001I'm going to call the Grand Canyon School of Supportive Education work session to order. It's Wednesday, March 11th, 2026, hat 3:41. All board members are present. Um, Superintendent Kis is present. Is she Jerry? Excused. Gone. And um we are available via Zoom. We're on YouTube live and we are here at the district office in person doing this. Should I do that? Yes, we do. Look, >> I know it's not, but we usually don't do it. We're going to do it for the sun. >> I pledge allegiance 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. All right, Kathy, we read our mission statement. Our mission is to put each student first every day. >> All right.
002Approval of the agenda. >> I move the agenda as presented. >> Is there a second? I'll second that. Fish makes a motion second. All those in favor of approving the agenda say I. I. I. That passes 5 Z. All right, public comments. >> We don't we don't but we got to approve the agenda. Uh no public comment. Um items on discussion. So first is staffing. Superintendent Kais will lead a discussion on certified staffing. So, we have been talking about for a couple of years now having a board approved um student people ratio or a board approved ratio to help us as we navigate staffing needs and to ideally take um a motion out of the discussion and and really try to quantify as well as qualify our our staffing positions. So, what you have on
003an attachment there, and you also have a paper copy, is just a template of um our our first draft of a proposed staffing ratio um to address staffing going forward. Uh you'll notice that it's it there's one for each school and they vary depending on the school because the schools are are different with with their needs. And then you'll also notice that it takes into account um as far when we're looking at a student teacher ratio. And this is all stuff that is for discussion and can be changed. I'm not saying this is the way. Um this is based off a tool that I used for a very long time at San Juan. Um but it takes into account the different type sources of funding when we talk about district provided funding for staffing ratio.
004So on the elementary school staffing, it it's taken into account your your general fund, your district fund 0001 um as well as I believe it's title two um and class size reduction. So 5201 is class size reduction and then your title two is 76 or 7860. Um, and what that basically breaks down to is that in in general with those three funding sources, you can see here if you go down at the bottom of the lefth hand column, there's 31 full FTE that the board is providing district funded FTE at the at the elementary school. Um, that's not taking into account any of your administration, any of your licensed other, any of your counselor, schoolbased mental health, or any of your special education. So like in licensed other you see um that we have an
005additional four teachers uh put in um whether it's through 7801 or Beverly Sorenson um and then additionally some licensed support through uh part-time um teacher coach and then it doesn't include any of your special education FTE either. And it also doesn't include any of your pareducational uh professionals or any of your exploratory teachers. So what we're just looking at is certified staffing ratio based on that. Now at the at at the top that's based on a couple of different numbers coming out of PowerShool. You have your average daily membership and your average daily attendance. So the average number of memberships that are enrolled versus the average number of students that are actually showing up um on on the daily and then you have at the far right is the bar which is the board approved
006ratio uh which is something that I I think that we need to discuss. These numbers are pulling uh very conservatively uh comparable to the state of Utah on a very small end class size very small end ratio and just because you're setting a ratio doesn't that doesn't translate directly to class size um but it again it's the ratio. So if you look you see kindergarten and first grade in this in this model the class size or the border proof ratio would be um 19 to1 second and third grade 22 to1 fourth and fifth is 25 to1 and sixth grade is is 30 to1. Now, these these are the numbers that we used last year when we were working at on staffing um and we were in a little bit of a a transitional period where
007Michelle was come going out and Holly was was coming in. But based off of those numbers last year, historically, uh we looked at that projection and it showed that HFK was about four teachers over staff. Um we absorbed we absorbed two of those positions based on our forecasting and um knew that we would be going into this school year to two teachers over staffed according to that ratio on board approved or on on those numbers that I just shared with you. So in this example this tool would then say according to that board approved ratio on average daily membership you're about two and a quarter teacher over staffed. Now you can see the difference between average daily membership and average daily attendance. If you're going on actual students who are attending on a daily or
008average on the daily um you can see that number jumps quite a bit >> and that's because uh attendance tends to be more volatile by nature than membership. Um and so again this would be a guiding tool. This does not say okay here's our board approved ratio we have to go right down to z to zero. It's just an idea to give us that quantifiable number. There's a lot of of um other other things qualitative or information and things that come into play in this discussion as well. So this is just one tool that the board would use as they try and manage staffing uh going forward. So that's um HMK if you turn the page you have the middle school um the middle school right now based on those same same numbers are you
009know right in in a healthy target range showing just um a little bit under threequarters of a teacher over staff according to membership. Uh again that's not taken into account the it has you 11.25 25 of district funded certified FTE and then again there's an additional five a little over five FTE that's funded um that does not count towards that ratio and then that follows over for the for the high school as well on on the last page. Um again on average daily membership you're looking at one and three/4er teacher that is uh over staff and again that there's a large variance there between with attendance as well. The high school's a little different because you do have your traditional licensed staffing FTE of about 16 a little over 16 FTE and then there's eight
010FTE that come into play with vocational funding. A large part of that being CTE funding. That again is the n the nature of CTE funding is to try and create those more specialized classes and and offerings. And so taking that into account making this a guiding principle. Um it does show you in going across the top it shows you your average daily membership and your average daily attendance uh for all four grades. Um this is just a preliminary uh we'll be we'll be discussing this as an admin team going forward both as a group and then with the administrators um individually but I wanted to get this out there in front of you to think about it is by no means finished. It is by no means forecasting that this is what we need to
011do, that we're overs staffed, that we got to cut teachers. That's not at all what I'm saying. It's just a just a starting place. Um and and to try and give us a more, if you will, scientific approach to managing staffing, especially as we know um enrollment forecasting to be to be down for for the for the next few years. questions about that as well >> with the high school under vocational that so that is all external funding from the regular above the line WPU >> that's so yeah that's all your programs your you if you look under that box it's basically your 6000 series >> um depending on >> so if you were to cut if not saying if you were to cut that you wouldn't really gain any money um >> In the
012regular fund. Yes. >> But sometimes there is matching and that's why it would be 0.92 or.33. >> Yeah. Right. So those those what you would call a rated distribution where you have teachers being paid out of both. They might be teaching one or two CTE courses >> and vice versa. >> Right. You'll also see >> Can I clarify Melissa's question? Doesn't the maintenance of effort come from above the line? I think that's what you're asking, right? Is it what what percentage is is CTE funding versus what just agenda? >> So, doesn't the maintenance of effort come from >> your maintenance of effort on your >> add-on funds? >> Yes, I'm confusing myself now. I'm going to have to go back and get clarification. Um, but in in that well, it's with your offerings and then
013it's also on the >> work. I mean, there's not much >> the to-do um or the cycle. But yes, it does. It does impact it indirect. It could impact it indirectly. >> Okay. >> Um, also you'll notice uh that at the high school there are 13.3 just a little over 13 FTE that are not counted towards um the board approved ratio again a starting point. Um but I I do think I my recommendation at least as long as the WPU is continuing to be calculated on a ADM we should be looking at ADM as well. The ADA is just another number that comes out of >> P school right now provide a uni perspective. >> But this will help guide um if there's attrition if we're >> at this time of year when we start
014to look at people retiring or resigning and we we look at that's that's step one. Is that some do we absorb through nutrition? particularly when they allocate resources. This helps the board in that in that discussion. >> Um and I said I think I I said this to Matt, but I feel like >> um as a board it's not really our respon our responsibility is the FTE number or the and the RA number. But as a principal, you know, there if they want to have 10 sixth grade teachers and two fifth grade teachers, that's up I mean they building discretion. >> They can do that. We're not here to say, "Yep, you have to have this many teachers in each grade," but they would work with this. >> It also gives it also give the
