Tonight on studio 12, we're taking on topics impacting Colorado families, from parents learning how to navigat those challenging teenage years to the increasing role artificial intelligence is having in our classrooms, and how Colorado educators ar keeping up with this technology, plus how to maximize our summer gardens and extend our crops as we head into fall.

Denver Urban Gardens shows us what to do, and we wrap it up with a high energy live performance from Latin rock band Low South Goats.

It's all ahead right now on studio 12 from the Five Points Media Center in the heart of Denver, Colorado.

This is studio 12.

Hello, I'm Ryan here, and I'm Bazzi Kainani.

Welcome to studio 12.

Raising teenagers involves effective communication, balancing their growing need for independence, and of course, just really a whole lot of patience from parents as well.

In a previous show, famil therapist Ryan Long gave teens direct mental health advic as they head back into school.

And tonight, we now hear his advice directly for the parents of teens.

We hear about supporting your teen and yourself through these transformative years, along with how to recognize signs of deeper emotional struggle.

Take a look.

Parents raising teens.

Not easy, especially nowadays.

I have raised many kids through the teen years and it is often a roller coaster.

It is very difficult.

Here are a few things for you parents.

Self care for you.

Your kids are trying to find themselves.

They're trying to find their identity and remember who they are or how they are.

Is not necessarily who you are.

They are trying to find their way.

Maybe they might be making decisions that you don't necessarily agree with.

Be careful how you come down on them because that could be more about you than really them.

It's more about your expectations or disappointments rather than them.

The key is parents.

Listen.

Validate.

Be there for them.

Expect a bit of a roller coaster and expect for them to make mistakes.

That's part of them growing up.

That's part of them learning.

That' part of them finding themselves.

If it's always this, everything is catastrophic and just everything is the end of the world.

And you didn't do this and you never do.

They're going to start possibly feeling shame and down on themselves.

Focus on the wins.

If they're doing something well, let that be the focus.

Often when kids go back to school, they are going to have a little anxiety and they might, you know, maybe not be able to sleep as well right before schoo starts, like on their first day, or they may not sleep as well before, like a test.

They might just have some worries about a class, or a teacher, or friendship, or a relationship.

That's all going to be within the normal range.

It's going to be a little difficult at times to distinguish between what is normal and what is more serious, because all kids are a little bit different.

When it's more serious is these prolonged, maybe episodes of depression or anxiety where you can tel they're feeling stuck every day.

They just keep talking about how this person's difficult, or they're feeling off, or they're feeling down, or things that they used to like to do now no longer they do isolation often.

So if you notice that they're not wanting to do anything or hang out with any of their friends, that tells you something's probably more is going on.

Listen.

Talk to your kids.

Validate them.

Make sure that you're getting and that you're understanding their experience.

You're empathizing with them.

You're saying, yes, I get it.

You know, first, first day of school is difficult.

Or there's anxiety in and being able to share your emotions.

That's really helpful.

Most parents, when the kids get in the car, they say, how was your day?

And the most typical response from a teenager is going to be fine.

Good.

Okay.

All right.

As parents if we're really trying to gauge and or connect and find out truly how our kids did throughout the day, even as simple as highs and lows, you know, what was the best party day?

What was the worst part of your day that engage a different part of their brain?

And now it's open ended.

Be mindful when you ask it.

I've noticed it with a lot of teenagers.

If you ask it right when they get in the car, sometimes they are not ready to answer that question yet.

They've just spent a full day.

They're tired and exhausted.

So you know your kids best.

Sometimes you ask that at dinner.

Sometimes you ask that right before they go to bed.

You know your kid, you'll know the best time to ask them where you're most likely going to get more of, like an expanded response rather than just.

Yeah.

Good.

Also, with conversation starters, when you ask them about their day or you want to talk about highs, lows or you could do Rosebud Thorns.

Rosebud thought is where it' like a good thing is the rose.

