001app. Okay. I can't just put the website Do you all have anything? >> I don't know that one. No. We don't know if it looks new or folks. >> Are you doing the announcement? I hear that announcement. I'm not >> I think we start the first thing is the announcement. >> And who said that announcement? >> Either an executive officer or the budget office. >> Are you both? >> She's the budget office. >> I'm the budget office. >> Who's the executive office? >> Be you. >> Well, I'm an executive. I'm the executive. >> Oh, yeah. >> We're administrator. We're not on the he >> whatever that >> can we shut the air conditioner a little bit down and shut that door because the door is really hot on me but I know everybody's cold because
002of the air condition >> while we're doing Let's get this showing that >> one thing when you have AC >> I got a door open in my house all the time but I like a swap cool. >> Yes. And you have circulations. >> You did a lot cheaper to rent. district where it's announcement. >> Yeah. >> I do. That was my question. Okay. And then I'll do this the statement on number item number two >> and I'm just going to say announcement. Perfect. because you are >> okay. I'm going to bring the Grand County School District Board of Education work session to order. It's Wednesday, May 13, 2026. It is 3:40. Uh we are here at the district office. We all um we are available via Zoom and YouTube. Um all board members are present.
003Uh Matt and Jerry are both here as well. Um if you are here to No, you give me this. Oh, did you give me this? >> I guess people every meeting. >> Um, >> no, you're not. >> Although public comments. >> Oh, there is public comment. Okay. If you are here to speak to the board on something that's not on the agenda, >> please fill out a part. >> Right. >> Yeah. >> We don't have a public comment. We don't have a public hearing. No. Okay. So, there wouldn't be it's fill it out, please. And then pass it out. Um, please turn your phones to silent or vibrate. Um, and indulge in the pledge of allegiance. Buffy, you keep looking at me. You're catching my eye. You're now >> Will you lead us? Of course.
004I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all kind of goofy. Maybe somebody should cut the scene in. >> Awesome. >> All right. Uh Laurie, will you read the mission statement, please? >> Sure. Our mission is to put each student first every day. >> Um first announcement. The tenative budget for fiscal year 2627 includes a proposed property tax rate increase. All right. On the agenda, approval of agenda. >> I move we approve the agenda as >> presented. Favorshy makes the motion to approve the agenda as presented. And a Woodbury second. All those in favor say I. >> I. I. >> That passes 5 Z. Budget officer statement. >> Want me to read that statement
005or she's reading that? >> Want me to read it? >> Okay. The business administrator Jerry Hamilton, I'm reading the budget officer statement. Grand County School District Board of Education is formally notifying the public that the tenative fiscal year 2627 proposed budget and all budget discussions include include a proposed tax rate. >> Thanks. Okay. Next, budget officer property impact statement. >> Okay. So, in your packets, there's a property impact statement for all of you. Are all new laws all sort? So, I'm handing you this. There'll be more copy. This is the property impact impact statement on the book codes budget for budget discussions that we have. Um, and I was coming out of the door. Perfect. Um, sweet. Okay. So, this is the Michelle, will you bring that up, please? >> So, this is the proposed
006property tax impact schedule. Grand County, >> do we have one or is it you said there's a new one? >> That's different. >> Oh, that's different. >> This one This one does not change. >> Okay. Although, okay, so this is a property tax impact schedule. The reason we're going through this just as a little bit of context. Can I stand up? Is that okay? I stand up. I I'm way better when I stand up. um is prop laws the the laws changed. In particular, House Bill 236 changed the way that we that we have to disclose um a potential uh property tax increase like CC increase to certified tax rate. We've always done this when we do our TNT presentations in August. This is just kind of exactly that same information estimated before we do
007our fiscal year 27 bud. So this is kind of a some estimates that I will disclose then that I'm disclosing that. So please understand that they're estimates and I I'm going to read it. Grand County School District Board of Education is considering a tax rate that exceeds the certified tax rate. The following information is intended to provide the public with a schedule of the school district's explanation and proposed property tax increases if adopted. So, this is a formal notice of the proposed property tax increase. Um, Grand County School District is proposing to increase in property tax revenue to increase the capital fund. Increasing the capital fund will ensure the school district is able to maintain, repair, and update buildings, facilities, and campuses without seeking new bonds, aka new debt. So, currently, as it stands, with
008the rates remaining as they are, Grant County School District's capital levy rate is currently 0001344. anticipated or current capital levy revenues based off of that rate will be 5,98,732 with the proposed rate change from it will change it will take the rate up to1469 with proposed revenue increase up to 5,572,945 which is a total overall Capitals revenue estimated revenue change of 9.3% or $47423 $474,213 to the capital fund increased revenues next year. Okay. Um the estimated increase to primary residence, these are the taxable values. These are numbers from the um Grand County Treasurer. So the estimated increase to a primary residence's taxable value, the average taxable value, not market value, not assessed value, taxable value, is $260,947. So currently, as the levy stands, that's on your primary residence, we collect $350.71 for the capital levy.
009With the proposed increase, we would be collecting $38,267, which is a total difference of $31.96 on an average taxable value. Okay. For resident, the second one is the commercial. So estimated increased commercial taxable value is or the taxable value the average taxable value is $1,450,17. levies. The average capital levy on that taxes on that commercial property as they are now would be $1,948.82. The proposed >> The proposed levy would be would raise that capital revenue to $2,1308 for a proposed increase of $18126 on Marshall. Okay. So the effective funds for the capital as the construction services the impact of tax increase for Grand County school district facil oh the impact of the tax increase the grand county school district facilities committee will review the capital master plan aka the 10-year plan update the plan by
010priorities set anticipated project timelines with estimated dates. Um that's the goal. So there's the proposed budget of 5,98,732. The proposed budget with the tax rate change is 5,572,945. Again, a budget change of $474,213. So on the next page, FYI only, none of these rates are being these are the additional levies that the school district um has as sources of revenue. None of these are being changed. The basic levy, fiscal year 26 to 27, not set by the state. The other levies, uh the voted levy and the board levy, no change. the debt levy a small decrease just because as the debt as we pay off the debt we can only collect enough to pay the amount of the debt. So that by nature decreases if the debt starts falling. So Grant County School District Board
011of Education does not anticipate an increase in the voted board or debt levies. The basic levy is set by the state of Utah with a 0.000027 decrease for the fiscal year 27. The debt levy will be slightly less next year based on the bond payments. It decreases by 0.000059 >> questions thoughts everybody I don't know in the November or it doesn't have to be fun. you know, it's just the capital 11, so it doesn't. So, we're just proposing the increase potentially potentially. >> Are you giving us a um a bottom line tax rate? >> No, because I don't I have you added these all up. I'm just It's >> Oh, >> no. It's a slight changes with the changes because it's a slight increase. Mhm. >> Um because if so if I take the changes
012and we just went through this exercise so it was great. If I take the the decreases in the basic levy and the decreases in the debt levy. Hold on. I got my numbers right here. >> That's what I'm >> So if I take those two decreases they are for an the primary residence they are $22 >> collectively. So I'm decrease. >> So decreases. So, it's about a $10 increase to your property taxes overall. So, between the debt levy and the basic levy, those two combined will decrease about $22 on a primary residence. >> Say that one more time so I can write >> between the debt levy and the basic levy. Those two will decrease approximately $22. >> Okay. >> And we're proposing a increase in the capital levy of approximately $32. $31.96. So it
013is a tax overall tax increase of $10 to a primary residence average taxable for a business that is going to be uh I don't exact Oh yeah, you're right. So on a commercial property between the debt levy and the basic levy those will be reduced by $125 and I'm proposing a tax increase of $181. So it's approximately a $56 overall $186 >> 81 and then the difference is 125 the difference is 56 >> 1.45 45. >> Okay. Just things for public perception, things that would be interesting to know. >> Okay. Happy to answer. >> What did you say, Ci? I'm sorry. >> Um I said I'd just talk to her, but they do. There's just some like public like things that always come up like did the police stay right here? is it our you
014know um and then so that I think that's good to tell people like the money stays right here it doesn't go out to the state and get put through the laundry and then come back down here this is money that will stay 10 extra dollars will stay right and then the other question is that comes up often is like $5 million a year how much you know like the capital budget how much money does the district need you know what are their needs so if there is like an elevator speech that we could all know so that we can answer that like Yes, they do need this because the capital budget is just to maintain everything that's here now is about two and a half million. I don't know, but you know, but just having
015that information for as a as a taxpayer and person in the community, people ask, I'm always like, especially the castle valley community because they feel >> like somewhat isolated from >> I can work on that and I'll have the board review it and I will give that to you. >> I think that's a good Yeah, >> happy to do. I mean, the difference between our capital um levy and tell if if I'm wrong, please correct me, but the difference is between compared to other school districts is um we're using our capital levy to build a school. We built it, we used it to build school, right? So we didn't there isn't the um debt levy that so we've we've kind of pushed that as our funding mechanism for big projects as well. So >> we're
016trying to build that levy so that we don't have to seek new debt for example to remodel the high school. We can just use cash. And I mean people like like I try to explain that and then they remember like the bond for HMK 30 years ago or what 16 years ago now, right? And so that's what people remember. They're like that's not what they do with HMK. Of course it's not >> but that's not we do with the middle school. >> Right. Right. >> So I think that it's just it's easier to answer those questions if we have those answers right on. Yes. That money stays right here. >> Yeah. you know, well, actually, this is how much they need for capital just to keep maintain what's going on. And here's the things that
017are coming up in the future. >> Well, and I think what what Jerry said at the first um on that first page there, um the facilities committee will review the capital master plan, which is the tenure plan, updates plan priorities, and sets anticipate project timelines. I think that's something, you know, that we can present after that happens in a public meeting and that will help the public understand what that money goes to because I had that exact same question. It's like, all right, what is our 10-year plan? I mean, I'm on the facilities committee, right? So that's just something that we need to keep sort of >> keep um reviewing and and updating and communicating that with the board, >> you know, the public >> and obviously those things change because of costs and things.