015building administrator some discretion, you know, if they're wanting to figure out how to offer or fund a a new class um or or a new offering, what they can do to move that funding around on what the district provides. taking what the district has provided and then the others that aren't counted to provide the operating that they think some of the best interest of their school. So relying heavily on myself working district or building administration on. So if I was a math teacher and I was like I am so good at um I don't know what math like something else like a like even construction or something >> some class that we didn't offer and they they could then this would be something real discussion >> the real life example of the discussion that Carrie
016and I are having um with Jerry about art and the middle and how we can whether we can fund that position more with what would be the district dollar FTE counted towards the bar or you know right now it's being funded or partially what is it 5050 >> 5050 >> 50 5050 outside of that. So you know being able to change offerings within what's already allocated through the O1 to potentially free up O1 money to fund that position out of district to change. So it gives the the building administrator >> um that discretion >> with board guidance to stay within the framework. So it's a tool that both the board can use and building administrators and it's only taken us like 18 months to get this far. So >> fast tracking it. >> Yes. >>
017One thing the way any other question? No. Okay. >> So then the other two attachments there just really quickly are the retire resign notifications that we've gotten um so far. You'll see that we have five teachers retiring or resigning from the elementary school, one at the middle school and one resignation at the high school. Um, and then you also attached is your just monthly personnel list for your recruit. Okay. If you have any questions or concerns about hiring teacher Yes. Um yeah, if you have any questions about personnel, please um do not do that in a board meeting. You can have set up meeting Matt or Jerry calendars. that talking about employee calendars, not to be confused with school calendars. >> So, we approved the school calendar last month and off of that now we
018finish up late and build the employee calendars and these will be back on for your approval um in the regular in the regular meeting. Uh couple of things to point out just as the the calendar falls different each each year. Um, so looking at this, the first one up there is the 180day calendar. That's the the highlight here is that it would it would start on August 18th, which means um we would have certified staff back people on the 212 calendar back on the se uh working on the 17th. So that if we were going to do an opening institute or complication or whatever you want to call it, as a district uh in its in its entirety, we would be holding that on the 18th. Um, and then their last day there, as you
019can see, is through the school year. Um, May 28th. >> This is the school calendar, the class calendar, right? Not >> No, this is this what you're looking at right now is the 180day calendar, but it does it's embedded in the same format as the school calendar. Yes. Now, this will not be the one that gets p when we're we're working on putting this together. So, that there's a one-stop shop where everybody can go and just look and see what you know, I'm a 180day employee or I'm 212 day employee. Um, this is this is just showing you the days. If you go down the scroll up just a little bit, Mich in the months to add up to their 180day. Now, remember that 180day, that's your pair of professionals. They're classified um non-exempt, meaning
020that they get paid when they work. So, this really isn't a day counting thing other than that, but that's the expectation of their work notification. Current is 183 days. Are you talking about changing that >> for the repair professionals? It's 180 on their work notification. >> Okay. But for teachers, it's teachers still are 183. >> So you're not looking at changing? No. Okay. Not at all. It's a terminology issue then. >> Okay. Do you want to pull up the next calendar? Mich, >> this is your 212. The thing that uh zoom in a little bit so I can see the the major change here. Um, and I've talked to some of our administrative team. We'll be talking to the rest of them is the start date here for the 212 day count uh employees. So,
021these are primarily your building administrators and your um clerical support staff. And so, the start date for this proposed start date would be bringing them back three weeks before school starts. So day one would be July 27th and then the last day of the calendar of the contract would be June 18th. So that's shifting that about a week early. Typically the entire month of July is um kind of the window where these 11 month employees aren't working. That said, we've run into some issues towards the end of July. Um you that's when we're getting our last minute crisis, if you will. People are resigning. We're trying to do interviews. We're trying to get ready. So having those administrators and that support staff back in the school a week early um is the is the recommendation.
022And then the last calendar is your 260 which is your 12 month and just because the way that the calendar days fall this year there's actually 261 days um in in the calendar. So you'll notice that July 2nd is highlighted up there. That is a nonwork non-paid day. So this is the group of employees that gets paid holidays. So that's not that's not a paid holiday. It's a nonwork non-paid day. So that you can see it adds up to 260 days there going down the right hand side. Um >> and these are salaried and exempt and non-exempt. >> Yes. >> Again, these will be back next month for any discussion that you might have. Do you know how many I can look but off the top of your head. Do you remember how many days
023we we allocated for paid holidays last year? >> Your paid holidays are the I'm looking at the wrong calendar. If you look up there for year 260, they're the red holidays. >> Yeah. Do you remember on current do you remember how many days we >> Oh, of this calendar. Yeah. >> I don't think it was 14 + 3. 14 plus three >> 17. >> Yeah. >> I think that's how >> I agree. I know. I >> Okay. And so, and then the July 2nd is not in the 18. Correct. >> It is not. >> Okay. Okay. Okay. And why is 20 highlighted racing? >> That's the number of the number of days in that month because it's different because of >> oh July 2nd. >> Okay. >> It should July 2nd wasn't highed. Okay. So
024this cal just if looking at this this calendar is the school calendar and to get the specific information we look at basically just this section here >> if you're looking at the number of days they work in >> but not necessarily >> the colorcoded things. >> Correct. >> Okay. Any questions concerns HMK Plaza improvement board review the proposed HMK Plaza improvement and timeline. The underlying goal is to reduce ongoing maintenance as much as possible while maintaining the intended functionality of space. Okay. So, there's the site map. Um, you can see the the pink, fuchsia, whatever color you want to call that. Uh, that's the school. The yellow areas that are that are highlighted there are the ones that we're addressing with this um independent bid package that we talked about. We looked at whether to
025tack that on or not. we've um started the process with MHTN to formulate an independent bid package uh to to address those areas. This major priority here being those plauses on the inside and trying to like it says make them as le less maintenance possible going future. Um so if you look at I put the proposed schedule on there. Um, I have a meeting tomorrow for the design check-in to see what that looks like as far as the idea. There was a lot of zeroscape in the original in the original plan. Um, and not as much turpp as we had hoped for maintenance purposes. So, we'll be reviewing that tomorrow. Hopefully up a bid package by the 19th. Going to uh post that with U3P on uh or UP3 on March 24th. Uh, go through
026our pre-rid conference. It's right there. I don't need to read it off to you guys. And hopefully be ready to uh deploy on that project June one. So once we get that out and get our bids back and and review those bids, uh evaluate those bids, the board will have to discuss decision whether or not to pull forward what we think. I do think it's in the ballpark of uh 350 300 $350,000 project. Um again to just really finish this school site up correctly, right, and just yeah, you know, be be done with it with a job done. Well, >> do you think >> what's up? >> That is the Utah procurement. It's three it's three Utah procurement website where you go to to solicit bids on a project like this. Any other questions? You're
027working right through. >> Um, board work session and board meeting schedule. >> Board will discuss work session and board meeting schedules for school year 26 27. So these are um we're meeting starting in July and for a year >> is any I I actually did not look at this one ahead of time. Is there anything unusual about any of the dates >> there any asterisks is what the unusual >> don't we usually do just one meeting a >> I would go for the earlier day Um >> I think we typically have two meetings scheduled at least since I've been here but you always >> can't combine or we combine them right combination >> you combine them >> we see >> what's what's going on just in case there's something >> something that needs to be
028approved or dates >> the other thing that I I would point out on this schedule this is typically how the how we start Um, and this could change, but like you'll see uh as we get closer to the end of this year, we'll start want asking to push back your May and your June regular meetings because of budgeting issues and tax modifications and and things of that nature. Um, so you'll you'll see that I would imagine in 27 I don't see the timeline change significant, but we also probably want to push May and June >> back towards um the end of the month for budget purposes. >> And I wrote that in your text that you asked me right about >> when we talk June, we usually push we usually push those stops. >> Yeah.