The thing that was kind of difficult was the thorn in the bud is something they're looking forward to.

So again, that's another good conversation starter with raising kids is radical acceptance.

Accepting them for who they are and loving them.

Loving them unconditionally.

We got to remember we're not just trying to get them through the teenage years.

And if we can do these years, well, it's going to increase the chances of us feeling and being connected to our adult kids.

I love that tip there about asking open ended questions.

Highs and lows.

Just remembering to draw out that detail.

Any detail you can get an at least you have some tips now.

I'm just gla I don't have to deal with this for many, many years because my boy is nine months old.

But now I'm prepared.

You'll be there soon enough.

Oh gosh.

Well, from parenting teens, we switch now to learning how to keep our gardens going well into the fall season.

We head outside to PBS Twelve' Erica McLarty and Jungle Judy, our premier gardening expert.

Summer is winding down into the fall, but your crops don't have to.

I'm here with the wonderful jungle Judy, and she's going to show me how to take your crops into the fall season, right?

Right.

So, Erica, fall is my absolute favorite time of the year.

Because during fall, I follow the seasons.

The shortening daylight hours and I learned to actually prune extra foliage off plant that are getting out of control.

Okay.

That's squash.

That may be four feet long.

I learned to harvest things at the right time.

I learned to cultivate my soil carefully around my plants, and then I learned to cover the earth so it stays nice and cool and permeable to water.

This is a lot to learn, but I believe in myself.

Where are we going to start?

I think we're going to start in a garden plot in our horse fern community garden, where we can demonstrate all this.

Okay.

Shall we do that?

Let's head out.

Let's head on out.

So today we have some wonderful winter squash.

We have a butternut, but we've got a lot of extra blossoms.

And I'm going to have Erica prune back.

Okay.

First of all right.

Here.

Okay.

This is my very first prune.

She' not only going to use a pruner, but then she's going to use her finger to pinch this blossom.

And if it's hard to pinch off, you can use the right.

What she has done then is remove extra growth, which is going to allow more of this ripening for fruit that's already on the plate.

It feels so weird pinching off.

I don't know, it feels like you're killing the plant.

And actually, I'm going to have her really quickly take the pruner.

That's that blossom.

That's not going to have time.

It would need about 45 days.

And Miss Erica, can I have you?

We're going to do some pretty rampant pruning.

Go ahead and prune back to here.

Right over there.

So we've actually removed this extra growth, some of which looks healthy.

But any of these blossom which would open would not have time to produce fruit.

So we're allowing that squash plant to maximize its energy in producing the fruit.

I'm ready to step in here.

And we like to use boards to step on.

So we're not compacting soil.

I know it's hard.

I'm going to have you wor when we're harvesting tomatoes.

We prefer to not let them get completely ripe at this time.

They ripen indoors, outside the fridge.

Okay.

I'm going to hold this.

You are going to cut it.

Don't pull it.

All right, cut it right there.

Eric is going to cut.

Oh, look at that.

Beautiful.

This is about two days away from eating.

So that's going to promote more blossoming.

But we're going to do one other thing.

As long as we have the tomatoes to remember the way we prune back blossoms on the squash.

Yes, I can do a similar thing on these tomatoes.

I'm going to hav you just prune it back to here.

All right.

The whole thing.

The stem.

Let me hold it.

You're going to prune right there for.

Pardon me.

Right there.

Right above it.

Right here.

You got it.

And chop all of the blossoms and all foliage.

Oh, I know you might think you're killing the plant, but again, you're promoting ripening for fruit, which is lower down on the plant.

Okay.

So another thing that's really important is our soils have worked really hard.

Okay.

So we need to make sure that the water will permeate infiltrate into the soil.

I like to keep the soils nice and loose.

So you bring back the tomato.

She's lightly going to cultivate, so she's not digging deeply like she would when we plant little sprouts.

These are weeds.

But let's see what you can do with the whole river.

