Board Work Session

001Hold on. Okay. It's easier to move stuff in. Hey. We all ready now? All right, I'm going to call the Grand County School District uh Board of Education work session to order. It's Wednesday, January 14th, 2026. It is 3:35. All board members are present. Um, interim superintendent uh Kais and interim VA are here as well. Um, if you are two things, if you are here to address the board, please fill out a comment card uh right here and pass that up. Also, please sign in. Is there What's the sign in sheet? Okay. >> Is there? >> Okay. So, please sign those. Sign your name. Well, please turn your phones to silent, vibrate, or off. Uh, we this meeting is uh available via Zoom and being held at the Grand County School District Office. Oh, we're

002doing a pledge of allegiance. Um, thank you 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. Mission statement. Uh Kathy, will you read the mission statement? >> Our mission is to put each student first every day. All right. First on the agenda is approval. Approval of the agenda. >> I move we approve the agenda as presented. >> Is there a second? >> I second makes a motion. Lorie Green seconds to approve the agenda. All those in favor say I. >> I. >> That passes 5-y. >> Um public comments. Um before we start, read let me read our criteria here for public comment. The board appreciates the opportunity to hear from the public during

003the comment portion of its meeting. Before we begin, a reminder that the public comment period is is to allow members of the public to provide input to the board in its capacity as a legislative body. The public comment period is not a forum for discussion or debate between the board and the members of the public. The board does not engage in discussion during public comments, but may later follow up on comments made during the public comment. Each individual will be allowed three minutes to provide comments to the board. The board will not allow public comment during public meetings that are slanderous, obscene, or otherwise violate state or federal law. Employees and or their representatives may not use the public comment comment period to address issues that should be raised through existing formal communication channels or

004established agreements or negotiation procedures. All right. We have two public comments. Uh Ryan Melton. >> Hi, I'm Ryan Melton. Um I'm one of the assistant football coaches for the middle school football team and have done that for the past two years. Um, in addition, I'm assistant coach for middle school basketball team and have coached most of the kids that um are my son's age since city wreck, probably third or fourth grade and flag football, also in basketball. Um, I was just here to discuss the possible transition of the high school team from 11 man to eightman football. Um, I would like to say that I am in support of that. Um, I've really spent a lot of times talking to the kids, talking to the other coaches, and while I think everybody does have some

005different version of how the program needs to look, um, I don't see a way forward, uh, for us to be successful on 11 man football and I also worry about the future of the program. U, like I said, I do support eight man football for a number of reasons. Um, the main arguments that I've heard in support of 11 math football are, you know, if we could just do this specific thing with 11 man or we could do this with 11 math. And really what I see as a barriers to continuing with 11 math football is just turnout within the program. Um, continued eligibility within the program. Um, basically in football you cannot be or any sport. It's really hard to be on the cusp of having enough kids to play. Um I mean football

006by its very nature, you're going to have kids in concussion protocols. You're going to have kids who are injured. You're going to have kids um that can't play to, you know, due to a number of physical factors. So I don't feel like we have the room on a roster um to play 11 man. Taking that in consideration. Um in addition, you're going to have kids that are going to miss for a multitude of reasons. you know, family emergencies, something's going on with them, uh, vacations, etc. So, I mean, that's another thing that the program, I think, has struggled with is having, you know, not only kids that maybe, you know, injured and not able to play, but kids that are out of town, not available for games. And then I think the third thing is

007is just academics. Um, keeping kids eligible during the season, having them eligible to start with when they come out has been a challenge. has been a challenge for us at the middle school level and football it's a challenge at the middle school level and basketball I think it's just a challenge at every level. Um so for those reasons I support eight man football. I don't know um that we have another path forward where we can be successful. Um so I do support that. Um I would like to recognize that I think coach Hill has done a great job with the program. Um he's had some things in place like weight training in the mornings that he's invited middle schoolers and high schoolers to. So I really think that he's making a real effort in trying

008to get the program to where it needs to be. Uh but like I said, it's going to be an ongoing team effort, but I do support eight man. Um if the board or the superintendent do or and as well Ron who's athletic director if you guys do uh determine that that's going to be the best way forward um I would just encourage you to you know consider um all the challenges that that may be which could be further travel distances um you know what's the plan for it I guess if eight man's successful do we try to you know go back into 11 man um but I think it's is important that if we do change to a man that we kind of have to look at, you know, what our goals are as well

009as any unintended consequences that may come up. But like I said, I do support the move to a man. It's really kind of the only path forward that I see. Um, and that was that's my comment. So, thank you. >> Thank you. >> All right. Next is Anthony Spiker. >> Stand up. Um, so Anthony Spiker. Um, I'm the city rec director. Um, I've coached here since 2008 from WCK up to the middle school. Did a year with the high school. Um, I'm in support of whatever you guys come to the conclusion of along with Ron and Keith as well. Um, whether that be 11 man or eightman. Um, where I see our issue with football is development. Um, we have freshman playing varsity and sophomores playing varsity. So, where I think the eight-man football will

010come in is we could differentiate our freshman, our sophomores between the juniors and seniors, which to me that's the path of development, right? And the kids are going to get to where they need to be by their senior year if we're developing them. But to take an eighth grader who he's played two seasons at the middle school, you put him in high school and you jump him up to that varsity level, size changes, game speed changes, the whole game changes really. And so to me, it's it's not so much whether we're eight or 11, it's that we have to have the stepping stones to develop these kids to their senior year. So, I'm with Ryan where yes, I support the eightman football because I see that giving us the opportunity to develop our our athletes.

011So, that's my piece. Thank you. >> Are there any other public comments? >> All right. Um, moving on. Next items for discussion on school district football. Um, athletic director uh Ronin will present to the board regarding the future of high school football for Grant County. >> Power. >> I'd rather have a power. >> Okay. >> Well, good afternoon everyone. Thanks for uh allowing me to be here to talk to you for a few minutes. Uh I did create a PowerPoint uh back in December regarding >> the the future of our program. Uh and in doing so, just to give you a little background, uh we've been a struggling program for a number of years now. There's some talking points that are that are listed there as well, but uh the high school activities association a

012few years ago created eight player football and in doing so uh they and they asked and invited several schools to participate. Grand County was one of them at that time because we were struggling and so we were invited to be part of this this newly created league a player football and we do have to say a player we can't say a man because of the gender thing. So so it's referred to as a player 11 player just if you were wondering there. Uh and at that time uh the school made the decision to continue with 11 player football and this discussion has emerged every year uh since then in our community about what direction to take our program and so so I have a PowerPoint here uh and and discussing this and why we're here

013and should we transition from a from where we are right now currently to a 11 player to an independent 11 player status or an eight player independent status and That's what it would be because the window closed on Grant County being able to be a member school participating in a player football in the state of Utah. That was a one-time option. Our school, we're one of the largest 2A schools in the state. And and based on our enrollment numbers, we're never going to be able to be an eight player uh competitive in region or in a division team because of the size of our school. The state does have a rule where you can drop one classification if you can prove that over 50% of your student body is on free and reduced and we

014haven't been able to do that. We tried that a few times when they put us into 3A as a school because of our numbers. Did you have a question? I just want to clarify as the system and Ron correct me if I'm jumping in slap me if I'm wrong but uh as it sits right now there is not an open avenue or pathway to go to that because of the the things that Ron is talking about. >> That being said change often happens and that doesn't mean that we'll never never ever ever have the opportunity. Things could change whether we drop a classification because of you know the different metrics or things there. Um, so I just want to clarify right now there's not an option to be a player in Detroit >> to be

015a player member >> as a member school competing for a state title. >> So if we go down this path, we're an independent school. We can have a schedule and all these things, but there's no postseason. There's no state championship. There's no academic all state that comes about from being an independent school. So >> when was that invitation though? It was I believe it was in 2021, but the first season for eight player football was 2022, but they they were they were a year out and inviting schools in and at that time it was decided by the school not to not to venture down that way. So, um so next slide. Oh, we're going to scroll down. That works. So, so the purpose of of why we're talking about these things is we're going to

016look at the challenges facing our current football program. I want to outline some pros and cons of transitioning to an eight player program. Uh look at the factors that go into our decision- making processes. There's not a lot of data uh in terms of looking for why this would be good or why it wouldn't be good, especially in Utah because it's only they've only had three seasons. and then allowing you as a board uh to make that decision or assign somebody to consider what our next steps are going to be. We have had some communication with the with the state high school activities association and and they've kind of indicated if we're going to make a move, we need to do so probably this month. So the schools, we have actually have a schedule with

017schools right now for next season and we would need to let them know if we make a change so they can go out and find a replacement game because we'd be basically dropping the current schedule that we have right now. Uh so slide down I guess. So the why uh as it's been alluded to, we've had declining and stagnant participation numbers for a few years now. uh for the last 10 years roughly uh from that data sheet uh is we can't really field more than 40 kids on our football team and we generally finish the season with losing at least 10 to 15 from that 40. So uh it really is is a very large concern. Again we're a very large 2A school. Uh we actually have about 110 more students in our school than

018San Juan. San Juan now they're they're a culture giant when it comes to football but they're getting 110 kids out for football and we're having to play against them and we're getting 40 kids out for football. So So there's a real disparaging uh regarding and and I've pushed with the state for a number of years that I'd rather look have them look at our participation number in a program rather than our enrollment number in the school. That hasn't come to realignment yet. Okay. Uh but that but that's something that we've been trying to work on. Uh but and we just we just uh we just don't have the numbers over the last 10 years to really produce a team. And we'll we'll show those in just a second. In the last few years, we've seen

019increased player injury and fatigue. A lot of that is overuse. A lot of our kids, as Ryan and uh Anthony mentioned, are actually sometimes playing two games a week, uh which is which is really overuse on a kid. in a in a violent sport such as football, uh asking a freshman to go out and play Tuesday for four quarters and then show up on Friday and do the same thing for us again. Uh because our numbers are just where they're at. So, we've seen a lot of overuse. Uh Representative Hall, if you're familiar with that, she's been uh looking at some legislation. They're going to be talking about things in the in the upcoming legislative session about limiting quarters played. Right now we don't have a quarter limitation. So uh kid you know in basketball

020for example kid was a freshman who played four quarters of freshman, four quarters of JV and four quarters of varsity. So they could play 12 quarters of one night >> because we don't have a quarter limitation. But one of the things she's looking at because she's very concerned about player fatigue is is quarter limitations. So it might you know there might be some things legislatively that change some things but uh we can't count on those right now. But that's just in the works. We've had a very uh competitive imbalance uh on that fact sheet. Uh in the last five years, from 2020 to 2025, we've won 11% of our football games. Uh in the last 25 years, we've won 38% of our football games. Okay. This past season, uh the the average score we were

021given up was almost 56 points a game. We were scoring on average 3.7 points a game. So we were losing games by on average 55 points a game and and and when you have to when you have to play the San Juans and the Emory's and the Deltas uh and and they've got like I said 75 to 100 kids out for football and we've got you know on average 25 to 30 and most of those are underassman. We're we're at a very competitive imbalance and so and then the last reason just we want to take care of our kids. We want to do what's best for them. Uh we want to make sure we give them a chance to be the best version of themselves and and through through these opportunities. You can drag down

022Mich. Thank you. So the key differences you have to have a larger roster for eight or for 11 player. Um if you're scrimmaging you need at least 22 healthy bodies. So they say on average you need 25 to 30 kids per level. So, if we're playing two levels, if we're playing a varsity level and a JV level of football, we really need 60 kids to run an effective program. We're we're well below that. Uh you have a traditional size field, there's more position, depth, opportunity. When you have 11 people, uh there's more positions out there. There is more opportunity. uh division alignment that you get guaranteed games, but sometimes those guaranteed games when you got to play, you know, Saman that's, you know, ruling the roost right now, that's pretty tough. But, uh, you do

023get guaranteed games. Uh, 11 player, you have to have five linemen required. Uh, and that's been, you know, we've had a couple of years where we've had to take a tight end or a running back and change their jersey so they can make five linemen. Uh, and that's one of the other things. You have to have jersey restriction. With a player, you have a smaller roster. Uh, you can run programs one or a level of program with 12 kids to 18. Uh, you do shrink the field down. It's still 100 yards, but instead of 53 yards wide, it's only 40 yards wide. It's very faster game. There's a lot more offense. Scores are more like 62 to 56. It looks like a basketball score. Okay. uh there's a lot of independence and flexibility when if

024we go independent with a player only three linemen are required. So that that eases that that burden a little bit because I mean I coached for a lot of years and I assisted for a lot of years with Dennis. A lot of kids said, "Hey, if I'm not the tight end or the running back, if you're going to make me play the line, I'm not going to play." Um, and that that kind of goes with with in in eight player, six of the eight players are eligible to catch a pass. There's no jersey restrictions. So, you could be wearing number 50 on the line of scrimmage and catch a pass. Whereas in 11 player, that's not optional. Okay. So, so it does make a little more fun, a little more exciting, uh that that there's

025more uh even though there's a smaller amount of kids on the field, there's actually potential for greater possibility. Uh next one. So, here are some of the pros. Uh increase competitive balance. I've been talking with Monaceel a little bit who's in charge of the eight player schedule for the state of Utah and and he said with the exception of Milford and Rich, everybody's on a level playing field. Uh Millard or not Millard, excuse me, Milford used to be playing 1A football and they were beating us every year by 40 points and they've actually gone down to a player. Uh and they were they were kind of ruling the roost. Uh the quarterback for Utah, Barnes, came from Milford. So, I mean, they they've got a very successful program and they've even dropped down to 11

026or eight player, but there's a better competitive balance, better safety, you have lower fatigue, you have less kids, uh they say going both ways in eight player than you do with 11 player, you might have eight kids on your team in an 11 player game going both ways and then you get a lot of fatigue. That's when injuries occur. But if you only have four of eight going both ways, then then there's less fatigue on the players and and when the kids come in, they're more fresh. Uh it's easier to manage your roster, like I said, with the jersey thing. Uh kids are eligible. Uh it's a wide open game. Uh it's a way to preserve football for the community. Uh Monaceel, when they first started looking at this, there was a lot of resentment,

027a lot of animosity that they weren't going to this. And then once they jumped in, they say it's been the greatest thing for their community. So, uh, and they even played for the title last year. Uh, not this last season, but the season before. Uh, there's a lot more flexibility in your scheduling and and and the studies show that there's more meaningful playing time because kids feel competitive. They feel like they have a chance. It's it's going to make it more meaningful for them to to participate. Uh, next one would be the cons. So, you're going to lose your divisional structure, guaranteed games, but you know, in our situation, I don't I don't think that's a really a con. We don't have to play San Juan and Delta and, you know, I that's been pretty

028detrimental. Uh, possible increase to travel. In talking with Monaceel, there's five schools right in the Colorado border. uh right outside in Mus Dove Creek, Loris, Norwood. Uh all of them are a playing a player. There's two schools over on the Plateau Valley just beyond Grand Junction. And then you got you got Monaceel, you got Monument Valley, you got White Force. So it probably wouldn't increase our travel. It would probably actually reduce our travel actually rather than increasing it. But it would require more out ofstate travel which uh we'd have to have to work through those things. Uh there is the concern about reduced visibility in state media coverage player exposure. Um we have to we have to we have to understand some kids are playing because they want to make it to the next level.

