Grand County School District Regular Board Meeting

001Sorry. Wait, what? >> Okay, I'm going to bring the Grand County School District Board of Education regular board meeting to order. >> Okay. Um, it is Wednesday, May 27th, 2026. It is 3:36 p.m. We are here at the district office and available via Zoom and on YouTube. >> All board members are present and business administrator Hamilton are here. >> All right. If you are here to speak to the board during public comments, do we fill out a public comment card that is located? They're located on the back wall there. And we are going to do the pledge of allegiance. Would our seniors present want to lead us in the >> Are there three? for which stands one nation under God, indivisible with liberty and all. >> All right. Well, Kathy, would you like to read

002the >> mission statement? >> Our mission is to put each student first every day. >> Right. And then um we do now have a new law that makes us announce make an announcement that the tenative budget of fiscal year 2627 includes a proposed property tax rate increase. All right. First on the agenda is approval of the agenda. I'll make a motion to approve the agenda. Is there a second? >> Kathy Williams makes a motion. Laurely Green second. All those in favor say I. I. >> I. That passes 5 Z. All right. Budget officer statement. So, because the 2627 tenative budget includes a proposed property tax increase, um I am required to read a statement. Grand County School District Board of Education is formally notifying the public that the tenative fiscal year 2627 proposed budget and

003all budget discussions do include a proposed tax rate. Okay. Next is the budget observe property impact statement. So, I have a property impact statement here for all of those that may we had it at the last meeting. I have copies here for each one that may want to raise your hand. >> Please feel free to you have to say anything beside that? >> Um, I don't think so. As long as the shade, we could make sure that it's up on the screen real quick. Then I can see Yeah, I bet a lot of like new change. So, just to cover every basis of how this is going to work. Thanks because I can't read those small. Um so this is the proposed impact statement. Uh this first part is just um talks about I won't

004well I'll just do it. Grand County School District Board of Education is considering a tax rate that exceeds a certified tax rate. The following information is intended to provide the public with a schedule of the school district's explanation of the proposed property tax rate. So, the school district has basically uh two three levies that we that we get to control on what the state sets the limits, but we can we can we can change those. Um, so we so the board is considering increasing the capital levy this next fiscal year from 0.001344 to 0.001469 001469 um for an increase in capital revenue of $474,000. The purpose of an increasing the capital revenue is to increase our capital fund. Um the last two remodel projects we were fortunate enough to do with cash without taking on

005new debt to the school district. This will continue to bring that capital fund back up so that as we move forward into the future um the goal of this of the board is to pay for most of our capital projects moving forward um with cash and this without seeking new debt and this would allow that to continue to to go. So what this means to the average person um the estimated increase to a primary residence it's the taxable value not your assessed value. Okay. So the taxable value, the average taxable value on a primary residence in Grand County is $260,000 $260,947. So basically, you would see a proposed a potential increase on your property taxes of an additional $31.96. On the C on the business side, um the average taxable valuation is $1,450,17. Um, if

006this levy is approved by the board and passed, you would see a proposed potentially uh t um increase on your business property taxes of $18126. So, the purpose of this of the um capital fund increase levy is for construction services. Um, Grant County School District Facilities Committee will review the capital master plan, aka the 10-year plan, update the plan by priorities, and set any anticipated project timeline with estimated dates. So, and then at the bottom there, that just goes over again the increase in revenues. The second page is just um covering all my TNT basises for the new law. Um these are the additional levies that the school district uses for sources of revenue. The basic levy is set by the state. The votive levy um the board levy those are the two that the

007board can um choose to increase or decrease increase or decrease while increase. So there are no changes on those two levies moving into fiscal year um 27. And the debt levy we are only allowed by law to collect enough funds to cover our debt service. So, that one naturally decreases over time. That led naturally goes down as we pay off the as the bond gets paid off. So, um Grant County School District Board of Education does not anticipate an increase in the voted board in the voted board or debt levies. The basic levy is set by the state um uh and so it has a decrease this this fiscal year of 0.000027. the debt levy will be slightly less um next year which means fiscal year 27 just based off of loan the bond the

008bond payments that we're >> you have questions please feel free to ask me >> so will we have a little bit of an offset with the decrease in the debt levy >> you will have a little bit of an offset with the decrease in the debt levy so it would actually kind of net property taxes it says $319 96 cents on the front page, but with the debt levy decreasing, it's actually only a realized um increase on your property taxes with $10. The debt service for the business all >> Thank you. >> Thanks. >> All right. Next is public comment comments. Any more public comment? Student body president report. You didn't want to make a glass for you here. >> All right. >> Okay. Board recognitions. Um would we let's start with um let's yeah

009great all right I'm gonna start with kindergarten so has influently been such an amazing leader and an overall wonderful student in my class. She is kind, hardworking, and sets a great example for her classmates. She is loving and such a good friend. We love having Just want you to stand right up there. >> Thank you. >> All right. Okay. Cypress is our first grade. Cypress is our male girl student of the month. She is smart, caring, and incredibly sweet. Although pregnant to others, Cypress has a great sense of humor that brings smile cool passion. Even though she can be a little shy at time, she consistently sets a positive example by following school and watching rules and doing her best every day. Viviana is the student of the month for second grade. She's such a

010speaker all the class. She's very hard worker who is always doing her best. She's extremely kind to everyone. She's happy to be at school every day. She's very grateful this year. Um Bryce is an incredibly hard worker. She tries her best to understand and learn new things. She's willing to ask questions to make a brighter student and learning. She also tries her best to her students. She extrens both and at Jaden is for fourth grade. Um, so the student of the month in this class is Jaden. The rules in her in the classroom are be kind, work hard, and take responsibility. Jaden knocks all three of those out of the ballpark. He's a great kid. We're lucky to have him in our class. Jojo is the student of the month for pre Josh class. She

011demonstrates being safe, respectful, and responsible all day every day. Jojo works hard, takes initiative and ownership for her learning and is amazing as an amazingly kind of passion so lucky to have her. And then Sophia is the sixth grade one. I'd like to nominate Sophia for the sixth grade student of the month. She is a kind, she is kind and a leader among her peers. Her academic journey is driven by her curiosity and inspiration. Sophia is very conscientious and takes pride in quality work. What truly sets her apart is her unfailing kindness to her peer. She offers support academically and devotionally to everyone in her class. I know that Sophia's creativity and hard work will continue to shine through the middle school. Thanks for being a great role model. Sophia congratulations. Why not? >> Neither

012of my students are here, but um Abby and Bethany Black are student of the month and a student. >> Okay. Natalie and Preston Packard have been two high school students of the month and they are also amazing students but they are not here. So um good job and thank you. >> All right. Um next would be our state golf champion. Um the coach isn't here but do you want to uh say some some words about the the end some advice? You know it's really hard. So I don't >> it's hard but it's fun sometimes. >> It was really stressful because I was doing so good and then I took a turn and then I came back up. It's kind of like a roller coaster >> but it was really fun this year. What was your

013score? >> 82. >> And it was par. >> Uh 72. >> Yeah. >> And you beat the second place by three, right? >> Yeah. >> You and then team team took second. >> Good job. >> All right. Today, you're here to uh recognize the state track winners. >> Yeah. So, um we had six different kids um take state this year on different events. So, the first one we'll call up is the girls 4x1 um team. So, that team consisted of Katie Mad, Hannah Burgess, Pagman, and Olivia Jackson. Um yeah, these four ladies, they ran um 50.14 seconds for a 4x1. Um which did set a new school record as well in the making. So um that was very exciting. Um so we had two seniors and two freshman on the team, which is >> really

014awesome. So this is our 4x1 state championship. Our magnet state championship team consists Katy or stand Olivia, Hannah, Haya, and Elliot. Um, >> for those of you that don't know, um, it's kind of a mixture of distance and sprints. So, um, Haya did the first 200, Hannah did the second 200, Olivia did a 400, and then Elliot did an 800. >> Y. >> So, yeah. So they um won that as well, which was super exciting. Um the one that's not here is Van. Van won state mcdiscus. Um that's his third straight year um winning state discus. Um which is exciting. He had a kid that towards the end of the year started really like throwing well and was Van got a little nervous that he was not going to necessarily but he ended up the

015way state works is you get three throws in prelims then they take the top nine and you let those go to finals they'll take any of your best throws um and five of his six throws would have won state. >> So super consistent throwing at state um which was awesome. So that was uh those are the six state champions and then the girls team took second overall. >> Is Van a senior? >> Van's a senior. >> So >> thank you guys. >> Congratulations. >> Oh, we have uh two more certificates. Luke Oh, my bad. Never mind. You can speak out. >> I was like, they're here. >> Well, I just >> I don't even know what you're talking about. >> I mean G4.0 in there. >> Rare all four years. >> No, I've never math.

016>> It's the superintendent scholarship award or something like that. Scholar award. need to get your head all about the meeting. >> Okay. Um we'll move to the information and discussion items. We have the fiscal year 27 preliminary budget. >> Okay. So let's talk budget if you want this. So this is the um we make it a little bit bigger. >> Yeah. Do you want to run it? >> Yes. >> We didn't see your daughter. >> Is she here? Yeah. Is she the daughter here? Does she want her certificate? >> Oh, your daughter. >> No. Yeah. Oh, you gave it to Holly. >> Yeah. Yeah. Yeah. >> Okay. So, this is the preliminary fiscal year 27 budget. um format is the same as we've all seen in the past. I get to drive today. Um maybe

017okay. So the first page here is a summary of the general fund. So we're going to come back to this page when I wrap it all up. Okay, we'll go through them fund by fund and then we'll come back to that page. So this first section here is the general fund fund 10. These are the revenue sources um for the general fund. The the top is the local sources. That's the um levies. There's a little bit of money in donations and investments. So, we're going to be looking Sorry, just for conversation sake, we're going to be looking at the far pink or the far right column, the light pink one. Make that a little bit bigger. And so, um, local revenues, those are estimates based off of, um, anticipated collections and from this year from

018this year's actual collections. All right. So, kind of in local revenue sources, we're looking at about 16.5 million in uh, between mostly levy collections. um rather that's state or local levies. So um board feel free to ask me questions as we go through. Okay. Um but there's something that you see. So the next one is the state sources. This top part um is what's considered above the line funding sources. So this is kind of above the line. This is the state uh guaranteed funding. Um, two big things to note there. I don't really have a pointer, but I don't know where it went. Anyway, two big things that stood out to me when I was creating the budget was one, um, the preschool. So, if you look about halfway down there, it says preschool 123648,000.