018So we have a wish list. We try to match it and then we try to make the funds and keep within our budget in advance. We don't want to hit people with a $2 million bill for a track. Right. >> Right. >> I know. But out of that. >> Yeah. No. And maybe Jerry um we could present um projects that have come out of that capital like like the track, you know, like those upgrades that we have that what we have used >> for the past since we created >> when Pat came on. you know, this is what we have been doing >> um to show where that money has gone. >> Okay. >> And construction costs are >> I think yeah, it's just always something good to the past 10 years, this is what
019we've been this is what we've accomplished with this one. All right. Uh is that all for that particular All right. Next um is public comment. Any public comment? All right. Um Thanks for discussion. All right. Um, students services presentation Libby Bailey will present the board. The board sorry architect architecting students. >> Oh, architect. No arcting. Oh. Good job. >> I just made it. >> Architect. Yeah, that's what I wrote. >> Yeah, you did. >> Perfect. >> No, you did. Okay. Um, so this is I kind of just want to show a general overview of you can kind of read the strategic plan for 2627 and I met with superintendent to initially figure out what were the critical components. As you can see the job description is is pretty robust. Um, and I'm here for the
020robustness of it all and architecting. I'm here for it. um but it might take some time and so I wanted to see where um superintendent Kais felt that the priorities were going to be in the first uh year and then we broke it down into each quarter and working with school principles and assistant principles and directors to see identify some of the gaps and strengthening the areas that we needed to work on. The first I this handout probably they're kind of speaking I have another presentation but this this handout that I give you is when I took and looked at the job description of a pretty complex job description. I tried to make buckets of to help figure out and communicate best to staff and the board what this job really entails. And instead of
021using buckets, I'm using more professional pillars. sounds better especially in the architecting world. Um so just as a design and and I'll reference this when I go into the very brief presentation but pillar one is going to be talking about uh multi-tered systems of support and specifically in supporting each school preschool to the high school to um SCSC is with foundational behavioral models systemic equity for all students and primarily uh multi-tered systems of support universally or PBIS as well positive of behavioral intervention systems. Uh the second pillar is a focus on specially designed supports in tier two and tier three. Those students that may need extra support, extra retach interventions. And you can look at that just not in um disciplinary or behavioral or emotional but also an attendance as well and designing the right
022intervention for the right student at the right time. And the idea is is that tiers two students which should be about 15% of our entire population can kind of get pushed back in those tier one and have um kind of a universal uh experience at any school that they're working in. The third pillar is safety and security and that'll priv primarily be the director of uh security that I've been doing and focusing on how to respond to those house bills um and working on security chief uh stales. And the final is uh fiscal oversight, datadriven leadership and bill accountability. Primarily that's going to be focusing on cleaning up some of our reporting in social emotional and behavioral educators handbook title nine and title six procedures and ensuring that um we do the right things and
023the legal things to support students and families and community. So when we go into this, these are the pillars that was sort of talking about and this wasn't made for this presentation. So I'm but I am going to pull sh can you push a couple I'll tell you stop actually just go to slide two. Um thanks I think that the be the best way to describe uh what this role will take is uh using again uh architectural language. So we have a lot of um blueprints that come down from the state legislature. They come from uh superintendent Kais. Sometimes they come from the federal government and sometimes they come from you all as the board of education. And those blueprints kind of tell us the end result. We want the house to look a certain
024way. Um sometimes if any of you have built a house or a building, you understand that the actual um generating of those blueprints, you get blueprints, the architects have done the right thing, the engineers know what they're talking about, but it doesn't always fit the right need for your house. You get the blueprints and you're like, gosh, this is this is too small or the specs aren't right. Um, so what's kind of happening is it gets to the principles from these blueprints from these governing bodies and they're kind of living in the home, designing the home, living with their families and children. Um, but they're not necessarily having the foundation or putting up the framework or having the right subcontractors. They're trying to kind of build the home while they're living in it. We really
025want to focus on assistant principles and principles focusing on interface with students and families and ensuring that they have the right tools, resources, and best practices to follow. So, learning about MTSS while you're trying to build MTSS is really challenging. Learning about PBIS while you're trying to um administer PBIS is really challenging. And then if you don't have the right subcontractors, the right materials, you're running to turner lunder lumber while you're trying to live in the h home as well. So the best way that I can describe and also for the staff that's here as well, the best way I can describe is having a contractor right there in the middle. Someone who is your project manager ensures that you have all the right tools so that you if you are having to live and
026build the house at the same time, you're not constantly leaving the home, leaving the family or leaving the students and leaving the staff in order to build a home while you're living in it. And so that's what I believe in all of those pillars that I'm helping to support and ensure that principles and assistant principles and teachers can have direct interface and get the job done while they're living in the home. Um, and that's kind of what I see that being. And we don't want to cause any disruptions by there not being any um, state reporting, let's say, Office of Civil Rights. We don't want them to come check out our house. So, we got to make sure that all the right reporting uh, goes through. We need to make sure that we're following PBIS
027and MTSS as the state legislators say that we need to do. And so we want to make sure that we're doing all the right things and and supporting so um again those administrators can support staff, families, and children in their schools. So that being said, let's scroll down to I don't know. I'm saying let's keep going. There's going to be a just a let's do that one. >> Let's do that one with that road map. >> Yeah. Thank you. So, what we're going to do, uh, I met with the administrators last administrative meeting, and what we're going to do is we're going to break up into quarters, uh, to give you all, uh, to give them staff and administrators a clear understanding of what our goals are. And so, Superintendent Kais identified the two areas
028of focus that he believed we needed to really put most of our time and effort and and my time and effort into supporting. So the first one is is that there are some pillar four uh areas that we need to um identify and that's governance and compliance. So there are some disciplinary standards in educators handbook. So kind of just you should understand that the way this works right now is that we put all of our infractions into educators handbook and then the administrators send that up to the state for state reporting. There's a lot of user error simply because of the design of educators handbook right now. So we need to do some discrepancy between what is a title n report to the state and then what is uh student misconduct in a sexual nature
029right those are very different and and they have to meet a threshold of title n but right now it's all kind of just lumped into educator's handbook and what's maybe happening is that we're over reporting or under reporting we need to do the right reporting so there's going to be a lot of work on cleaning up educator's handbook and then also a lot of education on what gets um reported reported and what does not get reported, what goes into our general infraction for the disciplinary guide and uh what needs additional uh investigation for title 9. That can also be title six with bullying. Bullying is a general infraction that we can handle as a local LEA. But if that's based in any protected classes on race, ethnicity, language, etc., then we need to do a
030title six investigation. um that'll kind of cleaning up those processes and communication and education for all of us will help make sure that we are again doing the correct reporting that we need to and and getting the right responses that we need to. Um the second is multi-tered systems of support and particularly tier 2 and tier three. Um and so we look at tier one as more of a PBIS model and ensuring that the tenants and indicators of the tier one PBIS are all and it aligns I should also say this all aligns with HRS right it's it's the same indicators um universal design and but it just has a more narrow focus on um exactly what you would do to meet for instance HRS level one um so we'll be working on that um
031and then also helping to expand and develop what do we do when those universal systems in tier one in social, emotional and behavioral aren't working? What kinds of interventions toolkits do we have? What kinds of supports do we have? uh we want to develop a culture of logical discipline where we are I mean just maybe philosophically but also the law it's not really punitive in the sense that we go we'll see you in 10 days come back they bounce in and out but we want to ensure that we have the ability to name the right people the right resources and the right tools that we can design interventions for the right student at the right time um and make sure that it's working and monitoring that um is >> that is that administrative or is
032that like principal work or what when you say we who who >> I would I would venture to say that and I I can't speak for the other assistant principles or principles that it's been again really challenging and to become a working expert in this area PDIS and MTSS while I'm also trying to fit um respond to the immediate needs of students when they walk in or families. It's really hard. And so allocating like okay, I got to learn about this. I got to self-e um I have to join forums. I have to work with um line mule. All of these things so I can respond in the appropriate way when a kid shows up in my office or a parent shows up in my office. It's pretty challenging. Um, and I I've had the
033longitude to to do that in six years. And the first years were three years were really really hard. And now I'm kind of getting my feet in probably working with um we really haven't sused out that uh interpersonal relationship or personal relationship between but but ensuring I can come in and run functional behavioral analysis for attendance or for um social emotional or behavioral and we can do a root cause analysis to say what is the reason that this student is behaving in this way and then we can design interventions together behavior support plans and do them for six weeks or 12 weeks and monitor it and see and bring parents in. If we have to look for outside resources and build that agency relationship, we can do that as well. That would be that multi-tered