You can cultivate them right into the soil.

The weeds, into the soil.

Yeah.

They're not going to sprout again.

It's organic material.

You don't just yank them.

No.

This is so easy, job.

I'm using the hoary here.

You can see how nice and loose and soft it is.

And I want to feel it, because you can.

You feel how much different that feels in this.

That feels hard.

And the roots can go down deeply on this.

I would almost want to sit on that if I were a worm.

Yeah Would you want to crawl through?

Absolutely lutely.

I think we would love to cover the soil when you get a big handful of that strong.

Absolutely.

So that way the birds won't say, oh, Erica I'm going to have you spread it around the base of the plant.

This is mulch.

This is organic straw.

I get so excited.

I know she does.

I can see that we can grow.

By the way, do scarecrows actually work?

Yeah, they work for our soul.

Oh, okay.

You know, it's garden art.

God keeps you in your garden.

Works okay.

All right If it's scarecrows, it's great.

But this is tomato.

Would be for you to work with this.

What?

I'm saying, she's not going to.

Yes.

Give it another day on the counter to ripen.

Never ripen in the fridge.

I'm going to pretend I grew this.

Well, can Judy tell me what is your favorite thing to make with tomatoes?

Seeds and dried tomato slices?

Yeah.

Ooh, that sounds very wonderful.

I have an American Harvester dehydrator.

Okay.

It's supposed to hydrate tomatoes.

Oh, but they work so well.

So spread the slices out, and then I sprinkle them with some organic, no salt seasoning.

Do you dare me to try this?

Because I have a dehydrator?

I think you should try.

I'm going to try this.

It's is fabulous.

Thank yo for all the amazing tips today.

I'm so excited for the fal and give us like a little recap.

So during this segment we talked about ways that you can maintain your garden, keep warm season crops growing a little bit, but also realize that there's more than one season during the year.

So as for right?

Yeah, there really hard.

I think sometimes we only celebrate summer, the season of proliferating crops.

But during this season of the year when we have a little bit cooling temperatures, we can replant certain crop for fall that we did in spring.

And most importantly at all, I think we can celebrate the fact that we've learned 1 or 2 new things.

It seems to me that you've fallen in love with a horror story.

You like the horror.

I've fallen in love with the wing reader here, but I'm also celebrating the fact that fall is a time when we can really celebrate the changing of leaves, learn to use them as a resource, and realize, and most important to me is that gardening is not a race.

It's not about the biggest tomato, but it's about learning one more thing each year, not making the same mistake each year.

And perhaps most to me, findin a place of reflection and peace that allows me and the soil to deepen our roots.

I will cheers to that.

Cheers.

Cheers to the season of deepening roots.

We're just continuing.

Oh my gosh, at your phone.

Tomato plant.

Come on over here.

Oh real quickly watch out.

By the way, if you would like to support Doug, you can head on over to their website where they also have so many great fall workshops so that you can sign up for and we will see you there.

Happy gardening!

Today in our Business of Colorado segment, we're taking a deeper look into the role that artificial intelligence is playing in our classrooms across the state.

PBS Twelve's Frannie Matthews interviewed three Colorado superintendents from Canyon City, Durango and Estes Park to learn how these school districts are using AI and discuss what the future holds.

Here's more with Fran.

Thank you, Ryan and Barze at the elevate I pilot kick off, I had the chance to meet with three superintendents from across Colorado to discuss the future of education.

Artificial intelligence is becoming a bigger presence in our schools.

Colorado's new pilot helps teachers and students learn to use AI tools.

The goals are simple.

Enhanced learning support.

Teachers prepare students for what's next.

Here's what the superintend ins had to say.

So tell me about how your early background, kind of drove yo to where you are in education.

It's my first year teaching.

It's 30 years ag this year, 30 school years ago.

And at the end of the day, I found myself outside of the school complaining about a student to the principal, and I was complaining about his, his, his lack of education.