019That's a significant decrease from this current fiscal year. The other one um that jumps out at you is right below it is special education. That is 1.3 million. That's a significant increase next year of over $200,000. So, um those are monies from the state legislature. Those are kind of the two the two that jump out when you look at the above the line funding. When you move below the line funding, um not not a lot has changed. um got some a few ups and a few downs, but the biggest one that you're going to notice, uh hold on, I'm driving the wrong way. Um right there where it says $73,340,000, that's the digital teaching and learning grant. Um that is completely gone away this next fiscal year. So, there's a few other columns in there

020missing. We'll get some of those during mid-year budget revisions when the state has kind of a a better idea of the actual legislative funding that's coming. So, you're looking at total state revenues of about $10.5 million. Um, that is down from our midyear budget resisions, but again, some of those things haven't been funded yet that will be funded come mid year some individual programs. Okay. So, do you expect the digital art? No, that's >> totally unfunded out out the door. Not happening at all. Uh, the ones that you'll see in there are like Beverly Taylor Sornson kind of some of those that they'll get us our estimates. What about library books? Library books, those are not typically funded. I mean, they're in there, but that's typically with special grants that we'll see. Um, teen center

021Was that like a one time thing >> two years ago? But okay, >> we finished spending it last year. >> And it came from the state. >> It came from the state and it was expended as of June 30th last year, fiscal year 25. >> What was it expended on? >> The teens the teen center staff SCS or SCS. Okay. >> It's the SCS. They call the state called it the teen center grant but it's actually the SCS >> or SCSC. >> Um next is your federal sources. So these when I creating the federal source budgets I decreased all of them past practice moving forward into this year by 3%. It's kind of the recommendation from the state. uh we don't receive our federal even preliminary allocation numbers until November usually right till and then

022final allocations in February or March. So, uh, I decreased all of the federal funds, which is going to be your title programs, um, the TANAP grants, any of those. Well, all of these are federal. So, um, unless I've gotten word from the state of what they're going to be, I've decreased all of them by 3%. So, we're looking at total revenues of 28.2 million right now. Um, preliminary, these, remember, these are estimates, okay? So, moving down to the next section is a question. >> Huh? >> I think I asked this before, so I if I did, I forgot. >> Um, with mentoring, is there a reason they are together? >> I mean, I know that Grant is >> it's great on my books, but they are together here because under federal funding, they fall they're

023both under that same category, right? >> Just to see that. >> Okay. You can if you want to come see me, no problem. Okay. It's not needed. But um for budgetary purposes, they're all just in their general categories, >> but I'm happy to show you. >> So, cruising down through the general fund expenditures. Again, um staff is the largest cost of the district. So, the instructional um staff is here on the top. You've got the salaries and then the benefits. Then, we kind of move down into more of the instructional services. Uh no big surprises here except that when you cruise down in the peak side and it says uh software and technology supplies 650 to 750 and then general supplies on top of 600 see the 600 that says supply and how it's decreased

024so much again that's the DTL grant there were a lot of individual grants that we could apply for through Utah grants that work for curriculum software STEM bunch bunch of different things like that that were outside of the revenues on the first page. Those are no longer available. They were all under that >> in the 1000s in the six. No, down further. So, if you go down to the total, so down. >> No, we're on still. Okay. >> This is all part of the instruction. >> Yeah. >> So, Yep. 1, yes 700. >> Yes. At no um 600 and then the 650 to 6 to >> 650 to 67. Oh, >> okay. >> So all of those um the biggest chunk of the decrease there is again the digital teaching and learning grant is and

025there were a lot of individual grants tied to that that um Jill applied for that are no longer okay. So um did so with looking at last year's budget and this year just looking at salaries in the 131. >> Yep. >> It's gone down. >> Decreased a little bit. One we absorbed one staff member and the newer staff members coming are coming in are budgeted at less because we're losing. >> Do we know that for sure or we're just budgeting? I' I've budgeted well I know that for four four of all of the hires except for the one at the high school. >> Okay. Because they when I created the budget I had their letters is the staff member reabsorb or HK. >> Okay. Thank you. >> So yep. Yep. I budgeted those based off

026of where they fell on the salary schedule. >> And this is a and we're budgeting a 1% on this. >> This this reflects 1% on one level. >> Got it. Okay. So, the next I skipped over a whole lot of my part. Sorry. So then you go into the therapists and the support staff. Does this work? Nope. >> All right. So then we go into the therapist and the support staff with it. >> No changes. Just got to get the right direction. There we go. All right. So if you cruise down to the 2100s and the 2200s, that's the therapists, the counselors, the paras. So that's their staff costs. Um increasing health service personnel. Is that is that a budget of pack anything? Um the new counselor coming in and steps and increases for a

027couple of them that are here already under health service personnel. >> Part of part of our part of your therapist part of their funding comes from there. >> Out of that part there. >> So could you say what you said before? So part of so in the health services part of some of the therapist funding comes out of that >> and and it includes um the new >> the new hire might >> different benefit or different >> it includes the new hire at the middle school >> and what are the paras there at student services? But the what's a pair position? >> PAR professionals under student services. >> I'd have to go look up and see who's under that category, but that would be probably your I would say your special education parents would fall

028under student services. >> Okay. >> Um >> like one or something. >> No, they're Yeah. >> Depends on the program that they're paid out of. >> So you're just kind of moving. >> Yeah. These are all like I have a huge spreadsheet and then it sorts them into this. So that just depends on which program they're paid out of. >> Is that similar to then with the secretarial personnel? Then they're kind of divvied out >> by Kent >> by one position, but we're going to pay you out of >> three or four months. >> Graded distribution. >> Yes. >> Graded distribution. >> Braided. >> B R A I. >> You braid your hair. D. >> Yeah, >> I like it. >> I have never heard that. >> And then staff services. Again, uh this is

029Paris. Um support staff. This would include your exploratory teachers. The salary stipens. Looks like a little bit of a drop. Part of that is um we have some parent positions open that I have just held of the budgetary number at the lowest level because I don't know what they're going to come in on and there's quite a few that are open that haven't been filled. So I hold them at the entry level but if they come in with >> more more education or experience then they'll go they'll definitely be a higher self. But it's hard for me to guess on that. So you just budget them at the entry level. >> Would that include would staff services include the IT or no? >> No, that's going to be under the district administration because they're all

030that's general district >> and business. What is Can I ask you what is interest dues and fees like uh >> for like the high school clubs like your uh your CTE clubs when they pay their help >> the CTSOs all of the different organizations that they belong to. So we're not we don't have that >> um it's in the CTE budget. We're because of the way that student fees laws have changed. We're not allowed to collect some of those anymore. So, we no longer >> they can collect them at the high school level, but not we're not allowed like to collect like a technology fee or things like that anymore. But those will be on the ones for the schools at least under those that's that section. So then cruising down, you'll get into the

031next page of your expenditures is uh district administration, school administration, business services. Um no big surprises here. Everything's just um the only we didn't really have anything that jumped out at me, but you are um welcome to look at it. I'll probably draw your attention down there under operations and maintenance of facilities. Again, staffing being the largest cost, but we did um put extra money in um other purchased services. Again, thinking of the high school and some potential upgrades as we're replacing floors, um doing some painting, carpet replacement, all of that moving into next year. What would that what would um other purchase services under district what would those kinds of things change too? >> Um it's our technology stuff under the like the technology contracts. Um if we hire like general maintenance to come

032in and take care of Frank hires people to come in and take care of like >> the it's the elevator contracts. It's the HVAC. Okay. Programming. Um, and then cruising down student transportations. Um, nothing. No, the biggest thing. I mean, I added more money to motor fuel uh just because fuel costs are going up, but other than that, um not a huge change in >> Is that a separate um >> student transportation motor fuel for transportation is a separate line item? >> It's the 626. >> And then cruising to the next page. under business services it did drop by >> yes >> for a variety of reasons one um pat no longer on contract >> um two uh business administrator position um >> just like the shuffling of >> shuffling >> of the past years

033kind of moving >> moving around >> moving people around >> to their right to their final destination >> to our right seat on the >> subcriptions. >> Um and then the last one there, this is the this again the last page of your expenditures. This is the beacon and mentoring program. Um their budgets are set they give me their budgets or their budgets are dictated by how they completed their grants. So this is the budgets for those two programs. So, you're looking at expenditures of just a little under $27 million um anticipated uh at this point in time. When I get to the summary, we'll we can discuss that a little bit further. So, this is the student activity fund. When you talked about the dues and the fees and all that, this is where

034it will be. These are the accounts at the school. Um schools have their own checking accounts. This is this is their accounting systems. um pulled their reports, inputed it into the district's accounting system. It's trending and consistent with it what it has been in the past. There's nothing there that was alarming or surprising to myself. Um and then the next one, fun 26. This is just the pass through charter from the state. Um it's the number that the state we don't see that it's passed through directly through the county treasurer's office but we are the local taxing >> that's the impact on our local residents what they pay for the charters >> the charters the state >> charter big >> it doesn't necessarily always come >> even to our local charter >> it's just goes

035into the big charter box >> charter Uhhuh. And then however they >> whatever formula they use distributed this. So the next one is the debt service. Um couple of things you'll notice on the debt service to draw your attention to. One um total revenues that we're anticipating collecting next year through the debt levy is one almost $1.9 million. Um debt payment is 2.6 million. So you'll see that we have an excess and we have a deficiency of 662,000. We have a fund balance in the debt service. The debt service we have payments for this year and payments for next next year and then this debt goes away. It will be paid off. So the goal is to use uh a little less than half this year and then um the same next year. So, if

036you cruise down there to the bottom, you'll see that we'll have anticipated fund balance with the debt service of about 855,000. Um, we will again use uh we won't collect the maximum levy to make the payment because we have a fund balance to make up the part of that. So, the state decides that >> the state decide I yeah, I had to email Matthew Hurst and tell him we wanted to use some of our >> fund balance. um for that purpose. And then so next year when we get here um that fund balance should be closer to being zeroed out because the debt will be gone. Then cruising to >> do they ever show we don't ever seek balances of >> debt though. I have a spreadsheet of them if you want them. >> Yeah,

037we know that that it's the balance. It's just, yeah, it's broken out into this. That's how I create this. Yeah. And I have to email them. I had to email them to the state tax commission so that they could set up the debt levy. Okay. >> So um they get a copy of them, too. So the next one is the capital um fund. The only what I want to draw your attention to on that in that pink column is the green um where it says capital outlay levy TNT. So that's the increased anticipated revenues. If you were to increase the capital levy, that's the anticipated revenues that we would receive. I pulled them um out of the normal capital levy. So you can see if you didn't increase it, you'd expect about 5.1 million in

038capital levies. You do increase the capital levy, you'd be closer to 5.5. I like that format. Thank you. So >> yeah, highlighted in green. >> Yeah. Well, and pulled out and pulled out. So you can see that. >> Yeah. So um so that is kind of the revenues from the capital levy cruising down expenditures. Um the capital outlay there is under construction services there. That is the finishing up of the preschool whatever might be residual moving into the next fiscal year. the HMK closet. That also includes the transportation bar and doing redoing the um pavement um and repacking it, filling in all of that. So that is all of those numbers are included in there. >> Is that being done this summer? Do you know >> he's going to try to have done in July?

039>> Um and no bus? >> No, it does have a school bus of 180 and that will be delivered in July also. So hopefully we're back on track with school buses. Now everything postcoavid and manufacturers are all back on schedule >> construction. So construction services are the projects the construction just in a big loss. >> What? So the preschool, it's the black top at the bus >> and the HMK plaza and then there's the architectural fees and kind of some of those um ongoing maintenance of the facilities management and plan. And then there's the debt service associated with the capital uh bonds which is the bonds that we re that we basically refinanced refunded last fall. And so you're looking at uh ending the capital fund balance of about just shy of $3 million which

040to be honest when we started the TNT capital campaign last year the goal was to have about three million in ongoing funding to the capital fund. that's right on track to do this um to continue that um trend. So, >> where's the same top bottom? >> Are you Oh, >> yeah. >> So, anyway, that's that was the goal and it was kind of nice just to see the number one. Oh, be honest. Um next, you're moving into the child nutrition program. Um they also get local, state and federal sources. Um you'll see a slight decline in the federal sources for the child nutrition program just links to enrollment. Um so their their revenues are down slightly. Um anticipated next year is kind of what based off of this year. um anticipating a smaller uh less

041students next year and adjusted a couple of the numbers. State liquor tax for us stays about the same annually year-toear. So, um that's no adjustments were made there. Um moving into the expenditure side, uh again, staffing is about half of it, but I did increase um you'll see there under food. I didn't I know food costs are going up but I didn't increase it tremendously because uh the nutrition director has taken some huge steps in inventory management um consistency in brands and products across all of the kitchens uh with the new software that we have so that we have a better um >> more efficient use of our food quicker turnover less in all of those things. Yeah. >> Um being out relevant, but >> are bunches happen? >> Yes and no. Um but we