034systems of support and making sure that we um again have the right subcontractors if kids need them. >> So you are you would be training and help and and help administer and be a resource for the district administrators. I'd say designing tools and systems so that you're not building it while you're living in it is probably the the meat of what this first initial project is. We'll see where we get to it with with that training component. I think we're still going to work with blind mule in some capacity going into it. That's more of a coaching and training. Um >> some of that too >> yeah milestone. Thank you. Um, so milestone one, July 28th through the 15th is I'm really going to be working on designing those systems so that it's pre-K through
03512 grade that we all feel very confident that we understand and we can speak a universal language both with discipline but also multi-tered systems support. The second milestone too October 20th is working with sight specific evaluations and fidelity checklists. Uh from preschool to SCSC to the high school is going to be a different point in this process. But there is a framework through uh either HRS or a framework through MTSS or a framework through through PBIS to evaluate a tier fidelity and figure out where each school is and then those administrators can tell me what they need from me. Right? So I'm not really sure because we're not at that milestone yet. Third milestone is uh this is not a job for just the administrators. This is a collective efficacy among all staff, all parents,
036all students. And so really making sure that we have all those designs ready and then from January 5th to March 14th we need to ensure that everybody all stakeholders have a an understanding of this design of these systems so they can actively participate and use universal language parents have an understanding and then develop teacher or staffled committees that drive those directions because we don't want it to be top down but we kind of need to get all in the same universal understanding of what we're doing first within these parameters and then we also look and say these are the teachers that are staff and teachers that are living in this home and students and they get to also push the direction of what they believe to be the best for their culture and climate living
037in that home. And then finally, March 15 through May 28, the last milestone, developing action items for the 27 28. This is always a, you know, a monitoring process and a reevaluation process and making sure that we have the time to say what worked, what didn't work, what direction do we need to because we're probably only going to choose like three indicators at a time. We're not going to go full ham on this. And so making sure that we are uh identifying those areas and making improvement plans for the following year to see what we need to do. So what it comes down to is it's really besides milestone one which is pretty technical. Uh there's some things that we just can't do. It's law right like we're just going to have to do a
038lot of cleanup technical. milestone two, three, and four are all adaptive and that's going to take um again the collective efficacy to so if you ask me specifics beyond that I wouldn't be able to tell you if I did that's a problem right because we don't know what kids we don't know who's going to take the staff leadership moments and we want to be responsive to that so I don't really know but I think if we have um an improvement plan and we have goals and we have where we're going we can have a better uh a way of communicating and letting staff know where we want to go uh and and um a road mapap. So I don't know that we've always done this very well um to let to let rollouts know where
039we're going to be or where we've been and what our goals are or it's been overmanaged in our proven plan and then it just becomes technical just telling people what they need to do and that is what I wanted to say today unless there's anything else. >> Okay. Wait, what? Question. >> I'm a big fan of >> I do have a quick question. Educator's handbook. What is that? Is that like a specific to the school? >> So, Educator's handbook is a U student information uh software program. That is where we would put all of our major, minor, and fractions. uh it is a student SIS specifically about behavior and discipline except that in recent years um it has included reporting for students that might have um you might just have concern about um it's not
040like you know mostly behaviors we look at externalized behaviors if we like to type up externalized behaviors but there's never really been a a place to write internalized behaviors this kid is not engage and so we don't necessarily want to follow that discipline flow chart that says come into my office let me talk. We want to say, okay, do we shoot is that a referral to tier 2 services and a check in and check out or that might be a referral to schoolbased therapy. And so it kind of encompasses all that social emotional behavioral uh information and then it it again it's student record. So it follows you K12 who puts that data in uh administrators. Well, I'm sorry. Uh initially you can do uh a classroom teacher generates a report, right? So they're they
041observe something or something's reported to them and then it directly notifies an administrator so that they can respond to it and then it uh it logs it in in ways that we can easily pump it to the state if need be through powers school and then it also formulates a way that we can translate written documents into different languages but preventively Spanish uh to send home notes or support us with phone calls home when we're doing major infractions. Is it does it is it a USB thing like a state? >> No, we pay for it outside >> and so but it might this might be used in >> school districts all over the place. >> Yeah, >> but it stays in house within our county as far as like we don't send any of it
042to the state any of the unless it's a referral >> only the things that are mandated to report. >> Yeah. Which are uh safe school violations. Yeah. Yeah. Okay. Thanks. Yeah. Let me know if you have any questions. Thanks. Yeah, of course. Thanks. Right. Youth garden project presentation. Jesse Shelby. Is that Shelby? Yeah, that's right. Executive director at the Youth Guard Product will present to the board. We would expect nothing less from that you um great. Well, yeah, I am Jesse. Uh I have met many of you, but not all. Just wanted to introduce myself. Um I have been at the garden now for um a little over five years. uh started as garden based curriculum specialist in 2020 and that stepped into outreach and development and now um have been in this role for
043about nine months now. So um yeah, really appreciate our partnership with y'all and excited to see where we continue to go in the next couple years. Um yeah, I just wanted to provide a couple updates on um the past year 2025 up until now and some things that we're looking forward to. Um there's my contact information as well. Uh thought that was a sweet picture from COVID year 2021. Uh we were still doing still able to do garden classroom field trips outside during that time. Um >> uh yeah, so I wanted to highlight some of our impact data from 2025. Um this is youth program specific. Uh so we were able to offer a little over $11,000 in summer camp tuition assistance. Um over nine weeks of camp for families uh and welcomed 106 kids
044for out of school programming. So this includes weekend after school clubs and our spring break and summer camp. Um and then as far as field trips, we taught 36 garden classroom field trips. Uh that's K through sixth grade uh to 786 students. So that's essentially every classroom um at HMK um as well as preschool. Um and in 2025, that school year, uh they came once a year. Uh these are some quotes from campers and teachers. Uh, this one, I love the youth garden. Want to come back every year until I graduate high school from a third grade summer camper. Um, and then an HMK teacher said, "Yep. Thanks for supporting our community and providing our students with a meaningful experience and a way to learn about science outside of my classroom. It's so important and
045more valuable than you'll ever know. Thanks so much." And then, yeah, a couple updates I'm excited to share. Um we have been kind of adapting uh different programs based off of uh teacher response, student response um and families and what they're needing. Uh the first new program that we launched this spring is called plan and play Fridays. Um so this was actually proposed to us by uh the kindergarten teacher at the mob charter school once the charter school uh cut back their days to four days a week instead of five days. Um that they were looking for a childare opportunity basically for parents during that time. Um and with early out on Fridays for HMK, we decided to offer a new program um for families to enroll for two and a half hours on Friday
046afternoons. Um this is priced with tuition assistance in the same way that our summer camps are priced. Um so it was over seven weeks in March and April minus spring break week on Friday afternoons where um they were planting seeds, watching them grow start to finish, uh doing a bunch of different spring garden activities and um just general a time for outdoor play. uh and we had 11 out of 12 uh slots filled in this first season. So, we're going to continue that in the fall and into future um seasons as well, as long as there's demand for it and hope it continues to grow. Um and then our second new program is our middle school leadership program. So, something that we've noticed in past years is that kids who um essentially graduate out of
047summer camp uh still want to continue coming to the youth garden, but don't necessarily have the outlet or the program that is the right fit. Um, and we've had many middle schoolers come back in a volunteer capacity where they're helping out um with prepping snack or leading activities or different things for summer camp. Um, but they're still kids and they want a little bit more uh out of that than just immediately stepping into kind of this like leadership volunteer role. Um, so we still want to incorporate those elements while having it as more of a curriculum based program. So, um, this is now going to be three weeks this summer as kind of a trial run for it. Um and all those weeks have at least uh three to five kids um out of six
048slots filled. Uh and it'll be about an hour in the morning of garden time um and working directly with our farm team about sustainable agriculture. And then the second hour will be led by our youth programs team and focus on leadership and skills building and um kind of leading activities for campers and all kinds of different things. So um yeah, feeling really excited about that program. Uh, and then the teacher calendar. We'll pop to the next slide in a second um for what that looks like. But I wanted to highlight this as a resource for um all administrators and teachers generally that we do have a page on the youth garden project website where teachers can reserve the site. Um I don't think this we haven't done a great job of spreading the word about
049this but um YP is uh always available for the most part um for teachers to come and bring their own packages or reach out to us as far as scheduling a joint lesson. Um, in this calendar is a new resource where um, they can see if there's already a program happening and if there's not, they can book the space that they're looking for. So whether it's uh, using our kitchen or just renting an outdoor classroom space or just wanting to hang out with the chickens or whatever it is, uh, that can all be seen on this website. Um, and then the last youth programs update is that uh Katie, who's our youth programs director, um started in 2025 a new spring training cohort, which is essentially opportunities for her and some other um program managers
050and town of different outdoor education nonprofits to lead workshops on various opportunities. Uh yeah, we do a fostering blogging for neurodyiverse youth. Uh we do um ages and stages, all kinds of different programs that make uh seasonal educators specifically feel really comfortable in an outdoor education environment. Um so this year it was YGP uh Science Moab and CFI. So trying to kind of foster a community around uh restorative practices and outdoor education for uh new educators kind of coming into Moab. Um, yeah. And this is that uh teacher page on our website. Um, this is just a screenshot. I don't know if you stick through to that link on the top. Um, Perfect. Um yeah, so this is what it looks like. Uh slow down a little bit. Um we have two different sections here.