029Yeah, >> because of budget has to be approved after June 20th but before June 30th and our board meeting never >> and when we and we're typically not getting our tax notices June one second meeting is the one you're thinking would be later >> and in in uh this year too I think uh next board meeting when we're talking about advanced planning trying to move May back the week into back this upcoming year. You'll see. >> Do we want to just try to do that right here >> in the 27th? >> We can make that because this isn't going to be approved. This will be back for you guys to >> Why don't you look at Yeah. Let's do um Do we like the work session the week before though? So, we'd be moving to
030meetings >> next year. >> I'm talking kind of both. I mean, in general, coming. >> Yeah. Well, for main, >> do you get that which is that we turn around or or do you >> Yeah, that's the question. >> Sometimes I mean budgetwise usually >> it's going to be chaotic for us. >> Yeah. So, we have a regular board meeting on on the 20th of May. So, you're saying there's to the 27th. >> Okay. >> And then work session on the 20th. That's right. Or board meeting on the 27th and keep the work session on the >> 13th. Right. So that's a question of like what and to me that's a question of like what's on the agenda of if you're presenting a a budget a draft budget a final a final I mean semifinal
031draft budget on the >> week before >> the week before or or two weeks before is that too soon >> I don't know that it makes a huge material diff I mean obviously having more time even prepare the draft uh is nice, but I I don't we're talking about it being whatever we present in court session is going to be a draft. I don't know that it necessarily is super material. >> I don't know. Um >> definitely pushing >> like it within a week or >> I don't mind. I don't mind. I'll just the the date the Wednesdays that I'm going to be buying are is June 3rd and 10th. third right now there's nothing for me it's the 10th that's that's a you know importantly that I'm >> that I I would you might
032not be able to zoom or something for that >> so >> but that you're saying the 10th the June 10th >> if we were going to move it back anyway then we would move it to the 17th and the >> of >> but that was my question do we want the week be you want to keep the week separate or do we keep it together I think keeping them together helps just remind you remember what happened >> for for the purposes of this year though uh USSA conference is on June 17th. So if we move board meeting to the 24th and did not put the work session on >> okay so work yeah maybe we can do 20 27th and then June 10th and 24th >> that would be >> we're moving May we want
033to move >> this year so we do have like some other things going on 27 awards. Does that >> in May 27th >> is that? >> Yes, it is. >> But like it says here senior night is the 27th and then graduation is 28. >> I thought they changed the senior night. >> We don't have a board meeting on that. We have a board now on the 20th. So, >> well, you were saying, >> but are we switching it? >> We do need to switch our May. >> Yes, >> been successful. What about in the daytime? Do we have treatment taxation affect this >> a lot? And we're still waiting on that. So, but yes. >> Yeah. >> Um the effective date on that is July 1st >> for what the taxation. >> Okay. So,
034we could just start earlier on the 27th 27th. Again, I this was an it's an agenda item for next month or next week, but yeah, we can make a plan here. >> Yep. Okay. Um then in 27 >> just plan on moving those back from the getgo. >> Well, no. What we need to make sure what we're trying to do is stay away from senior awards night. >> Hope it's always going to be that Wednesday. It's It's always on the Wednesday before graduation. So, um if we just have if we have to change the time on that. >> Okay. >> Like see how it works this year and go, you know, if our meeting starts at 4 and we're what does senior awards night starts at 6 or 7? >> Um I have it right
035now for seven. >> Okay. So, just doing an earlier meeting. Oh sh on the 19th of Yeah. always >> just keep me posted. >> Show up. >> Turkey season's not have yet. >> I'll be on August 11. >> The 12th session, but >> I know usually that is our August the first week since August is truth and taxation hearing >> if we do. So maybe we stay away from August 11th. >> Well, I'm going to be in Alaska for >> for a month. >> A week and there's no >> Yeah. Okay. All right. Moving on. Uh title high school title nine athletics review. Districts are required to present an annual title n review of athletic programs. This review was conducted by title one title n coordinator Jill Tatton athletic director Ron Belton texting Jill she's
036somewhere speaking so she is actually this item and the next one and she is hopeful that we can go on to the next items so that she can hold when we go >> on this one. This is just a review. If you want to pull that attachment up, Michelle, I told Jill I would to speak to it briefly. This is just an review of Title Nine Athletics and and expenditures. And the two things we took away from from this review is that one, we're actually um in really good shape, doing a really good job here. The uh inconsistency that you see here is more of a accounting issue and some training issue about not understanding the importance of making sure that we're allocating expendit or assigning expenditures um to the specific different different teams. for
037example, um you know, that looks like in tennis it's all being um charged to or or allocated to boys tennis or girls tennis or or vice versa. It's it's a recording error on our part when we dug into that the expenditures are actually um have us in in a really really good place. >> Do they share equipment? >> Is that why like certain things like that? They do, but I think more um if I remember right talking with y it's more travel expenses, coaching expenses, things of that of that nature that we're just not splitting splitting out um to the detail that we should be. >> And that's at the school level >> at the at the school level. So, um we've talked about that. Tiffany's been great to work through with it. I know
038Jill and uh Jerry and Tiffany have had some discussions about it. So, um, we're actually, uh, in a in a good place. And, um, I think if you read down, there's some comments down there. Let's scroll down to the next page. Nit, there's some some comments to read right there about that and the direction forward. So, more of an information piece and a requirement. you will start you will start seeing this earlier in this in this. So the 10% discrepancy it should be basically they should be within 10% both ways like you don't want girls 10% more than boys or right should be pretty and and does it matter if it's per pupil or if it's total >> because like per pupil if you have a lot of pupils then there's going to be lower
039>> and you're going to have your outliers that again the title n this is this is a a review and and a guiding document you're going to have the title N language itself is uh like experiences similar and like experiences. So you can't have a huge description there but there are things that are going to cost more for certain sports than others like the reconditioning of football helmets is a classic example right that that's a huge expense that's always going to cost you're always going to see more money pumped into that because of that that does not change the um opportunity or or experience m materially. Uh so you're going to see some some variance there and answer to your question and you might see some variance with if you have uh extreme extremely large
040groups of >> yeah because like boys basketball or girls basketball um I think was pretty neat but I just I just when you look at the per people at the end at the last um column There's we're spending more per pupil on girls overall, but that's probably because there's fewer girls. I don't know. I mean, I guess I wonder if that's if that is if the 10% is total expenditure or per total expenditure. And chair is not on here. >> We'll have to Is this the time? Isn't this the first time they're like sanctioned or something? >> This is the that they've been competitive in competition. Yeah. >> Does that >> But they're still Are they still under title N even if it's not a sanctioned sport? >> Just just wasn't competitive. >> Yeah. They
041the answer is is yes. >> Maybe that's why Jill wanted to be on the phone to explain. >> Jill is calling you. >> Okay, Jill. I've got you on speaker phone. All right. >> All right. I don't know what I'm looking at. So, tell me what's on the screen. >> Right now, we're looking at your title N chart. >> Okay. What questions? There's the title N chart and then um what did M or Matt cover already, >> Jill? Well, I I I covered it uh halfhazardly. Um the qu one question that came up is why cheer is not on this report. >> Why chair? >> Yeah, >> it should be. It's below that. And honestly don't know. We I didn't know if it was a sport or not. And hold on. Let me walk away.
