a former high school speech teacher, it was awesome to hang out with kids, to watch them exhibit the talents that they have in public

053speaking and show the poise and so on that they have. And I'm happy to report to you that the winner of this Northern Colorado competition is a student from Thompson Valley High School and she will be representing the Northern region at the state FFA convention. So, that was a real highlight. >> Amy, >> um both of my committees um had events last night. [laughter] So, I was busy last night. I went from PI to the resource fair last night. Um the SEAK uh resource fair, which Dr. Heler um spoke about, but um I've been the board representative for PI um and that is near and dear to my heart. I believe strongly in early childhood um education and um it was my last PI meeting and it was great. We had 19 um >> Oh

054my gosh. >> Yeah, it was amazing. We counted the babies. There were a lot of babies there [laughter] um last night and it was it was fantastic. Um but you know they they do great work. Um just amazing work. Um so last night um we had a great meeting. There are over 19 um attendees. Um the main thing that we focused on was um the annual um Head Start um self- assessment which is a really big deal. um you know and I'm always impressed with just the robust work that they do with that um Head Start self- assessment. Um the Head Start self- assessment um it's not an isolated event, but it's an ongoing monitoring process which is part of the ongoing um the program's planning cycle. Um they ask questions about where they're at,

055what they're doing well. Um are they meeting all of the Head Start performance standards? um are the services responding to the changing needs of the children and the families. And that's what I just really love. They just don't focus on the children. They focus on the family. Um because, you know, it's not just about the kids, right? They're uh dependent on the families, too. Um you know, are they doing what they need, not just um what they've always done? and can they refine their program design and management systems to further improve the outcomes for the children and families. Um so the self- assessment focus areas are um health services. Um this year they're going to be focusing on um oral and dental hygiene. Um we uh learned that three of the go-to dental providers in

056our community have closed their doors. So that's a that's a huge deal. So three in our community have closed. Um focusing on nutritional services, you know, big deal. Um transportation services, um you know, how do we get creative solving transportation issues with families um to ensure compliance with the Head Start performance standards, um disabilities and ESS services. um you know, they're really going to focus on streamlining paperwork and processes to minimize um time from referral to assessment because we all know you always have to complete the same form for over and over and over if you're a family receiving ESS services. Um mental health services, um self-regulation is a big one. Um family and community services, you know, ensuring that resource lists are up to date. Um, you know, they look at fiscal management, program

057design, um, complying with, um, you know, standards, um, let's see, office of management and budget, eligibility, recruitment. There's new consideration factors for enrollment. Um, we had a report on the regional Head Start conference. And you know what always we are our Head Start program is um uh training uh you know lots of people come to our program here for training because we just have so much to offer. Um and so a lot of um you know the people who went to the regional conference just um are always impressed with how what we have to offer here and what resources um we have um you know the opportunities that we have you know such as safety and security, nutrition, transportation. Um we also talked about goals. So it was just a great a great meeting. Um,

058so they'll work on all of this and then present um in January to our new representative. So, thank you, >> Don. Um, I'm going to just share some really exciting posttic last month that I just love. Um, so I got to go to UNC tour day on Friday which was fantastic. Exhausting but fantastic. Um, really great campus. Uh they covered so much information in a one day to really help um let people know about the accommodations that they will make, the the um different services they have, the different variety of things, giving us a chance to see what the different buildings look like and the different like the diversity of that. Right. The campus is 30ome years old. Um, and so getting to see some of the newest buildings and some of the buildings that

059are been there forever, uh, was just really great. Um, and it was really exciting to get to to do that with one of my kids and all of them until very recently were like, "No way I will go to a four-year college." And here we are going to UNCC. for somebody who's thinking about being a history teacher, probably in this district if I'm lucky. Um, and so I love that we helped with all the things that are presented here in these meetings to to help make that [snorts] possible. Um, and then another really amazing thing was that um, my son, who some of you who've been participating in this as long as I have may know that he tested our system at every possible opportunity, which I'm really proud of. Um, just opened his third

060shop. Um, and he is 21 years old. And so I'm just it was really exciting cuz this one's like bigger and it has all the bells and whistles and it's like something that he's got he's built now two other ones to know what he wants to do and like I think about those hard days and I think about all that we do here and all of the program we have and all the ways that we help kids find their passion and support them through that. Um, and I'm just it's really cool to see that come up, you know, back and in and I could think back to a thousand examples of the work that we do here and all the great educators who helped make that possible. So, this really cool exclamation point to all