051So um reserve a space and request a lesson. So, the request a lesson section is basically uh if you're interested as a teacher in reaching out to the garden and connecting with Katie, our youth programs director about um YGP instructors leading something that's in line with core curriculum. Um we are happy to do that and kind of collaborate on what that could look like. We've done that before particularly with middle schoolers um and a couple of high school classes as well. Um, and then reserve space is essentially just for if a teacher wants to come over and use the garden in whatever capacity uh that would look like. Um, we just want to make sure that we know it's on the calendar and can make sure that the outdoor teaching spaces are available and all
052set for anything. Um, and we always have tables, chairs, uh, vegetables, obviously anything that folks might want to incorporate into their lessons. Um so just wanted to highlight this as a resource that is available. Um if y'all want to share with teachers and uh networks generally uh that this is an option to the space and we highly encourage that if want to bring more teachers to the garden as much as you can. >> Um and then yeah just some other notes about YP more broadly outside of our programs. Um in 2025 we welcomed 436 volunteers and 85 of those volunteers were uh youth under 18. So um a good chunk of service groups visiting the garden and uh high schoolers and other um Grand County students who want to get involved. Uh and that was
0531,327 hours of service at the garden. Um we offered 16 total free events and 12 of those included a free garden fresh dinner. Uh this includes our read and view volunteer nights every other Wednesday. Um and through our two community garden sites, we offered land access to over 20 gardeners plus uh friends of gardeners and families. Um we launched our table talks workshop series where we invited uh some experts on local food and gardening to lead workshops accompanied by a beans garden fresh meal. Uh so we offered two of those last year and we're preparing to offer four this year. um just to have to demand for that. Um and we grew almost 7,000 pounds of food uh with about a third of that donated back to food bank services. Um and I just want
054to highlight a couple of big updates. That's our new bunny. Um that's Prince. Uh but yeah, we have a new staff structure. So um since I stepped into this role um one of our longtime staff members uh our farm manager left youth garden. So we took that opportunity to restructure our farm programming. So essentially we now have a farm programs director who's managing three seasonal uh farm team members. So kind of building out our farm programs a little bit so that we can continue growing and donating more food and building up um yeah just more access and more capacity on our site. Um, and then our community gardens program. Uh, as I mentioned, we have two community garden sites right now. We have one out at Eastbench and one at our village community center. And
055we are having a third in the works at Old City Park, which is an exciting new project. Um, it's going to be right there where those horseshoe pits were. Um, so we tackle horseshoe pits. They're working with Moab City um to build that new garden. Uh, this is going to be the only garden that is publicly accessible um, and just open generally to the public. So, it'll have a nibble garden. similar to what we have on site at YP now. Um and we're also prioritizing mobility friendly gardening at the site. So it'll be half raised beds um and wheelchair accessible pathways so that folks um can yeah enjoy the space uh more easily. Um and then just remind you that YP is a public garden space. So uh we encourage families, students um anyone to
056come back uh on their own time and visit the chickens and see the animals and just continue utilizing it. Um especially yeah coming and eating lunch or just for school projects if kids want to come over and take photos or whatever it is that's always an option. And then just wanted to kind of highlight a couple opportunities for support and things that are um ahead for the future YDP. Um as far as field trip capacity, we did cut back from the two field trips um to one in the past year and a half or so. Um, I would love to continue the conversation on what that looks like if we want to bring it back up. Um, we do have staff capacity for that, but obviously want to fit into the needs of HMK school
057district. So, um, that is something that we're keeping on the radar, but as I mentioned, um, that plan play Fridays is a program that we kind of created to fill that gap a little bit. So, we plan to continue offering that as well. Um, we're also hoping to build up our CTE internship program. Um we have offered this program in the past as needed uh when high schoolers need a fit for that. Um but we really are trying to be more intentional as a staff in planning out our programming so that it feels really beneficial for the high schoolers who want to get involved. So having different curriculum for um if they're really interested in management and nonprofit outreach, things like that, or if they're really excited about gardening, want to learn more hands-on farm
058skills or um working with kids or whatever it is. just to making sure that we're able to fit the interests of the interns, right? >> Do do you typically have interns? Like how how often I know you've only been there a limited time, but yeah. How often have you had interns? >> I would say uh probably like every third or every third quarter of Yeah. Um and we can't unfortunately take them really during the winter. There's just not quite enough um that time of year. But as far as fall and spring, it's kind of like every other um I would say that uh kids are interested um and on it. Uh we've had to unfortunately turn it down before just because we didn't have a plan in place for it to be like productive, but
059>> yeah, definitely want to build it out more. Um yeah, and then site master plan updates. Uh I know Emily before me um had spoken to you all about like hence project and our site master plan. Uh we're putting that on pause a little bit just while I'm adjusting into this role and getting a feel for everything. Um it's still in the works. Uh but with this old city park uh kind of capital project as well that is the most pressing for this summer and then hoping to return to that in the fall and get um some more fans ahead of that. Um funding opportunities, we're always looking for uh new grants. So if anyone needs them and wants to send them my way, that is awesome. Um and then summer camp outreach. So, this
060is uh one of our bigger updates for this year. Um, it is a very good problem for Bob to have so many summer camp options. Um, but we've been noticing that demand for YP summer camps is much lower this year than it has been in the past. Um, with only about twothirds of our slots filled currently. So, um, that's something that >> is that for all age? Is that for >> It's first through sixth grade. >> Yeah. Um, so we're still enrollment is still open. Um, but this is something that we're thinking about of uh kind of evaluating that program after this year and how we might be able to adjust so that we're still meeting the needs of families while also maybe taking some of that time that's going into that program and adapting
061it to other spaces that could use a bit more um boosting. Uh and then long-term visioning. So, um, like I mentioned, I'm still fairly new to this role and, uh, would love to continue talking to you all, um, and administrators and consults and teachers, uh, about what YP can continue doing for the school community and kids and, um, yeah, just how we can be, uh, serving you all the best that we can. Um, I just wanted to highlight our staff. Um, so we currently have four year round staff members. Um, and some of you may have met some of these people, but uh, if you've seen them around, I just wanted to make sure everyone knows who's over there these days. So, um, yeah, I'm the executive director and then Katie Lamro is our youth
062programs director, so she's working most closely with the school district. Um, and she supervises four instructors every year. So, we have two full season um March through October instructors and then two summer only instructors that help with summer camp. Um and then Sarah Bowen is our farm programs director uh who now supervises our UCCC Americanore assistant grower position. Um and then two new positions this year, our CSA produce coordinator and our volunteer and garden program coordinator. Uh and then Kayleie Bod is our outreach and development coordinator. So, she's doing all of our marketing events, outreach, um all of that. Um, I think that's all I had. Uh, yeah. Thanks so much for your partnership and look forward to Yeah. to um any questions? >> Um, a few years ago you had um some high school
063intern um doesn't seem like that's helping or is there a way that like high schoolers could be camp counselors or >> Totally. Yeah. So this is um actually how that middle school program kind of came to be. We realized that uh so we ran this program for a couple years called Seed Crew. That was a high school internship pro internship program for high schoolers um in Grand County. And we noticed after a season or two that um applications were starting to drop off. Kids didn't seem super interested in it. And I think uh the perception that we came to is that a lot of high schoolers view YGP maybe as a space for little kids or like something that they're not super connected to anymore. Um so our plan with the middle school program is
064actually to bridge that gap a little bit so that kids who um have again graduated out of summer camp and still want to come back have the programming in place so they can go seventh grade eighth grade and then once that cycle kind of happens we'll reintroduce high school um internships and opportunities again just to kind of have that continuity a little bit more. We realize we're missing kind of that crucial middle piece right there. Any other questions? >> Thank you. Thanks. >> We'll see you Monday, I think. Right. >> Yes. Monday. Yeah. >> All right. Next is the budget revenue analysis. >> All right. I have an update versus what? Couple of quick changes from what you have. >> Oh, I'm not sure. >> It's fine. Oh, I'm just gonna I I guess in
065order to make it less in the weeds, I simplifi simplified it. How's that? Kathy, you have one, right? >> Okay. So this is so I got some estimated revenues from the state I don't know Monday Friday late last week early this week. So this so this one's the one you have is changed just a little bit. So in order to make it a little bit um more user friendly I guess when you look at the revenue analysis we you take what kind of is local sources rather that state or state or local property taxes. So you should skip down through that because those fluctuate um that pot of money the same but sometimes you take more from the state and less from local and more from local and less from state depending on your guaranteed
066levels of fun. So, what I did on the one that's in front of the board is um the state guarantees us like $5.2 million a year. So, I added that to the minimum school program, which is the 1.9, right? Or 1.096. You're looking at the middle column for these purposes. Okay. So, that's kind of guaranteed state funding. as we move into next year, what would be considered new revenue or um loss of revenue generated. So on the one that the the board has, you can see that in 20 in our mid-year budget updates for state sources of um revenues, we had 10.2 million. Fiscal year next year, we're looking at 10.8 million. All of those are broken out by those minimum school program numbers or if that's kind of your above the line. Your below
067the line is the related to basic programs. These are program restricted funding rather that's transportation. The flexible allocation now has a new name >> what it's called >> teacher. Teacher salaries classroom salaries >> something something. We've used it for salaries before. They just changed the name to reflect that we can only use it for salaries. Um, the big thing I guess to note on there is I don't know if you remember, but last fall and in November the state legislature fund funded a one-time bonus for classified employees. if you fell into a certain code, class code, um that came to a total of $97,000 for our district that were funded by the state it applied employees was not funded by the same legislator this year. Um it's kind of the big change there. Um educator
068salary adjustment went up just a little bit. That's going to go up um $331 for each certified teacher this year. So if you kind of cruise down to the bottom. So those are kind of state related programs. They're the ones where the funding is specific for something. Um so yours doesn't mine's a better number. Sorry. So when you take all of that, if I take last year's um our anticipated they're anticipated, please remember their anticipated revenues right now until the state works through all the rule changes. We're looking at anticipated revenues of next year right now at about six $652,000. Um that's cautionary because some of those above the line numbers come with additional local matching requirements. So even though we've got state guaranteed funding of $6.2 million, part of that $6.2 million comes with
069a matching requirement from the district. So, we're looking at new monies of approximately 652,000. Um, I can hand you out so you all can see my changes. Um, kind of put together some numbers and presented them tentatively. I don't know last month. Um, these are just numbers ideas um possible. So doing a estimated cost for in um staff moving into next school year. We did the onelevel increase. Doing a onelevel increase um is an additional $182,826 currently added to our payroll. If we did a one level with a 1% that 1% add almost a$160,000 on top of that. And then um the 1% with the increase the the increase in the benefits that's an increase in the health insurance um wasn't as big as we had anticipated. So that's great. It's 8% instead of 10.