029Uh but as educationbased programs that's not our purpose. Our purpose is to extend the classroom in a safe learning environment for kids. But but there is that concern. But actually, uh, I've talked with some people and they said they've actually had better stats playing eight player football because it's more wide open than they did playing 11 player football. So, um, you know, you can look at that either way. Uh, there is I think they're going to still be some old guard that there still be some resistance to looking at this change. Uh, financial impacts, we just really don't know what that would do to Kate travel. uh our limited liability that we have when we do travel out of state. So So those are those are some cons. Next one. >> Is it still fall

030season? >> What's that? >> It's still fall season. >> Yes, it's still in the fall. Yeah, correct. So So the things to to consider when we're making this decision is our participation numbers. Like I said, there's a fact sheet on that for the last 25 years. Our competitiveness, uh safety and welfare of the players. I think that's the paramount thing is is we want to protect our kids as best as as best as we can. Uh the financial and logistical impacts, we're not really quite sure what those are, but those are things to consider. What is our what is our community's input? Uh are we are we increasing our opportunities? Are we not increasing them for our student athletes? Uh these are just some things that we need to consider in our decision. And then

031um what is our long-term vision? It doesn't match the vision of our of our uh district which uh I appreciate Kathy reading at the start of the meeting today. So uh next one. So so these are some options that I've listed. We can remain where we're at. Look to try to commit to growth and recruitment. Uh we haven't had much of that. I think Keith is, as I said, doing a great job with the program. I think he's renewed some interest in the kids. He's doing some things that we haven't done for a long time and and hopefully that sparks growth. Um, but we'd have to rework uh conditioning and safety to just make sure that we're we're not overusing our student athletes. Uh, and then accept the competitive environment if we're going to remain

032where we are. You know, San Juan, I think, was up on us, what was it, almost 80 to zero before halftime, and the mercy rule doesn't even kick in until the second half. So, that that's actually being reconsidered as well. But, uh, option B would be declare independent status for three years. That's kind of what the state felt like would be good for us. Uh, there's been some talk about whether we're independent as 11 player or eight player. Uh there is an option of being independent 11 player, but then we're going to have to go, I think, farther out to find some schools because a lot of the 1A schools are actually tougher than the 2A schools right now. So I don't think that we gain any advantage by being independent 11 player and looking

033for 1A schools to play. >> So if we are independent, you you can still play 1A. You're still in the use the UHSA. you we're still a member school, but but in terms of play, we can play the schools, same rules and everything. They actually can play an extra game by playing an independent school. >> I see. >> Uh we'd still get a 10ame schedule. Uh but uh we just don't get to see the postseason, which they do. Everyone gets to go to the postseason now with the state. Uh but those options wouldn't be there. if we're independent, >> but if we were independent 11 player, I mean, Beaver's 11. Beaver is a 2A school, but they play 1A football. >> Canav's a 2A school, but they play 1A football. Duchain is a 2A school,

034but they play 1A football. Those are some very good, tough football teams. And so, we might have to broaden our horizon even farther if we were 11. In terms of travel and simplicity, it makes more sense to be an eight player >> independent than it would be 11. >> And then uh in talking with the state, one of them said, you know, you might consider just hanging in for a year, work on eight player and subar, see how that works out. And then the next realignment, which is 27 to 29, maybe you make the change then. Uh but the the primary message that we got from the state was you really should do this for three years. You should jump in now do it for this current realignment and then the next two years of

035realignment and really work three years to to build your competitiveness back up to build your numbers back up to get people excited about football. So, is it pretty is it pretty easy to go from eight player back to >> uh if we if we go to eight player say right now, uh we would we would have to uh with realignment every two years, they won't accept you back in until after the next alignment or before that next alignment starts in 27. So, uh I I don't think it's realistic. I'm just thinking >> we can do whatever we want, right? >> But down the road, like that's something that never came up that we do have. >> We we could jump back in, but we couldn't jump back in in the middle of an alignment. We

036can get out in the middle of alignment, but we can't jump back in until a new alignment starts. >> So, is the 26 season next fall? Yeah. >> Is the last of the alignment? >> Yeah. >> It'll be the fall will be the start of the second year. Oh, the start of the second year. >> Yeah. So, we'll we'll have football volleyball two years, >> but they're they're making decisions on realignment now. >> I see. >> And they'll they'll publish that. So, you have a year to adjust >> with schedules and stuff. >> So, why do they say why do you say >> sorry? I don't know the threeear >> state if we do it now. We say right now in January that we're going to do it this fall then we do it for

037the additional two years. So we would we three years with total three years >> total of three years and we could return in the fall of 29 when the next because the next realignment would be 29 to 31. So it would then that starts in the fall. >> Uh any other questions? I I just want to add I I do not have a crystal ball. Um and and we don't know what what's going to happen, you know, as far as structures and things go. There is a push with some of the smaller schools. Districts with smaller schools are putting in football fields indicating that they're trying to get into football. Um, and so you could see that change and how that impacts alignment and if they do another exception like they did back when they

038brought eight or eight player in that could change but there is some some momentum there to really do this with these smaller schools which would likely create opportunity um if that came into play where we could kind of ride coattails and see. So I I I think and Ron again interrupt me if if you don't feel the same way, but the recommendation of going to eight player football and planning on being there for the next three years as we rebuild the program, get back to the fundamentals, hopefully get more student engagement, have a better competitive balance, um is is my re my recommendation for for the school board. And I think Ron is in agreement with that. >> I'm in agreement with that. and and Keith met with his team and and Keith said that

039his team was in agreement as well. And if you want to let Keith speak, you can let Keith speak. >> Yeah. And we can do that. I do think the one question I have received emails and feedback from students. Um for the most part, they are willing and excited to go to a man. I have had a couple that are concerned about, you know, getting that recognition. Um, and I think again this is something that the smaller schools saw when they went into it and and Ron mentioned Milford, you know, has quarterback uh playing for University of Utah right now. Um, a outstanding player on an eight-man team gets rec gets recognition and it gets recognition more so than maybe a really good player whose team is being beat by 80 points at every every

040game. Um, and I think as you see that it does get more exciting, more long ball plays. Um, so hopefully that that can benefit and really bring that engagement. Keith, do you want to say anything about >> Um, sure. I I didn't speak today because I' I've had ongoing conversations with our football community and um I've spoken with um representatives from the school as well, so they they kind of know how I felt about this. I mean, first and foremost, I'm I'm here for the kids no matter what. Whatever decided, I'm I'm all in. Um, we'll give it the best best we can give regardless. Um, I think a lot of compelling points have been made um by Ron. Um, I as I considered things and and I've really pivoted on this pretty handily in

041the last three four months um where I didn't want to use a transition to eight man to or eight player. Thanks, Ron. Um to lower the bar to find success, but this has gone on for so long. um the lack of success um within our program that we have an entire generation of athletes that that come into the program unit, they love the sport. They don't believe they can win. >> And that's that's a huge thing. And even even the young men and ladies who do show up have no belief that they can win. Um and so that that affects their their offseason effort. they they don't want to put in the extra effort to be successful and they don't believe they can be successful. Um, you know, Ryan mentioned the eligibility issues. Ended our

042season. We we did not have an ideal roster last year to be competitive. We had 30 kids on a good day. Uh, we dressed one game with 19 players. I had no idea how we made it through. um lost a lot of sleep trying to figure out where we could put athletes just to complete games. Um it wasn't their fault that we um weren't competitive. We tried as hard as they could, but yeah, you know, the end of the season was was a disaster. Um we had so many athletes that were ineligible and and it's happened before. And I mentioned a message recently to um our athletes and parents, you know, over the last six years, hey, it's great to be guaranteed a playoff game. I'll tell you, growing up in playing football in Ohio,

043um we went eight and two one year and didn't make the playoffs. >> Um so that's kind of the unique thing. I I don't want to give that up. It's nice to to have a tournament to go to, but out of the last six years, we've only played in three playoff games. And I think one instance the players decided they didn't want to play. Last year we didn't have enough um athletes eligible to play. Um not sure what happened in in the other year that we didn't play but uh the games that we did play they were first round low seated games and I think one game was 42 to6. Uh there was one competitive game in there we lost 27 to 19 and the other one was 41 to nothing. So even when matched

044up with the lowest tiered schools in 2A in the playoff environment, we couldn't compete. And a lot of that again is just attrition throughout the season. So um you know I it it's heartbreaking to me when athletes fall out of love with the game. Um because you know the athletes that do things the right way in the offseason, during the season, take care of business in the classroom, they show up every day. um they can be successful doing lots of things and you know when they're putting forth the kind of effort you need to be successful and there's just not enough like them on the team it understandably drives them to do something else where they have greater control over their success their outcomes. So I if all things are equal, hey, stay where we

045are, fight through this, continue to recruit, um continue to approach the program a different way. Um motivate, incentivize. There's all kinds of bells and whistles that we've readed to the program. Um thanks in part to K and Ron and school support and our coaching staff. Um, but all things aren't equal and I don't want to see more players fall out of love with the sport and see the program end up disappearing completely. So, like I said, you'll get my best no matter what, but I think this is a smart smart approach in the interim. And the athletes are out there and once they see our players having fun playing competitive games, um I will clarify one thing, and I don't mean to keep rambling on. The football community's response so far to the different options

046is fairly decidedly in favor of staying 11 or 11 player. Um, and so it's hard for me to take a position contrary to that feedback. I don't take that lightly. Um, I'd like to represent our football community the best I can and and you know, align with them whenever possible. But sometimes when you see past the first layer of the onion, you realize that there's more to more to deal with. Um, but the one selling point that I keep coming back to is we had we actually had two very exciting games last year. Um, both of them were eight men or eight player games. Um, we had a really exciting game at Monaceel and here on our field went into overtime at 44. It's a great game. So, I think there will be some initial

047resistance. There will be, like Ron alluded to, some traditionalists that um have some not nice things to say if if we do go in that direction. But the moment they see the product and they see the sidelines excited and the athletes out there having fun, I think we'll come around really quickly. And I think the likelihood that numbers rebound within that three-year period to give us some options uh going into that fourth year, I think is highly likely. The athletes are out there. They just need to believe that they have a chance and they need to have enough teammates with them to make it possible. >> Question number one. Um, so would it is it still like traditional football and that the game you have the game Friday night? I guess it's the same sort

048of >> same play on Friday. >> Yep. >> Yes. by um the football community isn't necessarily supportive of but that doesn't include the students. >> Um it's it that includes feedback from the existing football players themselves. Um I I'd say probably 70% >> um across the board, you know, again, >> maybe they're looking at one particular aspect of of their football experience. Um, but again, there's just there's a lot more under the surface that has to be considered and >> some sometimes you have to go against the grain a little bit for for everyone's benefit. >> So, just speaking with past players, um, one of them told me that he loved being able to go up to the high school and as a freshman, you're varsity, right? And that class was I think I had

049them middle school year. We sent 24 freshmen up there. When that class graduated, only six of them were still playing. The six that were still playing were the six that got to play as a freshman on varsity. The ones we lost were the kids that weren't getting those varsity reps as that freshman. you know, and when you only have the 30 kids technically on the roster and 24 of them are freshman, you know, it was at that year we had higher numbers and six of them got to start, you know, and so we lost 18 kids, >> you know, and it's a it was a development thing where they just didn't get to get developed where I see this eightman is we're going to be able to develop our players and then being competitive and

050winning is going increase our numbers because the kids are going to come back to it because we're going to win or at least compete. We're not losing by 50, you know. We're losing by six or seven or we're winning, you know, and winning's contagious. Competing is contagious. So, well, I think we keep talking about kids and bringing more kids into the program, but you need to build your fan base. And if it has if it's an exciting game and you're competitive, no matter the 8 11 people want to come and see a good game >> and so that then builds up things. I think it all, you know, I don't think it's a you lose anything. >> Some people will be upset, but they were in Monosel, but I know now they last year they

051were really excited when they went play for the championship. >> Anyway, >> any other questions for Ron and Does the eight man do they do they do have their own tournaments then? >> There is there is a tournament >> okay >> for for those that are in that are member schools player >> in the A player right so >> we would have that opportunity afforded to us as an independent >> but there is a there is a state championship given to the eight a player top team at the end of the season. >> I guess I'm confused. I thought if we were eight man we were independent. >> We are independent but we don't get to go to the postseason. So there's no state tournament >> member typically >> independent. You get to play whoever

052you want. >> Member a command member. >> Oh >> we're still a member school of the Utah High School Activities Association. >> Being independent we don't get postseason opportunities. >> No academic all state. We did this with girls basketball for two years >> and and I mean there was there was a mixed bag of stuff going back and forth but I think that first year when there was four girls with 4.0's that didn't get academic all state because they would have had we been playing in as a member school in 2A basketball. Uh I think that that hurt a lot of people when that when that came to be reality and you know explain that and explain that but until it actually happens and when it happens again then then there was some hard feelings

053on that. So >> but yeah we have done this before. >> So but you could become a member school in 29. >> Yeah. >> Okay. So that that's what your goal is >> theoretically. >> Yeah. Theoretically if they're open >> and this this will be back for vote on the regular agenda >> next week. >> Thank you, Ron. >> Thank you. If you have any questions, you got my email. You know where I work. So, >> hit me up. Thank you. I'm going to go to wrestling. Enjoy your afternoon. >> You can head out. We're judge. >> You can hang out or you can >> head to basketball. >> Don't even have to. Um, all right. Next on the agenda is school year calendars for 2627. There's two options. So, we have calendar A and

054calendar B. There's not a lot of significant change around these calendars. It's simply our approach to um spring break. A lot of a lot of work and collaboration went into this these calendars. I don't know how many iterations were built. Um but we did have multiple meetings with administration to discuss these. Um and following that process, these are the two calendars that I brought forth for our our post school year next um next school year. So uh both would start out on August 17th. There's your teacher days. Then you have the first day of school on the 19th. Um there is a teacher day built in between all periods. So between first and second, second, third, third and fourth where in between in between the quarters, you would come back and have a teacher prep