061of it. Okay, that concludes our board reports and we will move now into action consent items and these are the items that we've had presented to us at um like a study session or a previous meeting and um they need to be approved but they don't have any more real questions involved with them. So the first one is I'll just read down the list. There's um six items and then I'll check to see if anybody has something they need to um have us talk about and Alexandra is going to read the donations. Correct. Is that what we said? Okay. So um the first item is 5.1 which is the approval of minutes um for October 15th and 20 um October 15 2025. 5.2 2 is the approval of minutes for no November 3rd, 2025. 5.3

062is the approval of personnel extraduty coaching recommendations. 5.4 is the approval of expenditures over 50,000. And that's where the table is that we were talking about. 5.5 is the approval of the gifts and donations and 5.6 is the approval of district accountability uh committee, the DAC group. It's the membership list for that. So, I'm going to ask uh Alexandra to read the donations for us and then we'll proceed. >> We have one donation which was for $3,000 for the athletic program to Lucille Irwin Middle School from Quaid and Danielle Smith to fund new equipment and an athlete records board. >> Okay. Thank you. All right. Are there any items that we need further discussion on on these um that I just read? Okay, I would take a motion to approve these if I could get

063one please. >> So moved. >> Thank you. >> Second >> and a second. So first from Alexander, second is from Denise and Laura Le. Please call the role. >> Stu Boyd. >> Hi. >> Denise Chapman. >> Hi. >> Amy Doran. >> Hi. >> Don Kirk. I >> Barbara Cruz. >> Hi, >> Alexander Lesum. >> Hi, >> Nancy Rumpel. >> Hi. >> Thank you, Laur. >> All right. Next item is discussion action items and we um started out our meeting by amending our agenda. So, we are tableabling 61, 62, and 63 for further conversations. So, we're going to jump to 64. >> That is correct. And 64 is the approval of the second reading policy AC non-discrimination equal opportunity. Um each one of these next items that come up, some of them might be combined in

064conversation from the presentation they share, but we have to vote on each one separately. So just hang there, hang in with us. It's what we have to do. So thank you. >> Good evening, Madame President, Dr. Hiller, members of the board, Sarah Rasmmanson, assistant superintendent of learning services. And um what I wanted to point out before I introduce u my colleagues is that in the um board packet, the revisions that were made after last study session are highlighted in yellow. So if you're looking for those, it's the yellow highlights. So, at this point in time, I would like to introduce um Valerie Laura Laura Black, who is our director of human resources, as well as Colin Dyke, who is our compliance coordinator within learning services. Are they going to be combining a couple of these

065together, do you think, as far as conversation? >> Okay. >> Absolutely. >> Okay. So, all right. We'll have to listen for when we can change. Okay. [laughter] >> All right. >> Uh thank you all. Uh, Madame President, Dr. Heler, members of the board. Um, we appreciate the opportunity to present uh the board policy, we'll call them the AC policy revisions. Um, it's a whole package. Uh, we have very little changes from the last board meeting other than a revision uh to the titles that we had been given um to clarify that members of the public can also report complaints to Val under any of our anti-discrimination laws. Um, as well as a couple of typos and things like that. So, uh, with that, there's no need for me to belabor the point. We're happy to

066answer any questions that you all might have. >> Okay. Are there questions from last time on this questions? >> Yeah, go ahead, Nancy. [clears throat] >> It's on the the AC. I just want to make sure I understood something. So under protected classes, it has gender identity or expression and it has transgender status. I'm very familiar that gender identity and expression is in state statute, but I've never seen or I don't think I have transgender status. And if I understand this correctly, gender identity is what one perceives that they are and expression is how they express it to everybody. So why do we have identity expression and transgender status? I mean what statute includes that one and what's what's the necessary for this? >> Yeah, excellent question. So there are two things I would say.

067The first is that um the actual I protected classes we were provided by legal counsel. So I feel fairly confident that if they say it needs to be in it needs to be in there. Um but on top of that I would add that yes right gender identity and gender expression will often encapsulate a lot of students who are transgender but not always. Um the protections for gender are what we would call and the law is symmetric meaning they protect everyone regardless of what your gender is. um the specific call out for transgender status is the changing of gender from from one to another or the recognition of a change in gender from biological sex. So they're slightly different. It's just to be inclusive. >> So it's just expanding on gender identity and expression terminology.

