001I ate one of these lemon bars. I probably should move LS. My vision say I will see everything. >> [laughter] >> No, this is not >> I think you're fine. Well, normally everyone else has to have their computer. I don't know who I >> responses. I can't get into words. I'll help you suggest. >> Yeah, I will. Sorry, I didn't tell them. >> You're already ready. >> You're going like I'm going to bring the Grand Canyon School District Board of Education uh work session to order. It's Wednesday, June 10th, 2026. It is 3:34 p.m. Um, we are here at the district office. We are also available via Zoom and live stream on YouTube. Um, Laura Lee is absent. He's absent. All other board members are present. Um, Kai and Administrator Hamilton are present as well.
002Um, the pledge of allegiance, will you lead us in the pledge of allegiance? >> Thank you. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with [clears throat] liberty and justice for all. >> Mission, uh, our mission is to put each student first every day. Thank you. Okay. Um, the preliminary budget for fiscal year 2627 includes a proposed property tax rate increase. >> Announcement announcement. That's just my announcement. >> Oh, I see that. I'm sorry. I didn't see that. >> So, not double. I saw >> that's why I didn't ask you to read the >> All right. Um, first on the agenda is approval of the agenda. >> I would move with being the agenda as presumed. Is there a
003second? >> I second. >> Da makes a motion. General seconds. All those in favor of approving the agenda say I. >> I. That passes [clears throat] 4 zero. Budget officer property impact statement. >> I'm not reading it right. >> You tell me. >> I'm gonna read the impact statement right here. >> Okay. Grand County School District Board of Education is considering a tax rate that exceeds the certified tax rate. Um, this information is intended to in is intended to to provide the public with the schedule of the school district's explanations and proposed property tax rate increase. If you have questions, I'm happy to pass them around whoever whoever wants one or needs one and can discuss it after the meeting. We have to do that announcement just in case we talk about any budget any
004budget. It's a new raw. >> Um okay I'm for discussion technology presentation Kendra Cups would present to the board. Nothing. Oh, wait. There it is. Now it's time. Okay. Um, so this year I would say like the big overview is the completion of the door controls upgrade we did which involves like all of our door readers and our cameras on all school districts. Um we have been working a lot to improve um cyber security along with the new legislation. So that's been like an ongoing big project of kind of the um some summer projects that we've gotten into. And then um the student achievement I would say these main areas that we were asked to highlight last year I just kind of kept on here but basically these are just ongoing um best practices. So
005most of our administration use our data platforms to monitor student achievement and to talk about interventions and to talk about how to maximize um teacher prep time so we can create resources that are tailored for student need. Um for well-being of students we are still using Pikapac. We still use the sharp survey which is um not every year but it will be again next year and we use those to basically um do a probe of how our students are social and emotionally. Next year we will be going back to a program that we used as like an early warning system called Panorama but I don't have it on here because we didn't use it this year but that will be another social and emotional component put back in place next year. >> What was that
006being paid for? Um because originally we um we had some components that we were told in Power School that we're going to replace Panorama and they have been worked on for a few years and are still not meeting what we need them to be and the cost is more with the power schools. So, um, uh, superintendent and I talked about it with Jerry and it feels like, um, also the state has offered a subsidized panorama, which they didn't in the past. We used to have to pay it. >> State's picking up that. >> What' you say? >> The state is picking up hat. >> Oh, great. >> Yeah. >> So, everyone's pretty excited about that, but that's a that'll be next year. >> Really good program. >> Yes. and they've made a lot of improvements.
007And so it'll go um along with a lot of the things that we know we have to have in place for our early warning um systems as well as uh um some big things on it that uh we're looking forward to is just being able to uh kind of tear like we can kind of build how we want teachers to look at certain scenarios and kind of take some of that front learning off for them. So, it's kind of like um making it more tailored versus like when we used it in the past for student interventions, it was like you kind of had to build it piece by piece and we'll be able to kind of like give it more fully fledged and then teachers will be like, "Oh, this is what this needs to
008look like and here's my choices and it it'll be a huge >> tie really really nicely with our DSS." >> Yes. Yeah. Um and then for school unity I would just say that again we partner with Ed Leo who helps us to have like a single point of truth for all school communications whether it's social media and everything comes back to the website and um again just offering equitable access to technology for students. Um and then I just have these main software programs up here for board members just in case you're ever asked about them. Um and then the bottom is our partnerships locally which is how we kind of survive having such a small technology department in a rural area. And then if you nit can you click on that last button there? This
009is the document that I have been presenting to you guys every year. Um, and it um, it's basically the five-year plan where every year I just update it with like what did we use our e- rate for this year? What were our summer projects? >> I will just review right now. >> If you go ahead and just Yeah, >> you need to edit it. >> Well, I didn't change it. >> Budget and long-term planning goals. Is that what that >> Yes, exactly. Yeah, you guys should already be on there. Um, okay. I just sent it to you if you can refresh it. Um, but yeah, so this is the one that's like more in the nitty-gritty. Um, and so this is uh completed this spring. And so if you want to get into like more
010specifics on our projects, um, and partnerships, like I have our next four to five years that superintendent and our business administrator and I planned out our funding over the next five year cycle. Um, if you're curious what we've used it for in the past, um, I've been just updating this since I took over in 2020. And, um, the bold section at the bottom is kind of like areas of concern or like what we've asked for, uh, purchasing. And then we just kind of have on here updated our Chromebook rotation, our devices, um, the amount that we have on hand as extra. When we first started, we had like 30 to 40% extra because we had a lot of class cards and now we have closer to 10% extra which is primarily just for loaners and
011that's what um that's the recommended best practice for having on hand. Um and then at the very Go ahead. >> Does a Chrome go does a Chromebook go with the student for their all starting in seventh grade? Uh so they they get them in uh in fifth grade and they keep them until the end of middle school. And same with the freshman and then they keep it till the end of high school and in the lower elementary we just replace it by class. So like an entire first grade class will get new devices >> and they take them home for the summer. >> They don't take them home for the summer. We send them home with the seniors. >> Okay. >> So summers is when we do like our make sure they're all like fully
012working. Like we got a lot this year that were like screens were broken and teachers hadn't put in tickets. And so summer is when we're like, "Does everyone have a charger? Are all the screens working? Is everything in good working order?" And then we give back >> some get back the one that they exactly their needs. >> Exactly. >> Yeah. Um some students have asked in the past if they could check one out over the summer. And usually we say yes if they ask, but most understand that they have to turn it in so we can service them over the summer. >> Um and then uh just kind of down on the bottom. Uh yeah, this is like our security cameras, our DTL grant. the detail grant was cut. So that was our kind of
013past. Um I will say one big change that we've made this year um is that in the past the detail grant paid for learn platform. Um and that was how we did our metadata dictionary which is where we stored all of our data privacy agreements for any vendor who was sharing personal identifying information with the school district. And because they cut that, they kind of just basically said, "We're not going to do DCL anymore, but we'll still provide you a choice if you guys want to use class link or learn." And we were already using Class Link for all of our rostering and for all of our um kind of syncing to P school and all of our single sign on. And so we just opted to keep everything with class link and we are