042can talk about that after the budget discussion. >> Um the other thing you'll see in there is I increased it says purchased services line 400 purchase property services through that has a larger budget strictly the high school kitchen. every time. Um, their goal is to use their ovens there next year, which they're working and operational so that when they make the pizzas and stuff, we're not transporting him from HMK up to the high school. Um, every time Frank touches something in the kitchen, it breaks. So, that's just extra money for repairs. >> Um, so that's high school kitchen repair, not operation. >> And we're not buying new Well, we are buying new things if they break. >> Well, he's been able to fix them. So, it's the parts and or hiring somebody local like a

043>> the HVAC guys to come in and >> Yeah. >> is our equipment really old. I mean, is it old? Does it do we need to replace in the future? I think >> replaced them in the past. I think the biggest thing with the high school equipment is just hasn't been used for three years. >> So, um that's probably the bigger >> the bigger issue there. Um so you'll see for the high for the um nutrition looking at transferring in about $750,000 from the general fund to cover the deficit in the nutrition program. Honestly, this year we'll transfer in about 600,000. Uh that jump to 750 is a fully operational high school kitchen staff and they have one full-time, one part-time staff there. Um they're feeding on average 95 to 100 kids a day. There

044are some days that in the winter it was a little higher. Spring it's been a little lower. Um but that is the jump in the in the difference there is mainly attributable to opening the high school teaching. So now and our sales to pupils are pupils are down. Uh although we have >> I know done a really good job on the collection campaign and got a lot more in. >> Where is that? Is that on there? >> That's not on there. This is next year's budget. Now, do we end up doing something where the kids like they have to pay? >> We talked about that. >> Um, brings me back to the summary page. So, if you get back up to the summary page, um, on top is the three revenue sources, the state, the

045local, and the federal. It' be page two of this. There we go. Okay. So looking at anticipated revenues of about 28.2 million anticipated expenditures just shy of 27 million uh with the fund balance transfer scroll a little more. Um so you're looking at the other direction there. keep them. So, I'm looking at about $652,000 in $650,000 in excess funding um increasing the fund the unassigned fund balance next year by about that much. I will say a couple of things. There are a couple of pieces of legislation that I'm not quite sure how what that may cost the district right now. Um how those will be funded or uh what the program expectations and requirements are going to be. So we'll get those at maybe an update. So looking at school right there kind of anticipated

046best guess with some preliminary numbers um ending having a fund balance of next year of about $17.6 million. Um again I'll be cautious. I think there are some anticipated expenditures that are coming but I just don't know how they're going to affect it yet and I won't know that till November. And that would be so that 652 of excess revenue you think could easily be spent by some of these expended >> some of it at least two to $300,000 of it for sure. Um but again I have to I don't I have a comment and then a question. Um, just going back, so local sources are picking up 400,000, but state revenue is dropping 400,000. Like that's where we're we're kind of >> flip flipop. >> Yeah. I just wanted to like just because the

047state might be >> presenting uh funding it's it's not coming into our district. I mean we're not seeing >> we're not seeing that. Yeah, we're not seeing >> um the second question is how much is a percent on a on the salary schedule? >> Hold on. >> I almost said that last. So the percent cost you want just the one% >> or do you want the salary and the benefits? >> both 1% is going to be about $210,000. >> Okay. >> Just a minute. >> I'm sorry. >> The and then the benefits >> is included that. >> Yes, that includes the benefits >> and that's on everybody that's on the districts >> the entire salary. Okay. >> And that um but the budget reflects 1% and one level >> and the cost of insurance benefits

048all of those. >> So this is just preliminary um kind of a quick look at you feel free to look at it over the week and come with questions. I'm happy to happy to dive deeper. I mean as it's has so doing this so many years I've also seen you know you can throw out your best preliminary numbers and then literally walking into the the night of approval it's change there's changes because we don't get the numbers >> so you'll get to see it three more times um and hopefully that third time so each time we'll have a better idea >> be set by the tax commission until like June 10th through the 12th. And so um that's that's the levy portion and that's the largest I mean that's the revenues and so they they

049won't get their numbers to us. I will be lucky if it's June 12th and then this has to be published and have comment by the 14th. So the >> right >> they don't give us much time to really look at a final final >> and that's why we're bringing you >> preliminary so you can look at it. Yeah. My best estimates based off of past performance and kind of anticipated collections and the state the above and the below those are the legislative estimates that we've received from the Utah State Board of Education. So I think we >> June 24th compare >> the last one $210,000. No, that is a one% >> that would be an additional 1% like I'm just asking if you were just to look at percent. >> Yeah, each percent would be

050that >> and if you have time to look at it and you want to stuff in, I'll be creating two. Oh, um I think one of the things that I'll request is um similar I I've seen it in the past, but it's the it's kind of what Dave was asking, but it's like that that tax rate um breakdown and but the bottom line tax rate, you know, >> you know what I mean? So that it shows that it >> we'll have to brief that separate than that document. >> That' be fine. But something that just shows that >> and I can print those off once the state sets the rates and I go in and put them in to see what our numbers are. I'll just print that. That's on the certified tax rates. >>

051So that we know actual you want to know the actual dollar >> the not the dollar not the dollar >> well the bottom that our tax rate will be because there's there's like individual. So I Yeah, once they release those I'll get that. >> Are you talking No, sorry. You're talking about what individuals will be paying on their That's not >> No, this I'm talking about tax rate. So if you have a 1.5 blah blah blah and then it it always there's always a bottom >> tax rate a net tax rate that you would see like we are actually some years we're not even though we're asking for truth in taxation we're actually not increasing that net tax rate anything. So it's it's it's very um it's trying to be as >> see it in

052a different way too like they're the way that they map and the way that I might math different >> well I don't know what the disclosures that you'll have to have but >> yeah well that to me is confusing like this isn't very >> I figured it with the aggregate but tax commissions match Yeah. But yeah, anyway, just preliminary, >> but you could th you could throw um amounts into that that spreadsheet of net with your um 315 in your 1.54. Okay. Any other questions on the budget? Again, if you have questions, you go keep on going through it. We're going to have a couple more readings of it. So, it's always a work in progress. Thank you, Jerry, for working on that. And appreciate Pat coming in again. And was >> not as long

053a date. >> So, is he just meeting? He is contract through June 30th already. Um, and then after that, >> we don't have an after that right now. >> The slight panic button, but >> okay. Uh, next would be the teacher student success. And that's that's just up here. Um if you guys had a chance to look at that during the work session, um nothing has changed. It's just our only action item tonight. So put it up there. Um and it's coming back down coming back later as an action item. >> So wait, okay, no changes. >> This is a This goes back to my what I talked about though is we're approved. >> We're just approving what the school disposal directive. But the school is the principles, the school administrations have determined how they

054want to spend >> with that death and community reports. the current county the preschool report. >> This is our orderly report. So it's in the presentation format. >> Okay. >> Are we doing that today? >> Yeah. >> Whatever it is, I messed up. I thought oh um I know myself okay all right um highlights this year or this quarter um I was able to go up to the state unified track up at Copper Hills and drive special ed students up to um running their track meets It was facilitating the ocean all of them. This year we they had upper hills. If you've ever been there, it's a fairly new school, but they had a huge tunnel for us to run through, walk through playing the Olympic music. They had their band out there um playing

055the Olympic music and then the Madfield sang the national anthem and students were out there like their students were out helping. So it was really fun to see all the kids from all the different districts. They were up there and we were all at the school and it was chaos and fun all at the same time. So if you ever get that opportunity to go and see the unified traffic come, I highly suggest attending. So um I've been working a lot with we're doing post transition plans for the upcoming school year. That's for kids who are on IEPs that um are transitioning out of high school. And so we have we work with the states and each year we have to call every one of the kids that graduated last year, find out what they're

056doing. So I do that every year and we're working with the state. We're trying to increase our students in anything other than sitting on the couch playing video games. And so because we we do get dinged on our um annual performance determination report. That's part of um one of the things that's they say, "Oh, your kids aren't doing anything." So the plan is like working with CTE and getting the kids into a pathway that's something that they're really more interested in um so that maybe they will pursue something outside. Um, also we completed all of our transition meetings for the year where kids are transitioning one school to the next school. So preschool to kindergarten, sixth grade to 7th grade, n 8th grade to nth grade. So that's a lot of meetings that we've been

057doing. Um, uh, I completed the OE grant which is the office of Indian education grant. Um, normally Jeremy had done that and so that was a lot of work because I had to speak to Washington DC several times to get my name changed which was a lot harder work than I thought it would be. So finally I got it submitted on time. Um, uh, we our challenge is coming up. We have a special education inerson audit this next October. It's going to be a lot of work. I'm already um Judy and I are already working on it. um they will be in person. They pull files. It'll probably be one to three days. So that's gonna be a challenge. And we are almost done boxing at the preschool. So we're ready to move when we

058get the gohead. >> If you if you have any boxes laying around, we could use a few more. Do you okay? We have some hooded because we still need a few more things. Anyway, um the end of the year, few students move away, but we ended up with 48 total uh count for the year. Our attendance rate was 96%, our goal was 95%. Usually the little kids do come to school because parents like to get there. >> Um so we met our goals. Um we, you know, we're always I had one today, an IEP today, an early intervention student coming in the fall. So um yeah, we are making our goals. So go ahead and swap to the next one. Uh this we do what's called a P and it's preschool education learning. I can't

059remember off the top of my head. Anyway, we didn't have the beginning of the year. We have the middle of the year and the end of the year. And so you can see the different categories are listed up there like language um composite and you can see our growth. This is something very new for our students this year and it just transfers right on with the um kids for Aadians when they go on to the elementary. So, and where we, you know, didn't know this is new to us. Um so, you know, we want to work on and what we need to grow and you can kind of see by the colors. So, >> and you said when you say we, >> that means teaching strategies. >> Yeah. I mean, we got a new curriculum

060this year, the frog street that we've been working on. It was new for our teachers. They, you know, it's it's it's new for anybody to implement a new curriculum. So, they have >> kids aren't going to know. I mean, they wouldn't know what a clue, but um so it's just diving deeper into things. And so even though our kids have done Yeah. There we go. Indicators. That's what it is. Um so yeah, it's um new for us definitely but I expect that it will be growth uh continuing growth. So the students come the thing is is like at the beginning of the year you don't have like we're constantly getting new students. So what you had at the beginning of the year might not be the same kids that were tested. I think there might

061be more of them because we're always adding kids who were on IEPs come to school. So, our enrollment is constantly changing. So, you're seeing kids at the beginning. We're not there were a lot of the same, but they were added. So, >> and these are pre or these are both grades or both ages. >> Three and four. >> So, you don't separate them out. You mean like I would think that the threeyear-old would be very red. >> Very red. So yeah, think about, you know, you got your three-year-olds and your foury olds and yeah, it's all good. Then you can go to the next. >> And this is your peak testing. So that's the um preschool uh test they've been doing at the state level that's required. It's changing a little bit over the summer,

062so we'll see what happens. But this is the 26 year on the one side and 25 on the other side. And you can kind of see the difference between the entry and exit. Kindergarten has the key that the um PE is their entry and exit profile. >> Is this just for four? >> Just just the four year olds. Just the foury olds. >> It was just four. And then this one is that comparison of the peak from the 256. So you can see our uh the 25 entry and exit compared to the 26 entry and exit. And we're we're increasing um pretty close math. It's the kids are really good at math at this age. It's, you know, that what corresponds to little objects and so they're really good at math compared to the rest

063of the part. >> And this is a different test than P. It's a totally different test. >> Totally different test. >> What about the drop in literacy of on the above? >> 52. >> So it's 52 and 55. So there's 62 at the end 55. >> Looking at the heat testing between 26. >> It was 59. >> 59 and 51 green and blue. So we'd have to go back. >> Oh, go back. I'm like I don't So sorry. So which one? >> Literacy. So at the beginning. >> So it just went down. >> It just went down. But You know, things change, right? >> Things change. You're testing like beginning of of the year is very very basics. The end is a lot bigger. So, >> so yeah. And >> so it's not the same

064test. >> Same test starts out >> but you test more stuff, right? >> More stuff like more letters. >> Yeah. There it gets deeper. It's it's just deeper. So um you know instead of just going oh a or a b you would go a letter uppercase lower case. >> So it gets a little harder saying things >> good days and bad days too. >> Right. >> And is it a different curriculum between these two years? So you've got 25 >> Yes, it is a different this broad >> it's a it's a different curriculum. Yes. The 25 year we did not get frog street 26 year we did >> and frog street is math and liter um basically the same staff we did uh we're losing a our special ed teacher at the preschool. she resigned

065last week and we also have a parah opening um one of our parents as they began state. So basically the same staff full districtwide for special ed. Um oh yeah and um yeah our goals have been you know introduce our new programs and keep sticking with it and just doing they're doing good. What's Oh, well, for those that came to our preschool graduation, it was so cute. Is the last one at our preschool. Um, we're just about done uh packing. I went to the Native American night. Um, it was amazing. since I wrote the grant and I'd been working with Ricky the Gay, he he invited me to this and said, "You need to come." And so I did and I had no idea that there was dinner. So next year I suggest you come

066there. It was excellent food, right? >> It was amazing. >> Awesome. It was so good. and he gave out awards to as part of the grant you have to do certain amount of Native American events and you have to have the ending events at the end of the year and you gave out awards >> feathers and I highly suggest uh next year when it comes up that you go and >> No, I wanted to go. It was >> just amazing and the food was amazing. Rick is an phenomenal um chef. Uh we have an ESY coming up which is extended school year for our sped students novel all student help by Chris Dunn teacher at HK. She's new this year. She's going to head it this year. Um and then what else do I have?