068>> I I think it's required language, but it does clarify that um that that transition itself is protected. >> Okay. Thank you. >> Okay. Anybody else have questions over this? So that was referring to uh 6 point which one was it? >> 6.4. >> It was 6.4. Okay. >> Um so I will take a motion to approve the sec. Yes. Stu, did you have a comment? I didn't realize that. I'm sorry. >> No, that's fine. I do have a comment about 6.4. Colin. And I don't know if you've seen the email that I sent this afternoon, late this afternoon to Lauri, suggesting that um there was one section of the protected class part of the document that I I was confused about as I read it and I think the addition of a comma in

069a particular place would clarify that. So, I just wanted to um ask first of all if you saw the email and saw the suggestion and if you need to react to to what I said. >> I have not seen the email. Um happy to answer any questions though about it. Um very busily preparing for our training tomorrow morning on the policy. So, what would you say that what I'd be happy to hear what the comma change need is. >> Sure. Um, it's in the definition of the protected classes. Let me find it here. If you can look at it while I am also talking about it. I'm looking at uh policy AC and this uh section on protected classes may be in some of the other documents as well, but I'm looking at um at

070it in AC. >> Oh yes, I see here. So the comma and for an applicant or employee or applicant the genetic information. Yeah. Yeah. We should insert a comma there. I agree. >> I just feel that it's less confusing that it will increase understanding and meaning for someone [clears throat] who is reading this who particularly doesn't have a background in what they're reading. So thank you. >> Okay. Anybody else? Okay. So this is referring to 6.4. I'll take approval or I will take a motion to approve the second read policy AC non-discrimination equal opportunity. >> So move >> second. >> Thank you. I have a first from Stu and a second from Alexander. >> Lauri, please call the role. >> Stu Boyd. >> I. >> Denise Chapman. >> Hi. >> Amy Doran. >> Hi. >>

071Don Kirk. >> Hi. >> Barbara Cruz. >> Hi. >> Alexander Lesum. >> Hi. >> Nancy Rumfeld. >> Hi. >> Okay. Thank you, Laura. Okay, so the next one I have approval um 6.5 was the approval of the second read regulation AC-R1 harassment and discrimination investigation procedures for students. Anything you need to say or do you want me to check for questions? >> Questions over this just Yeah, just a second. Anybody else? Okay, Nancy. >> Um and I don't know where it is and I was trying to find out all this pile of papers. So my one question on this is when it talks about sanctions or discipline to me it comes across as very vague. And so let's as an example, if a student there's an investigation and they have been um purposely um misgendering

072someone uh what are the sanctions that would be or discipline be because it just seems to be missing. >> Yeah. Uh, and I would say that's a little bit intentional, not to be um not direct, but it is important to take in the unique circumstances of the student, right? If it's a student who just doesn't know any better, the right response is not a disciplinary response. It's an educational one. Um, so that's always our first and foremost priority. Um, if it's a student though that is persistently doing it, the first offense may be different than the third offense. So we try to leave ourselves a lot of opportunity um to meet the individual needs of the student um that has engaged in the conduct. But also agency is important too. The person that has experienced

073this hardship should if what they want isn't a policy why do we need to necessarily impose additional discipline. Um and that's not my decision to make. It's the the principal who's in the best position to make that choice. So we have tried to leave as much discretion to meet the individual needs of both parties in the situation. And I'm guessing when you talk about if [clears throat] a if a student just is unaware and needs additional I don't know instruction education where does that come from and um I would assume and hope that the parents were involved with that. >> Yeah. Yeah. So first I would say that if a complaint is filed and is being investigated the provisions have us do notice and notice of the allegations and also at the end there's a

074written investigated report with findings that say responsible for X or Y conduct. So parents are brought along the whole way plus they're allowed to act as advisers in the process. So they're often at every interview with the student um to the what is that re-education additional education look like? Um it can it depends depends on site and resources availability. Often it will be uh it might be working with the school counselor. It might just be meeting with the teacher. It might just be listening to the student explain their lived experience. So it can be a range of things. >> Okay. Thank you. >> Anybody else? >> Okay. I will take a motion to approve the second read regulation AC-R1 um harassment and discrimination investigation procedures for students. >> [clears throat] >> So moved. >> Thank

075you. >> So I have a first from Alexander and a second from Denise. >> Laura, please call the role. >> Stu Boyd. >> Hi. >> Denise Chapman. >> Hi. >> Amy Doran. >> Hi. >> Don Kirk. >> Hi. >> Barbara Cruz. >> Hi. >> Alexander Les. >> Oh. I >> uh Nancy Rumfelt. >> Hi. >> Thank you Laurley. Okay. Our next one is 6.6 six and it's the approval of the second read regulation ACR-2 harassment and discrimination investigation procedures for employees applicants for employment and members of the public anything you need to say >> no any questions down here any questions appear okay I will take a motion to approve the second read regulation AC-R2 um harassment and discrimination investigation procedures for employees, applicants for employment, and members of the public. >> So move. >>