042Let me So sorry. Let me walk away. Um, yeah, trying to do too many things at once with a day. So, it cheer was listed below. Same with uh m I think mountain biking. >> Is that correct? >> I don't see mountain. >> So, that's why it's not there. Um, but cheer, it should be early. should be on there because it is both boys and girls. So >> we can definitely add that report. >> So there's also bon right >> because those two are also What would that be? >> But are they because they're like that, >> right? >> And this is it's a review of Title N athletics. So I don't know if the term athletics comes into play with whether or not we'll have we'll have to do some linkage and I don't
043know the 24,000 on drill makes me wonder if >> it's in there. chair might be >> grouped in with that, >> but I'm not certain. So, we will do some digging. >> Yeah, drill. They have a set amount of 24,000 because that included you're allowed to spend what like 1,900 per girl. So, but I don't think it includes cheer because cheer also is allowed to spend 1,100 per girl. >> We have to to dig into the cheer question. >> Okay. Um and and do we have to do a a report like this for middle school sports? >> Why? >> It's just required that we present the high school sports >> from the federal government >> to the state. >> The state. >> It was through the state this year through our title nates that we
044only had to present the high school sports. We didn't have to do the middle school. But title N is federal. Title N is the official >> that's all that they required of us if that week of the high school sports. and the amount. So, the total amount of money spent in the total amount column, you've got that column and then you've got money spent for coach and bus driver meals and lodging. You have money spent for referees stipens. So, that total amount spent. So for example, basketball is 8,900. Well, no, I just answered my own question. So additional money then there's 10,000 for referees which obviously is not included in the800. So these are all separate. So amount spent is the amount that the the school puts toward the um activity and that includes fees.
045Does that include fees and fundraising or is that the amount the school spends? >> The amount that the school spends. And the whole point of this is that it needs to be presented to the board. But what really is the whole idea behind it is if there is a discrepancy, I can't remember what column it is since I'm not looking at it. If it's over 10%, what is our plan to fix that? Well, when I met with Jerry and Matt and I and um Ron has been included in a lot of this as the athletic director, it's why is there a discrepancy over the 10% and what are we doing to mitigate that? And what it really boiled down to is that it's um partly a making sure that I categorize correctly into um when
046they're being financed at the high school. So that's really what the whole purpose of this is. It doesn't have to be approved by the board. It's just something presented to the board, but it also gives you a better um look at how the funds are being spent uh spent, but you know, you can see how they compare to each sport. So, that's what the whole purpose of this report and you'll see it again next August slash September, right around there. >> I I'm pretty sure that that amount of money is not the amount of money the school spends on those sports. It's it's also the kids fundraising putting it in the their club account. So, it's the two C accounts together. >> So, just just because there is the Title N um talking about the
047ability to fund raise, right? So, if a boys team can fund raise a lot easier, you can see that there. >> So, then how are we supposed to tease that out when we're looking at I mean, we're not supposed to. that just what Jerry does or so like if we're just looking at it obviously it looks like a huge discrepancy but it's because there's fundraising money in there >> does that be yeah that's kind of >> so that's how we need to that's one of the things we need to really look at how are we categorizing things so that we can make sure oh this is fundraising versus not fundraising and that's why this board has so much more money versus what the school is actually spending on each of >> are we are we
048required I mean is there a requirement that the fundraising money has to be >> part of that like a set of column >> no but I think it would be a good practice >> yeah like can it just be another >> but we're still looking at but that's still the fundraising money still counts in title n um issues >> that's what so that's the thing is that yeah >> so it has to be that seems weird though like I don't know how you could police that, you know, why can't we the boys? >> You can redistri You can redistribute it. >> You redistribute the fundraising money. >> So if the boys make a whole bunch of money, half of a dope per >> or into a into a account, a common pot. >> So like
049baseball baseball banners are $400. >> Girls only charge $200, >> you know. in historically cultural boys have an easier time fundraising than girls. And so it's trying to make that >> a um >> that just seems >> easier or equitable. >> What are what are other loc what are other schools do about that? >> What we just said put put pool it. >> They do. Okay. Um, but you can get around it with with booster clubs and um like I think the football team uses a booster club because that doesn't seem like enough money that they've raised um $7,000 because they they sell their devil cards and all that stuff. So that's that's not in that they're not going through the school. they go through. >> So that's separate. That's a separate >> I would
050there would be I >> car maybe you can talk about that. I'm not aware of um booster clubs or club accounts that are not being run through the school purchasing things. >> That is not legal and they are not supposed to be doing that. So, >> so when they sell those double tickets and stuff like that, >> you know, you get your whatever pizza or whatever, does that go into >> account too? They Tiffany, but you know, the >> they get a certain portion of what you pay for that, right? They don't like the way that that that company makes their money is that >> they say, "Well, you give you the cards for $80, you charge 100 or something." For example, we'll take the 80 and you get the 20. So for every one
051you sell. >> Yeah. >> But that as far as the the those discount cards go through >> when when you're selling flour, you know, like or oranges or whatever, >> who buys the flower and who buys the oranges? Does the school buy it? >> Yep. >> Okay. >> Well, no. It's the same thing, right? Like you pay $20 for that bag. >> Oh, right, right, right. Just Right. Right. Right. Never mind. Yeah, >> but all of that money does go to Tiffany and then she cuts a check to Bluebird Club. >> Yeah, >> maybe football funders have gone this year. >> Yeah, the team. Okay. Or maybe if this this is not current year this is last year's >> that's last year's data. Yes. >> Yeah. >> Interesting. You'll you'll see this back in August
052and we will deal we'll provide some additional detail. Mhm. >> But so going back to the 10%, where is the 10% discrepancy that we that where's the number that we're looking at? >> If you look at the colored um some of the colored um categories and you scroll over till >> little almost to the end, there will be one that's like 58% Oh, >> so yeah, that's just that's just um sport discrepancy, not necessarily uh girls, boys discrepancy. >> Yeah, it's discrepancy between >> in the top rows versus the bottom rows. So the color >> So how do you compare a drill? How do you what do you compare drill to? uh whatever >> that one you don't I don't think there's a number in that for drill >> in a in a larger scope