067Oh, and I have some cute pictures. There's graduation. >> And then this was from the unified track. So up in um the Do our do our um student No I mean I I know our um special education students go do our typically I mean do our high school kids go to like can they go and help at Copper High? >> Yes. So like when they run the relay you can kids run. >> Yes. So there were a lot of uh typically developing students there >> just uh statewide along with um the special ed students. >> Yeah. That's awesome. amazing. Like if you go down the next picture, you can see one of it was just so cute. Look at Claire holding this other student's um Harley and she just went right up and just stuck

068her hand in his and he just you know they ate so good and the kids cheered each other on >> not only in our school but >> statewide you know the whole all the districts. It was just really just heartwarming and um but yeah, you take your typically developing kids to run relays or to run alongside. Um there were kids in wheelchairs there that had other kids pushing them in their wheelchairs. >> Just great. It's really really neat. So we don't have our wards back so I have no idea. um it just took so long in the day that they will be mailing them to us and where our kids placed. It's just too hot of a day to sit there. So that's it. Do you have any questions? >> Any questions? >> That's not

069all. >> Okay. Thanks, Jeff. >> You're very welcome. to the first. So, highlights. Um, as you guys have known all year, we've had our wig of 65% growth um for both reading and math. And we surpassed when I calculated our growth for I already reading we got to 69% and in math we made it to 73%. Um we did fall short in cadence which I'll show you in just a minute but we didn't make it in I already um obviously our challenge is CSI. So I'm still working through a lot of those things. Um, I've been doing a lot of work with the teachers. Um, just working through some of the steps of the comprehensive needs assessment, which I'll show you in a minute, too. Some of our key successes, we've been working through um

070doing some curriculum alignment as part of our um CSI stuff just to kind of get our curriculum aligned um to help close those achievement gaps. Go to the next one for me. If you take a look at our um enrollment and attendance, we did our goal all year was 93% and we came in at 92. Um we we had really good percentages at the beginning of the year, which is typical. Then we like went down to about 91 and then we've just kind of stayed at 92. So I felt like that's a pretty good goal and we'll probably go into the next year with the similar goal uh for attendance. When we looked at our overall assessment data for end of the year, like I said, with I Ready, uh, we made it to 69%.

071Aadian's reading, we got to 62. So, we were only 3% from our goal. Um, and then with math, like I said, with I got to 73 and Aadian's math, we made it to 64. So, um, which that should be 1% from our goal because it was 65. I had to go in and adjust it. And then is that 60 the percentage is how many are at grade level or >> how many have made growth growth not proficiency >> so and I'll show you proficiency in just a minute. Yeah. So what we're looking at is these are the kids that have made typical or above typical growth. So it doesn't matter what proficiency they're at. They could be a red kid but they've still grown. So, and then just looking at our overall closing the gap,

072looking at our subgroups and such. In reading, we reduced our students that were one or three grade levels behind by 28 uh 28%. And then in math, we reduced our students that were one or three grade levels behind by um 28% as well. So, >> is that case six? >> Okay. >> Yep. That's case. Um, ATS is the is the previous designation prior to CS. >> So, it's going off of those same subgroups because >> our our new subgroups put data for you. >> Okay. The next one is our continued growth data. So, just looking at I Ready um and then looking at both reading and math and how we achieved our goals and then looking at proficiency as well. So if you look at reading proficiency based on I ready, we went from 21%

073at the beginning of the year to 46% at the end of the year. So we increased by 25% in proficiency. And then in math, we went from 12% to 42%. So we increased by 30% in proficiency. Um and then ATF just means that annual typical growth like I just described. So it doesn't matter where their proficiency is. It's just that growth of one year or greater. Okay, next one. The next one is interesting because we got some preliminary data from the I Ready team. Um, and then when I went in and recalculated it at the end of the year because we had some classes, we had kindergarten who still needed to test and we had some six uh not sixth grade uh fifth graders that still needed to finish their test. And so when I

074went in and recalculated, that's why there's all these weird numbers. But you'll notice that in reading that our green got bigger and our red got smaller, right? So our green went from 21% to 46% actually in the end and we went from 50% that were below down to 24%. And then in math we went from only 12% um to up to 42% in green and we reduced our red from 41% down to 18%. Next one. So, if we look at our um just our our sub population of Hispanic or Latino, which is one of our subgroups, we actually did really well, which I was pretty excited about. So, if you look at the overall distribution, um and then we look at whether in in the yes or the no, yes meaning they are Hispanic or

075Latino. So, we still had um some that made that mid or early on grade level proficiency by spring. And if we looked at it in the fall, we had zero. So we actually grew with that particular population, which was exciting. Okay, next one. Um, so here is the placement distribution. So um same um Hispanic, Latino. Um you can see again that 16 and 11% for the yes compared to overall. So this is for math. The other one was for reading. So again, we went from and I think in math we only had uh like 2% and then we grew. Okay, next one. So here's our Aadians data. Like I said, we were so close uh looking at our pathways for that growth of 65%. We're looking at those that are typical uh above typical or

076well above typical. Um and so in reading we made it to 62% that made their pathways by the end of the year and 64% in math. So, we're really close. Okay, next one. Looking at proficiency now. So, how many of our students were actually proficient? Um, so from beginning of the year to end of the year, you can see our below benchmark um kids were went from 42% to 30% in kindergarten. You can see and then our at or above benchmark from 58 to 70. So, if you look at just the growth column, what you're going to see is the change in proficiency by each grade level. So, every grade level grew except for a couple. Um, and sixth grade is really hard to grow. Just saying. Um, >> am I reading first grade? So,

077>> so if you're looking at their their below benchmark, >> 57 and then it went to 46. That's an improvement. >> Um, >> are below. There are fewer that are below. There are fewer that are below. Yes. >> And >> I may have got the numbers mixed up. That could be on me. >> Okay. >> I put a lot of numbers in it. >> Okay. >> I'll double check it. >> Okay. >> Yeah. >> So, if I was looking at just make sure I understand if if we if you wanted to say um all first graders >> um where they're what their proficient level is today. >> That's the 54%. Yep. 54% of our first graders are >> Yeah. >> So in those first two column um columns we want the number to go down

078>> and then the second two we want them to go up. >> Correct. >> And then you >> Yeah. I calculated that girl so you could see the difference. So yeah. >> So I think your first grade is I think you must have transposed. >> I must have transposed them. Yeah. because I it was it was >> Go ahead. >> All right, go on to the next one for me. >> So looking at math, we had growth across the board. A kid's math only is measured in kindergarten through third grade. Kindergarten had significant growth of 30% and then of course we were double digits across the board. So okay, next one. And and sorry um previous years were do you do you remember if we were hitting any of these goals like this? >> Yes.

079So um kindergarten was first first, second and third weren't quite there yet. Um but they had made some growth. Yes. >> Okay. >> But not not as much as this year. >> Are you setting goals like this? I mean so is the goal a 30% growth? We're not setting proficiency goals. We're only setting goal to goals. >> Okay. >> Yeah. I'm I'm a firm believer in that just because then we're measuring all kids. >> Yeah. >> And not just our kids that can meet proficiency. >> Okay. >> And so I mean because I hate to I hate to just say, okay, these are our kids that are always going to make it. >> And the ones that are always going to be red, we still want to still want to show that they're growth. So

080that's why I'm a firm believer in growth flippers. >> And isn't your CSI and ATSI is all about growth in it, right? all about that. >> All right, next one. So, looking at common lit. So, beginning of the year to end of the year, we had a 14% increase in proficiency with our common lit data. So, that was really exciting to see. And then, >> and they're the only ones that >> Yeah, they're the only ones in in HMK that does. Can you scroll down? >> Yeah. Um, so I just wanted to kind of give you a quick little overview of some of the stuff we've been working on with CSI. Um, we've done our comprehensive needs assessment. We've gone through four of the six principles for comprehensive needs assessment. Principle five and six are

081actually part of the HRS work we're already doing. So we really dove into principle one, two, three, and four. Um, and then I've just given you some kind of data points that we found with some of that. Um what that entailed is I had a a survey that we did with all of the staff. Um and it was really very detailed. Um in fact I would encourage all of our schools to do something of that same nature because it's very detailed. Um and it really gives us really interesting data um for specifics in in areas that we could improve in each of those things. So looking at leadership gaps, looking at instruction instruction and teaching, organizational time, which is another one that's um really critical that that we found some interesting things in. And then

082the last one is just curriculum um and looking at how we're aligning our curriculum. So that's where I spoke before with the curriculum mapping and stuff that we're doing that was targeting some of the things that came up in our uh comprehensive needs assessment under principle 4. So, so you did the survey to all of my staff. Okay. >> Yeah. Except for a couple uh let's see, principal two was only No, principal two I gave to everyone. Principal three was just teachers and principal four was just teachers. >> But the the other stuff would be paras. >> Yeah. Library >> because they give instruction. >> Yeah. Okay. >> Yeah. Yeah. It was it was interesting. So, if you want to see the nitty-gritty data, I'm happy to share it with you. So, okay, next one.