055day. Um it has your holidays that that are outlined in in policy. Um little different from this year with the 3-day Thanksgiving break and then the two full weeks at Christmas. Again, if you're looking at at option A, um the last day of the quarter is March 12th. The last day of the third quarter is March 12th. Um the first day of the quarter is then the 15th and we sandwich that teacher day at the end of the week which elongates spring break for families, parents, students. >> Um whereas on option option B, the end of the quarter is third quarter is March 11th. Um there's a teacher day on the 12th and then we have a week of school five days before spring break. Um to the right hand side of that as you

056can see up there are are the number of instructional days in each month. We had some discussion about quarter equity. Um and it it I think that quarter equity is important having similar numbers of days in in each quarter. Um I don't think it's the end all end all as these calendars reflect the second quarters sec or the second half of the year the quarters are longer right >> um in one >> um taking into account that the last week of school is is is a tough tough week um and so those extra days are are maybe less impactful. Uh the other key thing to talk about here is our college and career ready days or student or parent teacher conference days that are uh scheduled for September 24th and February 27th. And how that

057build would work, it would they be your traditional um parent teacher day where it's a half day instruction in the morning and then parent teacher conferences in the afternoon and the school schools collect and have the autonomy to really do some things to make it work better for their building. Whether that's on the following Friday continuing a half day of parent teacher conferences or if they wanted to, you know, have that flexibility and autonomy to say, "Hey, we're going to do two hours a night for a couple of nights during the week and then in as a in return, we're going to give a Friday afternoon off to teachers as as trade time." Um what it really does is it allows the schools to have autonomy but at the same time not facing some of

058the issues that we struggled with this year where because of parent teacher conferences at at one school and letting school out there we needed to let school out at other places and on buses at different times to have kids at home to babysit etc etc etc. So it just really simplifies um and and goes down uh just giving the schools some of that uh greater autonomy. Um, and then again starting um, you know, a little later in August, still being out by Memorial Day. And honestly, and I if we could move spring break around away from Jeep Safari, we could build the most beautiful calendar and just answer all of our problems, but that is not possible here in Grant County School District with Chief Safari. So, spring break creates a little bit of a

059challenge there. Um, I did have some discussion with superintendents at our at our conference last week and uh about some boards that are going to a seven-year model where you're building a a calendar for seven years and then actually completes that whole cycle and it really makes it it less of a a it's a more systematic process when we're editing or new days come in. It challenges and that's something that this type of format definitely gives us the ability to do. I'm not saying that we should do that. My goal right now is to get a calendar approved for next school year and then get two more approved as soon as possible so that we have three years on the books. Um and and just kind of make goals from there. So with that long

060ramble, one of one of the concerns that I had when I jumped on board as as board member last year was looking at how many um weeks are interrupted by holidays. just as a foreign to myself that means the kids themselves are their learning instruction is interrupted by a day off of school where they're not in school. Um and so I just like looking at both you know for August, September and October I I guess my biggest concern is that you know when you look at how many weeks are uninterrupted you have six weeks out of August, September and October that are not interrupted. But I'm sure that the admin had thought of that and looked into that and try to avoid that as much as possible already. >> We we did have that in

061mind specifically um even last year with the the minimal input I had on the calendar tried to talk about how important that momentum is um and so not having a break every week. So that is um taken into consideration in in building these um and I I think we address it fairly well. Nothing's nothing's perfect obviously. >> I think the fall is always difficult, you know, just getting and it's like the first and of course it's the beginning of the school year so it's just it's tough, you know. >> Um well, can I address that? >> Sure. I think um if you do look at not current year but the year before that's the year that you were and I would agree that it was >> it was bad. >> It was very bad and

062we >> it was Yeah, this was definitely bad. And as a parent, I mean, we you feel it. You know it because you're always like, "No school today again." Okay. Um, this year, I would say, >> yes, >> that it it it was fixed to the point of doing better that way. And I think this one also >> same kind of thing of like fixing that. Um, >> and if you look at the 178, that is actual student I mean looking at that they're going to be going to school, right? versus we had a lot of um just school days that we were counting >> that the kids weren't at school. And so, um, this is one of the the highest number we've had of kids being at school, which which I hear feedback from

063teachers usually. It's like we would >> they like their days off, but like they do want to see those kids and teach their kids. And so those breaks really mess with their teaching flow. >> In in line with that, you do have some and it's it's at the bottom right hand of each calendar. Um some discretion on how you want to go uh from basically 176 to 180 instructional days. Uh and there is a legitimate argument that professional development days when done appropriately can be beneficial. Um, and you can have two of those that count towards instruction. So, we could have 176 with with the the four teacher days to get to 180 and then the 183 um for to get to the contract. That being said, this year I elected um and did have

064a lot of conversation, but elected to go with 178 days of students in the classroom as that is our priority. um as we continue to grow and move in the right direction and implement uh higher reliability schools as we're doing and focus on PLC's you know there might be some flexibility that we have more professional days in the calendar going forward um we do have some discretion there but this is and thanks for bringing that up Melissa 178 days so um and I thought that um yeah looking at the parent yesterday. Um let's see new calendar. Um I was um I guess the first thing if you're going to have the um teacher days, no school, those need to be like the way you're written, it needs to stay here. The dates like there's no

065school. Um because again, I feel like two years ago, it was easy to get caught off guard and I see this too. It's there's no school the day um the day after the quarter. So if you look at it, it's kind of that light pink. >> Yeah. >> And then down the bottom it says it says teacher days and no school next to it. Trying to call that out. >> Yeah. But it's still like you don't look here under the date and see. >> We can we can put that in. >> And I mean and honestly like I >> I to me but there's still some random days more than there is in here. Like and honestly I'm just speaking as I'm super I mean I'm a seasonal worker. I'm excited about the February, right?

066Because that's a time that I actually do have a little bit more flexibility. I mean, I'm not really able to go anywhere during spring break. Um, so I'm I'm kind of excited about sort of a new I mean, and then there there are longer breaks in the old calendar. >> Are you referring to this year's calendar? It's one. Yeah, it's there's few I mean days aren't catching me off guard like oh they have this day off and it's like yeah I would get ripped used to the teacher day after the end of the quarter. I guess that is sort of systematic but it's still yeah that's just >> the other thing that this is built in line with and kind of to answer to address that but not specifically I I understand the concern with

067the February week and there is definitely um some polarization there's people who have that opportunity and it's really beneficial to them personally that have really strong feelings about that and others that are like extreme and why in the heck are we taking a week offense Feb February. Um, and so there are voices on on both sides. I the the middle seems to be le less vocal about it. That being said, and you guys have heard this before, um, Senator Filmore's running an attendance bill. It hasn't come out of committee yet, but it will, and it's it's likely going to be um, approved. And basically, the state's not happy with our data, and it's data across the board, attendance data, graduation data. I'm not saying R, meaning Grant County School District. I'm meaning public education. Um,

068and there's some real discussion about the leeway that we've been given on what's what what counts as an instructional day. If your senior class is taking a senior trip to the gym and out of the building all day, even though you have your three other grades in the building, is it an instructional day? Um, and you know, how do how do tardies impact instru it's being for lack of a better term, a little bit micromanaged um in in some of these bills. So, knowing that that's coming down the line and not knowing what that'll exactly look like is also one of the the things that I took into consideration as doing this because I I feel and I don't have a crystal ball, but I feel that we're going to have some scrutiny. Um, and

069when they talked about that in meetings this this past fall and different things that schools were doing that they were made that were making them unhappy. Grand County School District had been doing some of those things in in the past. We were kind of right in line with with some of their questionable how many actual instruction days. you know, when we say you have 178 days, but if you get down to the nuts and bolts and look at it, you know, and they were throwing out examples without naming names, but you know, they say they have 178, but it's really close to 160. Um, because because of the different, I guess you can say unorthodox or non-traditional breaks. So, this is really trying to just clean that up. Um, and it does obviously present a

070change for for concerns like what you're what you're talking about. Last year was 176 days. >> Yeah. Well, no. I mean for Yes. With the PD. >> Yeah. For PD. Um I I mean I'm also I don't understand the last week of school in the school district. It doesn't seem that anybody's expected to attend. >> I I think that's a not unique to Grant County School District. That's pretty unique or pretty normal um with every every school district or high school that I've ever been around, especially your upper grades. And we have talked and put an emphasis on was it last year or the year before we talked about teaching clarity and I don't last yeah um trying trying to make sure that we're capitalizing on each and every minute and making those engaging um

071to students making them want to come to class. Uh there's things you can do to adjust that as a group that are outside of this calendar. for example, you know, at the elementary level trying to figure out special projects that kids really want to be a part of or even even at the secondary level. Um I guess like yeah the high school like that last week it didn't seem like anything was happening um to me. I just like looking from the outside what um when did when did they take their exams? It's all are exams how far from the last week are they? So our school last year implemented the last week, Tuesday is always the first day of the last week. That's final exam day. The problem with that and the reason that had

072not been done that way before is because we have to collect Chromebooks and this was a new process for a couple years too. And so the first year I think we collected the Chromebooks, we had a lot of work to leg work to do with getting them back. And so this year when it was like we're going to do finals on that Tuesday, it was sort of like, but what are we going to do about Chromebooks? like we that's a manager issue that the management has to address and it was okay, right? And so we're doing the same thing next year where finals are that Tuesday >> and then this year sorry and then Wednesday and Thursday are like our field day and you know um there's other things. Yeah. Yearbook handout and signing and

073stuff, you know. Um and it's always been this weird thing on that Friday where it's only two hours >> and We ask students to attend to come help break down graduation and many students don't, but lots of students show up to help put up chairs and clean up on graduation. So, but I think across the board the expectation for attendance on that Friday is very much like you're here from 8 to 10, your kids are here from 8 to 10. This is when the buses are running and then the it's the last day for teachers, too. So, right, the district has their little party. Yeah. and like you know sort of like you got your grades have to be in your parties done you know. >> Yeah. So >> and I will tell you since

074I had a nephew that just finished high school not long ago same thing. I don't even think he went to school like the last two weeks or something crazy like that. I was like what? >> Yeah. You know >> and we used to allow the seniors to check out a week before the last week but we're now we're just doing it. Their check out is the Friday before the last week. And yes when they go to Lagoon they're already checked out. it's still a school day when they go to Lagoon. It's that Tuesday our finals day, you know. So, yeah, I you know, I think that there's some criticism, but it's also sort of like boots on the ground. Come visit us, see what we're doing, and you'll see that it's not nothing. It's just

075a very different structure than every day, every period you go here and there. >> Yeah. And to be just to be clear on on that point, when when I'm talking about those classes like Lagoon and whatnot, I'm I'm not criticizing Grand County School District. I'm saying that's legislative concerns that they're bringing forward and trying to tighten up on. Um, >> which is a a reversal of something that they, you know, six, seven years ago they were going the other direction, >> giving us that autonomy. And sometimes I think they fail to realize that when they do that, that dog's gone, you know? I mean, it's it's not coming back. So, it puts us in a difficult place. But I do think that we're doing a better job last year specifically trying to focus on making

076sure that we have and as I mentioned that is kind of built into the second half of the calendar because of the last week of um school being whatever we want to call that and then also you know any any learning loss that takes place after a long two week Christmas break type of deal is we're trying to capture that with the longer days or the more days in the in the last two quarters. So, we're trying to address all your concerns and yes, it's not perfect, >> but it's really really close. >> And then just Yeah, almost perfect. Is there communication like about that last week of school? I guess that's what I would and yeah, I should have shown up last year so that I have more information I think. >> Yeah. Yeah.

077So, like do the students and parents know what's happening? >> Yeah. It's published on on the website. It's published on Facebook. it's published not necessarily in the newspaper. Um, but you know, I think part of some of it's like such public like it's field day, right? But it's such public stuff that we kind of don't want to >> and it's like on like updated on the calendar on the high school >> on the high school website. >> Yes. >> And and if we have specific concerns about schools or communication, come visit with me. Let me know. We'll we'll talk about it. show you what we're doing, what's going on, like Carter said, in the trenches. >> Um, these calendars are going to come back for >> Are you recommending one or one or the other?

078>> I I I have a tendency to think that it might be in the best interest of just trying to be as friendly as poss or as benevolent, let's put it that way, as possible. um having that it would it would be calendar A where the last day of the quarter is on March 12th and we have that teacher day on the 19th that extend. >> So just to clarify just to to recap one of the biggest difference between A and B is the March date >> that is the big difference >> the main difference. >> That's what we're talking about here. >> Okay. Is there any other difference? No, I don't >> only on B that you you still didn't change the 24th >> in September. Yeah, September should on B should be so

079should be >> on me. It should be on 24. Um and then the and then another main difference from this year to these would be um we're going down to two PD days from four. Did we have four this? Do we have four this year? >> Correct. >> Um and then >> Thanksgiving break from all week to three days >> in February >> and then no February. But it does get us out before. >> And then in terms of parent teacher companies, they're only like the first third quarter or >> so that the the principles will have the building administration will have the autonomy if they need to add additional student or parent teacher conference days in there and look at that where like I said whether we're doing things in the evening and trading

080time on a Friday afternoon, but they won't be districtwide so to speak that we're changing bus pickups and bus routes. Okay. I mean, would you expect there to be parent teacher conferences on the second and fourth mid mid quarter? >> I again >> for the high school and the middle school. >> Yes. Okay. Okay. >> For the elementary school, it may not be necessary. >> Okay. We have it. We have that economy. >> All right. Thank you for that hard work. >> Any other question? Thank you. YOU KEEP LOOKING AT YOU. And um my question real fast. Sorry. Are we uh posting these for comment? >> We absolutely can if you want, >> which is what we've traditionally done. So that might next week >> um on the agenda is we just post for comment.