076Who who said that? >> Denise. Thank you, Denise. >> I'll second. >> Thank you, Stu. So, a first from Denise, a second from um Stu. >> And Laura, please call the role. >> Stu Boyd. >> I. >> Denise Chapman. >> I. >> Amy Doran. >> Hi. >> Don Kirk. >> I. >> Barbara Cruz. >> I. >> Alexander Lesum. >> I. >> Nancy Rumpel. >> Hi. >> All right. 6.7 is the approval of the second read regulation AC-R3 sexual harassment investigation procedures questions on this side anybody okay questions okay we discussed it last time didn't we all right I will take a motion to approve the second read regulation of AC-R3 sexual harassment investigation >> so move >> thank you >> is Is that Amy? >> Okay. I have a first from Alexandra and a second

077from Amy. Laura Lee, please call the role. >> Stu Boyd. >> I. >> Denise Chapman. >> Hi. >> Amy Doran. >> Hi. >> Don Kirk. >> Hi. >> Barbara Cruz. >> I. >> Alexander Les. >> Hi. >> Nancy Ronfel. >> Hi. >> Okay. Thank you. 6.8 is the approval of the second read exhibit ACE-1 non-discrimination equal opportunity. Um, questions, comments, questions or comments? Need a minute to look? Oh, okay. All right. I will take a motion to approve the second read exhibit AC-E-1. Um, non-discrimination equal opportunity. >> So, move. >> Thank you, Stu. >> Second. >> And Denise. So, first from Stu, second from Denise. And Laura, please call the role. >> Stu Boyd. >> I. >> Denise Chapman. >> Hi. Amy Doran, >> hi. >> Don Kirk, >> I >> Barbara Cruz, >> I

078>> Alexander Les, >> I >> Nancy Rumpel, >> I. >> One more. [laughter] >> 6.9 Approval of the second read exhibit AC-E-2 discrimination equal opportunity complaint form. >> I ask I do have one comment on that. >> Oh, you do? Yeah. Um, it is just to say thank you to our friends in IT and to Matt Beiel worked very hard on creating an online version of this form. Uh, that will launch tomorrow morning at I think around 8 am so people will be able to file or to submit complaints digitally and they don't have to do paper or go through an adult. So, >> okay. Thanks to that. >> Great. >> Okay. I will take Oh, were there any questions on this one? I forgot. >> Okay. I will take a motion for approval of

079the second read exhibit AC-E-2 non-discrimination equal opportunity complaint form. >> So moved. >> Thank you. >> Second. >> Okay. Uh first from Alexander and a second from Stu. Laurley, please call the role. >> Stu Boyd. >> I. >> Denise Chapman. >> Hi. >> Amy Doran. >> Hi. >> Don Kirk. >> Hi. >> Barbara Cruz. >> Hi. >> Alexander Les. >> Hi. >> Nancy Rumpel. >> Hi. >> All right. Thank you, Laurie. Thank you. We appreciate your diligence with all of this. Yes, we thank you. >> All right. So, now we have discussion items. So, 7.1 is our financial update. So, here he comes. Mr. Iversaw. Are you okay? >> You need to get up. >> No. >> Okay. >> Good evening, U Madam President, members of the board. Uh, Dr. Heler Bob Iris, chief financial

080officer. Uh before I start my presentation, I'll just note that my husband used to be a member of the Future Farmers of America during high school and uh dealt with farm animals um starting his love of animals at that point. >> So the uh the financial uh information that was presented to you uh the first item is the uh general fund budget actuals through June 30th. Uh this is our preliminary review of the general fund subject to audit review. Um this is going to be the last time you will see this format of the financials. Uh it's consistent with what we've done before. It's not what we'll be doing going forward with the new budget process. Um but just noting that um our reserve will be higher than was projected when I last gave the

081financials uh when we were doing the budget for the current year. um uh that we will go over the various u amounts that changed in that part as part of the audit presentation. Uh Clifton Allen AR um Larson CLA is our auditors. Um Zach Moser, director of finance has pro been giving the information to the auditors before any of the deadlines they've set. Uh we've been happy with the information that's been coming from us. um they've uh worked on the various information that they have um and it's going uh appropriately. Um [snorts] we expect them to come for the board uh actual the the full board meeting in December. Uh they don't think that they will have the um they could have preliminary numbers at the beginning study session but they don't like to do

082that when the numbers change as it goes through at that point. >> [snorts] >> In addition uh at the federal government, the uh uh OM I think is the one that comes up with it. The single audit standards have not been finalized. So every audit that a nonprofit or governmental entity that's going through the entire country is not having a single audit being prepared at the moment. So what will come before you in December is the basic audit and then they will come back again with a single audit later on that point. we will still meet our December 30th guideline deadline for u the Colorado Department of Education for submitting our audit assuming that you approve it in December. Um going to the next slide um is somewhat of a a a precursor of what