014letting go of learn because it's um it's not it's no longer supported and it was kind of an island of just the metadata dictionary. So if you go on our website and you go under privacy you'll see a new platform and that's kind of where we're storing our stuff now. Um >> and yeah, so this is our last year of the DTL since that was cut this year in the budget cycle. Um, and then if you go down to the very bottom, this is just our teen review, but like the very last page, Nish is just kind of like this is all of our inventory if you want to see like we we purchased a server this year. Um, this is just for planning purchases. And then the very end is just talking about like
015the core of what we offer for our students and teachers. And I just made a note that we have a plan to like revisit that with the business administrator and all of the campus administrators just to ensure that um especially with the new legislation on like screen time. We just want to make sure that like what we have in place as our core for teachers and students still aligns with what we feel like is um the best place to invest in technology for our students. Um, but yeah, and we we we had a new privacy report that was required by the state which required all of our staff to take a student data privacy training for the first time and that'll be a yearly um requirement going forward. So, it's just like a lot of
016privacy changes at the state level that we're working. >> So, the student has to take that >> that's for staff. >> For staff? >> Yeah, for staff. It's just basically like it's just kind of like in the past um it was more um of a lift from administrators to kind of like discuss student data privacy and curriculum. There's just so many programs now that we're just trying to do better um teaching better teacher education on like when it's appropriate to share student data and like when maybe we should be trying to use something that isn't sharing student data so that sharing student information isn't like the first attempt at a project. It's kind of like the last if that makes sense. Just trying to like think more about um our job as educators to try
017to protect our students information. Um, and so I know like sometimes people get really excited about things that feel really engaging, but it's just kind of becoming such and it's not it's not just programs, it's also just like the cookies are tracking our Google. And so it's just trying to work on more education for staff of like what is student privacy? It's not just like social security numbers. It's it can be their personalized name. It could be their student ID number. And I think that's just kind of like a cultural shift towards like not just the legislature but just parents asking more about that as well. And so we're just building, you know, better practices for everybody to have an understanding of like um what that balance is. >> Haven't we already signed up and
018sent over a lot to Google? >> Well, Google is everything is locked in. So like basically anything that you do in Google is safe. They've signed a data privacy agreement with us. So anything we do in Google is like imagine it in like a locked you know file cabinet. It's like when you go to a website and they say like, "Do you want to sign in with Google?" They might be like, "Oh, it's free. I don't have to pay for this." Like, "Why wouldn't I sync it with my Google Classroom and just like have my class rostered?" But it's like just not realizing that every time you sync any student information, you're like giving that vendor student information. And if we don't have an agreement side with them, then they can sell it, they can
019do whatever they want with it. And so we just um it's really easy in Utah to just monitor the agreements in Utah and if someone in the state has already signed one, we can just piggyback on that. But it's just kind of it's a long process um educating staff. >> Yeah. I think when we first started there was like 1,500 programs that were being used and we worked um >> at the time to like get data privacy agreements with like the top 500 and that took probably three or four years. And I mean, I would say we have them. If you go into our approved applications, I would say like 95% of them we have DPAs. And if there isn't, I I do have staff emailing saying they're actually saying to me like, "Can I
020get a DPA for that?" Which is huge that they understand. But there's a lot of just like, "Well, this one's asking for cookies. Is that okay?" And just like kind of like it's kind of like, you know, filtering like a fishing email. It's just like teaching people what to look for. And if you're just having a student sign in with like a first initial or something, that's not personal identifying information. So, it's just kind of like teaching [snorts] how to teachers and students to navigate um protecting their information. >> Yeah. And then this budget request, areas of concern, these are kind of like the big asks that we come to um Jerry and um Matt with through throughout the years. And so the bottom is like updated with what we did this year, which was
021um just finishing up the um door security. We went back and we're just adding some sound alerts on all of the doors. So that way um it's not just like a text message or something to an administrator. If a door is left at Joner, it'll give like a sounding alarm. Just stuff that it helps keep all of the campuses more secure as like a tier one approach. Yeah. If you guys have any other questions, I mean, feel free to reach out. But P school also, I would say, was just like a big thing this year. Last year was year one. Year two, we spent a lot of time just still building connections between our different vendors in P school. Um, but I wouldn't say it's as it's as big of a forefront as it was
022last year. Still a big lift. Um, yeah. Um there is one thing I think I have on here but I don't have shared um which is just for for for y'all just basically we did like a disaster recovery plan and I have like an abbreviated version in this report that's linked um in the disaster recovery section but um we have like some scenarios that are built out a little bit more just like basically like how can we build in more redundancies or more like generators or things at different campuses just to like keep phones up. Um, so that's attached in here as like a secondary document, but this is kind of just more of a highle overview of like uh we want to just continue to make sure that like we have a plan and
023that we're building that into our security. It's not just like day-to-day data privacy, but also like um if we had like a server or power outage, would we would everything still be secure and able to be brought back up here? And so if you're um like the issue with our storms here is sometimes we have like power bumps and they go on for a while and that can cause some damage to our servers. And so we do have like some redundancies and price at our regional support center. And so um some of those are outlined there and we just kind of updated this section as well with the Sheamus on our security clinical safety. >> Yeah. Any questions or anything? Thanks, Jenner. Yeah, of course. Thank you. All right. Um, next would be Grant High
024School presentation. Casper and Derek Kirk will discuss the class schedule and earning of credits. Yeah. >> Yeah. >> This is really exciting information. It's not rocket science, but it starts to get pretty confusing. Uh I've been through a couple different drafts of this to try to make it simplified as much as possible. So, what we're starting with right here is kind of just what the state of Utah graduation requirements are. Uh you can see the uh these are all the basic requirements. The the coursework that's highlighted in yellow are coursework that gets impacted specifically by our schedule, right? Everything else stays the same uh year after year after year. So I I would believe that the Utah high school graduation requirements are kind of built off a traditional seven period a day by four quarters
02550minute classes which would give you a total of 28 credits for the year and a minimum of 24 to graduate. Right? So and just a quick reminder that typically the minimum requirement for a credit is 83 hours. I see this kind of varying anywhere between 83 and 140 currently. >> Where do you where do you see that? Where do you find the >> No, I mean no in general like where >> I see it on on different schedules that come through start to calculate code or >> Matt looked it up in the minimum. >> So there is a new um piece of legislation requiring >> yes >> um 83 hours. It's House Bill 358. um a unit competitive having a minimum of 83 hours in attendance validated programs in lie of requirement days or instructional
026but then it gets ambiguous in gray. Um, so that's more of a non-traditional, but to Derek's point, a baseline. >> How's the what? >> 358. >> We see it documented quite frequently like an Ingenuity where a full credit it would show 80 to 100 hours of work versus a half credit which would be half of that. And so as you start kind of just doing the math on scheduling, you can kind of figure out, oh, somebody's on this type of schedule, you figure out how many hours they could have. >> Is this what you were following up? >> No. So like currently, if you look at at this here, if you were to go off of what we are currently doing, we have English this year that did two orders at 72 minutes for 90