I was complaining about his behavior.

I know tha I complained about his parents.

I complained about all these things.

And then the principal was patient, and he just let me do that.

And then he name Dave.

And Dave said, you know what, Adam?

Those people sent the best ki they've got to our school today.

And it was one of the most important moments for like, my whole career, because it really changed my thinking around what I can control and the wa that I approach the work and how I want to be around positivity and ownership in the work.

So I just think, I mean, now, all these years later, my my journey is a little unusual.

I was never a building principal.

I found myself as a superintendent and I'm thankful for that opportunity.

But I'm very serious that when we do work, that we're thinking about all kids that we're not making excuses.

And there are no exceptions to the work.

So that's that's a cool question.

It's very interesting to me that you've had ten years as a science teacher or so.

Right.

What does, that experience do as you look at, using AI in education?

I'm so excited tha the being part of this cohort, we've focused on teache training and equipping teachers with the tools that they need and starting their, I believe, is the right way to go.

I'm generalizing a little bit but I think there is some truth that some of our more veteran educators are feeling the more apprehension around this, whereas some of our younger educators are coming in with greater confidence around tech in general.

But certainly I seeing the challenge that teachers have in the field of education year after year after year, we've been asking teachers to do more and we're not taking anything off their plate.

And so starting myself i teaching five different preps, five different subjects, having to plan for five different disciplines every day that a lot and focusing on supporting those teachers so that they can support the students, I believe is the right direction.

And so what excites me is what I'm seeing about this is that the teachers are moving from fear of AI to curiosity.

I do believe we can harness AI to really power up and fuel the work that we kno is most critical for students, so we can use it to personalize, to differentiate, to provide opportunitie and project plans for students.

We can use it to hel our leaders, our teachers, meet, be more productive.

We can also use it to bette communicate with our families, to better bring people together.

So that's my hope that it while it will be a critical tool, it will not be the driver and that we can bring more humanness and connection to our schools.

I'm excited about a lot of things with AI, so we did not blink.

I mean, we saw we started learning that there were going to be some opportunities with AI.

We are not a distric that decided that we were going to do any sort of policymaking around the restriction of its use or otherwise, but we did decide, hey, we might really benefi from being part of a pilot group who's thinking about a statement like making a statement not only to our community, but also to our students and our teachers to help them understand kin of our position with the work.

How do we make this a reality for all?

So now I'm thinking about the very specific things in the classroom and how you might be able to support students in we're talking about translation skills specifically.

Well, there's a real beauty around the idea that we're able to use AI now to provide things such as translation skills.

We have a really high number of multilingual students in our school in particular, and it's growing where we don't have very many educators that are bilingual.

We have about 30% o our population that is Spanish speaking in the home.

And and that's the language that they're most fluent in.

But very few of our teachers speak Spanish, so the quick ability to translate for those students, it keeps them engaged and involved in belonging to the classroom, wher before they may have disengaged because they didn't understand the language that was being exchanged in the classroom, which delayed and gave them pause.

And so now immediately they're able to engage and interact with the teacher and the other students and feel like they're part o the classroom and they belong.

So it's increase in accessibility for many of our students, our multilingual learners our students with disabilities.

Can you tell me a little bit about what excites you what what the possibilities are?

So I really embrace technology.

My entire career, whether it was working with teachers, oh gosh, in the 90s on Hyper Studio, to actually teaching courses and information science for the University of Kentucky, to starting robotics teams an every district that I've been at and being a coach and for robotics myself.

And I'm passionate about growing makerspaces for kids and making sure they have maker tech.

So AI is just a natura extension of that, making sure that every single student has opportunity and access.

You know, we know that many times if girls aren't excited about Stem and tech, AI, those different kinds of tools, robotics by fourth grade, they won't go into it.

They will go into thos high pay, high growth careers.

And that excited, especially also students from other underrepresented populations.

If they don't feel confident, if they don't feel enthusiastic about it, then we are taking away those entire career opportunities from them.