083Um, taking a look at WEDA testing. And I've actually updated this because I went back through and reanalyzed it today and um because I just felt like I was missing something and I did. So, with that um we actually ended up with more students who exited. So, um, we actually ended up with six fourth graders that exited and we had two fifth graders that exited, which I got some numbers mixed up there. So, we actually had a total of eight kids that exited um, we did testing this year, which we had this many before. >> Yeah, I was say that's so >> I'm beyond thrilled with that. >> And Lita is for the non-English speakers, >> correct? Yep. And then just some other cool data that I kind of pulled together too. We actually had

08421 of our students. They met the criteria for speaking. They just didn't meet the criteria to exit the deposit because there's two criterias. So they met the 3.5. They just didn't get to the 4.2. >> That's reading it. And that was so that was the composite. So the speaking they did pretty well but the rest is like reading >> readings. Yeah. There's reading and writing. >> And then 15 of our students met one of the two criteria. So 15 could have exited, right? And then 14 of them were only a 10 to 1.1 away from exiting. 15 weren't. So we were really close. We had tremendous growth this year with our MLS, which is awesome. >> Did you change something? >> We did. We changed some of our curriculum. I changed the way that we

085pulled kids. Um, I changed the way that we kind of grouped them in certain programs that I brought with me. Um, so yeah, we changed a few things. So if the kids, >> I sure can. to each. >> That's okay. Okay. April was good. >> Okay. You want to go down to the next one for me? >> Um so just kind of looking listening was our strongest um domain. We had an average of 4.8 for listening and you I mean you need a 4.2 to exit as a posit speaking. Our average was 3.1 and we needed 3.5 to exit. That's why I say we had several that made that speaking um 21 kids made the speaking um criteria and then reading was a little lower in writing which actually makes the most sense because it

086that is the order of the domains in which they learned. So okay, next one. Uh just looking at our operational safety updates. We did all of our drills. We did have our great shakeout drill um with the earthquake drill which they do like statewide. So we did that on April 17th and we finished our last drill May 19th. So got all those done. Um looking at personnel, we've got a few changes coming in and I know you guys will have some of these updates later, but just to kind of give you an overview, uh we'll have a few changes with our general ed teachers. Um, we'll be adding some educational support professionals. Um, and like I mentioned in our school trust line plan, we'll be adding an academic interventionist and a behavior interventionist. We will

087have a new librarian. Uh, Jessica, who's was a title one aid, will be our new librarian next year. And then I will have two new ALS teachers to replace Arley Gene and Beatatrice who are both retiring. And they're both certified teachers. one's the fifth grade current fifth grade teacher. So Staca Fischer and then Kelly Conston's current third grade teacher. So they'll be taking over ALS next year. So okay, scroll down for me. And then operational and safety updates. This is just some of our uh PBIS data. We have a new website that um one of our behavior coaches, Melissa Edge, has built and I gave you a link there. I highly recommend taking a look at it. It's got several of the months passed and you can scroll down and see a ton of our

088uh more of our data, our PBIS data for how many majors, how many minors, taking a look at different all sorts of different things um for PBIS. So, I'll continue to provide that to you moving into next year. We'll just use the same platform. So, >> sorry, can I go back to your personnel? >> Sure. Yeah. Um, so that just with the specialists, >> um, are those added positions or moved around positions? >> No, they're the same. You took >> So the specialist positions were what were once called the tails? There used to be four of them, >> right? And now I have three specialists instead of four tails, which is what that position was that Jerry mentioned we absorbed. It was that fourth tail position. >> Oh, okay. >> That was absorbed. >> And

089then you have and then five title. >> Yeah. So we'll have five title one educational support professionals and three math >> and then but year current year we have six. >> Yes. >> Is there >> so we'll be increasing we'll be increasing some through our trust funds. >> Okay. Through trust fun. >> Okay. Thank you. >> Yeah. Okay. Uh go down to 18 for me. Just some community updates. Uh we had some pretty good parent engagement milestones that we hit. So with parent teacher conferences, I kind of mentioned this last time, our goal was 90%, we hit 90.5. We had our family literacy night, our Matilda experience, which was so much fun. Um, we had tons of people that came and we're really excited for the next year for that. Um, go to the next

090one for me. And then we also did have our spring arts showcase where the wild things are, which was also really fun. Um, we had several people in attendance for that. Our fifth grade did their vendor fair this quarter um which was really neat for them to do. They sold different things and and got their fifth grade currency for it. Um we of course had our growth assemblies that we do every quarter um which is really one of my favorite things to to see um kids recognized for their growth in different areas, not just necessarily academics. And then our sixth grade held their uh world fair which was awesome. um where they got to represent different nations across the world and they had all sorts of different things that they had to do as part

091of that project which was really fun to see. Okay, next one. And then just looking at our school improvement plan. I am in the process of writing our school improvement plan for CSI that will be due on June 30th. um which will be a com a com accumulation of our comprehensive needs assessment and um all of the other criterion that I have to meet for their rubrics. So I'm working on that and I will have done by the end of the month. So and then I think I have one more. Oh, do you have any questions? >> That's it. Thank you. >> Thank you. No, thank you. Sorry. um with the family literacy might be a different book or you >> Yeah, it'll be a different book every year. >> Yeah. >> Thank you. >>

092All right, you are up with Margaret Alian Middle School Corly Report. >> No, it's the back. Jimmy, right? >> So, yeah. Uh, it was a great quarter. Um, I've had a lot of fun for the staff students. Can't speak for them. Um, we did rise testing um, starting in May, beginning of May, all three days. Um, we do it so that each subject gets a week with their tests. Um, most finished in about three days, but then of course we have stragglers that come in. Um, so it is nice to get the full week. Um, Mich, if you'll go to the next slide for me. Um so just showing you our enrollment trends for the whole year. Um and our attendance trends. Um we started out strong a lot of students and then slowly declined

093throughout the year both can attendance and enrollment again in both grades unfortunately. Go ahead. Um, yeah, go ahead and click through these. Um, I was just trying to find my own notes on them so I could help summarize them, but I'm gonna have to look at these as well. I don't know if you'll be able to pull them up. I believe all of them are >> do they just take these rises just at the end of the year? >> Correct. So what they can do throughout the year is Rise benchmarks which are they use questions from previous RISE tests. Um the teachers at the middle school use them as pre and post tests for their units. Um but it also really helps the students get used to the RISE platform, gets rid of test anxiety,

094stuff like that. So this is our ELA um seventh grade and we did okay. We're pretty close to the state average. Um, and I've been able to talk with our seventh grade teacher and we've set goals for next year on how we can raise these scores. Um, and you can, if you scroll down on this report, you'll see specific areas on how the students did. And it's beautiful report. And so, we're going to use that first to set goals. Every teacher should double click. Okay, hold on. >> Have they done tries before? I assume. Do they do rise? Like this is not the first time we've done rise at the middle school, right? >> They do the rise every year. >> Yeah. >> Since I've started. >> Have you shown us comparisons before? I can't

095remember. >> Yes. >> Um so that's one thing that um I do have one that's compared years previous >> and I uh didn't think to >> add on to that. >> Okay. >> But we've got it somewhere, I'm sure. >> Correct. And I can happily throw it up there real fast after Safari's going. Um, and that's what I was just trying to think. Um, we did drop in seventh grade science and I believe seventh grade English, but seventh grade math um went up. Um, our proudest moments right now is eighth grade science is above state average and seventh eighth grade English is above state average. in eighth grade math has gone up since last year. So in June, that's what my plan was because I finally thought this paper report was due in June. Um

096that's when I will have the comparisons for you and my June work report. Have the beautiful graphs it makes sense like that. And writing obviously it takes longer. So we won't have the writing scores for our eighth graders till October June roughly around there. >> What's that? >> Uh so rise um only fifth and eighth graders take the writing rise test. >> So that's not common lit. No, but I do have common data on here, >> but it's crazy. >> Not the rise for us. No, they >> the we do. >> I mean, I don't I can't get it. >> Did I not make it shable? >> Yeah, it just says you do not have access to this file. >> I will fix that as soon as I sit down. I'm sorry. >> Which one

097is it? >> The eighth grade conlet. Um, and this is the first year we've done it. >> Correct. And uh we are happy with the program and hope to purchase it next year. And so with common l it's um I can't remember what we just showed this in sixth grade. um was it a bi and EOI thing >> and we did a MOI um but we actually saw we actually discovered that our students had a little bit of test fatigue so we saw our scores drop a little bit u I did not do a percent like okay how much showed growth um again prepping for June >> and you're referring to common lit we did an MOI and a EOI >> we did a boi and ei lit okay >> so I'll have for you

098>> how long did that take to do a common test >> two or three days. >> Is it basically they read something and comprehend it and answer questions? Is that how it test works? You read something and then you answer the questions. >> They're also doing >> three passages that kids read and it takes three days. Is it a passage a day? Is it because we only have one hour? >> Yeah, but it's not. You're not >> It's periods. Three periods. three periods or >> just curious how many questions per passage. >> So looking over the shoulder of the kids in sixth grade, there's 35 questions total in sixth grade for those three >> for the three passages. >> Yeah. Okay. >> It's so reading intensive. There's >> it's Yeah, it's a lot. >> And

099it's on multiple choice. >> On the sixth grade, it is. >> Yes. >> Can they go back and read the passage? I'm just curious. Like so they can they can read it. They go question. I better find out. Yeah, it's great. There's all kinds of tools. >> Is anyone considering just doing EOI and the middle of the year for it or >> actually? Yes. So we um looked at it now that we've gone through a whole year and eighth grade has to take um reading ELA and writing rise and because they are doing three common it's a lot of tests and so we are um looking at it and we're like okay let's not do MOI common so um just EOI and BOI >> but the ELA rise that's just at the end of the

100year >> correct but When we combine EOI, common lit rise and writing, it's just the kids with science and math, it's a lot. But you guys like it. You guys like common lit. The teachers like common lit. And you guys like common lit at sixth grade. I think you're good to go back to my presentation. >> Is there a there? Right now we only have um math. So I would have Is there a Are you using something for math that's DOI? >> We are not. No, we did just find a tool for next year that we were purchasing extra map that will help us progress monitoring. >> Is there when you buy a curriculum, do they not provide progress monitoring tools like that? >> Primary math did not or one that Carnegie not that's the

101best there when they purchased it. >> And so like at the elementary level I Ready I Ready is the curriculum or is that just the testing? >> It's just test rates >> and but it does align with the I Ready test. >> Correct. >> So you have to find a you kind of have to find a test that aligns with your curriculum or your testing. It measures like in literacy it measures all of the literacy like strat or domain the same with math. >> Yeah. >> Um the other thing that I really like about is that it's correlated to the rise. So we can we get predictions for rise with ready. >> Is it elementary? It's just elementary not secondary. >> No i is it can be K12. >> Yes. Um, is Ire a um

102endorsed by the USVE or do they say you have to use this? How do you choose to do I Ready? It's It's not necessarily endorsed, but I think it's one of the ones that are acceptable and we just How long have we been doing I Ready? for a while. >> This is their second year doing it for first year doing it for >> It's not something we looked into at the school. Yeah. Um, looking at the scores, Carrie, what's the difference between the district and the middle school? Middle school. >> If we were to have multiple middle schools in the district, then it would list like how many students we had, >> the same thing, right? >> Yeah. Because we only have one middle school, >> but it doesn't include home. >> No. >> Would

103it include engineity? Kids don't have to take these tests. Yes, we're classifying them. None of those kids have to take those tests though. >> Recoded they did not. >> Is that the same at the high school kids? Everybody sits for a test. >> Okay. um science just does the summitative at the end of the year. So they don't have a beginning or middle. Are you thinking about doing that as well? >> They are actually really good at using their benchmark. So that's what they've been using as like a pre and post test in their units. >> Okay. Um, we've just been cycling through the seventh grade teachers so frequently we've not had a chance to talk to them about starting a curriculum or starting a looking at that kind of stuff yet. I think the

104next one any questions about recovery. >> Oh, so these are the kids that are are deficient in credits or just failing. These are the kids who failed these classes at the end of each quarter. >> Each quarter. >> And the percentages are the what they're if they're below 55% that's a fail. >> below 60% a fail. And this is just where they land in their percentage. and credit recovery. So, there's extra help and there's no extra help. So, does that mean if there's no extra help, they just come in and do their work by themselves? >> No. So, throughout the quarter, we track if they come in and ask their teachers for extra help or if they go to book for extra help. >> And so, if they do, then that shows that they're actually

105putting in an effort towards their grades and towards their classes. if which means you know kids do just happen to fail sometimes but a lot of the times at middle school kids just don't care is what we've discovered >> and so if they're not putting in that extra effort to find out you know what's going on in their classes they're just not caring then that gives that they have to do the actual date you have to go in and do the egeneuity course the recovery course >> I think and a couple months ago can't remember how long ago I think we were presented with something or question. We talked about this of like you would give extra points or you wouldn't fail somebody that came in and asked for the help or some there was