083the new format's going to be where you're going to get information that we've talked about doing. This is the revenue budget for our current year through October. Um, so the format we will show you the annual budget. We will show you the year-to- date budget actuals over and under. We will then compare it to where we were last year at the same time and a variance of there. And the last column will show you percentage of the actual year-to-ate numbers. Um, I will state that our year-to-ate budget is a work in progress. Um, in some cases we just divided by 12. In some cases, we projected when we thought we would actually get that income in. That's going to be the same case on the expenditures. Um, we are working with departments so that next

084year's budget, we will have the departments tell us when they think they're going to spend money during the year instead of it being a finance decision. So, when the year-to- date come year-to- date budget comes through, it actually matches what their expectation is instead of just a projection. Um uh property taxes are under again we did that by 12. Uh we get most of our taxes in March. So we'll be showing that as we get further and further in the year the budget to actual be closer at this point. Uh next slide please. Uh so these are the actuals and this is giving you sort of a precursor of how we will probably be dividing the budget uh narrative to you. Um instead of the CDE way of the instruction opportunity um operations and um

085overhead numbers, we're going to be doing it in a programmatic way. So for instance, business services, we're going to show you where here's where the charter schools are. uh communications, human resources, uh learning services, breaking it down to uh what we're spending on early childhood, elementary school, CTE, federal, state programs. It's a way to make see if it makes sense. We are working with the departments. These these titles are probably going to change based on what their programmatic needs are. So when we come to you with next year's budget process which will be starting internally December, January and then actual uh real um public in involvement in March and April. Um we'll show you the programmatic where we're going so you can actually see it there. Um when we had the FTE count and the

086non FTE count, you're not going to see that. It's all going to get merged together. It's going to be programmatic. So salaries and non-s salary expenses will be under a program not separated. We will still have the FTE count in addition to the dollars because FTE is really what's the as was discussed during the the board comments uh what is the class size how does that play out and what is the what are the number of teachers and support staff that we have at that point. Um, and the other thing I'd note, the year-to- date, uh, actuals, um, as we are fine-tuning our actual accounting systems, um, we pay people sometimes in the month they're working for some class of employees. Sometimes based on the hourly, we pay them for the prior month. So, in

087June, in July, we are paying some people for July's work and we're paying some people for June work. In July, we do an acrruel and move it back to June. So June is a correct number for what really was expended at that point. When we did the year-to- date budget, we took salaries and divided by 12. We will be fine-tuning that going forward, saying the people that are paid in the month, we're going to have them in that month and then the ones that are paid in the next month. It's complicated. >> Yeah, >> we're going to try to make it more simple and more accurate. of the budget to actual. So our our actuals are actually on target for where we should be spending during the year. And the next slide, please. Uh this

088shows you our cash balances. Um cash is uh the most important thing we have to make sure we can pay our bills and pay our salaries and u make sure that we're operating in the black and we are. Um so this uh we've um as we've said before we uh the board approved in January some additional spending for additional HVAC and other uh other properties are there when our cash balance is different. Um again we're comparing this to to last year to this year so we can actually do this. Our plan will be on the regular monthly reports where we're having line items and we'll show you explain the variances for each of the different line items that we go through there. Um that's uh my presentation. Any other questions that we may have from

089the board? >> Okay, let that start over here. Anybody have questions on this? >> I'm glad you have to figure it out. [laughter] Any questions over here, Nancy? Um, [clears throat] first I really appreciate all the work that you and Zach have been doing. I know that um you're just you're really moving the finance department really miles ahead and so I really appreciate that. Um, on the budget, I understand reporting by the program, which is like a a easy way to summarize, but within the summary, will we still be able to see the details? because that's often where you can find out what's the actual specifics of what and I don't mean like you know the minutiae detail but like kind of similar to what is on the end the nonFTTE budget um and I

090know some of this for this coming budget will still be a work in process because the new budget module won't yet be um I don't think it'll be functional for this process. So we're going to be between in between through this whole process. But yes, so our goal is you will have the department. So we'll take high school and then we will have a line item that you will see for personnel, for benefits, contracted services. And then we're trying to figure out what are the what are the natural connections uh that you will bring up to a a category that is useful to the board. And then we will have for the departments the items that are down below that as well. So we can actually look at that information. So yes, you will have