027days for 108 hours for a friend. But then below it, it says two credits. Is that you're talking about? >> No. No. So, give me let me let me c catch up. >> This is why we're here because it gets confusing really fast. Okay. Uh so this year, for example, we have English for a semester or two quarters for a credit. Science, biology, and earth science 72 minutes, 135 days for three quarters for a credit and a half. and math for four quarters for basically two credits, right? >> That was the case that this year. >> Yeah, that's been the case this year. So, the standard is 4, three, and three by the state. Uh ours varies based off of basically credit inflation. >> Four, three, and three quarter. >> Four English classes, three math
028classes, and three science classes. But typically a full year credit. >> Yeah. A full year of English. for example, would count as one credit. A full year of math one would count as one credit, right? But we have this history that's been happening within our district where things had changed. And I'll show you where where this is at, but I just wanted this is just a baseline page to begin with. Uh if you were to break down just language arts in our current system that we're planning on next year, English is full year. Uh, everything worth a half a credit means is two credits for English. English 10, a full year, everything worth a half a credit is two credits. English 11 and 12 we did in a semester, every quarter worth a half a
029credit, it's only worth one credit. So our number for language art graduation would be six, not four. We follow that. >> Yeah. So there's a history of this. I just kind of want to go through any Oh, wrong. I'm working with the mouses here, so I apologize. >> So, but that that was the case this year that every quarter class was half a card. [clears throat] >> That's been the case for a while now. Uh so, and I Kari might be able to correct me as far as the dates on some of this. I went back as far as I could remember. Prior, I think sometime prior to 2012, Grant County had built on a 3x3 trimester system or sorry, 3x5 trimester system. Everything was worth a half a credit. And the point of the
030trimester system was English and math would be done two out of the three trimesters. Uh, which would open up more space for CTE classes, right? But sometime along that era, we had a failing grade in English and math and the superintendent and we moved to fullyear math, fully year English and full year in some sciences. Right. >> Actually, we started with all sciences. >> Yeah. Yeah. The ninth grade teachers realized >> that we didn't need that. And that's that's why I pointed out some of that above like, oh, if you go full year, you're 200 hours and they realize we don't need this much time, but we do need more time. So [clears throat] back then we had a graduation total of 26 credits. Currently, we were reviewing the graduation the board's uh uh policy
031on graduation and walking. It was the 26 credits uh that was established in 2023 we said. Does that sound right from our meeting? >> And that's what hit me like we're nowhere close to what we what the board actually passed in 2019 to move everything to a half a credit. Okay. So in 2012 we were at 26 and these same I highlighted just English, math, science and electives because these are the numbers that tend to vary. Right? In 2012 to 2019 I think Tom Edwards was his counselor. We had that we went year round in trimester system. We moved from a 3x5 to a 3x6. Um at that point of time he uh I think made the move to count English, math and science for.33.33.34 in a trimester system. One credit's worth one credit. We
032were on that system. It was working pretty easy. That's what I came into when I started working with the high school 2020 2019 to 2023. And there was a move by the board to say no every credit should be worth a half a credit. Spent the same amount of time. So we went through the process of saying okay that created a credit inflation. So in a four-year cycle for graduation every credit worth a half a credit on that 3x6 system uh we would have gone to six English credits, four math credits, four science credits, nine and a half electives and 32 credits to graduate. Right. >> I just want to correct you that when you say the board the board didn't have discussions about any of that was >> my understanding by might have been
033superintendent but it wasn't >> my understanding is that from the the stuff that I had from Steve was uh at that time was we're I was told figure out a way to make this work. is for the push and so I >> we didn't have discussion about Reddit but >> okay >> sorry >> no that's okay that's and that's fine that's just where I understood it coming from Steve Ren who was a principal at that time that gave me the mandate to figure out how it's going to work >> right >> because the 33.33.34 system was working pretty well it was easy to understand I felt like so In uh 2019 to 23, we moved to this system. Uh sorry, wrong mouse. Uh assuming that we maintained the four-year cycle, which we didn't actually get
034to do without interruption. Uh we we would have been at those numbers. Uh 23 and 24, we moved to a 4x4 semester system. This is when Todd was the principal. uh within that system. Had we been with stayed within it, we would have moved back to similar numbers in English, math, and science, but our total electives would have went up. Our graduation number would have been at 28. 2025 and 26, I went to a 5x4 system because that allowed us to have more CTE classes. Uh, and moved to math year round at that time for LA for this last year. English was at four, math was going to turn to five, science was going to go to four because science went to three quarters, right? Uh, starting this next year, English wants to go year
035round. Math is year round. Science because we don't have three science teachers currently are back to a semester. And this manipulates the total elective credits. Total credits that you could get in either one of these systems is up to 40, but graduation would be at 36. If you graduate any earlier than that, seniors would every senior could potentially be done by Christmas time at 36 credits. So any less than that, you're you're not going to have a senior year hard. So it doesn't work. This these just show the systems that we were in and this the cycles if it went through a full fouryear cycle. We haven't made it through a full fouryear cycle with any of these. So this is what my world looks like in tracking just these classes. Uh each one of
036these colors up here represents a different era of how we record credits. And so we've changed one, two, three, four, going on five times since 2019. So every graduating class has to have a different graduation plan. Uh whereas before this, we were on the same graduation plan for a decade at a time, right? But I have to go in and explain to schools who receive our credits, why why do you have one and a half English credits for your freshman year and then one credit for your sophomore year and then two credits for your junior year? It vaccates back and forth. We have the autonomy to allow our teachers to teach longer or shorter periods, which is great for the needs of our students. But recording credits this way, counting everything as a half a
037credit is tax on on me especially trying to manage uh what is our graduation [clears throat] number, right? And it gets really really confusing. So, as you follow through where I am right now, you can see that the class of 20 for example, we were on track with that 3x6 uh system with counting everything as a quarter, half a credit, but COVID hit uh in that year. If we didn't get class sizes down to 15 and students six feet apart, teachers were refusing to come back to work. Uh so, we went back to English, math, and science. only two trimesters instead of three. Uh so that we could spread kids out in the sections. So there's a COVID blip in every one of these graduation classes. But this I've tried my best to keep this
038number the same throughout, but it's impossible to do, right? Like it because it doesn't necessarily meet the needs of students, but it doesn't make any sense. Now, whether we record credits, everything's worth a half a credit or everything's only worth one credit, one year of English is worth one credit, whether it took you two quarters, 3/4, or four quarters to get it. That system is easier to track and makes more sense on a transcript. And it doesn't show all this stuff varying back and forth. So, basically, any questions at this point? I'm seeing Dave going my kids out of school. That's a lot. >> It's like, thank heavens they're done. Right. So, for example, our graduating class of 2026 went through a 3x3 or sorry, 3x6 trimester with credits counting at one and a half