106some some caveat of like if they asked for help they weren't going to fail. I think was correct. >> They wouldn't have to do the online credit recovery program like that showed us that they did care. They were putting in the effort to understand the subject the quarter. >> That's awesome. um where kids would just be like, "Well, nothing's going to happen to me. There's no consequences. There's no accountability." I I know this is not an obvious or not obvious whatever. Um, do we do we is there anyone I mean obviously you've got your counselors involved and teachers and all that stuff all but is there any opportunity or do you see this valid um to have to give these kids I don't know when I'm guessing at the end of the year throw them

107a point do something to ask and find out like why >> you know I mean I know that's you know you track, right? Oh, this issue with this family or this or that, but to have I mean, kids aren't always going to just talk to you, but even if it's one of those little surveys that we develop that, you know, they get a prize for filling that out to see a little bit more what's you know, like I feel like this is the age group where they're just they don't, like you said, they don't care, you know, but there's always got to be something more there. And I know it's hard to reach them, but >> just anecdotally me sitting down with them at the beginning of the next quarter and being like, "Hey, you

108didn't pass your core classes, >> why? What happened? What was going on?" Um, it was a lot of meetings with them. So, this was the first year the middle school did credit recovery. Um, did egeneuity courses if they fell quarter. Um, it was experimental year. Uh, it was going to sound dirty and weird, but it was part of one. um sitting down with teachers and saying what's working, what's not. Sitting down with students, asking them what's happening, what's going on, what's working, what's not. >> Um I had more students in my office this year doing check-ins more than doing behaviors. I mean, for good reasons. >> Yeah. >> Which is awesome. Yeah. >> Um and so >> not so much as like surveys with >> rewards, but equal >> and so that was a lot

109of figuring it out which then helped me build systems into next year and helped me build I think better systems this year and then make next year's system strong. >> Well, that's yeah that's what I'm asking. what you can like are you learning >> obviously are you learning either you >> or therapist teachers whoever >> all the above what's helping what's making those kids >> get yeah in fact um car and I my counselor um are really looking forward to June sit down and type out how we're going to be building our systems and stuff for next year. >> How does credit recovery work? Do they go in and do they do egeneuity like in >> Right now it's at home. >> Yeah. >> Uhhuh. Um, and it's only program that I'm tracking because I

110can teach them. There's no teacher working with them or anything. Next year, we're introducing Flex Period, uh, which I'm really excited to tell you guys about next meeting. I keep saying that, but I'm hoping to work with them more during that time, so it's not so much at home. Of course, some of it will be at home, but we'll have more time to talk to them and not have to hold everything from their classes and and distract them from that stuff. So, it's going to be better next year. Again, this was our experimental year of we have an idea. We're rolling with it. >> Yeah. Great. It's beautiful. It's fun. >> Is edgenuity off of quarter classes then? >> I actually had to go in and build my own courses. It's okay. >> I was

111nerding out on it and I got to sit down with my teachers and be like, would you go over this quarter? Yeah. >> And then they built it with me. It's been a building project. the traditional egeneuity class >> and you know break it down from the traditional engine >> it's hardenuity is not >> easy >> yeah the next one >> um this hasn't changed just wanted to keep it up there um to keep us in mind of that's our goal to get out of it >> oh can I ask you one more question about this Um, so if if so what if the kids didn't do it? >> So there's going to be summer school. >> Okay. >> Um, and I'm hoping it for it to be two weeks long, four hours a day.

112Um, I'm run it for see if I have some assist funds coming in this year to pay them to do it. Um, so hopefully starting this Wednesday or sorry, next Wednesday. Um, and it'll be mostly course, but I'm hoping to get some hands-on project building um, stuff as well. So it's not completely sucky. Um if they don't finish that, that's a good question. Um working with Matt on that right now. >> So sorry. >> It's a good question. >> The next slide is um it's is our current ai ATSI status. So what do the numbers mean? So it says 2022 35.8. >> That was the year we are were identified. >> I see. Okay. >> And we need to get to so um this is the year no next year we'll be eligible to exit.

113uh is this year and we need to get to 37.31. So we'll see when our report card comes out. >> And what is it a percent of? >> Is it a complicated formula? >> Yeah. Okay. Okay. It's not like percent proficient or something like that. It's just a very complicated. >> Remember those grass that you at? all the percentages for different pipeline it >> but it's we're going in the right direction is what it looks like >> correct >> yes we're doing very good here very impressed with our school next um I noticed everyone put their personnel updates go ahead and shake I did not know you guys wanted that. Nothing personnel wise has changed for next year at the middle school. We're keeping everything the same. Of course, um names changed, but nothing staff

114wise um has changed. So, um you deal with that flex, this will probably be in your presentation, but if you have a flex period, does that take away from an elective or a just a regular credit? >> I'm actually going to have electives. >> Oh, it's really cool. But it doesn't take away from you wouldn't not do a core another class. >> Say you did fail a math. You didn't get you would >> no you don't lose anything. >> You would still be taking the math and the egenuity math of the prayer. Okay. >> Yep. Um yeah. Super excited. Anyways, no major maintenance facility projects. Uh Mike Essenson just went around and placed bleed kits um in every room in the building. We're going to do a training on it beginning of August. He also

115went and put around water jugs, 3.5 liter jugs in every room just in case we're locked in a room for a while then kids have water. Um those are drills for the year. Next slide. We're still working right now. Our HRS focus is 1.4. Um PLC's are going good. We just finished up our last data uh vertical PLC's where we meet in content. Um and I think we ended this year really strong in that. So stamina campaign. Um we just had a really fun assembly today where the kids did jump ropes against teachers for as long as they could on stamina. We could pick as many goals. Um, just super silly fun way to end the year with our stamina camping. Mich camp campus campings by duck. Um, southern came out honor society induction ceremony

116and honor society officers and then our sixth grade tours were super fun this year. I'm really excited for next year's kids. Is 18 a typical honor society size? It's small. >> Usually in last year we had 30. >> Okay. >> But you know it's small. It's intricate. I think >> I think it would be better. Not that >> bad. I assume because you're invited to be in the honor society based on your grade point average. >> And then of course it's voluntary. So if you want to, you don't have to. >> Um so those were the kids too. We have two boys, which they're great kids, but I think it's going to be a really fun group. >> Once the president, one of the voices, >> correct? >> Well, good. >> Yeah. I'm really excited

117to work with them next year. And Tracy Ren does amazing job. So, that's it. Um, happy to answer any questions about the middle school. Sorry, I took a bit longer than I wanted to. Great. Thank you. >> Thank you. All right. High school. >> I'm spinning. Why am I spinning? >> It must be a dark overloading me. If >> we all wanted to open it at the exact same time like there. So, there you go. Yeah. Um so a highlight was that Sophia was who we honored tonight um was first place at Gil Health and she's a freshman. >> So there was a lot from here right? >> Yeah. Um, so we've got challenges with tardies and attendance, but I looked at the data in comparison to last year and the data from 2023, 24

118and 25 and actually our attendance was the best this year of all of the last four years. Um, so but we do have programs to tackle these challenges for tardies. If students have five or more attorneys, they are assigned lunch detention and then we track them down for lunch detention and give them more when they don't show up and you know have consequence upon consequence. Um and you know sometimes I do think they like lunch detention because it gives them a moment to sort of rest during the day versus running somewhere and think you know. Um >> so I heard a rumor about >> rumor >> about lunch detention. Okay, let's hear it. That's not the same >> about being tardy that if you walk in tardy, you get your phone taken away. >> Oh,

119so the in the last couple of weeks it's just been like, "All right, guys, like you didn't go to lunch detention and now you're tardy again. Put your phone in the bucket." >> You know, so I when students aren't responding to the like when there's no behavioral change, then we have to change the ante in order to move the behavior. And that seems to be one of the motivating factors for like I will not be tardy after lunch. >> So it's a a a chronic person a person that is chronically tardy that might have gone through numerous steps not like the first >> correct not a first timer >> or you okay >> scared people in my house. Um, and I think under the graduation information, there should have been a link to the exact

120stuff that was sent to the paper. Um, but I I don't know how he obviously pulled my blood. Oh, there is link. Okay. >> Um, that's just, you know, some some information. So, everybody had it. He did a great job of pulling that. I don't know where he got his numbers from and the picture. We sent him the two and the six. I really am not sure. So, I sent him updated information and was like, "Hey, I know you have a week to correct it." And so, I haven't seen this week's paper yet, but hopefully he did correct it. >> Somebody told me that they said there were 40 kids graduating. And I was like, >> so that's what she had read. >> Well, I think what he did is he had the two and

121the six and they're supposed to go together, right? He only printed the six, like the the kids making the two and the six. They make the number in 26 year they graduate. So, I think he counted the number of kids in the six. I was like, "Oh, there's 40 kids." Okay. I I don't know where he got that number from. It doesn't say the numbers in here because we actually didn't know till today for sure that we have 111 that are actually graduating. 104 who are walking, but 111 who are graduating. So, I never put out any numbers. I don't know where he got I think literally he counted the kids in the six. And so, those kids are the same kids. Like, you'll use the same kids on the two and the six. Just

122so I mean there are many different way you can >> correct a bad he said the six I freaked out of my house. >> No no no no. So anyway I did give him some more information to correct it. We'll see what Hank gets this week's >> um >> Oh, So the our overall attendance rate is 89.75 which is one point higher than um our overall attendance rate for last year which is higher than the year before which is higher than the year before. And so I think generally we're moving our trends are moving up. There's some question from the staff because they'll be like I have 18 students in my class and on any given day I only have 10 there. What's the deal? How can our attendance rate be so high? But I

123think the conflict there is of those 10 students who are missing or whatever, you know, eight students who are missing, five of them are on activity leave, right? Like track alone this year was 62 kids. And so if track was out and softball was out and baseball was out and tennis was out and golf was out, that's a quarter of the student population that is out that day. >> But they're not counted as >> that's the thing is they're not counted against the attendance rate. But the teachers see I have eight teachers in my class and I only have eight kids here. What is the I don't have 90% attendance, you know. And so there's, you know, we've worked Colton has worked hard on ensuring that this number is accurate. He believes 100% and we

124cross reference several reports that this number is accurate. But I think what the teachers see like you know is they see this attendance and it's like what are you talking about? >> Right? you know, but if it's anything activity excused, it doesn't count against our attendance rate because we're still serving them. That's the thing. >> Um, and then our enrollment is right now 4 into 64, >> you know, where do the three kids come from from 12th grade who are graduating? Like said there was >> Yeah. So the 108 is the enrollment right at this moment as of May 19th. So several of them graduated >> third quarter or second quarter. Yeah. Okay. Next slide. This is our our No, slow down. Oh, okay. So this is our Utah Aspire Plus percent proficient testing data.