053>> is football but that you know >> but like if you look at soccer and tennis they're the same numbers in each there's just a discrepancy of 28% soccer and 59% tennis between the two >> golfers girls and boys >> you guys have >> whatever the states >> okay well the requires to present this to us I think you know >> we've met we've met the requirement but we will continue to get uh provided with additional detail >> I think what what I think is what will be key though is I mean looking at This is when if we are asked by um community members or coaches to create new sports, you know, either at the high school level, middle school level that, you know, we're aware of of kind of the numbers on this
054page, how much it costs to run a sport, but also making that >> uh equal if we add a, >> you know, a >> tennis team at the middle school, we have to add a tenth. We have to do boys and girls or >> um >> equal it's allowing the kids to have access to something. Correct me if I'm wrong, Matt, but it's providing an opportunity for students. So, it's not necessarily one sport and another sport. It's are there equal opportunities for kids to access sports? All is cheap because the mom golf club puts in a lot of money >> forever >> and there's really no equipment. The kids have to >> but the travel right the and the travel's only in suburban >> um golf is cheap. >> It is. Yeah. >> They do.
055>> It's down below swim. Oh, maybe it was downward. >> Now, why is that below there, >> Jill? Why are why is swim and wrestling not up above? >> Well, they're both they allow The reason why I put them below is because they both have boys and girls on the team one team. There's girls track and boys track, but they're they compete themselves where >> is all competed together. >> And I got that from other schools. That's how they other schools were doing that as well. >> Like their swim and their wrestling were kind of it's there but a little separate. >> It's swim's only one season, right? >> Yeah. They have a club. >> Okay. All right. Any other questions? >> Oh, my remarkable down. >> Um, disaster. >> Disaster. >> Reboot. >> It's
056sleeping. >> Okay. >> Waking. >> Uh, policy update. GCBA. Jill Tatton and Holly Harris have worked together on this policy GCBA parent and family engagement to create an updated rough draft that includes the state requirements. Attached are the current policy and policy current policy and the policy that are proposing in a rough draft form. They'll be bringing this policy back in its final form at April um April board meeting for approval. So, we have a Jill, I'm g start off just real quick. We have a little bit of clarification and I don't know if you talked to Val today or not about whether it is required to have this as a board approved policy or just a protocol. Did you get any >> it didn't yet today? Sorry, I know a little busy, but um
057I think and I will clarify this with people. We might have to have a school protocol and then a board policy. So they can look very very similar where one compliments the other like the school one compliments the board policy. But I'm waiting to hear back from her. >> so if that's the case I'll let you know. But, uh, Val had suggested that we make at least this document that we've been working on as a protocol and then we may have to actually have an actual family engagement policy that's kind of less um, you know, like detailed, more broad. We definitely have to have >> Jill, do you want to provide a little bit of context for why this is coming up right now? visit back in uh January for title policy or title programs
058and we did really really well on a lot of our things and they came back and we needed um a couple of items that needed to be addressed and one of them was we do not actually have a family and parent engagement protocol or policy of sorts but we have in Our actual policies does not meet the requirement of the state where it has it talks about, you know, what are you going to do? Do you have funds set aside? Um, how often are you meeting? What are the, you know, what are we requiring of our schools? And we only have one school that's title one. So, we're kind of a unique district. So, um, they sent us a a kind of a rough draft of what all the items that need to be in
059a protocol in, um, so Holly and I sat down last week and we pulled up different policies from different districts and took the good and left the bad and um, you know, put this document together. So, it was kind of kind of a quick document, but because we don't have something in place, we're kind of at the mercy of getting everything completed uh to the state. And so, I'm on a timeline. It was supposed to be finished by March 22nd, but they have given us an extension so that we can finish up everything that we need to do by August. And some of the things are going to be a little more time consuming. So that's why we have this protocol and in a rough draft form and hope that and we've covered all of
060the items that need to be done. >> So providing feedback >> does that help? >> Yeah. >> Providing feedback so that um at next board meeting this can be acted on to post for public comment. >> Is there no code that this is comes back to? I just I can't see the current policy like >> there's not state code or statute. >> Currently, our policy has a a paragraph that that addresses this um but does not go into any specific detail or whatnot. And it wasn't brought to our attention that we were not meeting the state requirement until this title on monitoring. >> Wouldn't the state requirement be the code that needs to be in >> I don't know if it's code or rule, but >> or what? our color policy right here. >> I
061think we listed all the codes at the bottom. >> Your current policy lists the code >> the code. >> Yeah, >> sorry. >> But we didn't because that policy didn't meet >> that. Yeah, it did not meet the standards for the state. So this is the current policy that we have in place right there. >> And in your monitoring, Jill, did they tell you specifically why that did not meet? >> The things that policy are it's nothing like what we drafted. It really is very vague. And the one that we have has like it's not specific to family and parent and family engagement. It's not its own like document. >> When was this policy adopted >> 23 and family engagement? It doesn't say that necessarily where it needs to >> because parent participation is different
062than >> All right. I'm just I'm having a hard time m think fig figuring out how those aren't working together. >> So what isn't working >> how one so the one that we're currently on the GCBA which is approved is has code and rule in it. The new draft form is more is more specific >> to help with >> more protocol. >> Just a protocol >> more procedure and protocol. >> It it seems more the recommended is more protocol. >> Yeah. >> Versus our current policy is is more based. Can we stick that's um can we call it a protocol that >> that was the guidance that she was trying that Jill was trying to get from Val today a little bit ambiguous coming back. >> Okay. >> The reason it's on here it was
063added late. We're trying to to make the timeline. >> Okay. >> Um that being said clearly we need to get some clarification. We're still waiting on that clarification and then um >> sending it as like a rough draft today and then after the ref and I'm sending it over to Val. She'll give us all of our feedback and like whatever else we want to that we need to change or that so it it will meet their state requirements as a as a protocol slash policy. >> And who's Z again? Who's Val? >> Oh, she's a state title one person >> from the school. The state the state board of education. >> Yes. >> Okay. All right. We'll come back with vowels rec. Okay. All right. Thank you, Jill. >> Hey, thank you. I gotta go.