081>> Okay. >> If that's um >> I have no problem putting I mean it doesn't take a board action to put them up. We can post them for comment right now and see what feedback we get. >> Okay. All right. And that might alleviate but >> some comments. >> Two comments. >> Sure. We're in work sessions, so we're really very flexible. >> In elementary, um having two days and then having students the next day. Um if when we have like a 4hour meeting at our school and then the district does a 4hour meeting thing, you're giving me zero time to actually get my classroom ready and there's a lot of moving pieces in doing that. So if that calendar was approved, I'd want like one day where it was like you can't have a meeting

082with me. Are you talking the beginning of the year? >> Yes. Yes. The August dates >> because those don't give me time to actually be in my classroom doing all of the things >> to get ready for my kiddos. >> So, I I think that's a a great point and I think it's something that we work out at the building level because it it may look different. I also think um there is great opportunity for us to be more efficient with some of that time um that maybe could be better used like you're saying for preparation in your classroom. um there there may not be a need for a 4hour district meeting. Um that's something that we've talked about as far as like changing the scope of that. For example, instead of having everybody meeting

083at the high school auditorium, it might be that we just push in. So maybe Jerry and I and whoever else in the district that has key things that we need to talk to staff about, we push in for a 45 minute meeting. Not >> as long as we had that like where I was like, "No, you'll get a full day. Do your >> stop." >> I'd like to believe that we can get to a point and maybe we haven't been there, so you guys can all laugh out loud if you want. Um, but that we have that professional relationship between faculty and administration that, you know, I I don't need a board approved document to tell you that I'm going to give you prep time. >> We don't have that yet. >> We're working towards

084it. We're going to build it together and you and I are going to be partners of it. >> Wonderful. >> Okay. >> Um, second thing is the you said that building principles get to help decide with parent teacher conferences. I just want you to put it out there that like the afternoon is only two and a half hours. And so that would be multiple Fridays that I would then need to make up that time >> because we're meeting with each of our families for 20 minutes per Holly. And so half a day on Thursday and then if I take other time >> and then Friday Friday you have another half a day. >> Friday I'm taking my prep to then do it. And so then I just don't have I'm not being given I would

085then be able to take like three or four Fridays off. >> And that's that's the exact kind of discussion that I want to be having at the school level because what it looks like at HMK could be different than what it looks like at the high school. >> Can we get a full day at HMK or just have to take time with Holly about Fridays? >> We're we'll be addressing that at the building level. Yes. But your concerns are very valid. I I hear what you're saying and making sure that you have the time to be because we often forget public education is a customer serviceoriented industry. So we want to make sure you have the time to be there available for your parents. We also want to respect your time in in your work

086life balance. So those are things that we'll be able to address at the school level. Again, I'm trying to get to that point where we have that relationship where it's just not a blanket. one bad apple, you know, ruins the barrel or we got to do it this way because we, you know, um, really building that professional relationship and giving the the schools the autonomy while still being tightly coupled to the district. Um, so great points and yeah, um, invite you have conversation with Holly. I'm happy to join those conversations as we look at that because we really, um, you know, want want to accomplish both circles and be as efficient as possible. And to that point, it's super difficult as a parent just when there's half day here, full day here, three/4er day here,

087the next day, then it's all day off here, but not for that kid. And it's so, and I think this kind of again, here's a district calendar. So, as a parent, I can look at that and go, "Okay, this is where we're at." and then building administrators will will >> through their ability. >> Yeah, they can figure that out. But I think it's um communication wise it's it's cleaner. >> Can try. >> Yeah. One clarification on those other three teacher days, the ones that go with quarter switch, are those considered where you're sticking PD now or are those actual teacher days or is that the same conversation where it's up to the admin? It's the same conversation. >> Is that the purplish days? >> What? Oh, they're pink. >> Oh, they're pink. >> Like the

088>> Oh, the teacher day. No school. >> Yeah. >> So, that could that could very well be Hey, look. I mean, kind of like what happened at HMK right after Christmas. I I saw that. I don't know. I haven't had reports, but you know, we had a staff meeting in the morning. It was over at 10:00 or so, and then you had the rest of the day um similar to that. um really, you know, talking about what the needs are and how to address them and what fits each school. >> And whereas high school, you might be having kids come in making up on that month because it's the end of the break and blah blah blah blah. And it does look different on those days for groups. >> And then what color are the

089professional development days that are designated as two days? It's you can actually have your pick of any of the pink base the purpose of Kelly for for calculating that. >> So it doesn't have a color >> there wherever they get chosen >> and and those days in essence are not going to be because there has been um you know an idea that we have these things established in contract. This is a teacher day where I'm just in my classroom. This is a teacher day where it's just PB day. Really, you have those five days, the two plus the three to be used effectively for your building. So, what that looks like at your build at your building. Um, and so they might be that that hybrid like like we're talking about. Um, but really just

090allowing that discretion to give the building administrators and that the team the flexibility to do what fits their building. Thank you. >> I just have one more. I like I sort of I hear what you're saying about before the break, but I like the in terms of sort of the consistency. It's always the pink day is immediately following. >> Yes. >> The red the end of quarter or last quarter. Yeah. >> And I I don't know. You could probably flip a coin and you know either one will be >> right >> be good. You know, I didn't I didn't want to come in and just force one calendar. I had to give you guys some options. >> Are we voting on which calendar? >> Next on next board meeting, they'll be I'm asking the board

091to make a recommendation to adopt one of these calendars. Just to cl just to be point out though. So B would be there's two weeks being broken up versus A. There's only one week broken up. >> Is that in? >> Well, no. A you you're adding it on a you're adding it to spring break, but that one day is the the 19th. >> A and there's two weeks. Oh, 15th isn't the >> That's the first day of the >> That's a full week. I was thinking green was a >> So there's two weeks broken up in March on A versus >> one. A is one two. Yeah, I guess there's a whole weekend in between. >> A has more broken. >> No, >> A has one is one four day week and the other one

092>> is one four day a week. Just a week different week ahead. >> There's a week ahead. >> One last question. >> Too late. >> Done. >> The big red day that says the last day. Is that a whole day? What is that day? How are you determining that day? Are kids there the whole day? >> So, whatever date, >> two hours, >> what whatever day that falls on. Um, are you talking last day of the quarter? >> Last day May 28th year last day. Last day of the school. >> The big red day. Yeah. >> Um, >> the traditionally two-hour day. >> It's the traditionally two-hour day. I think we should have discussion about that, especially with, you know, some of the concerns raised. And I I don't know how big a culture shock

093that would be if we said we're going to change that, but it's definitely um >> It's a school day. And if this bill comes down like Senator Filmore was talking about, we might not have a choice. So, um, >> that might be a 12 hour day. >> How do they define a full day? Is it like four hours? >> That's the discussion that they're having. >> They're going to have that currently is four hours of instruction, right? >> And so, we were not we were out of compliance >> because we had and a plethora of >> well and in that particular particular question. >> Okay. Thanks. >> Okay. >> Um and so and and so these you're going to post these you're gonna how are you going to solicit feedback? >> We we can post

094them and we can put them on Facebook and we can see what we get. >> I'll have to shake them on the socials. Well, I would rather I don't want I so I don't want Facebook to be the place to comment, but there's a link to something where you can comment. That would be better. I just don't want it to be a popcorn >> Google. >> Yeah, we usually just create a Google form and then that way it was all right there so everybody could see it. >> But not every has Google. So you don't have to have Google. >> We'll set that up so that you don't have to have Google. Okay. And then teachers will have that opportunity um through other avenues if we want to email that. >> Yeah, teachers are welcome

095um to send feedback to me. Also go to your building administrator. You know, if you have a large group um one statement of the same thing is more beneficial to me if it's that way, but also I mean I'm open to email, talk to your administrators, let us know. So FIA will be going to staff, not to board. >> Correct. >> Okay. Thank you. Even though if you but if you catch us in the grocery store, you can still >> That is not nice. No, >> I get I get mine. I pick mine up. So, >> all right. Um >> conflict of interest form. >> Just a reminder, I think most of you haven't done it. >> How did you see that? I printed it. Did you see mine? >> No. >> Did you see

096mine? >> No, but I heard about it. >> Yeah, I did give you one. Okay. >> Okay. >> Mine will be gone. >> Okay. >> Whose do you have? >> I don't actually have questions. Anyways, I give you mine. >> You just said I have yours and I have Jenna. >> I emailed. >> Oh, I still got these. Yes. >> Okay. So, just YouTube. Okay. >> I have to put it on the website. Okay, >> we got next is uh C policy CBL policy has been posted on the district website and has not received any comments so far. Board has never continued to discuss this policy. >> So if there are any questions or concerns, if not, it'll be on next week's agenda for approval. Our time and effort policy. Did you create this one

097>> uh in combination with Jerry and what we stole from other districts? Yes. >> Do we need to have a P after this then? >> Yes. >> Okay. >> Any questions, comments that you >> So as of now are people doing the certification like completing that? >> Yes. and we have forever. We've just been following it under the state guidelines. Last year, the state said we had to have our own policy. We couldn't do it. We're required by federal grants to do that. >> Okay. >> But we don't have a policy >> that says how we do that. >> So, this is just formalizing the process that what we already do honestly. >> And and I mean, where does that certification go? Or like >> I have them. Okay. Jill and I collect them and

098have I have them >> and it has been posted for 30 days. >> Not yet. It will by March. >> Okay. So, this will be on. >> All right. Um HMK prek site improvement project. >> Okay. So, um we are in that fun last 10% phase where everything is extremely painful to get accomplished. Um we have continually not been able to meet our our deadlines. Um again still really suffering from uh submitt process and and just learning curve um with contractors and subcontractors who who aren't used to that process. Um so we we are getting there very close. We're having another OAC meeting tomorrow morning where we will be talking about um you know my significant concerns and and where we need to go going forward and how we need to get this wrapped up.

099Quite frankly, I I'm I'm to my field with some of these issues and um just want the board to be aware that you know we are um aggressively trying to wrap this up as quickly as possible. Um that's that's one part of it. The second part of it is um some propo proposal requests and possibly change order requests that I want to bring in front of the board. So if you pull up that first uh prek site improvement area map that opens. Um really I'm only showing you this because I want you to see my coloring skills um >> that I that I did in the airport. But if you look at atm there it's that that purplish color. That's the actual building. If you can see that that red line that limits the scope

100of work, the dash the dashed line. >> Okay. It has left out it left it left out the the areas in yellow. >> Um that that need to be that I want the board to take into consideration. Um the smaller piece of that is on area D where you're looking at the north wall and the and the wall that goes along the west side and that um little bit of landscaping that is is there now currently some dirt, some grass. >> Some weeds, >> some dirt, some grass, some >> Is there nothing here >> that goes all the way down? I just didn't color that far. >> Okay, but it is it is you're looking >> Yes. Yes, I'm looking at that all all the way down. Um, so that that area wasn't addressed and

101that's actually a post change order seven. And then you have the plazas or or the courtyards. Um, I'm extremely frustrated with the fact that that wasn't taken into consideration with the original project that I inherited. That being said, I take ownership. I should have noticed that it wasn't included and um noticed the shape that they were in. Um, and as we get closer to to finishing this project and we're going through the the pains of of finishing that last, you know, five to six percent, it just eats at me that we're putting that amount of money, $7 million into this school and everything looks beautiful and we got the fanciest shade structures in the entire western United States and >> the strongest ballers. >> Yeah. and and and and we're not doing everything. It just

102doesn't feel right. >> Which area is that? >> This is the yellow between these two. >> And so as as I look at that, I just my gut is that we need to do the job right and walk away from it. Jerry and I have looked at what it would what it would cost to to address those needs. Um, and we do have money in capital to address those needs. It would set back our our schedule, if you will, um, anticipated schedule of funding our capital project funds by about a year. Um, but but my recommendation to the board is really is just to consider summing it up simple instead of rambling on. Let's finish the big project that we're on right now, correct? Have a beautiful and all brand new and pristine. has a

10370-year life cycle on it. Um, and then move on to our next project, even though that does set our capital fund back about a year. If you go to the next attachment, Miche, this is the proposed uh request number three. I believe that kind of talks a little bit about what we would be doing in these areas. >> Okay. Where do you want me to zoom in on this? >> Just scroll down a little bit. You can see that uh that scope of work line that is still frustrating has now been extended to include clear of the fence which is which is fantastic and those pauses. And then if you zoom in on the the top document the shade page number one. What the what the proposal there is is that we would be adding

104that landscaping into those plazas which scroll down right there which is be putting in pavers uh mo curbs um adding some concrete unit paper and then putting synthetic turf in there. Synthetic turf that's the perfect application for synthetic turf. And I don't know if you guys have had a chance to to really look at the turf that we have right now, but it turned out better than I anticipated. If you walk around it and just randomly like check check the edges, those see the seams are tight that the guys did they did great work and I really think that that would just be a perfect application for the plazas and it would really just uplift the entire back playground of HMK. So >> how long would that extend? Um I believe on a on a

105change order request it's approximately 35 days. There's a couple of ways that we can that we can go about this and um I'm asking for for board discretion on that. This would likely if we did um elect to go this way be something that we wouldn't deploy on until school was out and we would be finishing the back of that project um as soon as as soon as school's out and moving forward. Um, and again, I have these uh change orders and proposed proposal requests in front of me. I have had MHTN review them because I had questions concerning the scope and and some of the cost and they did review them and found some uh errors and questions that I've sent back to the contractor to get clarification on. Um, this is also a

106project where in theory we could decide we're going to end our current project and bid out a smaller piece for this um, and still try and have it executed over the summer. That gets complicated when you look at time schedules. that gets complicated when they look at who might be willing to look at a a single source job that is in the neighborhood of, you know, north of $250,000 to $300,000. I don't know how competitive that would be. I am putting out feelers. Um, and this is not an action item or discussion, but my my intention is is to move forward um to explore these options unless the board um indicates that they have significant reservations and wants more information brought back. Um again, uh two different options, but really at the end of the

107day, it's let's finish this project as as costefficiently as we can right now. Why were they deployed? It'll be cheaper to do it now than if we want to come back in five years. Um and look at it and just get that done and move on to our next project accordingly as we go. Um, one thing that we're going to talk about a little bit later, we do have roughly I don't the number 100,000 you save. >> Well, we saved 100 just this year alone on our bond payments that we'll have saved $100,000 in the what would have gone to the capital payment and um what else? What else? Oh, I guess the other thing I would add to that in reviewing this these the proposals with Matt reviewing our funding, we really don't have

108another large capital project like on the short time horizon that when Matt talks about that it would um kind of put set us back maybe a year on building that fund to the levels that we were anticipating. I don't really in the discussions that we've had I don't really see that we had another project ready to line up and take off in the next year. So, um I think those are two points to think about. >> So, it doesn't have to go out to bid, but it could be the same. >> It doesn't have to. We can do a proposed uh >> change order request on on this and extend it. And quite frankly, if we go down that route, it's going to be a very explicitly defined uh expectations, clear um will involve some

109some give and take push um with our current agreement and um using it to address it gives me the opportunity should the board doesn't have concerns to address some of my concerns um with with the overall project going forward. Um, so and those are things that you guys are interested in by my office. Let's I'll tell you what I'm talking about. And um, >> do we do we know if they are available? Um, I mean, >> they have submitted a change request. They know >> and that's one thing. Um, I I don't I can't understate or overstate how happy I am with the subcontractors that did the the current. Uh, you know, I looked at a number of schools. Um, as we were talking about going with turf and I am quite impressed with what

110they did, >> but they would have to come if they did it. It they would have to come back in June. They're not still here, are they? >> They're still here. Well, they're coming down and taking care of odds and ends. Um, different change orders. Um, but yes, they would they would come back in >> in June. In June. >> In June. And then this uh currently we are requesting MHTN to design it up. Is this what that >> this is that design >> that? So they this how they presented they >> they've they've already designed it for us. Okay. >> Inspect. >> When did they do that? >> I had Cliff start looking at it um four or five months ago. Oh, >> and my when I when I just got the initial estimate,