070And then the increase in retirement. So those two increases total 172. So just staffing costs increase next year. uh 1% cost of living 1% one step and then the increase in the benefits is going to be about $515,000. Uh if I take that away from the 650 approximately we have that leaves about 130 140 and potentially new revenue for projects um estimated costs. So questions just kind of a preliminary these are just preliminary revenue analysis based off of updated estimates from the state. >> What this is readily available after staff costs link. It's not >> yours is different this because I so I updated I made it a little bit more user friendly. I took what were guaranteed from the state and added that to the above the line and took it out of the
071property tax. So the the question for the board in revenue analysis if if you're being it depends on how conservative you want to be as far as fiscally concerned because right now we're showing best case scenario after we do steps and a 1% cost of living and we pick up the insurance increase and the retirement increase. Best case scenario we have about $130,000 discretionary fund. Now, that worst case scenario or the other not I should say worst case scenario, the other end of that spectrum is you're right at depending on how those numbers come in up top that we they're saying that they're going to come in high, but historically they've said they're going to come in high and they never do. So knowing that, it's probably safer to estimate that we're not going to
072capture all of that, which leaves you about break even after you do a 1% level or one level 1% cost of living increase and the benefits. Um, so really looking at the board priorities and our priority has been giving as much as we can to employee compensation. um the time that I've been here and I think we're doing that right now. I think that's a that the 1% was our our target. We didn't know if we were going to make it. We didn't, you know, we were really close on our original projection. Still advocating for that. I think that's uh you know, a good good faith effort to sticking where our priorities have been. The some of the discussion is if we do have um a little bit of discretionary money in that window I
073just talked about, what are the other four priorities? um you know in fact we've talked about a number of different things. Again that's a a a shaky estimate best case scenario that we're looking at right now. Does that make sense? Mhm. >> Can you explain to me why on this piece of paper the the minimum school program under the the first line increased versus what we have? >> I I put So, if you look up above where it's where that you have that basic level of the 5.4 on the paper. >> Yeah. So, if you look in the middle column and if you look on the top line where it says basic level of 5.4, I I added that down into the K through 12 regular because that's what we're guaranteed from the state. So
074I added what they kind of had allocated there plus that's our guarantee. So to make it a little bit more transparent of where the money is like the new money or the guaranteed state funding I guess would be a better way to say that instead of leaving it on the top line I I added it to the minimum school program because it's considered above the line. It's not program specific. Um, so I just took the state guaranteed funding and added it to the minimum school, the K through 12. >> I don't follow that. >> Take your questions. I'm so >> So this is what we're guaranteed >> and I added it to where's your old one? I This one is what the state says that we have. But this guarantee also falls above the line.
075So I just added it to the regular K through 12 school which gives me this. This is guaranteed state funding in K through 12. >> And why is it not? >> I because this pot up here changes based off of our tax collections, but this is what we're guaranteed. So I brought it down here just to show that we're guaranteed that five. >> You didn't bring it. It's still the same number. >> No, I added it to this right here. So this is now six. So this was one. It's now six. >> I don't care. It's it's purely how the how the spreadsheet is created display the numbers >> exactly. >> So I brought the numbers change I guess kind of >> well your bottom line still >> right >> they changed because I brought
076this down. >> So it's this here counted twice right it's here and it's here this 5.4. >> So you're going to say you're going to expense it off somewhere else. >> No. What I'm saying is if I took this off sorry >> that's okay. If I took this off Yeah. then I just leave my local taxes and so it takes this down to like eight because this pot changes. So this pot always stays at a certain level but some money we put in and some money the state puts in and depending on how much we contribute the state takes so much away. So but this is what the state guarantees us and so that's why I put it down here under state sources just because we're guaranteed that five point you're also allocating it down
077here. That's >> you're gonna pretend that it doesn't exist up here right now. So, I just move for for presentation purposes. I took it from this one so it makes more sense for presentation purposes of what's guaranteed. I just took it from up here and moved it down here. This is um this is what mine looks like. But this one to just to show you what's guaranteed, I just moved it below. But that skews your your your number here or your number here that there shouldn't be >> changes. Does it change? >> It does change. >> Well, by fi by this number >> by this number minus that number. >> This so this becomes your new monies right here. >> So this is just this is just a new monies >> new state. I won't
078property taxes aren't considered into this just new state. >> This is a new money spreadsheet. Not a not a full revenue. >> Okay. I mean, I don't got it. >> We had this conversation an hour ago. >> So, it's just new legislation. >> We're just trying to show new money. >> New money >> from the state. Local property taxes. >> Okay. So there's really nothing to vote on just discussion items question. >> So on a on a when we do if you were to pull this information onto our budget and when we're going to vote on it, we're going to see the numbers look more like what we have what we got today >> because I'll have not this >> I'll better have a better estimate. No, but I mean that number pulled down like
079are you going to still show >> on the budget? It will be up in the top because I'll have all of the expenses to go along with those with that increased state funding. >> Okay. >> So today I just pulled it down because it's guaranteed from the state. This is just revenues from the state. >> So it will show >> this line. Okay. This line the 14 million is just state. Just state. There's no federal and no local. No. >> Just just state legislative funding. >> I was thinking it was a total of >> conversation because we discussed this. I mean, not that you were there, but no. Yeah. >> I just said take off the top third there and leave it. Leave it go and do the bottom. But anyway, doesn't matter. So, it's
080just to show you new revenues, anticipated revenues from the state based off of their estimates from the most recent legislative session. Um, then and so we're not talking local like I if I have a question on that top portion, that's not the time to ask this question. compensating. >> Okay. Because part of that's >> well my question let me just ask you my question and you don't have to answer it but I guess it's on assessed values right which >> we haven't is local levy is going down >> 700,000. Did you already ask >> and so does that mean excess values went down? >> No but our mid America payment did. So our mid America is factored into that. >> Okay. That's where Okay. >> So, yes. Yes. And no, we received less revenues because
081of >> Mid America. >> Some Mid America and um actually the state estimated us to have more in assessed valuations last year and we came in lower than their projections. Okay. >> So, that's reflected in there too. >> Okay. Okay. >> Property or property values, >> the overall assessed values. Um they had us at like 1.2 and we came in like 3.5 >> because on your pre on the previous thing when you were showing the voted local levy that rate did not change. >> So the rate's not going to change >> but the amount went down >> mid America >> because of mid America. Okay. >> So basically they just withheld >> some of our >> but gave us more. They withheld the property tax side and we'll more on the state >> basis moving
082forward. >> Okay. >> Any other confusing questions or next time the community >> right? Yeah. >> Been there. We were like what what >> then the bus came and then the fire truck. >> Fire truck. Fire truck. Yeah. She's the third. >> That was a >> team. Oh, Sophia. >> Okay. All right. >> Are we >> Oh, jeez. It's still my turn. >> Is it? >> So, you have >> Oh, the teacher student success. You know, that's >> teacher student act success act planned. >> Yep. >> Okay. So this is um I've got the estimated numbers for next fiscal year, fiscal year 27. This is funds that are used for salaries. We just have to this is for you to review so that we can approve at the next board meeting. Just total review right