039for English and math. They began with that their freshman year to a 4x4 semester with English and math counting as one credit to a 5x4 this year. Uh, so they've been in three different tracks in just that one class, right? And and we're we may not be done changing right now. We're still trying to find what really works. I think K's done a really nice job trying to balance this this constant campaign in the high school of four classes want year round. CTE classes want more time. And so our current schedule is well trying to find the balance between year round for core classes and CT classes with more time was landed on a 72 minute class period basically uh which accommodates that. But for example, English, if we went English year round in 11
040and 12, we would miss out on college opportunities. And our teachers are teaching in current enrollment in English 1010 and 2010, which are only a semester long, not a full. Right? So currently it's English 9 and 10 full year, English 11 and 12 half a year. But there's no clean way to record this, right? It's it either way looks kind of fun. >> That's proposed. >> What's that? >> That's proposed from >> Yeah. Yeah. That's that's the plan for next year at this point. So, uh what we're looking at would look more like this. This and this is kind of a reminder. This is the states requirements right here, right? This is what we could be at. And the reason why these numbers shift is because they move. Depending on whether or not you have
041English year round or you have math two or three quarters, your elective credits will always shift. That make sense? And I have to watch it every year and it just depends on how the schedule comes out and then recreate it. uh if we went and considered just counting English 9 as one credit, English 10 as one credit, English 11, whether we offered it in two, three or four quarters, it's the same credit. It would look like what you see here for their freshman, sophomore, junior, senior years. English nine, one credit. Math one, one credit. Earth science may go two or three, but so this number would change between one and a half to two potentially. And then every other credits worth a half a credit. So the total number of credits they get in their
042freshman year could be eight, a minimum of seven towards graduation. Likewise with the sophomore year, right? So whether if it if it was a class like chemistry that was offered in three classes, it would be 34333 equaling one credit. And so on the transcript it would be a lot cleaner. Says, "Oh, you earned chemistry, you got one credit." That makes sense. >> What [snorts] about AP classes? >> Currently, AP classes, the way we keep it under that one credit is you got AP seminar for a quarter and then you've got AP semester for one credit. And it's the AP semester that counts for that credit that goes towards language arts or history or whatever it might be. >> Is that what you would keep for? >> Yeah. Yeah. Right now it's currently set up as
043a year-long class for AP classes. Uh but the first half of it is a seminar and then the second half is >> Okay. >> You're saying moving forward they're set up as a year loan. currently they're not >> not for not for the not 25 26 26 27 we're we're done creating the master schedule but we're loading students right now so we're ahead where where we've ever been before and it's currently scheduled for just what I said English se AP English lang which would be 11 is the first half is semester first semester is the seminar the second semester it's class it could just as easily just be called AP lane four quarters all four.25.25.25.25 and I'm completely fine with doing that. I was under a we were under a mad rush to get our
044power school guru available for us. We have him available June 2nd to be able to help us load our master schedule and otherwise he wasn't going to be available until the 22nd. Uh so I had to go in and manipulate every every course that we have uh which is hundreds of courses potentially into these bits and pieces by doing this. And this is something that Ki and I have discussed for this last year is that we've also arranged it so that English 9 isn't like period 1 quarter 1 2 3 4. they can stand independently and move around the different quarters so that we can have uh better success getting kids into uh their CTE courses. And we are having that. We're experiencing that. Uh we got loaded as a schedule. We we had to
045isolate all of our uh all of our core subjects so that we could load evenly and then reload our electives into it. Uh, but we're loading more evenly with more ability to give kids what they want while still giving them year- round classes. So, so far so good on that experiment uh in trying to make the most of this 5 by4 schedule. So, what would make my life a lot easier is just this. Go ahead. >> This is a just to kind of summarize everything. This is a step in the right direction. I don't think it's the long-term solution to solve our problem with that inflated credit. Um I think Darren did a good job of talking about credit inflation. Uh not only is it difficult to track, um it also diminishes the value of
046of our degree to some extent. Ultimately, um the earning of credit should be based on um pacing guides, uh and what's accomplished in the instruction, not necessarily a specific time. Right? So, if you could if you could get an entire curriculum of instruction in a short period of time efficiently and effectively and accomplish all of the patient guide objectives, it would be worth your credit. just that's that's an extreme example, but focusing on pacing guide and and meeting those instruction objectives, uh, earning credit, and then really through that lens of achievement and instruction that we talk about as a board all the time. Um, that's the long-term direction that we're going. This is the first step in that direction. Ultimately, this leads us um to to likely where we're headed in the future. this is
047a step towards um or at least I maybe not towards but at least closer to if we did ultimately decide to go up to an AB schedule. Um this helps that that transition. Uh which again I've talked with the board about. I think that's likely a direction that that ultimately we're headed is if we start to continue to iron [clears throat] um out some some of these issues and concerns. But, uh, I think Derek, Tish, and Tari have worked really hard, um, you know, not only this year, but in the last, uh, month, couple of weeks to to really hammer this out and get us in the right direction. The reason they're here today is just to kind of, um, update you guys so that you're aware. If you have further questions, uh, please bring
048them to me. If I don't know the answer, I'll work with those guys to get you an answer. Um, but just making sure you're aware the direction that we're headed. And then any any feedback on that right now? >> I have a question about um so I signed diplomas and then that difference between the high school and the school district. Um so this year graduating seniors um had to have tell me again 30 >> 30 for the Grand Canyon High School >> and then the school district was 28. >> 28. >> Okay. However, we had this blip because there was a discussion about this potential law that was going to pass that anybody with 24 credits was going to be able to walk. >> Yeah. >> And that's what kind of started this whole conversation.
049We went through all the policy that that Matt define. >> Well, we had 30 at the high school level and 28 for the district in practice. The board policy actually was 26. The board policy says Utah minimum which is 24 plus two additional electives which gives you the 26. >> We have 30 28 >> in practice 26 in policy. So you will be seeing that policy come before you with the recommendation. I think that recommendation uh and policy comedians talk about it, but likely having that change from the 24 plus two to the 24 plus4 so that it's 28 um which fits where we're going >> which would be a lot closer to what we're >> yeah it fits the direction we're going and then that might againly change a few years down the road
050is the goal is to get into that >> flaw rhythm whatever you want to call it where we can maintain for a decade more decades. Okay. So, did we did I did we give out diplomas for 26? >> Yes, we did. >> We did. >> Yeah. >> Okay. >> We g and we met within we met all the state of Utah requirements within it. And so, I feel very comfortable with all the diplomas that we gave out and the kids that graduated. Uh, but I was like there's a huge disconnect in our numbers here that I really feel like we need to get cleared up. >> Well, in it was the inflation. Yeah, >> it's inflation. It's called infl >> It's exactly inflation, right? And and I think and and that's the other thing, too,
051is part of the confusion was like our our team members over at SCSSE, they're like, "Well, we can just do the adult ed 24 credits and do five and a half elective credits except for your five and a half elective credits have to be inflated to our 9 and a half credits, right? because it doesn't equal the exact same, right? If you did five and a half credits in our system, you're 50% of the work that somebody would basically have to do. And so we so um question would be if going to that um that anal like the analogy of it's worth it's a job, right? instead of an hour. If they're looking at a CSC, would that potentially set them up to graduate a lot earlier if they if they could live through it?