111I was just like, "Nope." >> Right. >> That that that really sucks, but we're going to have to um but like I said, over the last couple of months, that is just wearing on me and I go back and revisit it and get more creative and start having discussions with Jerry and trying to just really do it. I mean, I it's it's old and it's cliche, but do it right the first time, right? I mean, we wouldn't be spending the money that I' that we've spent leveling some of those um you know, the the south lawn and different things of that nature >> had we just done it the first time, it probably would have cost us a fifth of what it's costing us right now. And that comes back to hobby. >> So, and

112and by all means, the board has every right to say, "Hey, you're out in the night. You know, we'll take care of this ourselves and we'll go a different direction." But my recommendation is that you allow me to move forward with that. Um, but those change my requests. I guess not my recommendation, my request. >> So, do you uh are are you looking for it to be on the next week's >> meeting to be >> I don't think I don't think it requires a vote. I can definitely put it on as a vote. I just want to know feedback from the board if you have significant concerns or questions. um as as we >> know my concerns I've personally voiced my concerns >> and I would I would ask anybody else who has them to

113do the same thing consideration. Um the maybe I think uh what might alleviate some concerns or questions if is if we could just if the board would allow like make the facilities to just com committee which is just me and Dave to just be pretty >> aware of what's going on quick you know like a quick >> that thought just came to my mind as well say hey hand this to the to the build facilities committee to work with me and move forward that >> unless you guys have some and then you you know voice concerns to us. >> So what is what are do you have a time certain timeline something that you're trying to figure out to meet? >> No I I mean I think I'll we'll get together as a facilities committee

114and talk after I have my meeting tomorrow. >> Okay. because I'd like still even dig down um how much money that is, you know, like just get a little bit more details of like where we see um fiveyear plan, just a bigger scope of that. Um >> and get the facilities >> and not that it's going to change the mind. It's just >> yeah, just aware >> just getting my wrap my head around it. >> Perfect. >> Any other questions? And maybe possibly um we do have a site visit next week to the preschool that was supposed to be opening that we made a move to be >> is on the website. >> What? >> Yeah, we switched. >> We're doing Wednesday, right? >> It's weekend next Monday. >> Even f further. Okay, never mind

115then. So maybe if we're at Beacon at HMK next week, we can go and walk outside. We'll see kids and we can get a real quick view. >> What the Let's add that to our trip. >> Okay. >> Is it about that? >> Yeah. >> Sure. What's the feedback you're getting from parents about just um the the pace of everything that you can get? You're not hearing much? >> No. >> Okay. >> Majority of the questions I get right now are why is the parking lot open? >> Okay. >> That's a whole another bag of worms. >> Is that still the handrail thing? >> That's pretty much it. Wow. So, >> and are you still doing like the circle that and the positive feedback on that commented on that last week? >> Okay. >> How

116it's a lot easier. >> The um and the neighborhood we're kind of in that neighborhood. It's so quick >> like it and it does not usually wrap around into >> IA. Is that what that's called? >> Migill. So, it's ve it it barely hits the end of the community church there >> and and if it if it does start, people usually are parking and walking and getting their kids. They don't want to line. I think it's transition people from lining up all the way and just parking and getting their kids. Somebody's always out there. I've always been curious why parents don't pick up their kids at the rec center and let them walk across that. I don't know. I always think about that. Like if I was a parent, I'd say, "Meet me at the

117rec center. Walk across the street with a crosswalk. I'll cross because there's no there's no real place to park. I mean, you'd have to line around. >> That parking is usually packed." >> No. Parents haven't been super concerned about the playground or anything since everything's open, right? >> No. Okay. Um, next is the single audit finding Jerry will talk about. You can tell that from the fiscal year 25 single audit complete completed by square. >> Okay. So, um, when Kyle came down and gave the presentation about to the board with the audit, he alluded to that there wasn't quite sure there may or may not be a finding on our um, audit. He did go ahead and issue us a finding um, late last week. Uh, everyone could finally submit their stuff through the federal

118audit um, portal. This is in regards to this is like the corrective action plan. Um, regarding that, the recommendation, this is in regards to uh the beacon program not submitting their final ESSER report. Um, and the program and the funding is the ESSER funds are gone. Um, so this was they were spent um long before I was even here. Um, but this finding is in relation to that. So, it's not like they can go back and submit a report and finalize it. This is just moving forward. Um, I have notified the Beacon program and the director, sent them a letter along with a copy of this corrective action plan and um steps that we're moving forward to do. >> So, the completion date, it's already passed. done because all we had to do was address

119it with the a it's it because we can't refile the report. >> Um >> they just looked at the letter that we sent to um the beacon folks and actually the completion dates when that had to be submitted to the federal um clearing house for audits but it's >> and didn't have to respond. >> They don't have to respond to that. We have to respond to that. And so I have sent a letter to to them and we're going to work out a plan moving forward regarding reporting the periods. >> Um, >> you've sent that to the federal clearing house. >> No, I to the auditors the or the state >> I sent that to the to the beacon folks and then and this is the corrective action plan from the auditors. >> Do we

120have to file that with anybody? only this only the corrective action plan had to be filed um on the federal site >> on the federal site which you did. Okay. So this the corrective action plan is in response to that not filing their final report. Any other questions? All right. Next child nutrition program administrative review discussion will be led by jury on the review conducted on the child nutrition program in December. So we had three days long three days with the child nutrition people in December. Um actually she gave us a guess a pre-report shortly after they a couple weeks after they left. Um, as we're sitting in here today, I got the final report. So, we have a laundry list of things that need to be completed. I'll have uh more detail from you

121next week where we're at now that we can respond um formally. Uh the portal's been open to respond formally. Sarah's been working with her team. Some of it was little things. Got to have an extra civil rights training, a couple of things like that. Uh Sarah's working with her team to get that done. A big chunk of it was um some of our our our tracking systems, I guess I would call them, our application systems um regarding free and reduced lunch. I met with uh Kendra yesterday on with the technology director to discuss uh costs, what we need to do, and kind of action and timelines. And she's getting some information together for me. and we're meeting again next Wednesday to go over um some things were quick fix from a technology standpoint, some things

122are going to be longer and kind of what the timeline of those might be. We have until February 9th to respond formally to the state um on all of the action items or all of the um findings. Um I think some of them if we solve one, we solve like four at the same time. So, we're working through that. They all won't be done and solved by February 9th, but they'll at least be addressed. >> You're going to present in the paper copy to us next week. >> It's 19 pages long. >> Okay. Now that we have the final one. Yes. Okay. any questions on that. All right. Um, I'm going to skip this next one. I'm going to put this at the end. So, we'll go review of non-negotiative policies will be next so

123that people don't want to stick around for that. Um so review of non-negotiable policies B through D with substant substantive substantive changes column three following policies can be found in column three of the USBA and county school district policy chart. They're non-negotiated policies that have been changed this year. So we have uh BAB B, BC, BB D, B E A, C A H, CB, CBG, CB K, CE, CA, CJ, CA, CJ, DBA, D A B, P A B A, D A CA, D C D F A D M C M D F E Um, start with beads. Does anybody have any questions? >> Can I jump in just >> Yeah. >> So, there's 63 total policies that the Utah School Board Association has recommended what they call substantive changes. Um, too, so I brought this

124first bunch to you. It's my intention to to quite frankly overwhelm you with policy from now um the next couple of months until we with the idea that as the legislation legisl session comes to an end and they start writing interpretations of the law and making rules and then by the time USBA gets policy examples out to us, we can be proactive going forward because there's going to be another 63 to 70 coming out of this legislative session. Right. Now, substitive is means different things to different people. Some of these just have um small word changes. Um and hopefully you've had a chance to to look at them at least at least briefly. There are times when small word changes make a big difference. When you change the word shall to may, it is a

125it is a big change. for the most part that the these are the policies that is >> what's the difference between shall and may >> shall means you will do it you don't have the option >> okay >> so district shall neo >> district shall negotiate placement on the salary schedule versus district may >> negotiate >> placement on the salary schedule >> um anyways I' I've gone through these and and taken notes and hopefully I can answer uh questions that you might have concerning them um I Oh, there was a question. Jenna might have a question about I >> do you guys want me to go through one by one or how I just did a bees? >> No. No option. No. Okay. Um, so I'm just going to go. So bees, >> I have

126a question about the first one. So basically they redlined out the board hotline. >> That comes back in policy. GBA. >> Okay. I wondered if they put it somewhere else. >> Redundancy change. >> What was it? GBA. >> GBA. And I got to be honest with my >> ability to mix up letters. It could be GAB, but I know those are the right three letters. >> Okay, cool. >> Is there a deadline on the training for the the hotline that we >> There's not a deadline. You just have to it's just required annually to just go ahead and take a look at that last video and we are working on that. Um as we talked about last week or last >> who's watching >> the hotline training >> that we need to do that was

127added to our >> talked about it last board meeting. >> Yeah. >> It's just a YouTube video. >> Yeah. 30 minutes. >> Did I do it? >> I did. Okay. Yeah. >> Is it under um >> it's in the resource like >> Oh, okay. We made the changes to the document that >> I remember that resources and all it's there. >> Okay. >> I was worried it had to be done before. >> Okay. >> We had an overachiever over there. >> Okay. >> All right. Any other B questions? The other one I'd point out on the B is BBD. Um, they're changing they're changing that form that you all just completed. >> So, no, >> it'll be a new experience next year. >> Really? >> Is it? >> There's an exhibit listed underneath there. It's

128like 11 pages long. >> That the same one. It was the same. >> They're asking for your blood type now. >> No, we are not. >> I thought I'd looked at it similar. >> Yeah. The other major one that I think we're in compliance with that's been a big issue statewide is uh BEA availability for individuals to participate in person or remotely. That's been a big hurdle for a lot of districts um as far as board meetings go. So >> thanks to the shade. We're on top of that. >> Is done. >> Is the agenda correct when we say available via Zoom? >> Is that how we're how we're viewing things? No, it's YouTube. >> Zoom is YouTube. >> Okay, Zoom works though. >> That diligent button is Zoom. Okay. I just didn't know that

129was the point. Okay. All right. Next are the C's. These are all >> I think. I think Jerry just stepped out to get her notes. >> Okay. >> I have a C question. >> Well, >> is it Jerry might have to answer it, but Let me >> Okay. Um, this might be to you, Jerry. This question, >> this is the C's. >> Who's the state security chief? >> State security chief is Matt Clinton. >> And that's the official title. >> Yes. Okay. So, it's not capitalized. >> Department of uh Department of Public Safety, State Security Chief back there, >> and he just is up in Salt Lake City, I guess, >> um >> we have one of his um it's a security state security I don't know what what's Austin's formal title. >> He's a

130state security officer. He's underneath Matt Pennington. He covers our area. He'll be here tomorrow for one of our trainings. >> Matt what? Matt Pennington is the >> I have a question about that and it might I'm wondering do you feel like it's appropriate or um to have a presentation about safety about guardian like what what it means what it looks like or is that trying is that hush hush? No, we can we can bring in um our security director and Libby Libby can give a a presentation and answer any >> questions. It is going to be because it's a public meeting at a 35,000 foot level. We're not going to get into specifics and what that what that looks like. >> There may be questions that >> can you know um because we don't and

131I think you're very wise in wondering about that because there already have been a number of issues where information has been shared in public meetings that is restricted. Um and so but we could carefully present on that if that's something you want us to bring back. >> I mean I'm getting questions about it and I can't I don't know how to answer them. >> Yeah. >> Um just what it means. >> Which policy is this? >> No policy >> it's under C is school safety policy but it's a presentation >> from from maybe Libby. So she's our >> school security director. >> Correct. And then are there school safety people at each school? >> Yes, we have safety >> specialists at each school >> and then we also have guardians at each school. >> That's

132what I I like I want to that I think she could present on that like like what >> are we allowed to know who they are? >> You can know who the specialists are, >> but not the guardians. >> Right. >> Who are the specialists? >> Um at the high school it's Jessica Vanderfield. At the middle school it's Mike Essinson. at the elementary school. It's sheriff. >> Okay. >> Those are siphoned. >> Those are the county security chief. >> The sheriff. >> The county security chief is Josh. >> He's he works for the sheriff. He's >> okay. >> The sheriff appoints >> Libby the school security director. >> School security director. Bailey >> Bailey. >> Okay. >> Yeah. >> Any other questions on C? >> Just the same C. It's very ridiculous question. But um

133why like under four like sometimes it's blue and sometimes it's red the things that they is there >> is it >> which policy >> CE still like under four just >> blue is the code right and then >> no but just like in four on page three of >> which policy C. >> Yeah. So number four it's like they do B and C as blue. Is that because they're >> That's new. >> Yeah. So, but they're adding all sorts of new stuff in red. Like I thought before it was like red was the red line and then new stuff was blue, but it seems like it's been change. >> It's a number. Okay. >> Like I thought it was it was easier for me to read before. >> Looks like all the looks like the

134formatting is blue. So four, six. If you go up to two, page two, those four, those six, the A, the B, the C's, when you format it, it's going to be blue. That's new. >> But this new stuff is red. >> But what Yeah. So typically on this and I haven't but just a traditional and it varies you will have your new language added in red >> language that you're taking out is also red but it has a strike through. >> Yeah >> and blue is referencing new code. >> Okay. >> Now >> that's like a light blue though. >> The amount of policy that they go through this and the color changes it's tomato and tomato schematics. >> Okay. But what you're talking This is a light blue. >> So this is what she's

135talking >> No, not she's not talking about that >> right here. >> A new likely cause of that is somebody two different people making edits. I don't know if that'll open up if you click on the side there, but it'll change colors if somebody else. So somebody could have added B And then somebody changed that to >> I guess that's how previously new stuff was a different color than red. >> Okay. >> I got a little confused. >> that's how Mike used to do it. He did >> Mike. Okay. >> Any other C questions? Okay, now we're on D. Matt, do you hear you? I just wanted to hear a little bit more on DFA like what we're doing in the schools. Um, the educator induction and mentoring. So, the changes in DFA are are

136about the same fund. How we do that right now is is um streamlined through uh Alana and Kendra and our new teacher induction program and going through going through those hoops and utilizing um the state has put together some canvas modules that we use to complete that. Um I met with them last week. I don't remember the specifics of the meeting, but if you do have specific questions about deadlines or follow through or things like that, come visit with me and we can we can get into that. >> Okay. >> And um and DF I I just um I covered my copy, but hopefully the rest of you didn't have that. But on the on page two of DF says a document must be submitted by blank. I am So that needs to change to