083now. Um it's been presented before. So next year right now for fiscal year 27 we're getting $568,000. um 568 717. So that is used 100% for salaries. Um teachers, school nurse gets about some of that. And then the instructional coaches um not any different than years past. We just have to approve this. This is part of a lot of the grants that Joe does. We have to have the TSSA plan approved. Um, I just when we updated the salary book, I updated the benefits and the salaries and from last year's plan based on our new revenues. >> We're a little bit over on those re like on the budget or the salaries it's like 571 we get 568. So the difference is paid out at board levy. >> My recollection of the teacher student success
084success act plan was that the school board recommends a plan of we would like to spend uh would like the principal spend it on salaries this and that. It's not so specific to amounts is my recollection of but that could have been the initial year. >> This is what was done. >> Yeah. Yeah. No, but I'm but when they created it, >> it was the board is recommending a framework >> and then it's and then principles say, "Okay, well, we'll send it this way." >> This does not look like a framework to me. >> This more this looks like specifics. So, I just don't want to be out of >> Well, and to be honest though, the conversation Holly and I had today. So, with this plan, we have a grace period in fiscal year
08527. So, that I'm keeping this updated numbers as what was presented the same as last year, but moving into fiscal year 28, um 50% of these funds have to be used for early learning literacy. So the staff that I've looked in here that's under teachers is two kindergarten and one first grade teacher >> which is not our >> that's that's what I'm trying to say is as a board we're saying we don't want to do >> no this is the framework of like I don't want to go we legally I I'm worried I just don't want to go into um something where you told the principles how to spend their money >> and I don't I don't think that we are doing that something we And I mean I'm I'm happy to visit with the
086administrators and see if that's how they feel. But my understanding >> this this coming this coming forth is thatation >> from the principal >> from the schools. >> Okay. >> This plan is this plan is coming from the schools to you for approval. >> Okay. >> This right here. >> Yes. >> That's a >> Okay. I just remember when it was created it was very >> Don't touch it. It' be dangerous knowing all the stuff >> new gonna change a lot changed a lot. >> Okay. >> Uh and then this so this will be this is this is our what we'll be >> approving these actual numbers >> but I don't think we're approving numbers as much as >> you're just approving you're approving the TSA plan the plan which includes some things. This is
087the plan. The principal made the plan. We didn't make this >> is what I'm interpreting as >> you didn't. I didn't we didn't >> Okay. Sorry for going off. >> Um >> Okay. >> Program reviews. Business Administrator Jerry Hamilton will update the board on CNP school fees and trust land program reviews. >> Okay, I think we've come to the end of all of our compliance and audits. Um, we are waiting to hear back from the child nutrition program. Everything has been submitted and is on their desk. Um, it's been submitted for a couple of weeks and haven't heard back from them yet. um school fees, which I just got some information uh from Tiffany today that I needed to forward to the state. Just some a couple of things that they had to do to
088get into compliance. Um I've set those up. I have not heard back from the USB um school fees official yet. And then the trust line programs, I got Holly's last week, I got Car's today. Um those are just links that they had to have on their websites to come. They were program compliance things. They weren't financial compliance things. Um so is uh as soon as the state reviews those she said is once those are reviewed should be fine. So we should be moving forward. So it's just kind of the end of the last few cleanup items on on our monitoring and compliance this phase of monitoring. I'm Can I go back to one question of say um did that increased 43,000 is that did that um did the legislature fund more fund it give this
089>> well I don't know overall but our allocation is more >> not because we gained more teachers or kids or >> had to be had to be fun they funded it more okay sorry >> it's okay >> and So, similar to trust lands, we went up 90,000. >> Is is the CN you say it's is it on the federal desk for a state? It's it's through the Utah State Board of Education. Um, it's our auditor that was here. Um, we submit all of that stuff to her online and it's all been submitted. she just has to review. Um we've submitted some things and she asked for additional information. So all of that has been resubmitted and it was waiting for her review. And what are the what's the update on the school fees? So the
090school fees were just a couple of things. Um I sent I was waiting on Tiffany for the last piece. I sent some things in up to his name is Scott at the state's office. Uh Holly had to put a the teachers had to put a little verbiage on the bottom of their class list that those are voluntary. We're not required. And then um >> so it was an audit audit. An audit, not actual. >> No, it's an audit of our school fees at fiscal year 25 and >> Okay. >> And so was the trust lens. The trust lens was more of a program audit, not a financial audit. >> Okay. All right. Any other questions? Okay. Uh, Grant County School District certified staffing updates. >> Okay. We've had uh been been quite uh lucky and
091happy with our recruiting and selection process. We've been able to hire three of our four openings at HMK for elementary school teachers. And then we also hired an assistant principal. That announcement went out uh weeks ago, a couple weeks ago. Now, um the middle school, we have uh been able to fill one position, the history position, and we've made an offer for the science position. We're just waiting to hear back. Um we also filled the schoolbased mental health position there. The high school, we um have filled the math position and we had filled the CTE act teacher position. Um unfortunately, they decided they're going to make it. So we are um going back into that applicant pool and trying to navigate how to proceed. So right now we currently have um two officially open certified
092teaching positions. One at the elementary school um and then one the high school CT teacher summer >> middle school is it a school counselor that you >> No, schoolbased mental health. >> School based mental health. Who does this? Who does the counseling part >> and does she do nth graders? >> Good. >> So, I have a question and a comment from the best spot. So, as Matt I mentioned to Matt, um I I was not and then Jenna as well. we were not on the email list about the announcement about the about the assistant principal and it got me thinking that and I'll speak for myself but I did kind of chat with her about it. We don't get very many emails and we're wondering if it's possible like we don't get the only email
093I get is if it's directly to me or it's from you about a board. We're I'm thinking that is there an all staff that we are supposed to be on because I don't get any I never have >> and I think that we are being left off of probably some key information. So I know there's probably groups that are formed or something. Can you look into that? the list and make sure >> I thought about it today after I read after I you know asked you about it and I thought about it. I was like wait a minute I'm never I don't I get so few emails unless they're very direct I want a lot of I wasn't on the staff but there's a staff list that goes out to I think all staff initially
094I wasn't on it either. Yeah, I'd like to be on the all any all staff. I'd like you just to keep informed. Thank you. >> Make sure to >> and then and then this led to my comment that I wanted to ask >> thoughts on and and again this is all me being new. Um where does the board stand as far as um when it comes to the interview procedures processes of admin positions? meaning that are we are we typically I guess are are we typically on um an interviewing committee at all? Is that a typical thing that at least one of us is on that? And are you on those and should we how you know? >> It varies from district to district and I think that's a discussion the board can have. Um
095typically like a district this size I think that at administrative >> so principal director that the board um may or may not want to be on below below that I wouldn't advise participation. Um but but definitely it's the principal um and director having some but you know you may not want to be on it. Uh and other times there's just board members that are fighting for a spot. So really it really that's kind of a discretionary up to the board. >> That's what I was wondering. >> But since I've been here we've had somebody on there except for the vice president. This last one you and I are Yeah. So >> yeah, I was just wondering >> on the HMK vice principal. >> Were you on the >> I was >> you were on it.