091more information that is on here that you can review instead of just by the department. So we'll be having that broken down into appropriate categories. We had a working session with our software company u for the budget software to figure out where the different things are and who has authority to make changes and stuff like that. So our goal here, Zach came up with this to get this to the department so they can start talking about what do you want to break it down and then we'll start doing the categories below that uh so that it makes sense. >> And I would I'll just still recommend again like on the contracts over 50,000 because the language the verbiage reads that these are contracts that were already previously approved in the budget but there's never been

092a list provided to the board as part of the budget process. I know that Gley prov kind of prov I think it's Gley provides a list of these so that when they do come up it is clear that it is routine because it's like oh yeah that's on page whatever of the budget. Um so I you know I still recommend that but thank you. >> Okay. Thank you. Anybody else? No. All right. Thank you. >> Appreciate that. Thank you. >> All right. Uh 7.2 two is the 2025 bond next step. Todd and Tammy. [laughter] >> Good evening, Madam President, uh members of the board and Dr. Heler. Todd County Tony, assistant superintendent of operations. So, tonight before we get into the next steps, uh I just want to take a moment first to thank a

093few people. one um all the departments that really have been working I'll say a few few years to get to this point of a successful bond [clears throat] and then second our community for um coming out and supporting this because really what this does for our future generations is supports our kids our teachers um in our buildings to help support the whole system. So thank you for that. the um really now going on to the next steps. The work that's beginning and actually has already been going on. Uh our citizen bond oversight committee is going to be the um go to the next slide. Our citizen bond oversight committee is going to be uh applications going live Friday I believe Friday under money in the next few days. And what that is um we have

094bylaws within the uh citizen bond oversight committee but it's a boardappointed um group that um will be selected by the board. So, as we go through the process, we get the applications in December, um we'll work with the board and talk about how we want to do that. Um there are suggestions we did last time, but what it boils down to is there's two sectors or um um stakeholders from the business community, uh four from the um community groups. So, the Berth uh Johntown uh Lovelin [clears throat] Fort Collins area, there's two parents and then there's citizen at large. There's eight citizens at large. So that's the 16 members that'll be a part of it. Uh I can just say last time what we did is the citizens at large were just picked out of

095a hat. The um other eight were actually um each application the board went through and looked at the qualifications to make sure they aligned with that um stakeholder group. So yeah, it's a board [clears throat] driven process and then it'll be suggested on the first study session. We'll work through how to do that. And then final approval would be then in the second one in January. And then as you can see there's um all sorts of reports and pieces they'll be uh reporting to the board. If there's anything the board wants to see within the group too, you know, let's look at this, let's look at that. Um whether it be expenditures, um alignment with about language, all the pieces. Um you know, also communicate that and we'll work with Dr. Heler. last time there

096was a board leaison on that group um that joined the the meetings. So up and coming. Uh the next slide there is just a preliminary schedule. So we just want to show the community u what's in front of us. You can see there there's um it looks like not much in the next two years but our two biggest projects the most complicated uh Tammy will talk about here in a second but they are kicking off like right now um and that's Berth and Ivy. Those are the two complex projects that'll take a little bit of time and um I'll say headache to get through but uh fun to get through. Uh next [clears throat] is the overall budget. So this is a little different than uh what we did last bond. So we talked about

097you know obviously ways to improve to do things different. Um one thing we did is said let's just do all the budgets at once. That way it's out there. Um you know I think what we did last time is we came to the board you know every say six months for a project budget. Um, and I think it was hard to see because, you know, how do you see when you do two here, two here, whether you're going back and adding up and trying to see what all lines. So, the hope here and what you'll see next time in a board memo in the study session is just here's the project budget for the entire bond. Like, it's it's all out there. Uh, every dollar is out there. [snorts] If if it's varied from this,

098as you'll see in the in the memo, we'll come back to the board. So, this just gives a threshold to say here's the contents, here's what we want to do within the bond, whether it's maintenance, safety, um, or growth. If the project comes in over budget, we have issues, um, and it's over these dollar amounts, we'll come back to the board and say, "Okay, here's why we're where we're at." So, a little different than last time. This also helps with some of our coordination. Tammy, we talked with with um, Bob and his team, the business service team, say, "Okay, it can be loaded up front within our system." Um, that way it's all there at once. So, little tweak from last time, but we're pretty confident that's a a good step forward. So, I will

099turn it over to Tammy now. She'll talk through a couple projects and a little bit of the process. Thank you, Todd. Yeah, it's nice to be back here again after successful elections. So, we are ready to roll. Um, like Todd said, the first two projects are Birth at an Ivy. um the most risk to um similar to renovating Conball into Peak View, there's a lot of unforeseen issues that could come up. Um it's it's going to be a feat to reconfigure those into a compliant K5 with one prek room in each. So, this list here shows the scope of work. It's very similar at both schools. Um the biggest differences at Ivy, um we're also planning for new gymnasium there also to make it equitable with other schools and other K5s in the district. The