137DF P. >> Yeah. >> And fill them. >> So we need to create our own this policy. So this is an example that we can use. So we just need to like you say personalize it. >> Fill that in. >> I think we already we >> have our we have our own policy >> um that you guys approved earlier this year. >> Yeah. for shine outside of this model. >> Shine. >> So, we're not approving this. >> It's there for you to to look at, comment, compare. We don't have to approve that policy. >> We don't have to. We already have one. >> We have We have one. >> What does shine mean? >> Is the highly needed educators, right? >> Yep. Yep. Do you know what letter the shine polic was? >> I think

138it's DF PF P. Okay. >> All right. So, is that true with the rest of these that we're just looking at them? >> We're not approving them next week. No, these these will these will be posted next week and then coming back and we'll just keep having that ladder effect as we get through >> all 63 which I can tell that you're very happy about. >> Okay. It's part of our job being part of our job. Any other questions about them? Okay. Next week we'll be post we'll be voting to post Um, >> and I think that should point out if we're not going to change DFE because we have it, we won't post it. >> We won't post it. >> Um, personnel list, no new hires. Um, open positions are still c are custodian

139system administrator. Uh TAC bus driver full-time bus driver floating and robing uh ESP. >> We did interview for them today. >> Correct. >> Okay. Grounds keeper maintenance tomorrow. >> Interview tomorrow. >> And a community coordinator. >> I had a question about that. Is that um is that position this exact same? We're just recalling Jeremy. >> No, no, no, we are not. But right now, I'm developing um a job description and looking at actually bringing a couple of options to the board about how we how we structure that and how we can use it to target areas um that we're either not working towards at all right now or that we're working at at a very large scale and how we can really target that um for for a more in-depth intervention. So, um, yeah, >>

140I'd like to talk to you. >> Absolutely. Come by my office. I got a lot of stuff I can show you. >> Are these So, are the other positions being advertised currently or? >> Yes. >> Yeah. >> All right. Um, so this will be on our consent agenda. Actually, there's nothing to >> Okay. Um we're going to move back into the um Utah School Boards Association annual conference. So we're just going to go through some of those breakout sessions and talk about that. Um, I'd like to if you the administrators, you're you're welcome to um leave since you're required to be here, but everybody else can sit here. If you want to be here, stay. You don't want to be here. If you're >> Oh, sure. Um, >> Yep. We'll recess. Oh, I got to

141figure out where >> are you going to go? Uh I don't know about >> I just have this situation where if we had a 15 minute break I could go take care of that otherwise they may be dead. I'm not sure >> if we are I don't think it's going to be >> I think I mean it'll be five minutes. So, this >> I'll accept uh Wait, we're recessing and I got to get a motion. >> I think there Okay. Uh Kathine Williams made the motion second to recess. Uh all those in favor say I. >> I. >> Okay that's 40 recess with absence and we'll recess at 533. >> So this is a contractor >> because I Yeah. >> It's not defined. Yeah. >> Okay. That's all I'm think. And you notice I've been

142listening to my >> rock. No, >> excuse me. Did you guys like Does she know? grandpic I would be like >> I can't find that >> and they're in our in the website where that's where I'm looking for it is on the website. >> I don't know. They're expensive. since the last bought from the store that are as far as girls. Casey's just looking. She kind of I don't think she has an idea. Read that out loud. right now. It is enjoyed. I'm here. You all know that. Perfect. I mean, just seeing her bloom totally different than a normal personality from her. Awesome. She's She ran for office not in her wheelhouse. She's freshman. not >> I think she did it to go to St. with her sister. >> Whatever motiv whatever was the motivation

143>> you can't join it. >> So quite funny while we're sitting here in the meeting we had the preliminary rough draft of the nutrition audit review day. you know, have you seen >> um more attention in general, right? um tutorial on a >> I assumed with independent eight man obviously there's no is there an eightman unit is that just one a one a is No, it hasn't been in the past, >> but it is now or can be player >> if you want to. And it's going to be one a by definition. >> So, All right. You know what? I told you it was >> If we would have opted in for eight man, we would have been in the league and we would have been able to play for the state championship. We opted

144out. Independence are in that. >> Why are we not Why are we not doing in the league? Why are we doing independence in the league? because we have to do it at a certain period of time. There there dates that they can put you in. So three three years. >> So in 2029 we could go in the league and be eight man. >> Not necessarily. >> Well, they may. >> Yeah. Okay. >> Theoretically, yes. We have the option of going eightman. We would prefer that. >> We shouldn't be discussing this. We're still in public meeting. >> Oh, all right. I just wanted to I just wanted to understand And we're on YouTube. >> Are we here? >> I don't know if Matt's coming back. >> Not someone. >> All right, I'm gonna Did you send

145my text message? >> No. >> When you get a chance. >> All right. I'm going to come out of um recess >> at 5:42. I erased it. 533. Um right. We're in open session right now. >> I see. >> Um, >> all right. So, going back on to the agenda that we put on there for a work session was um just go working through some of these work or breakout sessions that we went to. Um, >> so good. I just so much. >> How many of us went to the highly effective board member session? I think we all went, right? >> Yeah. Um why don't we just uh if I'm going to go through these breakout sessions and if you went you want to say something about it let me know and I'm let me

146sorry let me pull up my all right getting awareness for intervention in just >> no navigating the the AI paradox. So this was the first one presented by Adam >> is there anything? So I think >> that was the Ogden presenter >> versus the Ogden. He was >> um what I want us to possibly how we want to how we format this is is there any information you feel like the other board members would um shall uh shall know um or are there any um things in upcoming agendas you want to look at talk about uh ask Matt to look into ask Jerry to look into um looking through some things. So that's that. Yes. Um he emphasized, you know, Spencer Cox is coming out with some human- centered AI initiatives. Um and that was

147his message when he came up. Um Ogden School District doesn't have a policy, but they have a framework which is available to anybody. Um, and they have tried to be very human centered. Um, and I definitely think that we need we need need to look at that. >> Well, and I think the big takeaway I got from Ogden because it was about Ogden and how their how they implemented AI to be working into their system. Um, that they didn't need to make a new policy because that's already in their technology policy, but the framework that they designed to stay within the existing policy guidelines that exist and keep it human- centered. were really I I thought quite quite good. >> Yeah. Yeah. >> Would they be would they share them with >> Absolutely. They share

148>> I think there's a Yeah. link on the website. >> Yeah. >> Um I kind of had a quick conversation with Matt today and he has a an AI policy. Um, and he he took it from somebody and I can't I was going to ask him right there, but um, so there is one in the >> in the hoppers. >> Um, I'm going to So, let me let me Well, let me go back. I think I wish Matt was in here, but um, >> he'll do what we want, but one of the things that kept coming up in my breakout sessions were policy committees. um and um talking to him where we're at, you know, historically. So, we just we're we have USDA policies and so we're slowly kind of now incorporating um a new

149policy here and there. Um but what those old what those other school districts, they have old pol they have all their policies that they've created. So, um, but I think it would be pertinent for us to, >> well, we could either create a policy committee or what he's kind of been doing is ad hocing uh policy committees of like, you know, if I know that we need an AI policy, he'll grab um the technology people and admin um but not as one group, >> but as um but I feel like we, you know, if we want to create a policy I here's my question about that specific thing is that if if our board one of the main duties of our board is to create policy obviously change whatever policy policy then look at policies

150then I mean obviously the superintendent is involved with policy but I am I right in that this is more our lane more so our own than >> well we're not going to write a policy >> no not write it I mean but evaluating looking at it changing handling that part and versus listening to listening to the superintendent give us that information. So my point is should we have a policy committee that then reports to us and says okay with instead of him saying it that it's our policy. Does that make sense? Is it >> we just haven't had right >> those policies to do that. >> Okay. >> Even the ones that we're looking at now just >> we haven't had it. None of these are these are all code, right? >> But so only

151specifically our policies would we need to be doing that. We don't have I mean I don't know summarizing you know or whatever. Sometimes he just has so much information that I and I appreciate. >> Well, I just read the policies in detail. So, >> um, it would be creating the I would see it the policy committees are more of creating a policy and then taking those personalized policies and and changing them to fit our district or in going through um sections of the USBA policy and say, "Hey, that's really not going to fit. We we can take it out or we can add to it." >> Um, and it's it's not him. It's it's it's but he has the staff and the knowledge to actually write it versus we wouldn't write it. So they would

152come with a a d I would see staff coming with a draft, not us drafting it up. >> Okay. >> But all of these policies that we get every year come from USBA and they're written based on whatever the legislature has said you must do. So cell phone policy or you know we've passed these laws. So, USBA writes a policy that we use kind of as our guide >> guide and we almost just said say we just sort of >> it's not a guide, it's code. >> Well, it's code. So, I'm but I'm just saying that >> then we can't change them. >> We can add we can make them more restrict. >> We can we can add >> we can make them more restrictive. >> Right. >> Okay. So that's what maybe then Melissa,

153you're saying that's what a policy committee would be to >> I don't want to create something that we don't need. I'm just wondering that's that, you know, that's where I'm my inexperience is coming in. Do we >> Well, if the policy says that we have to provide >> No, I just took pictures. >> Clean water to our students and then now I don't like the phone policy would be a good one now. >> Yeah. If we went bell to bell >> because that was open like we could >> we could make that restrictive if we wanted and there's not other policies we'd be talking >> not in this not in what we've adopted already. I'm sure they exist >> but we're not >> but that we we are just dealing with code code policies. So

154if we were were to pull some say go to >> our own cell phone policy. >> Yeah. And they're all P's that we personalize them >> right. So, if we were to go to Ogden School District and pull their policies, they probably have some policies that are not um state code, >> like a dress policy. >> Dress code policy would be something that would not be state code, but we have one. >> Um, memorial that really quickly because they've AI everything and all you have to do is put in there. Do they have policies that are different from the state? Ogden will tell you, right? Basically, it's it's what you would create a policy before an emotional situation were to arise so that we would have an answer. >> Um, how do we become how

155do we change >> football? You know, we we have a policy about sports, how do we create a new sports pro program? I mean all these things that hopefully you see beforehand you have a policy so that you just >> so I guess that so that's not necessarily something we need to create but it could be in our back pocket so that I right let's like creating a policy committee >> I think it's time to go ahead >> because I think we've we've now well that's yeah that's what I was asking >> okay or if we don't want to if we don't think that there's a lot I think we should >> okay >> or we could still >> um which I don't think is as efficient but maybe it is but ad hocing like

156okay he's going to pull in these these these groups >> and and specifically so that the committee >> um has is relevant versus you know you might have an AI you do want the technology people on the policy committee but they but they're not going to be on a wellness committee or to talk about the wellness false. It's like an expert that's going to help us for that one thing and but not on the call. It's like invited in. Hey, we need help. >> Yeah, I I agree with that. >> But getting back on task to the AI, the big thing that I think that was my takeaway is that they created a framework first based off of what they wanted it to look like across campuses and for admin and students so that as

157they moved forward, they knew kind of what their boundaries were before they set all of those things in. It's more like a giant outline of how they wanted to move forward in their district before they set their policies so that their policies and everything matched back to their vision. Um because they said, you know, we don't it changes so much you don't know what you want. So did you guys get a copy of that framework? >> It's on what website district. >> Yeah, he was really he was really good actually. the framework of AI. So Melissa's just um >> the state board of education AI specialist was also there. >> Yeah. >> Um >> so we do have a or a draft that we've started on AI policy. Um because detail skills hasn't put one

158out, but Washington school district has a really good one that we're looking at. um and having discussion with that framework and then um San has another good example >> really. >> So I think so what you missed I think I think what we want to do is create a sub >> subgroup >> for at least the board. >> Um so the and so maybe next week we can appoint um two board members to that policy committee. And then it will and then you can populate it. If it's AI, you can bring in the technology people for that. If it's something else, we can populate with with the different people, but we know who on the board is on the policy committee so that >> they can do the heavy work before the board. >> So,

159we're not all but yet we still have our foot in it. That's one of the things we were talking about is the is forming a policy committee in general. >> So, all right. Okay. I'm going to add All right. Moving on. Looking ahead to the 26 Navigating Utah legislative landscape. That was the first session. So I think they had different people at each one of these. >> I I went to the first day the first one >> three days >> and there was Senator McCuel and Representative No, Mike Mccel. >> Yeah, Mike Mel wasn't at mine. >> And Representative Tracy, I don't remember her last name. >> Oh, she was Representative Tracy was at mine. Um, you know, I think it was a lot of question and answer. So, I'm sure every session was going

160to be different because it just depends on what people are asking. Um, I don't know if you want me to. What I want to know is is there anything that you think the board would need to know or any agenda items in the future that we would um agenda items um not necessarily um they just gave us a heads up you know there's going to be these this attendance bill which Matt talked about Senator McCuel saying that we need to enforce attendance whereas several years ago they kind of weakened our enforcement. Um he said there's going to be bills for um early literacy interventions. There might be some bills again about >> I add to that the early literary. Um so right now we are using different standards than than the other states the nation

161was what they were trying to >> so our literacy looks very low. So there was an article in the paper that showed us very low. >> Um but there apples and oranges kind of test. I don't know if it was testing or like but they were saying yeah that that um we look lower but we're actually not compared to other states is what you're saying although it still is I mean it is pretty the numbers according to our standards are pretty low like our like the number of third graders or whatever that is this is state >> for the state oh yeah not not it's just the state of Utah >> I'm saying state yeah >> so um but anyway they're going to be pushing bills for that there's going to be something again about

162devices devices in schools. Not sure, but it's going to be >> they'll develop. >> Well, I'm not even sure it's actually about cell phones. >> There also is one. I heard that >> there will be I think that too, but I think when they were saying devices, I think it may be like >> not so much emphasis on like Chromebooks for everybody and stuff like that. Um they I don't know if this is important for they they were talking about you know how they're going to maybe talking about capping property taxes and how much >> like we if if we can raise our rates that they're only going to allow rate increases by like to 5% or something a year instead of >> um so just things to to be aware of. Um, Senator Mccel

163was interesting. He thought that there were He did say he thinks that there's way too many bills, education bills. They should be consolidated. >> He thought um and he thought that the school security um bills are too unrealistic because they're too comprehensive. >> So this that was his opinion, you know. So sure what that's working. the the lady in our session kind of said that too that >> it just seems like maybe we should put some of the school safety bill into more counseling and mental health unless unless bars on the windows and films on windows. >> Well, it's hard. >> Yeah. Yeah. So, >> USD is also recommending asking for cuts 5% to the education funds. >> So, USB >> Oh, no. I'm sorry. legislature asking USB to recommend 5% cuts reduction funds. >>

164To be to be clear on that, that is they're asking every program >> to look at cutting 5% >> not just education. And Senator Filmore in a couple of our meetings um explicitly came out and even sarcastically said, "Do you really think we're going to make you cut 5%. It's just it's just an exercise. Quit focusing on it." >> That's rough. >> I don't know. I don't know if he's >> like they'll cut maybe 5% from all the percentages. He does have a a proposal to work on the that would allow the the state to pull money from the economic stabilization fund >> um by creating a new criteria that if tax impacts from the federal government impact the state of Utah to a certain extent then they could pull money out of the economic

165stabilization fund to go towards education. um a little bit of Robin Peter paid Paul. Um but that that's also taken into consideration when we look at that 5%. So it'll be interesting where that lands. Um they did indicate they know these people, these three ladies were from US. I think they were on the school board, state school board. >> Oh, one of them, two of them were from US and then one was at state. >> Yeah. The one >> the second group. >> Yeah. Yeah. Oh, um that that they recognize that needs are going up and I think we just need to start quantifying the data. >> Um and then um the attendance issues um goes back to that generational differences that we had the speaker but um looking at optim optimizing the educational experience.