096>> Okay. >> And there wasn't a board member on that. >> Is that something that um I mean obviously obviously it's it's different like you said from every district or state and all of that. Is that something we could talk about if there's a need for if we want to be I I'm not speaking for myself. It's just we have another >> Yeah. I think every let's >> I want to know four things you should have. I think the conversation is uh or what we need to tell superintendent would be like when we hire an administrative yeah like anything above basically administrative so that could be vice principal we just have that discussion of like >> I think because I think it is case by case you know sometimes it's just it it kind of
097blows into something or >> I'll say this we've always known before and I was a little surprised that we had picked a vice Bristol not knowing knowing what's going on. >> Yeah. >> Without just I'm not critical of it. It's just that I'm surpris I'm glad you found somebody surprised because normally it's like we did it with let me >> or at least or even just a conversation. >> I don't it just >> well and the vice principal at the high school >> there are there are instances where things are fall in place. We don't play a part >> Yeah. >> But if it's in advance known in advance maybe Yeah. >> Yeah. I just thought we maybe see what >> that's >> hiring. Um so maybe that's an update of like how hiring procedures
098are going and I know there probably some changes and just the process of of there's been any major changes of hiring um recruitment. you know, just a whole o overview of of what that was and then we can then that's on the agenda to and then we can discuss >> just talk about it and see >> I think it's guidelines not specific because you have certain things happen. proceed. Yeah. Well, yeah. >> We have all these interviews and then we end up then we don't fill it. Next thing you know, somebody popped in our lap. It's wonderful. >> Thanks. >> Okay. It's going down. >> All right. Um, so I Yeah, so out of state travel student employee. So I I asked Matt to put this on there. This was kind of a discussion between
099Matt and I about what where we're at with um with our policy >> of approving out of state travel. >> Is this a suggested policy or an existing policy >> or is there a policy? >> What are those? Those are just >> So we have we have the attachments. I've put the attachments on for the two policies that address drought. >> Okay. uh student and employee, but I've also put a copy of our out of state travel. And this just really is a chance for the board to revisit um out of state travel. We put that in um originally rather quickly. Um and I don't know that we've paused and looked at, hey, is it working? Do we like it? Um, I took a few minutes and and researched some other district out of state
100travel policies and I think that there's some tips and tricks that we could pick up that might be helpful. Uh, one I found like interesting was for Washington County, which is St. George right there next to Arizona and Nevada. Um, they consider anything within 120 miles one way in state truck. So like for us going to Great Junction, when we just say, "Yeah, technically it's out of state because it's in x amount of miles when we send people to basketball camp or basketball when we go to Cortez Colorado or wherever else we go or is there is there a parameter that we want to set up for student travel that doesn't necessarily out of state trip?" Um >> because this will s be similar for our eightman football as well when they have are going
101to have numerous games. Are we going to approve every single >> student travel traveling at that is going to um you know some districts want some school boards want to approve any student travel over 150 miles. I don't know if that's something this board is concerned about. It's a mechanism to kind of track travel expenses. um looking at a a handful of policies for employee out of state travel and how that hierarchy closed and whether that onus is primarily put on a combination of like the building principal and the the superintendent uh to to go through a fairly solid uh vetting process or and then it comes to the school board for just kind of a rubber stamp or does the school board want to have all that information to get into the nitty-gritty to
102to investigate themselves and really break it down about like right now our existing form talks about flights and hotels and this and that. Does the board want to have that information to review and they want to um have some of that handled at the administrative level and they're just kind of looking at it making sure it makes sense. Really this is just a discussion. It came up we had some questions that that came to the district came up in discussion out of here just for you guys to start this discussion. We don't have it's a work session. We're not coming to any grand decision. Um but just to open that up and have your thoughts. >> Would this be something for your policy committee to try to because to me it's just information. I don't
103have a or know what it was or what it's going to be here. Well, and I I I believe that the we do need a policy that it's a little bit more firm and whatever that looks like because the form >> is I mean there have been a couple that have fallen through the cracks, you know, because and then we catch it on the on the flip on the other side or oh look, you know, I guess it to me it seems like if it impacts budget, like if it's already if it's in a budget, if the principal has a budget and the principal can decide how they want to spend their budget, then that would be one thing that maybe do we need to know all the details if they are within their budget
104and that's how they want to spend it and also do we have a liability is there legal liability at all like when going out of state do we have any liability of any kind or not so that to me those are important things is how it affects the budget and then how it affects our liability >> if we have input and we do something about the policy that's fine but I think is an administrative procedure so it doesn't dumb up all >> well we can add it that you know >> so >> the what it also kind of stem from is you know when we're looking at what who we're in charge of we're in charge of these two their their travel of out of state and so if they um if we enforce a
105policy of they have to get approved by the board this was what was Pat indicated to me if we have if we say the superintendent has to go and ask for board approval for out of state travel, you need a policy that says all staff >> should and that's where that kind of stemmed from a recommendation from Pat of like that and >> that's fine for me but it goes to administration and administration approves it and then says okay this is it we might go okay that sounds good. Yeah. You know I mean I don't want to get it. Yeah. Right. >> Well, and that's I'm historically like >> logistically we have to have something that puts a stamp on it. I'm fine with that, but >> I don't want to get in the leads
106with every >> right. I guess I I disagree like I think it's information >> that we know what's happening and >> and it's taxpayer money still. You know, it might be a budget line item, but then if if they start using it this way and we and we start going, wait, you know, these kids, >> the kids aren't um we should be learning this and we're traveling so much, but it's not being >> if it's if it's principles beyond administration that is doing it and we're going to have any say in it, would we say, "Oh, they're not going to approve it, but we want to." I don't want to get into that baby. Basically, they come in, the criteria has been met, it's been budgeted, they say it's okay, the travel sounds legitimate, it
107meets the criteria of this, then we say, "Okay, but we could do it vice versa." They could say, "We're not going to get we've never done that. We're not these ones that we're overseeing. They do their job >> for right like for taxes taxpayer dollars and if they think you know the you know the principal says this is what we think that we want to take our teachers to do this >> hopefully >> he would be able to >> but because the presentation today is to look at this and see if it's going to fit and somebody needs to do that I don't want I don't have any >> well I think there were a couple >> and you guys can work people's >> um I think We need to create create a policy and
108then we can create a policy presented to for what we are doing currently and then if we want to change that >> we can we can do that. >> I have a question about the students distance of travel that that what you came up >> like what you're saying about St. George. So is there is there a state policy law with USB that about traveling out of state even if it is 15 miles away? what it what it comes down to is liability and risk through risk management through the Department of Administrative Services Management for the state of Utah. >> Uh communities like us that are on the border typically have kind of a a buffer zone. >> Okay. >> So, our policy is extended as we travel short distances to neighboring states. Okay. >>
109Um totally different ball game if you're talking about, you know, like going to California where there's no no limit on liability. So we're so we could just call it a distance like you said everything within 130 miles is >> risk management have a number like that. >> I would have to >> like >> I'd have to refra or for people like us that that could just be like a blanket or >> maybe that's the number we're looking at. Maybe that's the policy. >> Yeah. >> Um and that's the one that's probably more I don't want to say anything concerning. I I think we do need to improve in this area, but more pressing is the is the student travel one um to look at that so that if we're making these trips in Colorado for
110different um that that's not talking down our state. >> Well, I'm thinking about that. I'm just thinking about actually for sure. Yeah, >> just submitting. >> Um, and then I can also work with I can send the policy committee some examples of travel policies from different districts and show you some resources to look at and want to start. I'm happy to help you kind of beg and still start to develop our policy when it comes to both student and employee. >> Do we? >> Yeah. Okay. And I do think to Jenna's point, I think it's critical that the board is aware. So like on the consent agenda, continuing to have something that you're aware, hey, so and so is as an administrator going here or we're sending a group of teachers there. I want you
111to be aware this will not be >> well that's just so you know, I've been on this board for a while. That's the one of the most frequently talked about things in the community. >> Uh is out of state travel of teachers, administrators, and superintendents and you know, like that's >> what people talk to me about and it gets, >> you know, uncomfortable when I'm like I I didn't know they were there, you know. So, >> we want we want to keep the vote informed, but just a good starting point. I think I can work with the policy committee to get some direction going on this and we'll go from there. >> I hope we get the policy and then it's vetted by the time it gets to us. So then all we have to
112do is say okay we are aware of it now. Thank you. It met the criteria >> right >> on they go. >> Nick, can I ask a question? So the FFC is this an existing policy? >> These are existing policies. Is this part of an like I'm looking at this I'm reading the student travel one >> and there was just a reference to 15 days a total of 15 days >> I if you want or maybe I could look at it later but it just seemed like there was something thrown in there that I didn't see a reference to >> like maybe there's more to this policy like >> that's the policy >> this is the policy >> I don't know if that's a USB uh USBA policy That's a USBA model policy and I
113believe it's talking about no more than a total of 15 total night exper overnight total experiences. >> Yeah. But here but see if you read it student organizations get one overnight travel experience per year. An exception can be granted to eight elected student leaders. And then note exemptions granted for leaders in these programs need not be counted toward the 15 total overnight travel experiences. But I didn't see anywhere where there was somewhere up above that said something about 15. >> So that's >> overnight travels. >> I mean I'd have to go back and read that policy. That's >> a USBA model policy. That's >> approved it. >> We can always but there's some tweaks. >> Yeah. >> Just make it perfect. So then we just say okay >> want that rubber hand. >> Dave just
114wants a rubber hand. >> I don't want to micromanage people. I want to know what they're doing and I want to approve it and I want it to be within the confines of whatever the rule is. Bring me a rule, >> right? A good rule to follow. >> All right. So, but my initial question which was brought up for boys and girls basketball traveling to Grand Junction in June will >> I think >> the only thing I sent or >> Oh, yeah. I sent you too, but they wouldn't come up next. >> You would have to be on next week. and and and and then talking about that policy just like is if if it keeps if it's a reoccurring you know thing that happens all the time every year or whatever do we need
115to to >> three I mean it's it's just a lot of discussion of like and communication and training and and all that right >> yeah new staff Well, that would be your job. >> Yeah, I'm just saying in case. >> Okay. Uh, is this one next short? Should I The HMK prek site updates. >> Uh, yeah, we are in the closing stages. We've got a few key punch list items to knock out, typically the HMK3K site improvements. Um, >> is that a fun sign though? Because my mentee and I walk by every week and we just watch them and I'm like, "Wow, I feel like they've been doing the same thing on." >> Oh, the sign. >> That's fine. Like we actually are kind of >> fixing it. We're trying. >> Am I asking a
116question? >> We're actually trying. >> Ask him. >> Yeah. He might not answer. Like, wait, what did they just do that? >> Yeah. Uh Jerry and I have had multiple meetings. Um >> that's an electronic fine, correct? >> Yes, it is. >> Yeah, there's a lot of there's a lot of concrete involved and then and >> I want to know how you got that sign because I couldn't get my ability, but go ahead. >> No ordinances, right? Sign ordinances on >> is that it maybe so >> because I couldn't have that because of the height limit or something? No, because it changes. >> He can change it in the office. Yes, >> I can't. >> I just be physical. >> So, that's that's where we're at on that. Um, I did receive contract liner contracts
117for the plaza site improvements. I anticipate those will be executed by the end of the week, which means we start our pre-eployment meeting. um start talking about staging and getting some metals so that they can deploy on June 1st and complete that project uh over the summer months and have it ready to go by the time school starts. So, we're excited about that. So, those are your two updates on the 18th >> and preschool will be um starting August. Yes, >> they will be >> okay. Any other questions? >> All right. Um and uh next is introductions of student body officers. Hunter Jones is here to present the new student body officers and their positions. >> Did May I ask a question? >> Yeah. >> Did you give them a notice to get in here
118now or did they just happen to be here at the right time? the Maril showed up in stalling when you're talking to I won't say more >> get to a baseball game. >> Let's get all the officers next year Hamilton is going to be our student body uh public relations. It's going to be our student body secretary, student body vice president, and then Chloe Bird, the student body president. >> Cool. Congratulations. >> Do we have any questions? No. >> So, make sure you bring that three about three to four page paragraphs for every that each one of you chosen. We want to report to Molly that every school board every single you need to report to them. >> No excuses. You know, just because you're playing state ball doesn't mean you can't come. >> You
119guys have any questions for us? Uh >> uh we're really excited to come to your guys' meeting and we just want to really be a like a bond between you and the high school. So if you have any questions for us or if we have any questions, we'll come and get excited to work with you. So >> thanks. >> Thank you. >> Great. Thanks for >> Thank you. Great. >> Hey woman panel right there. This is the only time you get >> This is the only time you get to leave. Normally, we're going to make you stay the whole time. >> I'm telling you, >> our children have girls, young women, >> right? Right. >> Okay. All right. Um, executive session. >> No. >> Okay. I know we didn't have future uh future >> meetings
120or anything, but can we can we just review that even though that's not on our agenda? >> Looks like June 30th is the retreat. >> Oh, where's that? >> I thought we June 30th will be the retreat. Repeat that again. That date. >> June 30th. >> We're looking at a 7:30 a.m. start time. I >> like that. Okay. >> Yeah. I think for me it's got to be either early or >> I wanted 6:30, but there was push back. >> It says till 5. >> You said 7:30. >> The calendar advice to show blocks the the actual reservation of the room. It's going to be 7:30 to 3. >> This has something to do with power power governmental >> time. Leadership alliance will be doing some presentation some training for the the entirety of her.