100schedule is very preliminary there. Um we've only had a couple meetings with our team so far because we really wanted to wait and make sure the bond was approved before we got too far ahead. Um but we'll be we've started design already. We have the design advisory group meetings um set up for December 15th and 16th and I know there'll be some board representation on those. Design goes pretty quick. We have community me. Um, we're going to start scheduling those out with at least, you know, a handful of meetings um, for input from the community and how we can incorporate their ideas and influence and culture into these projects. For sure, construction could be started next summer. They could be in the buildings starting infrastructure. They'll for sure be in the buildings doing a lot

101of research and planning. Um, but we have worked with the schools to um, shut the schools down pretty much the next two summers to make sure we finish by August of 2027. So, we have been coordinating a lot with finance. Um, it's been great to meet with Zach and Bob um, regularly. We've modified the business plus reporting um, as shown there. It's kind of high level. you know, it's hard to dig in, but all the funding sources will be in business plus. It'll be very easy. We're we're identifying different packages, different ways to um drill into the details of every project. This is an example of Berthael and BF Kitchen. The original budget will always add up to the 99 that's been approved. Once we get the premiums, inflation, those those changes will be reflected

102into the working budget column. And then the actual incumbrances and net available. Um we'll be able to drill down into details like you were asking earlier Nancy on the other other finance piece so that you can see every PO everything that we've done per site per budget per funding source. So um we're ready to go with that. We'll continue regular meetings with both finance and procurement. Right now we've been meeting weekly and we plan to either continue that or go to bi-weekly just dependent on the amount of work and the scope that we're into. Um, we'll also the bottom right shows the pie charts that if you've been out on the website, we have three buckets right now. Critical needs, security, and growth. Most schools like BF Kitchen have two buckets. That's the gray is

103security, purple is critical needs. We'll be able to report through business plus um an update on each of those um pie charts. We're working with communications to make sure it's visual, easy to dive in and see how much of the 43% at BF Kitchen has been spent or encumbered. So, uh, we're trying to just really communicate with the community and make sure the info is out there. This is a communication and process chart as it's titled. We just want to make sure we use this when we meet with principles, with staff, with the community, with our design build teams, our contractors and architects to say this is our integrated project approach. um not just the big birth at NIS but every uh renovation across the district that uses these bond funds. We want input. So

104you can see all the input that goes into the core of the diagram and then the reporting across the bottom with the guidance and approval of SEO with regular board updates um answering questions that way. The bond advisory committee we meet um once a month right now I believe but uh that continues with uh Dr. Heler at the helm there and then cabinet level of course they're part of that bond advisory committee too but that's constant reporting and conversations going on to make sure we're meeting the needs of the learning environment and then the website more on the communication um I've been working with communications department again to keep those pie charts updated we plan on some video series a little more over the top than last time uh pictures will be updated Um the

105schedule that Todd went over a little earlier, we'll be updating that and making sure that that's out there and available for um preview. Expenditures we talked about a little bit with the business plus report as a source of truth. And then Seabach presentations by their guidelines and bylaws are required to update the board also and provide reports. And that's it. We're ready to roll. We're ready to get the integrated approaches going and get these projects underway. Are there any questions? >> No, thank you. >> I just have a question. You I don't know if you know the answer to this, but I know like when we did the Peak View Academy, there was construction going on like throughout the school year. Is that going to happen at Berth and Ivy as well? >> Yes. Okay.

106there will be and the principles have been in I believe two or three meetings already and that's been high concern to make sure safety first operating has to continue um for the kiddos. Um so that'll be a constant day-to-day um conversation to make sure we keep the kiddos safe. >> Nancy [clears throat] >> first I know for the last four years I've kind of sometimes been a thorn in everybody's side on the bond stuff. Um, but I would like to say that I it's so great to see the progress and the changes that you guys are putting in place. I think it's really what's needed and it's really going to again just help more of the public understand and see where the money is actually going and and have confidence that they understand what they're

107reading. Um my questions on the on the list of um all of the schools where the money is going to be budgeted. >> One was bond environmental is that for the non like all the non-p project expenses like the salaries, the interest, what is the bond environmental? >> Environmental is uh asbesus containing materials uh leadment those kinds of things. So, we have a separate bucket. Some of that work is in the budgets at each school, but we have that extra bucket to address more as we get into the projects. So, will you somewhere in one of these um reports keep track of and show all of the bond money that's being used to cover bond costs, issuance costs, interest, bond salaries, and benefits and so forth. >> Yes. Um just below that bond management that