So I do feel passionate abou making sure all of our students have that access, have that education, that it's embedded in everything we do, that we help them to create, to dream, to operationalize, to code.

So that really when we'r talking about AI at this point, this is maybe not so much the newest, but probably the most critical set of tools and strategies that we can provide our kids.

Are there some misconceptions that are out there that you've had to overcome on integrating AI into the classroom?

Yeah, yeah there are some misconceptions.

I think that, when I started getting a lot of attention inside of the field of education, there was concern right away around concepts of cheating.

And and I don't think tha there's something that is wrong that people would start to as questions around authenticity.

And who wrote this.

And and I'll speak to that because there is a fear that as as a leader, I do have a fear around that.

But one of the misconceptions, I think, that people are thinking is, is that we've somehow just kind of taken our hands off of the reins and that now that it's just a very much a wild, wild West kind of situation where we're not providing guidance and that there aren't safeguards in place and that all students are cheating and that teachers are no longer.

That's not true.

And again, that's kind of what's been excited about exciting, about coming toward this as what's our statement of belief?

What are our intended outcomes for our kids, their families and our people?

Our own people, that we can provide a framework around that, that now we know actually how we're going to support people to understand those parameters are expected outcomes and otherwise, so that it's not just all over the place.

And so I think there is thi misconception that is cheating it.

Yes, students might be using AI to scaffold their learning to create that beginning sort of outline or draft, and they may overuse it, but it's really incumbent upon us as educators to then look for other ways for the to demonstrate their learning.

Misconceptions that I noticed amongst staff and parents was, I think the immediate one was this will replace teachers in the classroom, which I don't believe will ever be true.

I mean, we, we we can't.

Teachers are the experts.

I is not the expert.

It's a tool.

But the teacher uses all the tools available to them, including AI to best design for learning.

Teachers are designers.

They're the creative mind.

And that can't be replaced.

So them being the experts, knowing what it is students need to know and be able to do, they now have another tool at their fingertips to make choices and decisions for how students are best going to engage with that learning target in the classroom.

And it may be I it may not.

I think another misconception right off the bat was that all of our all of our classroom need to be super high tech.

Now, there is there's a place for high tech classrooms.

There's a place for analog spaces where students can learn to be creative and have hands on experience and engage in that real, authentic human connection and relationship and social emotional learning, which is so important when we do it well.

We have all of those spaces and we choose what the space looks like based on what it is that we want students to know and be able to do what that learning target is.

And I really gives us powerful tools to maximize that design for our instruction in the classroom.

When the first article started going in the newspaper a couple of years ago that showed the school districts using AI, yeah, we got we got some pushback, people saying, oh my gosh, you are you're doing something damaging and harmful to our students.

How do you have the expertise to be able to do this?

And we quickly responded, we put out guidelines from the very beginning.

We have a tech scope in sequence.

So it's very clear what students are using and learning at every grade level and what they're not.

Right.

We're not we're making sure they're not using tools that, they are not in an age to use.

And so it's that constant communication.

It's when we're in those meetings and building those relationships, whether it's at rotary or a chamber meeting, that we're bringing this up that we're answering questions.

And I think that's what's helped us be successful is always point to the why always make sure our community knows that we're preparing our students for the future the future we're not sure about, and that AI is an important tool in making sure every one of our students have obtained access to.

That's one of the biggest fears.

This is going to replace learning that, you know, it's it's going to circumvent learning for kids.

Kids are going to be using these tools now.

They won't be doing the critical thinking.

They won't be engaging at a high level and doing the learning.

I will do the learning for them.

So we are really we were really, intentional in our training to teach our staff how to use these tools not to circumvent learning or replace learning, but to use these tools to enhance learning and opportunities for students so that they were still the creative thinkers, the collaborators in the classroom, the critical thinkers in the classroom.

Rathe than having AI replace learning.