125So we don't have growth yet, but this is just overall raw numbers for percent proficient. And if you look at 2024 column uh 18% of the students in math 9 were proficient last year or 2024 sorry in math 10 9% were proficient so that was a drop right um we don't have an ACT relative comparison to know what math 11 students did or math three students um but as we get more data we can put it in um but if you look at the 2025 profic proficiency for math 9. Then you look at the 2025 proficiency, sorry, the 2026 proficiency for math 10. That's the same cohort of students, it's highlighted pink, there was an increase. And if you look at the percent proficiency in math 10 last year, it was 9% and now it's

12626%. Um, and so I think that some of the measures that the math department is taking are helping students to do better. So, but below this current junior, >> so all that's telling you is that the the 9th to 10th grade. So, the current juniors right now in math, they d 9% from 9th grade to 10th 2024 to 202. >> Oh, I see. >> And that's this year's juniors. >> So, they dropped between 9 to 10. >> Correct. >> I'll have a little pointer. Yeah. to the cohorts. Yeah. And you can see that you know reading English language arts is very proud to present their their all of their results to you and we'll do that in June. Um but you can see that the reading for m reading 10 55% proficient up from 34

127when they were in nth grade and it's not the same cohort but the nth graders the year before were only at 13%. So English languages are just very excited about the work that they're doing. They came into the year like we're going to be data centric. We're going to use this data to encode our instruction and they did it. >> Nasty. Real simple. I got sh um when you get like the 55% focus on >> um if you were to break that down that's students with disabilities, kids with different languages. This is overall all of them throwing. >> Yeah. Yeah. Everyone. The only one that the ones that don't test this particular test are those who are DLF. Yeah. >> So these are all wrong these numbers like like this is 4%. This is like

12821%. >> I did see that when so I'll have to look at my math. My math's not mathing. I saw that as I was looking at it and I was like I can't change it now. So, I have a feeling what happened is as other schools test scorers came in our No, I don't know. I don't know why my math's not back, but I'll work on that better for next time. >> That's only the 34 to 55 >> reading 10% from >> 17 to 22 is 5%. not six for math go from 9 to 10 that's four >> and then for reading >> 34 to 55 is 21 >> right >> then science >> correct >> it's only that column that's wrong the other problem >> I screwed up I think I bet what no

129I bet what happened is as I was checking the percent proficient or what I don't know I'm not sure what happened I can't math today or when I was trying to do this. Uh so other questions we're trending in the right direction all around but at least from 24 to 26 proficiency has gone up across the board. I mean they might not be the same cohort but they're definitely >> correct >> as long >> the proficiency is increasing. Yeah. And the participation is a good >> significantly increased. Exactly. >> So we went from 73% in 2024 to 85% 2025 to 92% 2006. >> So that's everything's trending up and English language arts that they got rid of that test for fire and so it was in 2024 but was not given in 2025 or 26.

130It was mixed with reading. So it's just the one reading score which is why we don't have scores for uh ELA for 20 25 and 26 I'm sorry are you able to track why just patient is higher like what you guys did what happened so that >> yeah we know we we know why >> um 204 is so low I you know I think also a big thing is that the teachers have all said like we we never took testing seriously We never had the kids kids to take testing seriously. We never knew what it applied like >> a difference in in leadership and philosophy and like this is what testing means to us and this is it's not just >> you know this we we have a lot of teachers at a high school

131who sort of have a philosophy like testing is evil or something and and we we had to combat that philosophy where no testing is useful you know but I think our years of maps and like do we have to do it you know at the high school, it was really a very much if you want to, you can. If you don't want to, don't worry about it, you know. Um, so we're we're fighting a culture, but not fighting. They're they're on board now, right? They're ready to see they're ready to take those scores from there. Oh, they have >> is common at the high school. >> Yes. And so we do have that data, but I did not have it before I handed this report to them. So, we'll include that plus our all of

132our other exciting updates in June. Yeah. And maybe >> when did you get your ACT scores? >> We did, but ACT pulled them back. >> Yeah. >> Now they're back. >> So, I haven't gotten the printed scores. Okay. Yeah. But as soon as I do, the students will >> Why did they pull them back? >> They didn't feel that they tracked math and I I >> The ACT for sure. >> Yeah. ACT company didn't feel that they tracked math for everybody who took it during that testing period appropriately and so they wanted a chance to re-evaluate everybody's score and then send out the new scores. >> I mean your score wouldn't drop but it would it possibly will. >> So the kids have seen it. >> Yeah, it came out. >> Can they access it?

133They can now. Okay. Okay. So we'll have more on ACT and then AP won't come out until July 6th. Um, next slide. Do I The other slides are, you know, spring is always busy at the high school. We had popsicles for seat belts, which was the sheriff's office came and gave out popsicles, checked kids if they had their seat belts on. Um, and then we completed one drill per month since August. And all drills are called hotwashed, which means we send out a note to all the staff saying what went well or what didn't go well. you know, and we're like, ah, doors were not locked or doors were not closed or, you know, whatever. And so all of the drills are hotwashed so that we can collect that information and do better in the

134next seven days. Um, and so we had our last drill on May 4th, I think. So we're done with our drills for the year. >> Just in time. >> Exactly. Um, and then the next couple slides are just I guess will it go down or >> Oh, we should have ackn Oh, she wasn't in town. Maddie got track of head girls 2-way code of the year. >> Yeah, >> but she wasn't in town. >> She's not here. >> Yeah. Well, and we can in June. >> June. Okay. If she I'm'll be running. I'm sure. Yeah, they're not. Um oh so we're working on our HRS um level one implementation uh module um Moodle and then the PLC process for the school year went really well. Um there are several departments who are really doing well

135on tracking their data um so that they can improve and yeah any questions about that? I thought the math department was present like >> we have an add conversation. Okay. >> Okay. >> And then in the extracurricular and community pages there's just the students of the month couldn't be here but they're adorable. Uh boys made it to to state. Unified track made it to state. Softball made it to state. softball had a really good first day and then a really heartbreaking second day, >> but they came in third. >> They came in third overall, >> which is not bad. >> Yeah. Yeah. Especially for a first year coach. >> Yeah. >> And a team with one senior. >> Yeah. >> So, we're hoping to build that book. >> Yeah. >> Uh Yeah. And then next

136slide that's track and field estate. And then the next slide is just soft and I think that's it. Right. >> Thank you. >> Okay. Um um for committee reports. All right, I have open um I'll start with um great coalition prevention. Um we're kind of in a in between spot with our right now trying to um figure out some directions. I mean we have our our our direction of our prevention group but as far as specifics about meeting and and what direction we want to go. Um, I was in charge of taking notes last session, so I have tons and tons of notes, but I'm going to just point out something that I thought was really interesting that maybe one day could affect the board directly. You know, um, we talked one of the things

137that there's some frustrations with um, when we have targeted information for kids and getting it to them. Right now, most of the information that great coalition does is like tableabling things like this. But if we have concerns such as smoking with seventh break, you know, when you're looking at all the sharps data and all that, like what are we doing about that? That kind of thing. So, I know that Jen and I have brought up and just asking the group, hey, do they do campaigns like signs and the schools and what about stuff like that? it worked for us when we were younger, but if they're seeing it every time they go to the bathroom, I don't know. So, we've talked about some of that. So, anyway, there's some discussion. So, there's some things coming

138down the pipe we're going to try to figure out with our group about there's just like a there's like a disconnect, you know, we have this program >> from the school. >> Yes. From from No, well, not even schools, from the kids, from the children. >> Well, yeah, but >> Yeah. prevention like we have the sharps data we have these issues but what how is it trickling down exactly yeah like okay you know we're struggling >> my students are kind of passive here a little bit is >> yeah so anyway that's just something we're in the works of >> it's a it's a community >> yeah run yes >> organ this has always been my talk to the schools but in general >> well you know we have a committee >> how does it >>

139merge with the schools Why have a meeting if why have committee if the school isn't um yes >> working together? >> So that's what and Jenna and I are we attend the meetings together. We're we're like we're action we want you know. So we're like okay we've been meeting for a year >> give us the guts. Let's do something >> yeah. So anyway that's I think you got Jen and I Jen and I are good people to be on that group know the All right. Next clinical safety. Oh my gosh. So much going on there. Um but just a quick little thing la the last session we you know we've been going through all the steps of um you know in a crucial situation. So we were doing active shooter. We're going through just looking

140over steps um finding gaps. You know, one of the things that Libby and the police officers, we discuss any gaps we have, everything from a door not being shut at the last, you know, drill to um oh, we need this, this, and that. Um there was something that did come up um that I know that I I I said and I mentioned this I think to you that this is going I think it needs to be carried into a policy. I think the board needs to create a policy this summer on um what to do um and this is you know this is we got to be realistic if there are a if there a death in the school because of something like this and or many about what that's going to look like um

141when you have grieving children you have grieving families you want to have memorials you want to have all these things so one of the things that was discussed was okay well you know you've got to respect the Native American, you know, they have the way they grieve and you have all these different things and I and that's when I stepped in and said, "We need a policy that says we cannot do any of those things because you can't." And and I think we talked Yeah. these these guys. So, and to take it off the plates of the principles and everybody. So, that's it's we can talk about that later, but I it's like, "Yeah, we got to do this now for whatever, you know, and we know there was a memorial proposal for something was

142different last year, so >> we're on it." Yep. Yep. So, that's one of the big things that came out um you know, there's just there's so much in those meetings. So, and then I went to maturation um for Kathy and when I went last year and sold them again and I really enjoyed it. >> Um and um there might be some possible changes coming up next year. We're going to be >> or just with us with um the possibility in this discussion something we're going to like talk about um about um working with fourth grade more um car can you help me with that like what we were talking about the possibility of the fourth graders we said in the maturation about we might want to entertain the ideas the idea of working with the

143fourth having the fourth grade go through >> oh I'm was mentioning that studies were showing that his students are going through publish sooner >> at age nine um and so introducing it maturation sooner student and I was like I'm not the person to make that call we need to include down at HK to discuss that >> so maybe this is this is going to be a discussion piece possibly >> and so what it was decided at not speak over you sorry our maturation committee was that we need to have another meeting in the fall um more like early August to discuss that um with Holly present that is on me and I did other admin to the maturation committee I get from forgetting about maturation >> so that's just something that we that we'll want

144to talk about more and then also we also talked about another possible change again these are just things we're throwing out there you know um about um when working with the again the elementary kids um making sure the boys presentation is also given to the girls right and the girls presentation is also given to the boys separately but >> is that done now >> no >> but I should but yeah not yeah but within the I not going over that but looking at that I know we need to look at it really close. >> Yes, >> we will. We will. That happens in a committee. >> Yeah, this is stuff that we were just like that came out that like hey can we do this? So I'm just reporting it. This is something that >>

145Yeah. Okay. That was the gist of that. >> Yeah. Hope and when that kind of stuff happens, you know, that that conversation, then >> the admin would then bring it to probably the admin uh meeting with Matt. He would flush it out and then push it out to us. Like >> the only reason I'm sharing it is just because I was a board member and I thought all those ideas sounded really fantastic and it's just something that we can talk about, think about, explore, deny. Perfect. Jenna, >> nothing. >> Abby. >> Um, nothing. Finance. I don't know. I'll you'll probably talk about like the lunch stuff like the school lunch. Um, >> letters and stuff like that. We talked about that finance meeting. You showed us that last night. I >> think you guys sent

146out school. >> I think that we Yeah, that there was a letter out to, you know, parents who just, you know, >> When did that go out? Was there a threshold? So, it wasn't $6. I couldn't couldn't check out today without $6. Sorry. And what about are there is there a letter for teaches? >> They we've done those are done the school fees. >> So, they can't check out without um they have to get it signed and pay school fees to check out. You mean of high school? >> Just the 12th graders. >> No, my 10th grader and my 11th grader had to check out and pay. They called me. You need to pay for this. >> Mine called me. >> Yeah. >> Maybe they didn't check out. >> I don't know what the next

147step is. If they don't check out, what are the consequences if they don't check out? You probably get a letter. They didn't check out. >> Well, then they were home early. Yeah, they didn't go to >> field day. >> Yeah. >> They are still just so you know, I don't know. We are still somehow connected to bad addresses in Tiffany's computer. >> Yes. Okay. On to Tiffany and Cole. >> I got a check. >> Huh. for my refund of honor society, right? >> Went to an address that I don't even live at. I don't know if it's going to my emergency contact address or something else, but luckily he >> gave it to me. >> Very nice. >> But I I said something before and there was a reason, but it didn't get fixed. So,

148I don't I don't know what it is. So there's and I find it I mean I've been at my address for 10 years so I don't know you move around. >> Did you have remember there were a couple questions about >> Yeah, that's what I was I was going to wait till communications. >> Was there a question about was the audit committee or >> No. >> Okay. No. >> Okay. >> Um negotiations met. We did not um come to an agreement. So, we're still working on on that say about that. >> Um >> facilities. Matt, we talked about >> Yeah. Was what did we talk about? >> We talked about transportation, didn't we? We also talked about the sunwall. >> Yeah, we did. >> We to the TAC as a board to look at that.