064I'm speaking in like 10 minutes. >> Okay. Bye, girl. >> Good luck. >> All right. Thank you so much, you guys. If you have any questions, just see. >> Okay. Thanks. >> Right. All right. Um, next is policy updates. Nonnegotiated policies with substantive changes E through G. Board will review and discuss policies in column 3 of USDA 25 model. Policy chart. This column contains policies that have been substantive. Substantive changes but not been previously negotiated. Policies in sections B have already been reviewed. The board will only be reviewing policies in section E through G today. This is the second reading of these policies. Policy FGAB is not included in this list um due to having been previously approved in August. Um Matt, you had a I just I've had some conversation, some side conversation. Um,
065and maybe the the best place to start right here is just an overall discussion on on policy because Jenna reached out to me. I talked with Dave and Kathy a little bit um after after finance meeting about the board's approach to some of these policies, the non-negotiated substitive change policies. There's there's a lot here. Um, and as you guys know, the legislative session just ended and so we're going to be seeing a new a new batch in in in the immediate future. So, kind of stepping back and looking at these from a philosophical approach of how we how we want to best accomplish this and tackle it as a board. Some of them, as Kathy pointed out, there's not not a lot of lot of wiggle room that, you know, it's because of code we're
066making this change and it's what we need to do. and others. You have some, you know, whether it's an example would be, not that we're suggesting it, but like graduation requirements and things that you can customize a little bit more to your district. But just looking at these and deciding how we want to tackle and maybe having conversation during the work session about some of these that are concerning to you or that you have have questions on, but not feeling like we've got to rush to post these for comment or adopt these. um you know in it o overnight knowing that it's likely that many of them will will have additional changes coming down the pipelision like they do every year. I don't know how many were on the thumb drive this year 160 or
067something >> um you you'll see the same. So, if there are specifics on there that you think, you know, hey, this is an important one that, you know, I want to tackle right now or if you want to just have some conversation about how that approach is, really kind of turning that over to the board for discussion on how we want to base the policies challenges we have coming down the thoughts. I I see maybe three options of um one tableabling these uh two pushing it to you know a a twoerson not necessarily with you but a policy committee. That was the other thing that >> um or three work through it with you know as a work session you know a commit a a bigger um >> some of us would like policy >>
068I mean there's so many things that don't have to be dealt with you just get them washed out and then there's a few things that are and then we work on >> I was just gonna I gave you three >> yeah I table just pushes it down the roof doesn't do exciting a second is good good it's good >> if and I feel like even if it if we did a >> um I'm going to say a 2.1 and a 3.1 of like even if we were wanted to do a committee or slashwork session if there are three of us that wanted to be we just have to you know um >> notify people and then three of us could work on it you If we wanted it a bigger committee, we just and then
069you wouldn't have you don't have to show up if you don't, you know, it's just so that we could have three people looking at it and no decision. No, we would just be working through it. Is that a legal thing we could do potentially? >> It would be it would just be a work >> work session that a couple of us >> work session and if you excuse board members. Yeah, >> I think >> I mean there might be some that I might be interested in and some that you might be interested in that I might have more like some I'd be more input in like some health thing and >> you know you might have more input. So maybe if we know what what is coming up like maybe I would attend that work
070session and if it wasn't anything that I was felt strongly about I wouldn't have to worry about that you know maybe we could just sort of have it open-ended that way and >> well I mean that to me is a work session so that so that we >> I mean we could go always >> well no not all always yeah >> if you you know that which ones are showing up >> you know and you want to come but the people on the committee which would be a set >> who who we decided was it you and me. >> Yeah. >> Um >> we would >> remind me who's on that >> Jenna and me. We would be holding we would potentially just be always there. >> Um but then >> but if we're going
071to have others we should at least >> we have to notify we have to >> we just have to post it. That's all. Just >> we should probably just always post it then in case somebody wants to >> option. That's the other option just making sure that we show up >> or if we don't and you know it's no one's here. Um >> yeah, I like that idea. >> So then I think if you want I think because I feel like sometimes you you show up to stuff and I don't want to say oh only two of us. >> Yeah. Just blank here >> like how every Yeah. do for every every policy >> because it's a good good learning >> Yeah. place for, you know, policies. But if you don't want to show up,
072then >> you'll you're you you would it's still go it's still going through our other process. >> I like that. >> Okay. We will talk about that at board meeting about f in future planning. Is that a good idea >> to schedule some more work sessions that are uh >> policy >> that are policy focused >> delivered towards the policy >> and you don't necessarily have to be there um we could even work through and go okay these are the question you know like we because I feel like sometimes you have a lot more to do um and schedule around his schedule but we could be like >> here's here are the five ones that we really we have questions about concerns and you come in for you know the last hour or we bring
073it to you but we work through it as a works work meeting does that make that >> I think that's smart that way you can >> so I I don't want to >> he doesn't need to sit there and listen to >> we'll re and you can listen to it on your drive >> yeah it'll be recorded so you can listen to it if >> I do like I will have a hard time staying away >> well you can you can show them. I just don't want you to feel like >> I do have a question. These policies eventually have to get approved, right? We can't like say we don't want to have that. >> Well, you have to >> can we do that? Like we don't want to have it >> to to an
074extent where you get policed in that is just like we were talking about just barely um when we get a a monitoring when they say, "Hey, you're supposed to have a policy that says this and you haven't passed it yet." That's what you would get to. We do I mean you are the governing body of of Grand Canyon school district so you do have some discretion there but best practice is to pass recommend >> especially if the legislature says we have to do something. >> Yes. Then if it's code or rule, >> if it's a code, which many of these seem to be, you know, seem to be >> all right. >> Being a dummy about policy because I hate I'm like man are all these new from last year from the legislature. Every single
075one of these >> well not new new all the result of last year legislative session >> and some of them obviously are going to be pertinent and others are not. I mean anything we can do about it. Any that's where I see the committee shaking that out and saying, "Yeah, yeah, they're not anything to do with anything." >> And then these others that need to be, they can go by >> and not because to me, I'm not >> Yeah, exactly. >> Yeah. >> We It would be a a a first run through of like, oh yeah, that's important enough to >> otherwise what it is. You go on and move on. Yeah. because it just seems like we >> it seems like they're spending a lot of time or giving us a lot of policies
076to spend a lot of time on when we have other business to do. >> Yeah. I mean it is one of our I mean in code that is the main thing that we're supposed to >> understand but policies come down to tune >> but also they just code it's really hard to like what we're just period >> but I like the discussion of like is this happening why you know or is this not working for us how do we you know can we tweak it or >> how does this apply to us >> how does it apply to us how can we help um superintendent. >> So, so to clarify for me, we will have some discussion about um scheduling targeted work sessions, if you will, towards policy a week from today. >> We'll have
077that discussion and try and set up that approach. But we could do that. you and Jenna as the policy board members kind of >> uh driving that committee in in that schedule and then keeping everyone informed so that if there are policies that they want to weigh in on or feel >> more involved with they can. >> Could you just send us like an email with these the ones we're doing? Yeah. >> That we can look them up. >> Yeah. >> Easy for you, easy for us. >> Yep. Are there any policies that is I know some of you had a chance to review some of these more than others that you wanted to discuss today specifically >> or highlight that we can I can be prepared to talk about more specifically >> I just