1082 033 that $2 million that's salaries, equipment, um materials, supplies, that's where we'll track that. >> Okay. >> Yep. Um, and then as far as the buckets go, the buckets that you talk about make sense, except to me it seems like we're still missing the ADA bucket and or within those critical needs, make sure that the ADA work is really clearly um identified and listed on the website so that people can see because I know right now you just have a you just have one number um without it really knowing where it's going to go, >> right? The [clears throat] study that's underway. >> Yeah, I can talk to that a little bit. So, our plan is we have right just one bucket now um as we do projects. So, birth and heavy for example,

109there's going to be 80 upgrades that are just [clears throat] part of the project. So, we're going to actually try to um well, not try, we'll pull those dollars out to show, hey, this is how much put towards ADA. So, we will create another kind of section as we get the um u audit done just within each project because it's really not just the 2.5. It's going to be a good chunk more as we get into other projects. There's going to be some of the items that going to be taken care of regardless. So, the plan is to eventually just take that as its own like pie chart or section bucket um [clears throat] as we get the audit and kind of finalize the work in that. So would it probably be treated more like

110kind of like a declining declining balance bucket whereas you identify it and you move it over to berth it you increase berth it and you decline the ADA. >> No, Bertha and Ivy are a little different because we've got dollars set aside because of the scope of that project. >> Yeah. So um it would actually be more of an increase bucket. So say for example big T that has uh um a vestibial work in there will inherently within that vestial work do some of the ADA work. So it'll actually probably show an increase to that 2.5 rather than taking the 2.5 out to that. So I see >> we're going to try to balance there's that's the goal is to do it that way. Um you know we'll see as we get into it if

111there's bigger pieces that the project budget can't handle we may have to subsidize with the two. But uh the hope is we can also capture some of it within the projects. >> Okay. Thank you. [clears throat] >> Yes. Um if I read the slide correctly, Tammy, you're projecting that the construction at Berthael and Ivy will be concluded um by the summer of of 2027. Is that correct? >> Correct. And so when students begin um school that fall, they will essentially have an expanded new school. Okay. >> Yep. >> Are you able to project when since since all of the schools in the district are getting money from this bond issue, are you able to project when those various projects will be finished? Is um summer of 2027 the date for those as well or might

112they be finished earlier or extend past summer of 2027? >> Lurley, can you go back to that schedule? [clears throat] There we go. Um so I this hopefully can answer your questions. We do project out by feeder those are all the schools and and the yellow bar is the construction. So we go by that com the end of that yellow bar the right side is the substantial completion date which we try to always align with August. So we do project all these schools out and those are the dates as of today. My our best scenario that the cash flow follows this plan. You know a lot of things stem off of this. So that's our best pred projection as of today. >> All right. And my last question is related to the fact that I

113was very pleased during the 2018 bond construction that signs were posted at the various schools and then uh people driving by were able to see check marks where various parts of the project were completed. Is that your intention to do obviously it would be the intention at Bertha and Ivy because those are major construction uh projects. Is it your plan to have something like that at all district schools? Some type of a sign to indicate where uh the construction is etc. Bertha and Ivy. Yes. And then the others we are working with Alana and then the communications group too are some other weekly meetings that we've been having of how to make sure the community knows what's happening at each school. Whether it's um some banners, some larger banners that say, "Hey, the bond work's

114happening now." Um, a lot of it we really want the community to know when the work's happening at a school because a lot of its infrastructure and things you won't see like in the last bond where you could drive by and actually see what was happening. So, we are talking about options to do that and uh we'll just see what what makes sense with each project and it'll take a year or so to implement but we'll we'll >> Sure. I I appreciate that, but I think >> any notification that we can give the public at the other 29 schools, if I have the right number, is going to be very important so that voters know that the money that they uh voted as part of this $99 million bond issue is indeed being spent at

115the various schools. >> Yes, I agree. >> Thank you. >> Any >> I don't have any questions, but glad you're um you're with us for this project. So, thank you. >> Thank you, >> Ditto. Um to glad you're back on this and um also to end with saying thank you to the voters for making this happen. It I mean obviously wouldn't have happened without their approval. And so, you know, to know that we're able to meet some of the most um pressing needs of the district is really a relief. So, thank you. >> Nice to see you. We're glad that it's underway. >> Yes, >> we desperately need it. So, thank you. >> Thank you. >> All right. The next um on our report would be our written reports, the family pie from October 14th

116and then the DAC meeting from 9:23. Um any requests for information from the board? Okay, then I'm going to um adjourn the meeting. Thank you.