And so that's something we should continue to be cautious about.

And it and it's one of the challenge with it is being able to use it for learning instead of circumventing it.

Learning i one of the most beautiful things that we get to do, just as humans is to explore and learn new things, and authentic, high quality learning comes through sometimes, sorry, sometimes comes through a little bit of productive struggle.

We want our students and ourselves as learners to have to go through a little bit of struggle, because repeating easy things over and over and over ultimately doesn't grow.

Any of us.

And one of the misconceptions I think, is that AI inherently is going to reduce the productive struggle to the point where there's no learning going on.

When you look at, years out, let's say five years out, where do you see AI being implemented in education?

I think it will be an integrated part of every single classroom.

And it will just be part of the daily life of teaching.

With these tools, it is exciting to think about where it might be in five years, considering how quickly it's developed.

Now we're already seeing it embedded in curriculum that's out there.

We're seeing it used i our daily lives, so rather than avoid it or run from it we need to learn more about it in our focus as a teaching staff will be on teaching students how to be responsible users of IT, ethical users of IT how to identify bias within our AI platforms and tools, and be conscious consumers.

Four years ago, no one was talking about AI, at least not in my space.

Three years ago next month, I was at a conference and they were like, go to this website and you'll find example of right?

Two years ago, our classrooms had been impacted.

We're jumping in with this pilot work.

We are in a markedly different place now than we were even then.

There are districts who attempted to write policy around this an later were like, you know what?

The speed at which this i changing.

We can't write policy.

So to ask about fiv years is something that I just I almost can't comprehen how much different that'll be.

Our best hope for our graduates is that they will be lifelong learners for the res of their life into the future.

It's about loving, learning, enjoying learning.

And, you have to.

That happens through authentic school, through authentic spaces in the classroom, which is what our teachers create as the designers of those environments.

Learning for life.

For us as the school district, the people who represent Canyon City schools, I want us to be engaged and thinking about learning and continuing to learn and revisit our practices and get better at what we do, and to keep doing that forever.

We're learning for life.

We have the alpha generation in our schools right now, and these are students who, yeah, they've grown up with tech.

They've, you know, they have grit, they have perseverance, and they've also grown up with some, you know, pretty big world problems.

And they're sort of saying, hey, adults, you didn't fix this so I'm going to have to do it.

And so they want to make an impact.

They want to solve problems.

And in order to do that problems we've never seen before.

Right.

We had the pandemic, we have divisiveness.

We have our climate crises.

Our students are going to have to solve that.

And the skills are going to need are not necessarily the skills that you might have been able to find in a dictionary encyclopedia in the past.

They are those skills like creative problem solving and agile thinking and resilient risk taking.

That's what's going to solve the world problems.

And that's what our students tod I think one of the mos interesting pieces of this story is the effect that this has on multilingual students, and the advances that they will have by using this, I it's nice to hear the positives, but also, as a parent, I appreciate that they acknowledge some of the challenges of this new technology.

We'll have to keep our eyes on those as well.

Hey, yeah, just in its infancy right now.

Yes.

Well, to learn more, you can visit the AI and Colorado Educatio page of the Colorado Education Initiative, a website that you can see shown here.

Next up on Colorado Inside Out, Kyle Dyer guided a conversation about the toll tariffs are taking on Colorado businesses and some new state data that confirm the economic strain.

Take a look.

Hi Bosa and Ryan.

You know there have been a lot of ifs and whens in terms of the effect of tariffs on Colorado.

And many Coloradan are already experiencing them.

But now the state is sharin data numbers, which our insiders discuss on our latest episode of Colorado Inside Out.

Governor Polis sent out a press release on Thursday morning saying that he had figures to show the disastrous effect the tariffs are having on Colorado.

Marianne, you went right ove to that press conference I did.

There were a couple of ke points that that, the governor, focused on number one a year ago, the, tariff level on the United States from other countries was about 3%.