121>> Really? >> Yes. We'll start with some person. Okay. And then just to review >> um >> and we have our site visit is on the 18th, >> right? >> Yes. Site visit on the 18th. We are going to meet at the TAC. >> Walk around a little bit. >> We're going to go over to you. >> Oh, that's okay. That's right. >> Yeah. So 1:00 at >> um >> and then >> the next the week after that is um >> there's no board meeting on the 20th 27th. >> It's the 27th and it's starting early at 3:30. >> Early at 3:30. So that senior awards night is that night and I have graduation. >> I expect you all for what? >> Uh citizens academy. I'll be graduating. So I really expect all of you
122to be there. >> My dad will be in the front row. >> Got like a >> So where is it? >> I think they're going to not do that till later. So if I'm late, >> um, graduation practice is Thursday mornings after HMK graduation. >> So >> 10, 10:30, 11. >> Yeah. >> And then graduation that night starts at >> 8:00 on the dot. Let me tell you, on the flipping dot. >> You mean I mean 7:55. >> What did you say? Graduation starts at 8 o'clock on the dot. >> Well, I sit there and sweat for hours before sun. So, we're >> stay in the shade. >> Don't go at >> Yeah, I don't show up early, but you don't show up late. >> Just to let you guys know, I just open. So,
123we did we are reserving parking spots for the board and high school staff in the east and north parking lot of the tech center. We're moving the handicap parking down to the tennis courts because we can't provide transportation for the handicap parking too. So there is reserved spots for the court. So if you used to get there at just to make sure you have a spot, you're a little bit you can be a little bit more relaxed. >> You don't have to rest of you can't park at your the district office and walk down whatever there is parking. >> I usually park at the dog. I was going to say that in order. >> Um and then they will invite us to all the barbecues. >> Barbecues. 26 is >> the high school river trip.
124They're supposed to >> You said 25th. >> 26th is Monday, right? for Tuesday. >> Hey, excuse me. >> Right. >> So, I got a notice that it was going to be one o'clock supposedly that they're gonna get there. >> The bus. >> Is that real? >> Yes. >> Cuz last time they were like an hour late, but that's okay. So, I want everybody that wants to do anything to be there by 11:30ish. Tuesday. Yes, that's Tuesday. Then on Wednesday, >> is really low. So like they may be they may be walking >> Wednesday walk alongside >> Wednesday would be the middle school on the 27th I think it's uh 9:30 because we need to start serving at 10:30 we serve the seventh grade at 10:35 or something and a half an hour later we serve
125the ninth grade 8 seventh and eth >> what start >> this should be an email so I can >> Well, I should be, but I don't they I've been waiting for >> Yeah, I'm writing it. >> Where Where is the high school river? >> It's at Lions Park. Lions Park. >> Oh, and that's what you guys are doing here. >> Oh, it's at Lions Park. >> Yeah, we've done that historically. That's where it's been. Sorry. I mean, you know, this is just my other job. >> Okay. the 27th. I want everybody there. 9:30 at the seventh grade comes at 10:20. The eighth grade comes at 10:50. And it is a lot of kids. >> Yeah. >> At the middle school, behind the middle school, we go in behind the cafeteria on the grass. And then
126HMK Barbecue, you guys can't come because you got to be at the the uh practice, but HMK Barbecue set up at 10:00 and they get out at 11:30 and there's 100 plus of those kids in their business. >> What day is that? >> That would be on the 28th. >> But don't they have >> graduation back to state? Huh? >> But they the sixth grade graduate that day. >> That's right. after graduation >> After graduation, they come over and and get their hand >> 28th day. 28th day. >> Yes. So, we will So, HMK graduation, right? >> So, and kindergarten graduation. >> I just people there that I mean, it's not a big deal. I have four people I can do. It's not >> Yeah. you know, a couple Dr. B. >> That old is
127that a Swany? >> It's a Swany Northeast corner. >> Friday. Then Friday morning is our um teacher awards. >> I don't know. Can we >> What's that? Okay. Say that again. >> End of year award. Oh, >> the 29th. >> 29th. 8:30. I like that. >> At 8:30. Yes. >> Is that where we had it? Is where we had >> Yep. I got it right here. >> At the awards. >> You're a board president. What do you mean you're not promising you'll be there? >> 119th 8:30. >> Why did we do 8:30? >> Why did we do 11 last year now? >> Because there was school on that day. >> Yeah. So they had kids wiring minds. Oh, look at that. I looked at that. that uh and then >> you know >> just watch
128your emails for calendars I guess and school >> like you know there's a second grade opera if you all want >> tomorrow the school graduation >> tomorrow's the opera >> I don't know >> Tuesday May 19th >> is that on the Is that on the calendar >> I don't know yes it is it's on that calendar they sent out >> but it's at 2:30 Tuesday, May 19th. My son is the pickle. >> Oh, >> they they they made a opera. It's going to be super >> What time? >> 2:30. >> Should really be only half an hour. >> It's a long hour. >> Wow. >> What time do you kids get out on the 28th Friday? >> What is the last school? >> Thursday. I think it's a I don't know. I think it's a
129regular day because last year in the last when we were practicing 9:30 >> it's a regular day. It's a regular day. >> It's not like no 10 a.m. >> No, that's the Friday. That's the Friday. There's no school. >> Yeah, I know. That's usually that Friday, >> right? But we're not Thursday school. They've got to help break down. They They've got work to do like helping break down stuff. It's a regular day. Buses are running regular on Thursday. I'm gonna look on >> I got to double check. I think that it's actually early release at the high school. >> Okay. >> But not at the other two schools. >> Early release is only at two two an hour. >> I think it's a 12:45. >> Oh, like a maybe so they can set us chairs
130and stuff. They usually That's why they keep it round. his hand. Can't say that next year just next year it's all me. >> It's all trying. >> Okay. So we for that for that I I this could be a five session. It's just that >> well if you have it maybe >> it's it's a graduation. So with HMK graduation, >> sixth grade, sixth grade, that's at 10:30. And then our senior graduation, we cannot have that until that's over or there because the gradu senior graduation practices at >> that they run simultaneously. The practice and the sixth grade are the same time. >> I need to >> Yeah, that's fine. That happens. >> Okay. Okay. Okay. As long more it's as long as one or two of us are there and unless you deal >> I'm
131not going to stay >> and usually doesn't have to. >> When does graduation uh practice start? >> Which day? Thursday. >> Oh, Thursday. The day you guys are coming. >> 10 o'clock. Because they'll go do the kinder walk. Then they come over and have their breakfast. And then practice will start at 10 o'clock on the dock. And so if you guys are there by 10:30, I think it would be we're that's going to be when they're walking through the tea. No need to get there earlier. >> No need to be missed that. But you >> Well, it's an hour of >> hand. Yeah. So if this depends just text me and we'll open the stand. >> We're good. >> Thank you. >> All right. Let's adjourn all uh I can get the coach pitch baseball.
132Um, all those in or no, >> all those in favor of second. >> I makes the motion. Capital seconds. We are adjourned at 5:35. >> What? There's still >> not really time at the retreat. >> Coach Pitt. >> Oh, >> we just go into another one. I got another one. This retreat is >> coach pitch. >> What's that? Charlie like the coach throws the pitch instead of the