052>> No. Could it just be played fat? And this is >> so they couldn't get >> they couldn't go forward. They could >> they wouldn't let them come forward or even just step back one from there. Um, our goal is not to be graduating people out of the SCS. There will be students who graduate out of the SCS. Our goal is to get those students reintegrated back into Grant County High School. And so that's our focus there. There will be some I said really remembering our focus, but that is a tier three intervention getting back into. >> Yeah. And that whole point actually brings up another reason why we need to move to this way of calculating because when students fail a course and they failed 50% or they failed a third of the course,
053we have to build into recovery units within our egeneuity those pieces and they need to all match up so it's easier to track. Right now it's just like we keep on moving the gold line and and it's only being moved because of credit inflation. >> Yeah. >> Right. Which is in my mind completely unnecessary. >> Right. So this is this is step one and we will continue to iron that out and hopefully like I say find ourselves in that place where we can stay for significant period of time. Can you not sorry can you not just create create this say language that what what you're proposing and then go backwards and just go I know you're a junior and you think you got six credits of language arts but actually it's only word we're we're
054>> yeah no I I hear what you're saying >> we're making it work because it doesn't really make sense >> thought about that as well Is that for is that just more math >> more headache do math not math? I don't know. >> Yeah. So, one thing that might happen like I' I've tried to mitigate this this whole inflation thing like this last year I c to try to keep the numbers more uh in line with like three math credits. Uh we called math the first semester of math lab, >> right? >> Which then that confused people too, >> right? And like, well, that's not actually that's not correct even, right? It's be better because then we're having kids going, well, this math really doesn't count because this shows up as an elective, but my
055second half does count. So, that's all I have to ask. No, you have to do the whole thing. This is just how we're reporting it right now. So, that we're not battling our graduation plans that are already predetermined because we set a graduation plan in power schools. It says three credits, right, for math or three credits for science. And we have to go and and it gets even more confusing because in some cases with the credit inflation, chemistry is worth one and a half credits. It's a thirdyear science. But if your student does animal science as a thirdyear science, it's only two quarters. It's worth one credit. So then you can get earth science for one and a half and biology for one and a half. But you don't not everybody's going to take chemistry
056for one and a half, but they're going to take a thirdyear alternative for just one. So then we have to go with the lower number. So now it starts think like this is if we just said it's worth one credit. It just clears it all. >> So >> I just clarified um like at the bottom of the second page it says 26 27. >> Yeah. >> After four years is that this part you mean if we continue? If we can confusion to truly see it, you have to have is what you are proposing. So if when I when I put in like after four years that's after like a four year cycle the freshman started with this and they ended with this. that hasn't been what's happened. But and that's why when you look at
057my other numbers of like what I've actually done through here, I've tried to keep those numbers from uh inflating so much, right? But it's it's on a constant move like just this English nine right now for the class of it's going to move to you know two credits for English nine, right? If we keep doing the same system that we're awesome and so >> the system is arbitrary. >> it doesn't connect to anything at this point. I mean, it really doesn't. No, I I've been having this and and I wish I would have actually come done this years ago because I've been battling this for seven years >> and going and my information as to where it came from and why we had to do it >> was like I disagreed with it when we
058went to it. I thought >> yeah, >> we were on the right path with 33.33.34. >> Yes. >> And since then it's been it's been a constant hit. So sorry >> is I think they thought they were making it easy and they weren't. >> No. Well, and if you just state if they never moved and trans, you know, transition in four different systems, the credit inflation is easy enough. >> You know, I think other schools maybe like Canab does it and it'd be fine. and just say, "Okay, well, yeah, English is six credits, or English is eight credits, and and schools can follow that, but what they can't follow is one this year, one and a half the next year, two the next year, and back down to one." Like, it doesn't make any sense.
059>> And as long as we're in transition, this would be a better way to record. >> So, is English nine and 10 definitely a full year? >> And then science is two >> science, we currently only have two science teachers. Uh, we're looking to hire a third. We are in limbo. We're we're set for science being uh earth science and biology being a semester long back to a semester. Our science teachers aren't extremely happy about it. If we hire a third one, we'll pivot and go back to possibility three quarters, which is what they would prefer. I'm not a huge fan personally from, you know, as far as recording because you get three quarters into the year. It automatically kicks you out of other semester classes. >> But since we moved to all these semester
060classes standing independently each quarter, we can manipulate it a little bit better than we could share. It's not perfect. We we do don't I don't in my opinion, we don't have a perfect schedule. We've got a nice balance. uh for what we have. Uh but it's it's >> a step in the right direction. >> It's Yeah. >> But when you say the semester is standing independently, there's no option not to take the full year English for 10. >> No, you're taking a full year English if you're in 9th or 10th grade. You just don't have to take it all period one quarter 1 2 3 4. You can do here here so that we can get some of the elective classes that you want to have. And the English teachers believe that they need an
061an extra semester or what are they? >> Yeah, it's actually >> that they think they need an extra semester to get through like there. I think it goes back to what Matt said, right, of um >> there's content, but it's got to be rigor. I mean, I feel like just because you increase time, seat time, >> Yeah. our teachers still need to make sure that they're teaching 72 minutes for 180 days. Like that's a lot of time. >> Um and so we're not spreading out now. We're not taking what you taught for a semester and spreading it out for a year. We're we're teaching more stuff. We're teaching more stuff. >> I hope so. >> That's what that's their experience. >> That's our And the major downfall about this system right now is to allow
062like math or English to go year round. They are slammed with with kids and there's no way to re repeat the class directly if they automatically go to academic support. Their their numbers were we're doing our best to keep their numbers uh relatively within the 25 range. But I don't know where it's going to go when we we create constraints in kids schedules because they have to have certain things. And you know, I I we're trying really hard. Right now, we're being successful. We're about 50% free with the entire schedule, getting students completely scheduled. But as soon as kids start really coming in and and saying, "Okay, well, I didn't get my requests that I wanted. I want to start moving around. And from the school counselor perspective, I have to take into consideration, well,
063this is in line with your your life goals and I can't hold you out of this class. We got to move some things around. We might have uh core classes like math and English where there's not a lot of room that they're going to have to be above 30 kids uh to to be able to fill the other classes. I'm hoping we can keep from doing that. So, but there's no new ninth and tth grade English teachers. >> Exactly. >> But there's no new science teachers and they're not they're going down >> to a semester from three quarters of science. >> They're going Yeah, they're going down from three quarters to a semester currently. >> You say because we only have two science teachers. Wasn't that true? >> So, what happens though? >> We lost
064a science >> Yeah, we lost a science teacher this year. happens is that your uh when you go to the semester, we can double the amount of sections of the class. >> When they're on three quarters, uh for example, earth science can only have four sections of that class. Now, when we go to just a semester, they can have eight sections of that class, >> which then that automatically drops their student numbers down. But we're managing science right now. Uh but again like if science says they want to go full year because they feel like they need all that time we'll be losing out on CTE funding and things like that and so we'll be like we need to look at a different schedule potentially if that's the case. So just looking at at my
065math, I want to say that if we're if we were a 7 by4 50 minute class, a four a a year round class would be 135. Oh, I've done 150 um hours. And so right now we're he I mean that's if you're a year round math year round English and if keep adding that that's a lot that's a lot of core and I'm I support that but that means like that is another district or high schools that is doing a 7 by4 50minute class like we're way we're almost We're >> almost double almost doubling it by that. And so that's what I'm saying that rig to me. I just want to make sure that that rigor is that's a lot of time in the class that we're not because you hear a lot of teach