078asked a few specific questions but I can wait for that policy or whatever is better. >> Okay. >> Is it better to wait for the policy? >> It depends on the question. I think it just depends on information. Oh yeah. >> Yeah. >> And some of those I I looked at Janet just briefly like you know no it's not our I mean these are policies that have to do with graduation but we haven't had the issue about changing our graduation. So >> modifying that. So >> why was that blank >> with the blank? Because that's it's the model policy that they sent to us that way. Yeah. What about the kindergarten series? Is there any here? >> Um, >> more full there was an option. There's enough people that want it. >> We have to
079provide it. >> I I've not heard any any chatter with it. >> I mean, that would be an example of something that's really not relevant to us. And there was another one that was sort of about open enrollment which I think applies more for like >> I think the way I understood is you know how people in districts that I want to go into this district I want to go my kid to go into that district I want to kind of like transferring it's like that is so irrelevant for us that >> I just don't know why we need to have that policy >> unless somebody wants to go to green river higher. >> Right. Right. So um >> but the way I read that was we have to offer it kind of >> well
080the kindergarten one. Yeah. And we don't currently, >> no, but only if it it said if there were enough parents that wanted half day kindergarten. >> Okay. >> Or if a parent wants a half day kindergarten, then we have the kind our kindergarten teachers have to provide them full day curriculum in a half a day. >> And then if there were enough parents that wanted that, then you'd have to open after half day. I just don't see that. >> But you know, >> yeah, but yeah, it's like we don't have to just we have to filter. And these are the exact kind of things that we would filter through. >> Yeah. >> So the policies that hit the regular board meeting were ready and primed that >> blanks were filled >> and then we're not
081just blank and passing everything is right that we need to to the appropriate policies >> to the best. We know you're >> pretty damn close. I know, right? >> Um, okay. And maybe you and I can discuss this after this meeting and then figure out some dates and then >> next week we can put that on the calendar. >> Okay. Now the leg lag is layith update and I I don't have >> I'm just reading leg last yours last >> the wrong guy. >> I'm surprised I caught that. Usually I go >> lack of slaps. >> My the update is it's over. We were looking very we were working very uh right down 10 o'clock at night on the last night I was on the phone with Senator Jenkins um trying to uh to to
082make an impact. I feel like we were well listened to by our representatives. I haven't unpacked everything yet. Um, we'll be obviously getting more guidance uh from uh I just forgot her name, Lexi, but uh and USA and you Asbo on on the specific impacts of everything. Um and then yeah, I'll have more for you next week. >> And then Thursday, we'll have a we're going to San Juan. >> Thursday, we'll have the update from San Juan, which will be our big update. Oh, that's right. Yes. >> Yes. I don't know. >> Next Thursday, leave here at 4ish. >> Who's driving? >> It's going to be a lot slower this year. >> Jerry gone. >> Um, what time does it actually start? >> I starts at 6. So, we're probably going to leave here by
0835:30 or 4:30. >> 4:30. >> Okay. Okay. Shoot. Okay. Uh retreat conversation. So, is the type time of year that we usually do have a retreat? >> Loved the venue last year. >> Was that this time of year though? >> I don't remember. >> End of June last year. >> Was it okay? >> Um, >> the retreat at the USU. >> Oh, >> okay. >> Yeah. >> March. >> Everybody in just >> Okay. Um I do I like USU for retreat. >> Um >> last year I did reach out to Richard and providing some of that they brought >> to reach out to them again. >> Okay. >> First half like that. >> Some of those even like the leaders some of those things that we those those things that we >> the courses we
084take >> courses of the leadership were really you know yeah right >> um and any other should uh possibly taking the board KPI just for funsies >> okay well June will be just No, >> I don't think we did. Did we? Fairly recently, did we? >> No, I don't think the board. >> I don't think we did a board. >> We did at the end of the year last year, didn't we? >> Well, it was almost end of the year, right? School year. >> No, you're talking December, remember? It was like, >> did we? >> I think it was fairly recently. So, I think it was Yeah, >> the board that we we reviewed ourselves. Yes. remember and it was like a survey. >> It was from USBA. >> Well, I mean there is a
085but there's a KPI for superintendent BA >> and ourselves. >> Yeah, this was the one that we had to evaluate ourselves. It was not that long ago. >> Oh, yes. I remember it was like a couple questions. Yeah, it was it was a survey because I remember some I wasn't sure if it applied. That was like the fall, wasn't it? Like fall. >> I think it was December. >> October of the year. >> October. Okay. So, we Yeah. Okay. Don't do that one again. You want to assess this? >> Okay. We could look at it. >> Yeah. Like I don't >> Did we ever We might have not looked at >> We did look a little bit we talked about it. >> Okay. So, maybe we can look at the meeting minutes from that and
086see >> um assessing our goals >> or >> what we decided. Okay. >> Perfect. Revisit what we talked about in October about that. Okay, that's we go. >> Revisit October. Um, yeah, that might have been November just to get it. We're conducting it October 10th. Okay. Um, any other uh professional development or trainings that the school leadership alliance is doing some some really cool stuff with different districts throughout the state. I know they're done with me. I know they're done with Park City. Um, I can't remember uh the other districts, but I think it might be worth investigating if that's something the board would like to to pursue some forward professional development through. Then it would be kind of a a kickoff one time and then I think it's maybe two or three more times
087throughout the year about just board professional development um that I know that they're having great success with. >> Who's that? Is that through Neibo you said? Uh they they've done it with me was the school leadership alliance >> and that's that one fellow >> that is Lawrence Lee and >> and you're going to the superintendent >> and Jim >> Quickly >> they did they did presentation about some of the stuff that they've been doing >> but aren't you going >> I've already I've already to that this is this is a different type of training they're doing it >> primarily with boards >> um and we did have some discussion too about >> uh you know in some settings they've done that as board superintendent VA sometime bringing in different um levels of administration for parts
088of it but I think it'd be worth investigating. >> So I will try and get some information for Lawrence about that so that we can talk about it um if that's something we want to bring into the retreat. Uh do you have that? >> Yes. Um, if we do it earlier than June, um, I feel like it helps with budget priorities, but I mean that that would maybe be a a micro >> specific training. >> No, it's not training. It would be a Usually it's a longer work session. >> A longer work session where we're prior priorities budget priorities budget. Yeah. Not to split hairs, but I do think there's some benefit to we want to have a a work session dedicated to budget priorities. I I think you support that and I know it's
089a lot of throw another meeting on you all already, but I do think there's some benefit to when we talk about, you know, retreat separating that a little bit from the the actual mini nitty-gritty, you know, working on some of those. how can we continuing education for board members or building coherence as a board or community engagement and some of the other stuff that doesn't necessarily get covered um you know when we're talking about nuts and bolts of this is a budget priority. So I think that would be my recommendation is to to have a separate or just add you know we start a work session earlier budget priorities something along those lines maybe not really but scheduling around that I'm always up for you know anything related to budgeting you know need more help
090or understanding Okay. >> So, you're still pondering dates? >> No, I wasn't thinking of dates, but I was thinking about >> I understand what you were talking about, >> but but just thinking about like presentations of, you know, >> just the budget 101 kind of stuff, too. Um, >> and that's always nice to have a refresher on, >> right? Especially right before budget season if you're in budget season video or anything that's like that would be something we should have. >> We could definitely >> get we should get Jerry to make that >> to make a video. Just make us something like tailored to our our spec, you know, our budget 101 for us. That way we can watch it. >> We don't have to necessarily come together. Pat's very photogenic. I can do it.