166Um so um and that and this was coming actually from this from the group of people that they were thinking that technology is actually hurting attendance. Um right >> for example >> you know they they can do their stuff on canvas and this is they can why go to class if we can just um do it on on our computers at home. um they feel that the legislators hear um stories are heard more than stats. So control the narrative. Um and when you're emailing your when we're emailing that means you know the stories are important to put in those emails. But um in the subject line write yes or no short email to to the legislators. um two sentences. >> So stories like anecdotes better than statistics. Yeah. Is what they think. It's like an

167anecdote. This is what >> they hear. They they grasp on to Susie blah blah blah blah blah instead of 42%. >> Um >> it's not true story. >> That's right. >> One of the difficulties there is these stories can be outliers. >> Exactly. a lot of motivation behind them, >> but if you look at the big picture, it's pushing us. >> But but they're saying if we're trying to get what we want the sto we want to tell the stories because >> it's true. >> We're not sure. >> Any other legislative? >> Smart Revity recommended book. >> Oh, yeah. Yeah, that's what that was. >> What's it? What is it? >> Smart Revity. One of the three ladies said it was >> maybe that wasn't that wasn't >> that highly effective. >> I thought I

168had that >> powerless too because I did not attend the legislative one and I have that book written. >> Oh well I have it written right here. >> Maybe maybe it's a really good book. Oh yeah, it's a different book. >> This one was the >> Okay. >> Any other things? Okay. Current legal issues >> that was predominantly um overridden. I think we got off agenda because of the lawsuit that was filed the day before against Davis and a handful of other districts concerning the book banning regulations. Basically what that argument is is that while we have the ability to select what books are on the shelves, our previous law, what was a good mechanism and the changes that they made last year that kind of have a blanket effect um throughout the state such

169as the three books, three districts agreeing and you don't have to and the scrutiny >> likely is in violation um and and anticipate a summary judgement that that that bill needs to be stopped. until this is figured out um works it way maybe even kick back. Um so in my session on that it was interesting um because there was some polarization in the room about uh some very supportive of you know hey if the book addresses and they kept they kept throwing around the word pornography to where the uh presenter actually stopped and said okay that's one of the issues we need to look at when we're talking about or content in a book there is sex there is sexually explicit and there is pornography and calling everything pornography is not appropriate and it actually

170causes more problems and it helps and uh the conversation kind of got a little sidetracked on that but I do see um again I don't know everything but I I would imagine that we'll be um directed by the courts to go back to our previous legislation and process um until they work out the legalities of of the new the new changes that came in last year. So depending >> wasn't it filed against the state of Utah or not? >> It was filed it actually named several districts and >> and >> the state of Utah >> saying that you should >> our process for banning books is unconstitutional. >> Okay. >> Who filed it >> and the want to get a state and two >> and three. The other thing that I thought was interesting is

171at the very end he tacked on an important thing for boards and I thought man we are on top of stuff. It was public comment in board meeting and how to respond to them and training that we went over >> a few months ago. So glad to see that we're we're up on current issues. >> Um next Rob's rules of order. That's Rob Smith. >> Yeah, I did that. Anybody? >> I'm sorry. I do. >> Yeah, you you >> um Yeah, that's right. We were going to get together. We were going to get that laminated stuff. Did we ever >> remember you you had said that there? Well, there was a print out. They said they would share the slides or whatever to print out. >> Where do they Matt where do they share all

172these poweroint slides and all that? They should be on the USBA website, but if you have specific presentations you want, I have no problem emailing Rob and asking him for that or >> Yeah, because they kept saying in several of the sessions I because I thought they always would share them on that app. I thought was what the plan was and someone said, "Well, if they don't get them in ahead of time, it's not included on the app." >> But each one would say, "Yes, we'll we'll we'll send out this," right? And so unless they put them in after the weekend. >> I didn't see it today, but I couldn't. I wouldn't. Yeah. So maybe we can, but I I would like to see that that um So you know which one you're talking about,

173>> Matt? >> Yeah. Um so that he had two he had the he had two laminated cheat sheets. One was the Jurassic, which I have and I can share. But another one that he thought was even better was called Frequent Motions. >> I have I took a picture of it. Okay. Um then maybe we know how we can order it from somewhere. >> I thought it was a he created it. We just printed it. >> Yeah, he created a spreadsheet >> and it was >> No, no, no. Not that. Well, was it in the laminated thing? I know it was a slide, but he had that laminated thing. >> That's the one. >> I didn't see he had a laminated >> and and he showed it to us and I didn't think it was called

174frequent. I it says um I wrote down um get the tools frequent motion slide print and laminate and then it had >> that's what I wrote down his slides so we can look and see because everyone was up there going how do we get this >> I know I want >> so there was a journ how to adjourn how to recess and how to complain about noise how to how to >> or the temperature it's got to make you feel a little bit good positive >> that we don't have a contentious really argumentative board culture right now where we need some of these things. So, as I I agree, let's track down the slides, but let's keep uh focus on that. We're all here to >> Well, because it can change though. I mean, that's

175the thing is I I was when we're when I'm in all these sessions, I'm like, we are just so sitting, right? >> I think one of the biggest ones was the substitute motion versus the amended motion. Um is so those are two different motions >> or it's on top of the motion. So, if I move to approve don't to approve the agenda, which is not >> right. And then uh Kathy seconds it. Dave says I would like to move to amend your motion. >> Jenna seconds it then we then I call for the vote to >> first we have to vote that we're going to amend. >> We're got to vote to amend to vote to vote on the amendment. You're not voting on to amend >> and then you vote and then that's the

176new if it passes that's the new motion >> and then you vote on that. >> That make sense? >> No, it was very it was very >> okay. >> But it's just make steps at a time and >> um you have to well to amend you have to vote >> to you have to vote whether to substitute or amend the original motion. So, you first have to say, "Okay, yes, we will agree to amend the motion." Yeah. >> And then after we've said that, then we say, "Now we're going to vote on the amended motion." >> Well, it's not amended. And now it's just the motion, >> right? >> Well, yeah. Okay. >> Yep. And now it's the motion. >> Yes. >> Yeah. That's it. Versus he said don't use friendly and >> friendly friendly

177amendments or whatever. >> The one that I had a question about and I still have a question mark. Yeah, that means ask you guys um was the one where he was talking about after we've second um I wrote down after the second um we can have the floor or a discussion uh can have a motion to recess during a motion. Was that the one where we could we can have a recess if we wanted to you can have a recess during debate which I think just means recess. >> Yeah. Like if you're if it's a long going on, you can mo move to have a recess. >> You would >> because you also might want to have a you might might want to do that if you want to get more like I want to

178go information like what it was. Yes, because that's what I wrote it down. But you talk it was not to talk. Yeah, you're right. It was for that. But it was but it was to what I was confused about is when we can have the floor for discussion >> but after the second like what what >> after the second the maker of the motion has the floor he or she is the first person that gets to talk. >> Okay. >> That's I think what I wrote was okay >> you can't discuss the motion before it's made. >> Right. I mean Yeah. Then he just goes. >> It's not a motion. >> And you can call a question if we feel like debates going on. >> Yes, you can. I >> really call a question. >>

179Okay. Let's keep expose these little things about five minutes. >> Yeah. Um, but if you ever have the opportunity to take Jurassic Parliament, I think that's a great training to to um >> Is that something offered through is that just a >> I think it's online now. She used to do them in person, but I think she's since retired. >> Give me the title of it so I can >> Jurassic >> just It's Jurassic training or >> Jurassic. >> I might get emails. I'll send you an email from the lady. >> All right. >> Jurassic Parliament. I >> Jurassic Parlament. I think it's Jurassic Parlament. Okay. Um, so we why we do Robert's rules. So it's transparent, transparency and trust you're building. Um, it helps bring emotion down when when it's when it's high high

180emotion issues and emphasize the power of pause. I think that's an important part to um the person running the meeting. And so you might call for um is there any more questions and then wait >> don't just move along. Right. >> So um okay uh connecting high school youth to workforce opportunities by bridging education and employment. I love love love this one. Um, and it's something that I I did I did have questions to ask later. We don't have to talk about it now about what what we how does our high school work work with the workforce development crew because that's that's basically what they did was they discussed um a cool program that workforce development has for the high schoolers. It is a VR um pro it's a it's a virtual reality. It's part

181of that because Oracle which whatever that popular one is that that all the kids have and it basically gives them um on the training experience to test out careers and it's just it puts like for example I did the uh vet technician and I had to you know do an ear infection and it's all virtual reality and the point is um to get these kids if there's because there's apparently like 80 something jobs they have to go with the the VR set that like, oh, I think I'm kind of interested in maybe being a a vet tech or working on cars or whatever it is. And so they will, it's very guided instruction on how to do it and then they would experience and just kind of get a little taste to say, "Oh, that's

182kind of cool. I'd like to know more about it." And so, but that particular VR program is called Transfer Trek and it's part of the workforce development for Utah. they come into the high schools um and they kind of do it. So they recommended in a classroom setting >> like like you know this is all part of like CTE stuff and and they would come in and um because you have a lot of space because you have to stand up and you know so anyway the whole to do the virtual rally but the whole point of it is that it targets the kids who drop out who are just they nothing is stimulating them in school the really really high-risisk kids that's over and it's not necessarily really for all the kids. It's really just

183for those kids. Anyway, disengaged youth. That's really um so I just wanted to follow up to find and I can talk to high school about that how we are working already with workforce development because I'm sure we we are but it may not be this bigger program and it's all free, you know. So anyway, I I'll follow up with that but I thought it was an amazing program. I'm going to follow up on a presentation from our workbased um coordinator. >> Excellent. >> Is she going to come down? >> Program is throughite development, but it's the VR program is transait services. Do they have a >> we have someone assigned to the So apparently we're they are assigned to an area. So they gave me the person's name and who I need to contact that

184could then tell us what how they can come in and do this. But I just didn't want to and he would know if we already have this program or he will already know what we already have. But I just wanted to talk to >> I bet we don't >> I think we do have some we have some sort of coordination with workforce development. This is a particular program within workforce the the transfer track program. Okay. And so >> no, it's part of you. No, it's they they they they get all of the VR. It's not the key. It's a like a they come in for several days or a day. >> Oh, I see. They don't just send it. >> I'm sorry, I did not make that. It is like it's like taking a field

185trip except they come to you >> and they do like classrooms, you know, it's a program that they do. >> And there's much more involved with that as well. Like there's an assessment tool. there's an assessment that kids take first just like things they are interested in you know they kind of whittle it down there it's a lot more involved but it's I thought it was an amazing program for those those at risk kids that are >> so I'm going to follow up and just ask >> I loved it >> all right um build smarter spend less real strategies but save millions that was the rising construction. Anybody anybody pass? Um, next one was re remmoralizing the demoralized. We went to that one. We went to that one. >> That's one that I had on

186my list, but I got pulled out. So, how did that go? >> It was good. So he basically defined the difference between demoralization versus burnout. >> How did he define that? >> So burnout is more of an in it's internal to the person. They they just are exhausted. They're cynical. They're tired. They think they feel like things should be done a different way. No, no, no. They're frustrated with how things are. just there there are circumstances that's burnout. Demoralization is more external meaning that you the teacher still has um the drive but are they can't >> they're frustrated. >> They frustrate because they cannot do what they want to do because of all these external factors. You know you're you have to teach this you don't have any autonomy. you don't have any time, you

187have to do these things. And so that's the difference is that they still want to be doing it. They're just very very >> This I thought would be a good um admin PD. >> Yeah. >> Um so it was really centered on that. >> Who presented that? >> Shane Barnworth. >> Okay. >> Was he the He's the Alpine. >> He was the actual He's the BYU guy. He was the guy that presented it, not the >> He was Aline superintendent for a while. >> Yes. Former. Oh, that's right. Former. >> Yes. >> Yeah. So, he talked about the f the four five criteria to the moral core. Number one, civic participation and engagement. Educators model teaching skills required. It's just it's the why the why why causes uh causes of demoralization mandated content focused on

188cognitive needs and not enough emotional needs differing approaches to equity funding sources limited high stakes testing alternative teaching license >> and devaluing of education. >> I will reach out. I mean I if you got you could probably just >> I I'll take your I'll reach out and modify that towards for us >> because they have they have strategies how to remmoralize >> through values, purpose, direction, culture. It's just you know it's I have a question about that. So there is that word the demoralized is that a word we've used before to to identify I don't know. I think they what they were trying to do is making sure that teachers and admin know the difference between >> burnout and de like there's a difference >> but the de but the de demoraliz is that a

189term that they use to identify >> I think they're trying to push that >> is it mean does that sound like a harsh word >> soc sociology word >> it's sociology studies or something >> I have a hard time with that >> well you don't want burnout because they're done >> burnout They're done. >> No. No. Yeah. >> Right. Right. They >> I mean just the language I was like the language is weird. >> You know say oh you know no more. >> It just seems weird. Like when I saw that cl when I saw it I was like >> I think it is a harsher >> word if that's the right word for it. >> But I think it's very real. Yeah. Okay. >> And and maybe not in, you know, the sense that

190demoralized that we might see portrayed on TV, but >> in between there there is that >> the feeling of >> that that grind where Yeah. you know, I'm just And I think it's probably because teaching is a moral endeavor. And so there >> teachers. No, you're right. It's like >> so how to gain that. Yeah. It's That wasn't the guy. I don't remember. I go back to um I have I have to do what? Understanding the FMLA and ADA. >> Did you do that? >> I went to that. >> Anything you need to know? Um I don't think so. Matt and I had a conversation with it following that just for my own personal knowledge and um changes. So and on some of those things like uh we do again it falls back to that

191economy and scale issue that we sometimes face and we're not super strong when it comes to um you know family medical leave or the American Disabilities Act. um and or the amended act and how we integrate that. That's something that even this morning I was working with with Christa on um navigating some issues there. I do have an extensive background in that and I think as I as I continue to share that with our our staff be it building administrators um be it HR and payroll and then also bringing Jerry up to speed because there is a financial piece um of the family medical aid. but in the ADA and the 504 and temporary accommodation versus formal accommodation that we can navigate and really support. The biggest issue challenge that we are going to find