066or a lot of parents they do core is >> it's not important to all parents. Yeah. >> Right. And so and they want to diversify their kids and make sure that they can get in trade schools, you know, the whole thing. And so I just want to make sure that you know we're aware that like we're increasing if keep increasing it that is way we have such because we're four five by four four by whatever >> five areas by four >> that it's it's a lot of it's our diversity isn't there because of the >> 5 by4 if that one sense >> we definitely >> just kind of throwing out that Why we >> why we did you know we were 7 by4 way back in the day >> way back before we went to
067a trimester system probably like back when I graduated from high school from grand trimesters and haven't looked back until 20 what 20 >> well 20 >> why did we go to trimesters >> in my opinion there schools were moving into a lot of CTE was coming up and more focus there and CTE more needs more time in classes that makes sense >> and so the trimester system the allure of it was two trimesters for a full year of English math and science instead of three opens up another period for CTE the alternative to the trimester system was the AB system >> and there's very few schools there anymore are on a trimester system right >> that I receive credits from there are still some out there. I think vernal area is still on trimester >>
068current enrollment system. >> Yeah. Because of vernal mostly >> did we go from trimester to 4x4 or did we go 4x4? We went directly from trimester to 4x. >> Yeah. >> I think the important thing where we need to be. >> Yeah. in the 4x4 schedule like yes we have the rigor but the thing that we experience is like you can't shove just because you have the time doesn't mean you can shove more math into their heads they have carrying capacity they need time to digest >> so so you mentioned we're moving towards what's it going to take to get there so that in historically we're at 10 years of the same thing that's get positive. I mean, we can't change every year. >> No. And I I think that this is I think uh
069some time ago >> I heard rumor of discussion of dislike. Let's look at systems that really worked, >> right? That uh not that this doesn't we're making this work for us. We have the autonomy it feels like in the Grand County School District as the only high school to customize for our students and that's a blessing. uh but through the process of it we can't make everybody happy in on those both sides of the spectrum the core need this and the CTE needs this and we've got to find a system that >> but there is a strategy >> there there is and most schools went to that and I know you guys need to move on and you're leaving and I've >> and so and I so I just want to say my opinion is
070it you know I think the most important thing is the year sound versus the seat time, right? I think that's what English wants. They don't necessarily want >> 100 216 hours of teaching time >> with their students. What they want is 180 days. And so that that to me is >> where we're not connecting because that's a lot of time in English. And hopefully I mean I can't imagine being that the rigor in your English classes are going to be like that. >> You know >> it'd be rough. >> It's hard. So that's my and that's just my opinion. Watch >> football theory class for a 90-minute class and they were done after 60 minutes. It moves a lot. >> Yeah. So and I and I I hear I hear those core classes but it's
071year round not se time. >> Y thank you guys. Thank you for your time and let me express my concerns. >> Thanks for thanks for boggling my mind. >> Well, I'm glad I don't have your job. >> Yeah. >> Well, it's it's a lot to follow for sure. >> Thank you. >> Personnel updates. No staffing changes since last four meetings. >> Correct. I did see we are posting um middle school coaches. Um I appreciate that. I think it's I asked for that every year of like making sure that when we open up coaching positions, we're doing it bigger instead of um word of mouth. go that's maybe somebody else will see it that might not be a you know the regular um guy that has the in with the sports. So >> thank you. >>
072Um securing instructional areas. Superintendent Kais will present on securing instructional areas. >> Okay. I want to preface this with just this is information. I don't have all the answers. Um it's just keeping the breast of the direction that we are heading um and getting some guidance. So if you'll open up that first presentation they say again in information. So as you guys are aware House Bill 84 came out couple of years ago and then House Bill 44 changed a lot of stuff. Um, we in the initial stages jumped on a state approved vendor list to get security film for all of our uh areas that needed security film um only to find out that the it it didn't meet the standards of security film and so because that standard was changing significantly. So, it's taken
073a couple of years, but uh Chief Pennington and his group have finalized what the standards are and what the requirements are. And again, this is justformational. So, if you'll go to the next slide, it's talking about ballistic glazing. And I hope you guys understand what that means. >> Um those are the terms which qualify something as ballistic glass. Again, just information. If you're wanting to look that up, please feel free to do so. The next slide talks about uh gives you a chart for polar resistant materials. Um you might find that some might find that more interesting than others. Uh so the two types of of glass and glazing that we're talking about are ballistic which I showed you security glazing if you go to the next slide. Um, I'm going to read that one
074if I can blow up on my computer so I can see. So, clear tinted durable material applied to glass doors and windows that is virtually invisible and enhances structural integrity of the glass preventing it from shattering and falling to the ground. And then it gives you the metrics on that. And the next slide talks about um what it takes to to pass that test. Uh, one of the big things, one of the big guidance pieces that came out of them finalizing everything was that interior classroom windows. So, if you go to the next slide, they say interior classroom windows uh, or instructional area shall have ballistic glass or security glazing installed on any pane of glass that is within 6 ft from the floor. So the next slide is an example of a building and
075I I chose this because it's similar to kind of our setup at uh HMK. So looking at that where you have um what is called a learning studio. So you're um that would be considered an instructional area team teacher um what requirements are needed. So the next slide nay is what we're looking at. So, this shows you uh ballistic glazing with with locks on all of that interior glass that covers an instructional area. Um, some of our schools are going to be a bigger the middle school is going to be the majority of this project. The other the other three buildings are not so bad. Um, looking at the at the final slide, there is a chart and it talks about expenses. Now, these expenses change as the market changes, but this gives you a
076really good idea. So, if you go down at the bottom of the far right column, you're looking at a 19t wide, 8t tall, 8 ft high, similar to what we have at the middle school, what that piece of glass would be, just that piece of glass. Now, one of the things that you have to also do when you put ballistic film in is upgrade the the frame. Um because you can't have just the glass that is secure and then a cheap frame that can be shot through and then pushed over. So, this is a giant project. If you'll back out of this little presentation, I have attached the blueprints for all three all four buildings. >> Um, and they are the key there. They have um right there you zoom in on the bottom right
077hand corner so I can read what it says. You can see where red is security, blue is ballistic, and green gives you the option to do ballistic or security um with some tight some type of treatment. So, one of the options we have at the middle school in those classrooms would be to make those that glass opaque and then have the less expensive security blaze. or keep it completely see through and and look at the more um expensive ballistic. So, all of these are are all four buildings are are highlighted on here. Minimal work at the high school and HMK. Um the high school we do have to replace the it still has glass panes with the wire. I think it's just the new classroom doors, right? >> Um borrowing >> and so some of
078that needs to be replaced. The library in the high school was one issue. the media center at um HMK is is another list. Uh but my intent is to hopefully get this packaged up and go out for a request for proposal or or invitation for bid um and have alternates in there to look at what what options we have and what might be the most affordable. um and and and what direction we want to go. As you look at these two on this legend, the areas that you see with the horizontal red stripes, those are considered safe zones. And so that changes the requirement. The requirement on the door only needs to be security because there is room for the students to find a safe area. >> Okay, so these are safe areas for the
079kids to hide behind. This is the door. >> That's the door. And it would need to have security glass. >> So, it's just that because a shooter couldn't see over there is basically what you mean by Did you Did you draw all this or >> Yeah. How did you get this? >> No. Mhd. >> Okay. I was going to say, >> wow. Um >> so the uh good news is they extended the security grant timeline >> um until June 30th of next year >> 27th. >> Uh but we do have to have a plan in place to extend that by July 30th of this year. And that grant that um the safety grant >> the safety grant that Jill got, right? We got like quite a bit of money. >> We have approximately 1.16 right