It has increase sevenfold under President Trump.

We're now at about 21% tariffs from other countries.

And that's on average, some of them are much higher than that.

The other one was the impact that this has on the state's economy.

GDP before the tariffs was about 2%.

And that's, that's a decent that's decent growth.

It is dropping and it's dropping fast.

By next year, they predict it will be a half percent.

And that's considered stagnant, that stagnant GDP growth.

And if there is any and that's with the tariffs at the current level that they're at if they escalate.

The prediction is that we will be in recession real quick.

The last point I want to make is the impact on one particular sector, and that's the agriculture sector.

Colorado's number one expor across all industries is beef.

And our beef industr has now lost 25% of its exports to other countries, with China leading the pack.

Well.

The fact of the matter is, things are very fluid.

Even now.

Negotiation are going at the federal level.

So it's not we're not we don't really know what the tariff situation is going to look like in three months.

You know, six months a year out.

What we do know, of course, is tha if there's a high trade barrier that's not good for businesses that are exporting, some win, some lose.

But I think for the most part people agree that the barriers are pretty high for global trade.

An economy like the United States, which are especially Colorado, which exports a lot, will lose out, Kristie.

So I think would you see pulses press conference, you see the governor kind of stepping in line with Phil Wiser and Jane Griswold and doing his own way of attacking the Trump administration.

And what I think is missing from his talk on the tariffs.

And of course, there's going to be an economic impact to Colorado.

That's unquestionable.

But what you see missing is his plan.

He's the governor of Colorado.

What is he going to do to take steps to help businesses in Colorado?

We just saw a special session where he signed bills that raised taxes on businesses across Colorado.

Some of these same businesses he's now claiming are affected by tariffs.

So you can't really throw all the blame on the federal government and say, oh my goodness, we have a recession her in Colorado.

Economic downturn.

Why are restaurants leaving Colorado?

That was well before the tariffs.

I think he would be better served instead of holding press conferences like thi to form a blue collar commission and have people who work in a lot of these industries come together and come up with real solutions on how to cut the cost of living in Colorado, because clearly the legislature and the governor aren't doing it.

Maybe real people who work at these sectors could figure out a plan and and propose it to the government.

Marianne, did he see kind of a what's next, a game plan?

The one thing that he did focus on is a lawsuit that has been filed by Colorado on this tariffs issue, and a lot of other states have joined in on this too.

Supreme court goes back to work first Monday in October.

The Trump administration has asked the Supreme Court to weigh in on the tariff situation.

So there is there is a hope I think, that the Supreme Court will not take a, a a positiv view on this tariff situation.

The other hope is that Congress could develop a spine.

I know, but, and they have the authority to rein in the president on this tariff issue.

They haven't shown any inclination to do that just yet, but they could do tha through the spending proposals that they're now working on for the next, budget year is, they say, anything that we as a state could do.

No.

Okay.

It's can't he he says that there is there's going to be pushback.

But he was other than mentioning the lawsuits and the, and actions by Congress and keeping our congressional delegation informed.

This is this is going to everybody, that that I think remains to be seen.

The lawsuits, the lawsuits, the lawsuits.

That's all we have these days.

It seems like dozens of them, over three dozen of them.

And it's fascinating as the judges keep coming down with decisions right and left over the Venezuelan gangs and everyone else.

We don't know where the tariff lawsuit will go.

I think is really setting the stage after he came out of this special session.

And we know things are grim.

He had warned that it was going to be grimmer, that 50% chance of recession.

I would suspect he does have a plan.

He doesn't normally just do a press conference at this time of year just to do one.

So I'm thinking there might be something more down the line, but we have to remember, we're not the only stat suffering and the restaurants.

It's not just the minimum wag in Colorado, it's how much food costs, how much food and supplies are going up.

Not just in Colorado but across the country.

And that is a major, major factor at restaurants.