091Pat gave the com gave the um lecture so many times. He could >> he could probably YouTube it, >> right? >> Pat, you have to tell Pat down for us. >> Yeah, that would be perfect. If he would like that, wouldn't that be great if the high school was fixed video, you know? >> Uhhuh. Any other ideas for retreats then? So training budget? Um there's always the parl or the Robert's rules that I >> I have. >> Did are you guys getting those emails? You probably don't get those emails from Ann McFarland or she does the Jurassic sign up for them. >> Oh, I'd like to There's one coming up in April and I was like I should send this to you guys >> and it's just a Zoom. It's just a Zoom. Can anybody
092do it? You have to pay for >> You have to pay for it, >> but it's like 70 bucks or something >> per class or to subscribe for all of >> No, like for that training. >> That's a Zoom training. >> Yeah, >> I get comic >> from her from her. >> I don't know. I mean, I just that triggers me. Yeah. >> Yeah. >> If you've gone to one ever in your life, I think you're on your mailing list. >> That's what it And I just >> join the mailing list then like >> I can I can sign up for it and pay month is what you're saying >> only when you take right >> she's just doing here are all the trainings I'm doing month >> okay >> just like right now USBA
093is doing those right >> um she h they have those uh zoom trainings >> yeah I >> uh any other things on a retreat that you'd be like, "Yeah, I really want to or work sessions, budget parties." >> So, we're we're like really isn't specific things. It's >> Yeah. >> big picture trainings, professional development, >> team building. >> Not like, >> not not policies, >> policies, goals. Um, we might I might just look Yeah, I'll look at the KPI. That would maybe be a work session, not a tree. Um, getting back on strategic planning. Um, whatever that means. Having a strategic >> Yeah, that's kind of part of budgeting, isn't it? Having strategic planning is kind of how you determine 10ear strategic turn and that helps you to budgeting. >> It's your >> All right.
094Um executive session uh Matt has stuff so we'll just recess for five 10 minutes. So I'll accept a motion to recess. >> Is there a second? >> Second. Kathy Williams makes a motion. Laura Lee Green seconds. All those in favor of recessing say I. I. >> I. Dave. >> Oh, I sorry. I'm trying to find an email from this person because I know I just >> that passes 5 Z. We recess at 5:13. >> What's her name? always wondered what that was. >> I went to an actual dinosaurs a It's like the fencing that goes like the trees here. >> It's like the hill that they had to >> call me. >> Yeah. prescribed that I Yes. >> Yes, ma'am. Um, I got the guardian bringing down my neck and she probably breathing down your
095arms. >> Hey, she's having a sad day. I'm not morning girl today. And like, okay, well, you get to go. How do I move this back? Um, do you think you guys don't find, you know, with things like usually wear shorts. >> Yeah. Um, but I was thinking about maybe trying to think about >> I was looking at I was wondering if you had companies or friends that have a policy they come and go >> there sometimes they have nothing to do with anything at the end of the day or they do Personally, if we get into a situation, this is my situation with a policy need interpretation and they call >> somebody figured out. You know what I'm saying? And I don't mind, but it just seems like >> Yeah. everything like >> you
096know what I mean >> when you first got here with Mike tell me if it's pertinent if it changed or if there's something we need to decide Yeah. Like I used to have a lot of like >> Don't give me a fist because there >> um >> meetings and minutes roll If you go down and you know April 30th >> Yeah. >> bike tour around the summer bike. Yeah, every time August >> and so I was there last year in July >> and then before that I did a couple of road trips there, >> but I got >> he's in Thailand right now. comes back Wednesday and I'm supposed to already have >> and I have I can't get acid I want to like I'll get to it I'll get to it and now getting
097ready Right. >> But there's still going to be snow. >> When you go, we leave um the day after >> the next day. So the Saturday goes. It is June like they said it says online and all the things that mid June >> is when the season start be there. We arrive June 1st. >> Yeah. >> Go into recess. >> Me. >> You. >> And who second it? >> I don't know. Maybe Dave. I think >> did you second to go into the recess? >> I did not. You didn't >> I were asleep. >> Oh, then who was it? >> Just say yes. >> Yes. >> Yeah. >> I heard I heard awaken to say I true >> it was me. >> I do not even remember. I was in autopilot. Really good. I remember
098it was 513. >> Um, but I don't have this rainy sleep. I don't have my clothing. >> It's late. It's like a way, >> but >> so Diligent kicked me out in the middle of the meeting. >> You know what you need? I know that afternoon. >> Diligent kicked me out in the middle of the meeting. >> They're biking. >> I almost had a heart attack. >> These are great >> and happy would have had to pay me. >> They're great. I did not >> know. Well, I have been on riveting second grader second grade soccer game I can show up to. >> Are they actually organized? >> They got little goalies. They're not human. Nice weather. >> Mhm. >> All right, we'll come out of recess at 5:22. Um, still March 11th. I didn't
099say that at the beginning. >> Yes, you did. Okay. >> Um, I just FYI forwarded you all an email from Jurassic Parliament. Um, and if you scroll down farther at the very bottom, there's great schoolboard meetings. >> Awesome. >> Is one of the options >> and then you can view all events and you could probably add email her to to subscribe. >> Okay. >> Thank you for that. She's she makes it fun. Okay. Um, what executive for personnel or is that what we're No, character and competency. >> Personnel. >> Okay. Uh, we need I need a motion to go into executive session or um >> I would move we go into executive session for personnel. Is >> there a second? >> Fish makes a motion to go to executive session for personnel. Laurens roll call
100vote. >> Green. Yes. >> General. Yes. >> Molsburg. Yes. >> Kathy Williams. Yes. >> Beers. Yes. >> All right. That vote is 50. We will go into sess con executive session at 5:24. And we'll turn off the recorder. Off or pause. Off. Off. And now back on. Not really. Uh, okay. It is. Oh, >> all right. You want this?