149Um, >> so to clarify, we talked with the county about some of those, >> right? >> I mean, we're currently in negotiations with them. >> No, it was just a visit. >> No, just to >> So, what are we doing with the school building? >> I had that question when they were Yeah, >> mostly because they want to do their thing. So, >> they've got a they've got a master plan of their block, but >> we're just monitoring that. for >> okay >> we need to figure out >> what's our plan like yeah how >> money obviously yes >> I think we need to get the preschool out of it and then I think once >> then we can >> we can facilities will probably either have a a a recommendation to remodel to sell

150to what we can do with it um but then we can have that discussion at work session >> or board uh or yeah work session and just bounce ideas. >> Um, but >> and I and I think what's driving the county is not necessarily this project's going to happen in the next 10 years. Who knows when they have money, but they might have the money to procure particular properties, >> quicker, but that's their nothing to do with us, but I mean that's what's driving them asking. >> Yeah. very to me that's a very it's a very political question >> with the >> don't look at me I'm >> not for us as much as for them as us >> it is for them >> uh >> there's wants and then there's reality but anyway >>

151there's elections um business administrator reports >> um finished up on the I've got a couple of follow-up things from the Scott. Um, with school fees that we need to make a couple of, uh, changes to our policy might work on those. School lunch, the child nutrition, we're waiting to hear back from the state. Everything's been submitted for almost six weeks, eight weeks now. Um, the ball's in their court. We did start sending out um, lunch uh, balance letters um, this last month. actually had a fairly good response. Um rather that's been staff or students and parents. So um encouraging to continue that as we move into the next year. Um had a couple of meetings with it on just some summer projects and cleanup. But other than that, >> what about um I asked about

152the school lunch? I mean the in the summer. >> Um, so here's what I know about school lunch in the summer. The state is they the state has decided and it's a I don't remember the name of the charter school and charter school or something. Can't remember. >> The new one. >> Yeah. Whatever. There's like five rural districts in the state that they are trying a new summer lunch program on at the Acadian charter system. >> Yes. And so they're coming into the community once a week at our local charter school and giving you a box of food. >> And for any child I there's a QR code you have to scan and their rules um of how you can get food and who can get food and how all of that works. So I'll

153be interested to see how that works by the end of this. So last year it seemed like there were a couple different loc I mean that was all the state >> we were in charge of running it last year. >> Okay. >> This year we're not this year. >> Did you I mean was that a decision? It's a state decision. >> That's a state. >> It's not a US decision. >> There's five there's five districts that they're trying all >> once a week. They get ace on Wednesday. They a big box of food. Not just like here's your lunch. This is like you take this home for the >> Well, when we run the summer lunch program, we give you a lunch and breakfast the next day and on the weekend that we give you

154>> every day so that it's fresh. So, I will see how this >> turn. Okay. So we are uh anxiously trying to finish up one construction project and start another. Um we also have finally final guidance on ballistic and security film. So I'm working to figure out where we go with that. If you remember a couple of years ago we got on the list but uh and got out in front of it um and then our vendor couldn't cut. So trying to untangle that mess. Um also meeting with directors uh talk about expectations and roles. um and developing plans uh that that we're going to execute. Um trying to wrap up the end of the school year and uh already planning for the beginning of next school year, monitoring of recruiting and retention and trying

155to uh decipher what all the new legislation and rules mean as we go. So, it's going to be an exciting summer. Um, and then finalizing our agenda and program for our board retreat coming up on June 30th. I'm sure there's a bunch of other stuff, but that's off top and we do got to hurry through this meeting so that we can make the next ceremony. >> Sorry. >> Okay. Um, next is the consent agenda. One, the consent agenda is regular board meetings, board meeting minutes, uh, April 15th, April 29th, and May 13th, personnel list for the license and classified, the financial reports for April, detailed check register, expenditure report, and revenue report, and out of state travel for Skills USA, FCCLA. Yep. and girls and boys basketball. I'll accept a motion to approve the consent

156agenda. >> I would move we approve the consent agenda. >> Is there a second? >> Second. Da makes a motion green second to approve the consent agenda. Any discussion? All those in favor say I. >> I. That passes by zero. Future student success act. The board has reviewed the school year 26 27 TSSA plan and now has the opportunity to approve the plan or a motion to approve school year 26 201. >> Is there a second? Second Liberty makes a motion. Cathy Williams seconds to approve the school year 2016 2017 SSD plan. Any discussion? All those in favor say I. >> I. That passes um communications. Sorry. >> Okay. Love the world. Happy Dave. >> I want this meeting to get over. Yes. So, so we I do appreciate that we have Jerry and Superintendent

157and and Melissa at our barbecues so far. We got another one in the morning. I think everybody's going to be busy. We practicing graduation, so we probably won't have them. I'm hoping to draw some of the school district personnel and school board into Rotary. I think you know it's uh it's it's eye openening for them to see what all goes on and uh if we get done with this meeting then we're going to present a couple of scholarships tonight rotary is there was something else I wanted to talk about but >> are you still president >> forever I was I am a king they may not have them anywhere else but somehow they made me the king yes I'm hoping But after well I guess Friday we have another thing and then we'll be through

158with the week. It's been a busy. >> Okay. Um on a personal note, I just want to thank everybody who voted for Chloe >> on Facebook. >> They did they haven't named it yet, but um and it's a 25% vote on just votes >> and she got the most votes. So, our community is amazing. It got like 200 and something votes, which is really cool because that means like I that took some time to do. So, appreciate. >> Could you I don't know. >> Oh, sorry. Region 18 had a thing on that. I don't know. Region 18 had this Facebook page of not really even sure who they are, but they nominated most valuable players from >> um different from all the schools in our region. and she was nominated and but you got to

159vote >> only on Facebook though >> only on well it might have been on I don't know >> you got that >> I didn't I didn't look I wasn't that um I saw on Facebook >> so we don't know because there's some other criteria >> there is other criteria but she has the stats to to do it but that was on personal note but I also want to say um Stephanie thought did a great job with softball she took the team um back to a tournament which is swing for life with um who Kathy Howlet and Kendra Thompson. If you know Kendra, she was the softball coach for us forever. And then um but they did this they do this um breast cancer awareness cancer um tournament and they raise I mean they they've raised

160a million but um and it all goes to um Huntsman. So, it's a really cool um tournament that we're kind of getting back in the cycle and it it just teaches girls about breast cancer awareness, which it's it's a thing that they need to be focusing on. So, I'm glad Stephanie's a really great coach. It is it's not just about the field, it's also about things that you're, you know, that's that affects women. So, shout out to her and the team we're getting up there. raise some money. >> Okay. Uh advance planning. Did we get the the the brown calendar? No, the >> I I I made mine brown. It still didn't show up. It's there. It just changed the color of my stuff. It didn't make anything. >> You know, how I own it,

161but >> I'll do it actually. >> Okay. Um, I might send you out invite of the Google calendar that's specific to the board. So, um, >> yes, specifically site visits that we never get. >> Yeah. >> I don't know. I'm not I'm not >> Some people get them, some people don't. I know. >> Regular meeting. Oh, that's today. Senior wars night tonight, 7 o'clock. >> Yep. >> That's at the high school. Kindergarten graduation tomorrow 8:30. >> Yep. >> That's by the big tree. But um sixth grade graduation 10:30 get that and then I'll miss high school. >> Uh that's just Can you come after? >> Yes, I'll come straight. >> I'm sure we'll still be um Rotary Cookout right after that at Swany 8th grade graduation 100 p.m. that is Thursday. For some reason, I

162thought it was Friday, but >> yeah, you panicked me for a second. >> I thought I saw somewhere it said Friday, and I thought that was going to be a dream. Um, high school graduation 8:00 at the high school. What time do we need? >> 8:00. >> We have 7:59. >> We have Rockstar parking. >> Apparently, we do. >> Yeah, >> I can't remember. that >> night. Am I going to be the only one? You and I are going to be the only one that uh practice. I will not be at practice. >> It's just going to be me. >> You are the king. >> I feel like I've done it a lot. So, I know it. >> Okay. >> I will get there soon. I will. Matt might have to hand out some diplomas

163for fun >> if I need a break. >> Huh? >> In practice or >> in practice? >> No, practice. >> I don't remember practice. >> Okay. >> No, you don't have to practice. I just Somebody's got to be there. >> I mean, I guess they don't. Um, >> let's see. End of year awards that is Friday. Yeah. at 8:30 at the middle school. >> I will not be >> what I have. We have a self. >> I knew you were going to be gone. How did I know that? >> I said something. >> Did you guys can handle it? >> Kathy does the I always can. I have to I will say something. >> She's the speech designator. That's >> it's fine. >> I'll run the meetings, but I'll make the speeches. October. >> Okay.

164>> District PD day. >> That's Friday. >> Friday 10:30 to 3:30. >> That's nothing. That's correct. >> Um, agenda planning is on the 3rd and that's at 11. Uh the retreat is 30th June 30th all day. 7:30. Why do I have a 7:30? >> Because that's what we said. >> It's going to be a beautiful. >> Is that at USS? >> Yes. Yes, it is. >> It's 7:30 at 3:30. We can roll in at 7:30. policy committee. We we're starting hit hard in June. >> Good job. >> Um >> JLC pre-delegate assembly is on the 5th and 6th and that is >> I am going to that >> and you're a delegate. >> I am a delegate. >> And then we will have probably they'll remind us that we have one that's voting. So, I

165think that I looked at the list today. So, I and um I can't remember who it is. I think somebody from Embry Price is the other delegate. Yeah. >> And then there's some alternates, but none of none of Grand County are alternate. >> We have a vote vote like >> every board has a vote and then you get the delegate gets a vote and it did say everybody's welcome. I mean, as many people that want to go can go. It's just as far as voting, but anybody can go. So it's not a yeah rest and I think you two both >> we did but yeah I had enough of that big steak though best steak I ever had by filling >> y >> we need to designate me as the board represent >> not necessary

166not as an action or anything but we're yes >> not to you know okay >> no if you show up >> they know >> they'll know they know or they'll they'll email me and I'll just say yeah Jennice head of your way. >> I'm going to >> It's on my list. >> Okay. Um, can you move things around? Hold on. >> Finance committee. >> Put it in order. >> June 10th. >> Did I miss anything? June 10th, 2 p.m. Board work session the 10th. >> Clinical safety the 11th. >> There is >> and board meeting on the 17th. to the 24th. >> We've moved it to the 24th >> and there is no coalition on who knife. I don't know if that's up there fast. >> Okay. Any other >> I know >> just just

167to one up you guys. I am going to attempt either one of the Mondays in June or possibly July have the board come and be the presentation to Rotary. Introduce the board. introduce >> introduce Rotary and I think it'll be good for both parties, but I'll let you know. It's I don't >> we might have to post that because we all >> we go first and third Mondays, but I don't have any right now. I don't >> Okay. >> Anyway, just to let >> Okay. Any other things? You said the 24th of >> Yes, >> it's changed. It's in the Brown schedule. It's not in the Browns. Um, all right. Executive session. >> Yes, I do have something to >> push. Okay, we'll try. It's 6:19. So, um, let's reset for five minutes and then

168come back. I'll accept a motion or let's see. Yeah, a motion. >> I'll move recess. >> Okay. Is there a second? I'll second. Babshy makes a motion. Norally Green seconds to recess. Recess at 6:19. >> I mean, I just This is just for my knowledge. Did you Does everybody that goes to the National one of these? >> Yeah. Seriously, >> really He likes to me, you know, be Anyway, when I get back, I'm trying to I'm hoping it's a big Maybe one day I know what I I knew and I did baseball. No secretary very understanding of how things work. I'm battling along and then he comes right. >> But I really talked to Melissa before. I really want to see if we can >> show up for five minutes. I want I want somebody

169to >> Should I keep recording? I should keep recording. Oh, >> time. >> I can just close out. He's scared.