Now, when you look at how much the price of beef has gone up and restaurants are saying, I can only it's added 50% to my food costs, but I can only add like $2.

That's all that the market will bear.

And it's a really, really tough time for restaurants.

That was just one of the topics we discussed on the latest episode of Colorado Inside Out.

There are three others, so check out the entire show on PBS, 12.org, the PBS passport app or on the CIO YouTube channel.

Or if you're a fan of podcasts, you can check out the conversation every week on Apple or Spotify.

And yes, there's already a show in the works for this Friday, s join us at eight here on PBS 12.

Have a great week.

And that's a wrap on tonight.

Studio 12.

We're closing things out with an electrifying set live from the high dive on South Broadway.

It's Los Alamo bringing psychedelic Latin rock packed with fiery jams and high energy fusion, led by Papa David L, co-chai on those Santana style guitars, and his son Alex Al, co-chair, driving at home with his multi-instrumentalist set up Here's Los Altos with their Familia and friends, keeping the groove alive.

I'm Ryan Harrer and I'm bossy Kanani.

Have a good night.

Oh!

Hey!

Oh!

Oh.

Oh.

Oh.

Hey, I had.

Oh!

Hey!

Friday.

Oh, my God, I'm.

Oh, yeah.

I'm.

002 49.

Oh.

Oh.

I. Oh.

It's not too often you get a father and son duo leading a band.

How did that start?

Well, like, I, I guess.

Really, this guy is pretty, pretty awesom and got a great musical career.

He played with the Drifters as a touring guitarist.

He played in many prog rock bands in San Antonio.

Hey, yoga being the most prevalent.

They opened for Blue Oyster Colt and a whole long list that would take too long.

It would take up forever to give pop alcohols flowers.

But this man truly started the band by being just an awesome shredder and and, fallen in love with Mama Alco.

And I was born, and there was no pressure for me to to play music.

I wasn't forced to do lessons or anything.

I just lived in a very open, yo know, musical playground.

And, it took me a long time to kind of get into writing.

I was a drummer first.

Papa and I would play forever, you know, covers at parties.

I was, you know just a two man band like that.

But then I kind of grew up on my own and was going and playing in bands, and eventuall I started writing my own songs and was like, you know, I know this guy who's really good at guitar.

So I got a guy, I've known him my whole life.

So Alex asked me one day, dad, what are you doing?

So I'm playing on a cover band and I do some yoga stuff now and again.

He says, I forget that.

Come and join my band.

That's a great idea.

Okay.

And that's a really started and I left Austin.

I was like, this isn't the place for me anymore.

And I came to Denver.

I kind of put the band on ice.

I mean, it was the pandemic, but everyone was like, let's do it.

Let's still do this, dude, FaceTime me right now.

Send me a song.

My dad was like, come on, dude, I have this Mac you taught me how to use.

And he' just going crazy on GarageBand.

And I'm like, well, you know, I gues shows are going to happen again.

You know, afte you kind of get out of the funk and you're like you know, Denver is not that far from Austin, and Denver has a great scene.

So we kind of survived the pandemic in that way and then finished our album with just that attitude.

You.

Take a slow song.

Spell somebody.

They say the sucks.

And she goes, oh, wait.

But but I she spoke so spells and stuff.

And then she was, oh wait, wait.

Oh oh.

I. I.

She's the ghost of the night.

She's my ghost up.

And now she's the ghost of the dog.

She's the ghost.

Oh, she's the ghost.

Oh, she's the ghost of the night.

She's the ghost.

Oh, she goes, oh, she's the ghost.

Oh she goes, oh she goes, oh I see, oh she goes, oh my, she goes, oh she goes, oh she goes 000.

Oh no.

Oh you.

Can.

Oh, my.

Thank you guys, but just Garcias guys.

Thank you.

Denver.

We are Las Arcos.

Thank you PBS.

Well thank you, high dive.

Thank you.

Beautiful audience.

We are Los Altos.

See you soon.