080now left in it. >> Um there's 250 that I'm trying to recapture. So if I get that back, that'll be >> 1.4 and a half. um rough math, you know, you could you could see a half a million dollars going into the middle school and then the other two the other three buildings I think would hopefully could be for the remainder >> and and the middle school you said that the a decision that we could make would be if we go with opaque glass and >> and security versus ballistic glass. >> So we'll get those numbers like we'll get a >> so on our request for our invitation for bid that would be an alternate. I see. >> The other thing I don't know how that time frame works. I don't know what it takes
081uh as far as logistically to be replacing black. I mean, that would be a a summer project. So, if we're getting everything ramped up and then ready to go May, a year from now, May of next year, and asking them to finish it in the one month that we have to do our to expand our our grant or if we can commit those, Jerry's working um with this the state board of education on that as far as what it means to have those fully expanded. Uh but we're getting hopefully getting out ahead of this a little bit and moving forward on it. it is going to be a big project. Um, and so and unless there's any major concerns or feedback, I will start working with MPHN to have this formalized packaged up to to
082look at going out for invitations and bid. >> But you're saying the project has to finish by June 30 next year. >> Yes, we have to Well, the grant ends June 30 of next year. >> So, I'm checking to see >> So, there's a delay. I'm I'm checking to see if the grant has to be fully ex like expended by next June 30th or if it can just be encumbered and promised >> and I'm I don't >> that would be a pretty big lift. It would be a month I mean furthest. >> Yeah. So, as you can see right there in the shades pulled up to middle school where it's green, you have you have the option of doing um I'm going to walk up here. But where it's green, you have the option of
083doing the come back and zoom out a little bit so I can see the option. Um a little more here. You have the option of doing that opaque with the security. Here we can do security because this counts as a safety zone. >> This closet uh in between as long as the floor is not encumbered or stacked with boxes or it it has to be accessible. It can have stuff on the shelves in the wall or in the cabinets as long as the corner is open. We do security because that counts. But these three classrooms we really have to make good decisions. Um, and I was if we did go opaque, I think it would be >> have to do opaque as well. Not that just didn't have consistency. >> Um, but >> that 48,000
084that you gave us, that price is that for ballistic glass? >> That is for the ballistic. And again, that varies. That document is a couple months old. Um, so I don't know if it's gone up or down before. So, let's see what they say. >> Questions about that. The good thing is we don't have to have this done until like 2036. The problem is we run out of money. >> So, all those are there for you guys to look at. Let me know if you have any questions. They're there for building administrators. So, if you could look at that, too, let me know if you have. >> Okay. Um, Brown County School District shine policy. Shine. So every year the board is required to just review the the um exhibit A which is you have
085you have the ability to change this from year to year. This year we have no recommended changes. Um it will come back before you as an action item on the 20 on the 24th. So, just a chance for you to read the policy again and look at the look at exhibit A where we have special education, speech language pathologists, secondary math, and secondary science. Um, again, there's no recommended changes, but if you have questions, please let us know. Can I keep the ear? >> Um, school fees. Business administrator Jared Hamilton will discuss current school district policies regarding student fees including for homeless students. She will then present fiscal year 27 fee schedules. Okay. So, your first two documents there are current policy. The FAC is the um McKini Ventto policy that we have that's just
086there for reference. It meets all of the um current school fee guidelines past the compliance monitoring review we had for school fees. Um [clears throat] did take some of the verbiage out of this one. if you want to cruise to the second um policy there. And I think you have a copy of this in your folders. Also, the thing that I need that we need to add to this policy is on page I think you're on page two, page 12 of the policy, right? Um [clears throat] where it says right there it might be easier to look at your your handout. um >> has hands notes on. >> It has. So, we need to add um in order to be compliant with the state there at the bottom of page 12 where you have your
087eligibility for waiver and then it states the code and there are five reasons. We need to add a six reason um that a student qualifies under McKenno um under the Mckin Vento act and then it states the rule that has that needs to be added. Um so this is just free kind of review and those are that that came out of the monitor to me. So um and then the next the other the next three documents are the individual um school fees. So HMK they all of their fees are voluntary but they did add that disclaimer last year where it says notice up in number one. The items on this list must uh be used during regular school. Uh and they are voluntary because we cannot charge fees for classroom supplies and we cannot when
088when the teacher send home a list for the kids. Uh Holly had to put this disclosure on the bottom of all of the list that the teacher sent home. We cannot require that a parent bring those things in. So that just had to be stated. Uh no changes from last year on the HMK polic or school fee schedule. Uh the next one up is the middle school. Um there are a few a couple of new ones. Um not a lot of difference here. And then down, if we scroll down to the bottom of these, so up at the top there's a new verbiage talking about school fees. Um, the fee waver form is separate from the free and reduced lunch form. That is that's a that's a concern and an issue. Is >> that new?
089>> That is new. They are separate forms. But then if you scroll down to the bottom, there is a new section called fee waiver eligibility and it lists all of the reasons that you are automatically qualified to submit a fee waiver. You just have to complete the fee waver form. And then there's a link at on each of these uh both the high school and the middle school fee schedules to the fee waver. And then the high schools fee waiver. There's a couple of new things on there, Jerry, that aren't on this that aren't on this one yesterday. >> Yeah. >> Well, we updated it today. >> Yeah. Thank you. >> Well, we kind of had to because like class trips weren't on there, but we always charge the seniors for their employment trip and
090their work trip. But it Those are optional, right? Voluntary. >> They're voluntary, >> but they're still a fee. >> Yes, they're optional, but there's still a fee. So, we just put class trips on there in general. >> Okay. So, that >> So, this will have some edits when it comes back for review. I'll make sure that you have a copy of that. >> We have to post the changed today. Yes, we're posting these. I'll post I will send the new one that you changed today. Yeah. >> So, um because these were posted yesterday, the the biggest one that was out of here was the um your concurrent enrollment costs >> AP well exam >> AP exam fees. So, currently those are paid for, but in the event that they're not charging the students for those.
091And then again on this section 12 on this one goes through the list of few wafer eligibility. Do you have to since you're doing AP exam because that I guess that's connected to the AP class, right? Versus the ACT. Not that we have to pay for the Marsh one, but if they do sign up for the ACT with them and we take you take it at the school. >> Yeah. But they sign up all on their own. >> That that's not a fee, >> right? >> So these just need to be approved by the board uh on the 24th before June 30th. >> So they'll they'll come back. Um, we'll make sure that it gets updated with changes and then again the board just needs to be prepared to take action. >> I'll send you
092the updated one with the end today. >> Did the any of the costs change or no from last year? >> Um, as far you added the new ones, but as far as the driver's ed is still 125. I mean, those didn't change. >> Correct. >> Um, Jerry, can you Why was the National Honor Society fee reimburseed? because it wasn't on the fee schedule last year. >> Okay. >> And so by technically you can't charge a fee, you know, it wasn't on the fee schedule. So it is on the fee schedule for this coming year. It just wasn't on the fee schedule from the USA monitor. So that's just for you guys to review. I'll get you the most recent copy um at the conclusion of today so that you can >> and feel free. So,
093with athletic fees, oh, it's up to 700 per sport, not including motel rooms. Correct. Correct. We're bumping up pretty close, I think, if we add motel. >> So, >> because of the so many overnight trips >> I put this year. Yeah, I put a comment in there because like it's a little bit confusing. Um, but this policy was approved in 2006. It is completely out of date and we're not doing in practice what it says in the policy is not happening, but it's very old. So, I don't know if we have a current policy that should replace this policy FCC, FFC, student travel. I didn't do a comparative analysis. I just highlighted it. This is out of date. Where is it connected? Is it a link in the No, I just looked in this form.
094>> A link in this form. >> Yeah, under section seven. >> Let's see. >> Yesterday the date on there was 056. >> Right there. Oh, I think >> at the bottom. Oh, 2006. that might have an updated form on that because the policies been updated since then. So we can just look at >> what >> one of the things that we talked about um in line in line with this. This is the front part the the the public of school fees. Um but it is a priority to look at and work on the spin plans which support feed school careful >> and that's something that has not been not been touched for a number of years um going back I don't know how long but those spin fines have not been so that's that's largely
095a secondary and middle school issue where we work with the coaches um building administrator and athletic director to really firm up those those spin plans which support this school this school fee Um, so and just I mean side note, I I've been talking to people that play athletics in other districts and they have like it's a lot more to play sports. Like they do a travel fee, a uniform fee, a uh >> what fee? >> Equipment fee. I mean they got they got the >> it's just an itemized like and do they pay is it like >> and that's >> just an itemized thing. You're going to buy your uniform. You're going to >> No, you're renting. You're >> okay. Or >> and all of that all of that all of that is supported by
096a spin plan. >> Yeah. Right. >> But I just but I just want to know like >> like pretty we're pretty low comparatively. However, the traveling, they only have to usually travel an hour longest versus that's the difference between that and that probably the motel would be on the spend plan. >> So, but they do I mean it's like $700 to play softball in high school versus 50. >> I know that's so >> I will but $50 does that include your uniform? >> Your uniform? It does. >> Yeah. Yeah. >> $50 includes that. Yeah. Not your um your outfits. >> I know. They have the sun boots. >> But yeah, so that does include >> equipment. >> Yep. >> And uniform >> and facilities. And facilities and bus travel. >> Just out of curiosity, most
097kids have their own bats just because they have to they have their own meds. So I assume they have their own bats. >> Yes, they do now. But they still good. But there's >> Yeah. Yeah. I just put because that's a big deal. >> Community. I just >> This will be back on the >> Okay. Thank you. >> But the drill team and the cheerleading uniforms are >> And they're putting them on there because those aren't they don't reuse those usually. Maybe the girls, >> but they have to buy it for themselves. Yeah, that's the limit is important because they could spend a lot more >> cost a lot. >> So I said football >> moving into next year it was kind of ambiguous this year but the state Matt and I discussed this when
098we were in St. George. The state is setting limits potentially, but that they haven't come out with their policy yet. If you are a fee waver student, what your annual fee raises limit would be. So that >> that's still in discussion and rules to come out from USB later this year moving into fiscal year 20 school year 28 a fee waver limit. So, so, so a kid that has met their limit couldn't do it for maybe because they don't get a beat unless they pay unless they pay their own things. There [clears throat] will be no >> w there are a handful of other options. Not necessarily, but there would be other options, right? >> Yeah. >> And things that take place. >> And then on this document, if you click on there are spend
099plans are connected to each thing there. Spin spend sp >> I see. >> Okay. >> So, and that travel policy is interesting because it kind of limits like we're not doing that. No. >> This is for your review. I'll get you the updates of high school and >> it'll be back in a couple weeks. FCA's FFC. >> It's not on the agenda. It's passionate on >> it's under item seven on the high school. Okay. All right. Um Sorry. Okay. Negotiated agreement. The GA and GCSD have come to agreement. The agreement is attached for the forward review. >> So, this is just a draft of negotiated agreement. Couple of things. I do have a a spelling error on there. Sorry, Judy. Um and then when it when it uh so what we agreed to was the
100levels and continuing education advancement of 1 and a.5% on the base um maintaining the same uh prorate of insurance uh as far as splitting that increase um maintaining and following the Utah retirement um contribution and then we will be conducting a mid-year review to determine if funds are available for a onetime compensation payment uh for eligible employees. Um so again just a draft I do need to do some grammatical fixing and then this will be back for approval. Um and just to be clear with the board that one and a half% goes across all of your salary share list. So in the past you've signed individual salary schedules. I think Lindsay's probably already signed this one and a half% um is consistently applied to everybody. So just to be clear on that um and I
101think this should come as a surprise what we discussed. So we're happy that we reached an agreement and go forward questions on that. No. >> Um, Judy, this isn't a public comment section. Did he answer your question? >> Okay. Thank you. All right. Um, next quarter treat. >> So, I thought I would end with an exhilarating presentation. >> Why do we exist for you guys? Um I I don't want these questions answered and I'm not even asking for any discussion right now. What I want to do is just get this permanating in in your mind uh over the next couple of weeks as we go into our board retreat where we'll have a lot of uh training uh heavily based on discussion amongst ourselves. And these are some of the questions um that that we'll
102focus on and hopefully be able to to build some coherence on and go from there. So you know why do we exist? What is our core reason for being why this work matters and I did I put a lot of time and effort into selecting these pictures a lot of time. It's a complete evening. What what are your values and then what are our values? as a group. How will we succeed? That's probably my favorite picture. I'm not really sure what it means. It's just spoke to me. >> Um >> the guy with the >> And then ultimately what's most important now and this picture is is how I feel on a daily basis. Um that is that is what's >> Yeah, that's how I look. That's how I look as well. They don't let
103me have the pencil. Um but what is what is most important now? So really uh just throw that on there. There doesn't need to be any discussion. Um but just start along those lines and see um you know for me a lot of the times my best thinking is when I'm driving down the road and not thinking and something pops in my head because of of you know it's been on my mind. So, I'm just trying to share that with you and then uh we'll start at 7:30 um on the on the 30th. Uh so, wake up brighteyed and uh ready to rock and roll. >> Um it's going to be going to be exhilarated. Kathy, you're laughing at me, but 7:30. >> I'm trying to, you know, trying to build up some some optimism
104here. >> Um and then we'll go from there. So, yeah. >> Okay. Thanks. >> Uh there is no executive on the wait. Okay, I'll accept the motion to adjurnn. Make a motion to their second. >> Dave, you didn't think >> I know. I was I gave it up. >> Kathy Williams makes it very second. Um, all those in favor of adjourning say I. >> I stay nay. No, I >> zero. Adjourned at 506. >> What would you do if I said nay? It wouldn't matter. >> It doesn't matter. >> Yeah. >> I know you're not the majority. What do you mean? >> Would you check me into the >> since there's like four of us? >> He'd be okay. >> You got three. That's >> Well, you'd be okay. Okay. >> I didn't know if
105it was present. I don't want to cause trouble. >> Oh, you're just one.