192in this district is two part. Are we one are we applying it and two are we applying it consistently? And so setting that precedent and making sure that we're well educated and that our administrators know um the benefit of reaching out when they don't know how to handle a situation and going through the process as opposed to possibly making an exception or granting unknowingly and informal accommodation and the long-term effects of that. Um so really, you know, wanting people to to be willing to come and ask um and going through that. We talked about a couple of opportunities for Jerry to get some more training on that in a specific public education setting. That's probably more than you wanted to know about. >> There was another legislative one, but I think we all went to

193different ones. Um, working smarter with AI that was different. >> School board members board members. >> Yeah. Chat GPT streamlining the report work for drafting emails developing reviewing policy. >> Oh, that's the one we went to. >> No. >> Oh, >> this one was this this session was >> design. Yeah. >> More for school board members, right? I didn't go to that one. >> Uh, master board certification. >> I went to it. >> You would you did go to it? >> Yeah. I was needing a place to go and it was the last day. So, yes. Did you learn anything? >> No, not really. I mean, just that they're trying to instill in people that it does have a work. >> It's Well, it's it's based on our professional development as board members. >> Are

194you going to hang on to >> No, I'm at next meeting. Okay. I think it needs to be at that. >> He's going to present it and have everybody and shake everybody's hand and do the whole So when they were um when they were giving out the awards for counties who have completed their master boards, they were talking about people that have gone through all three levels, right? Like we >> No, the level you're supposed to be on for that year, >> but there was another certificate. There was another one. We all got our, you know, completing our level. like we all right but there was another one that was given to a district >> I thought it was if they >> it just says that there's more than 50% of the people have done

195the year what we did what we've done the majority of the board has done and we did get that yes I have that too >> okay >> yes >> oh so we did get that >> and it's I wasn't sure if it meant we had they were giving it to the to the counties who all had completed all the levels it just has to do one those that participated in the >> Thank you for that. I was wondering about that. >> And there are people that don't want to do it and fight it and there are some contentious school boards. I can see that right now because some people said these guys just won't do it because they don't want to have to do that. >> They don't see any reason for it. But then,

196you know, and they're trying to make it worthwhile. So, that was it mostly. >> Um, next, pull up a chair. Student leaders at the board table. So, this what happens when students take a seat along school board members, not as guests, but peers. Um so pro provo school districts board members um and what that looked like. >> I did too. Um yeah, I think I think what the difference is and I think it's a conversation um to have with Matt to help the high school principal and the high school government class of like do we want we I think it's important to have that student representative on our um at the table here. I don't think the student body president is that person and that's not how they set it up. But it's what's the

197difference is between those bigger schools. It's student body, student body, student body from all the schools, right? And then they have the the the one over the district. Um and the smaller districts did just have the um what were they the student school board member um was separate then the like an elected vote is it >> it's not elected it's and I asked them I I asked them what the why they would do that you know and I was like is that because of popularity versus you know like who is it but it's a board sled do they have a a process um they do like an interview. >> Um I think it's important and I think what happens with the student body president is usually they're super busy. And so one of the things

198we would we could set up is just those expectations, right? That you will be at the meeting the whole time. So it is three hours. Um it's it's a real position. >> You have a seat at the table. you'll be >> it's not and it's not voted but it's but you >> you have input >> they get to hear the more I think the most important thing is they get to hear everything so it's not just >> and then you're the liaison to the school >> and they and they feel heard students student body stills feels um heard and then we can also get that feedback back to the students of like why they because that student sat there with the for the discussion and and explained why, you know, so we could write up

199a job description and we would pass that on to high school teachers. >> We would just probably steal somebody's but yeah >> that's we would have one send it out let the high school teachers you know >> no we would encourage who should apply then they come in for interview is that >> I don't think you encourage >> teachers to have to figure out the logistics of it but I did agree that it you know video. It was very slick little video. Okay. >> Um, for example, so they were getting the word out. >> Okay. >> Yeah, they did those bigger schools did have an advisory committee and that's actually how it was kind of set up in Provo. >> Okay. >> Um, which was interesting because I was like, what the difference between why

200isn't our student body government doing this? But um the advisory committee really delved into issues um and tried to have representation from all different types of of groups and it was separate than the student body >> and the popularity. >> Yeah. >> More into than >> Yeah. Um, but I think it's I I would like to put it on our, you know, list of to-dos next year of having one that's >> or we can go down the route of or we just have a student advisory committee, >> you know, the board member. >> Well, I think but that's one way. Yeah, >> I think they still have stuff they need to do with student government, >> right? >> Um, and I think it's pretty overwhelm. I think they're pretty busy >> doing all the >>

201other stuff that that kids think are important, but there's probably >> um a couple out there that >> this would be their thing. >> Yeah, I I'm sure there is >> um >> might that aren't too that aren't busy either doing those other things, right? that that might not they might be a debate kid, but they're not playing basketball every >> like three times a week and so and they don't have a job that they couldn't get out of or you know they make that this is their thing. >> Um >> but we need to you know really flush it out and I think carbon was one. Did you write down any of the >> Emory and Carbon? Well, we were at the um legislative that meeting. There were two sitting there. Those were the

202>> kids. Those came from carbon. >> Those No, they were interns to work. >> That's right. That's right. They were >> But the one was from Carvin and she was also up there as one of the student adviserss on the same girl. >> Yeah, we can I can reach out to Jim. Emry has it set up >> because they they have to set it up with small district. It's not it's not going to be like Provo, but and we can set it up how if it's not working we you know I think it would be cool >> also it would be neat neat it would be great to hear you know those issues because they're also on the they they do have to be on a committee so they would be on a policy committee

203but we would get student feedback before you know it hits the the lines of of all the kids freaking out right we could be they could just be there and go hey kids you know But kids are really upset because of this and we would like the board to look at creating policy or um this just a way for them to um communicate better instead of just >> and this is yeah you can see those those kids who might want to pursue government you know in their future. >> I can see that. Okay. >> Driving success school land trust program support for schoolboard members. I want to >> that was one that I didn't take any notes because they assured us we slides. So I did I did steal the paper that has all the

204QR codes >> because I paper with all the QR codes this paper with the QR codes >> and then my my thought >> oh school >> my thought going forward was to they have the new administrator trainings and I know that we have experienced administrators in trust lines but I think it would be good as an admin team to go through that >> and just uh make sure that we're dotting our eyes and crossing our tees and really know where we're going and looking at are we putting our trust and resources towards our actual goals and priorities or are they being redistributed to other areas and what that looks like for this district. You know, traditionally this district has not >> put that money into salary for employees and that's fine if that's how they

205want want to do it. I know other districts that do put a large portion of that money into targeted um intervention with specific employees and things of that nature. It's really just kind of going through our process and re refining it. Uh we have some schools that are doing really really well and other schools that aren't. So what can we share and learn from each other uh and just kind of go through those resources and the presenter seemed like he would be very open to to having conversation and helping us if we if we need it. >> I ran in 45 minutes early so I had a long conversation. He would love to come to Ohio and present and he's good at it. The one takeaway that I had and I end up asking and

206I had a conversation with Kathy about it because I I needed some clarification that would be maybe addressed if we got some training was that I got the impression that every and it's obviously the community councils are part of the decisions but that every decision has to go back to that school's goal >> that how they're how they're spending that it's supposed to connect it back >> it should be tied back to it. Yes. you know, even if it's creatively connected back. >> Well, because their plans have all goals outlined in it and it has to go back to the plan and the specific goal of the plan. So that's what I was asking the questions like um and you know how explain to me and and I'm 100% behind the arts but explain to

207me how um paying for part of an art teacher goes back to the school overall goal for the middle school >> because it improves math because they use angles to draw. >> Yeah. I mean obviously it's a creative way but I was just wanting more understanding how they do that. I also think you'll see it when it when when >> we go through that process. No, the process of approving the the community council plans. So coming up here in the next couple months, we will be presented each school will be presenting the plan and they'll say we will want we want an art teacher and this is the goal that that and then and that's where we will go wait a minute where'd you get that goal or >> and last year I probably didn't

208understand that. So, >> oh yeah, I think cool. >> And by year 18, you'll figure out then I'll be like, >> "Oh, yeah." Just I mean, just to echo that too, why why the school community council is the driving force behind that? The B the board does have a role of making sure that alignment there. And I have seen boards say, "You know what? We don't like your trust land plan, you need to go back and fix it and come back, >> but only alignment. We're not going to send back and go, hey, we think you need to." We it's very um the board is not a voting member right of the committee. >> No, I just go and I just >> I just get abused >> but for that you're sitting in just to

209Yeah. >> What was what was sort of interesting is the group that I was in was they won't let me come. They won't invite me. I thought what are you some sort of bad guy? I mean they usually like you to be there because they like to see you know that you're understanding what's going on. I get thanked every time I'm there. That's all I can say. And I've been on them for 15 years. >> To the high school? >> I go to all of them. >> Oh, you do? >> Yes, I know. >> It can be contentious because they Yeah. In other schools, >> it's a really good way to see how administrators work. That's what I would say. It's a good It's a good way to see. >> Are we allowed to sit

210in? >> Anybody can go. It's an open, >> but I mean having more than one board member on three. >> Yeah, of course. Like if I just want to like just go check out >> if you wanted to, you certainly. That should be on our list of I was going to say I it's not on my list. >> Nobody but I do that so nobody could take it AS THEIR THING. I DON'T WANT TO GIVE it up. >> I don't want I just wanted to like check them out. >> It's usually on a Monday. >> Yeah. I find though that like once you kind of created you know you you create your list or you create your your decisions and where you're going to put the funds. Once that's done, then we would continue to

211have meetings, but it might not be for about that. We would talk about blue ribbon or we would talk about other things, but it might not be >> Yes. And but you look at results of what you've done >> or you could do that. We would >> that's wrong with the rights. >> A highly effective administrator would be >> they uh they show good. You'll see when you get the reports there was some pretty good results that we took >> of what they did unless and let's show you the outcomes that we had because we spent this >> and then my say can explain how that happened. >> Yeah. >> Different than it didn't happen last year. >> But yes, >> they keep busy. >> They do. >> Not much at the middle school because

212there's no money. >> Yeah. >> There's only a few kids so nearly as much. I mean the the grade school is going to get 220 something. And so on in our Google Drive, there are old >> um um >> not plans >> that go back pretty far. >> Okay. >> And they and they've evolved, you know, they've changed. >> Yeah. But you can see kind >> But if I just want to see Okay. >> 90% of the money spent on par. >> Yeah. >> Have you done the highly effective board where I know we talked about I wanted just to make sure >> we haven't gotten there yet. Um, >> my dogs eat my cat. >> Oh god, >> no problem. >> We're almost there. But you am investor. Just joking. Um, strengthening school leaders.

213That was Rick Neielson. Um, and >> Lee and Jim Quigley. >> Oh, quickly. That's right. I went down a rabbit hole and I have a anybody wants to have >> his historic his >> do you I'll say I'll give you my book in a book. >> Um this was interesting. The one thing I w I want to say is um that somebody said you know we have all these got ideas for for um you know how to do something like we want to do a student's schoolboard member or we want to implement like what was your thing the first one >> workforce it's not our job to do it it's our job to find the resources and ask our superintendent to um the to implement. So it's that's the overstepping. So they really present great

214ideas and you get really excited. You're like I want to do that but we don't do that. We just say okay we want to do this. what kind of what resources money or you know or training or PD or can we help you give you to make it happen >> to make it happen and so that's one of the things of um this particular one was what's the name of the university >> deote university >> what was it >> deote deote >> deote >> so deote university is um helps principles and superintendents become better leaders Um, and you could teach them how to do that. We were, you know, we got some information, but really what it is about is no, as a board, we're going to make a goal that professional development for principles

215is high priority or, you know, and putting money towards that as that. >> Yeah, I think I understand that. >> So, just it's Yeah. Um Rick Neielson cried during that particular one. He's really But he cries at a spread a colorful spreadsheet is what he said. >> Oh yeah. >> Rick Rick is a really fantastic asset. I was actually communicating with him um this week and just got a really cool uh spreadsheet from his executive assistant that I think will help with um us becoming more effective and efficient in board meetings and our board agendas. Um anyways, he's I mean 16 years 17 years as Nebo's superintendent. He's he's a good resource. So, and then we, you know, describing great leaders, you know, there were we, we as a big group would put in our

216little idea bubbles or whatever. Um, but strong leaders key drivers to classroom achievement. Uh, the belief that all students can learn, high expectations and vision, leader is able to inspire something. Teachers support and mentor each other. So that's that's what we're we're striving for in our our schools and I think high reliable skills um high reliable schools will do that. >> It it ties right into it. It's a metric in a format that can help us get there. >> Um the school leadership alliance is fairly new. That's what that's what Lawrence does. Um and Jared and I had the opportunity to attend one really good meeting with him professional development. um and continuing to just bolster that relationship. I'm corresponding with him quite frequently. Uh he is looking at partnering with San Juan to do

217some things and it's my intent to to talk with Christie down there and see just because we're the you know we're so small if it's something that we can latch on to. They're coming to Southeastern Utah, they might as well hit us both, right? So partnering with them to try and strengthen this and really put that professional development into our administrators um so that we have that foundation very I'm passionate about. >> Yeah, I had a good I had a nice conversation in one of my one of the other groups with a San Juan County Board member. Oh, I don't remember her name. Um but we were just a good conversation like we should connect. She had the long straight hair. She was in our session. She was at my table. >> Um so again,

218how can we we give um superintendent how do we support superintendent uh opportunities, resources to make leaders so money, time, schedules, calendars um and an impactful professional development. what have you seen work in best in terms of best leadership development for school leaders and he we he gave examples um but Dina students admin assistance collaborations PLC instructional coaches admin training for teachers duties and mentors so it's just it's it's just looking at it's basically giving your superintendent some you know um >> and I don't know if you shared in in your meeting but Ningo has a really fascinating program and I don't it's Internship is not the right word, but they they put teachers aspiring to go into administration in kind of a hybrid role. They're not administrators, but they're >> they're um teacher representatives.

219And it really gives them an opportunity, one for the employee to be like, okay, I I like this. I can do this. Because I think one of the things that we fail at at higher ed is we go through and we give people all the training to be an administrator, but we don't talk to them about what that actually means. That it puts you, you know, like the joke is you join the dark side because >> you don't get to make anybody everybody happy. You're exposed to more scrutiny. Um and and some people just get into it and don't and don't like it. Others like it and might not have the skill set. So they have the opportunity to kind of do a test run is it builds their applicant pool for their administrators >>

220and they're they are teaching there they still have their teaching role but they >> they still have a role it may vary from teaching to lead teacher to >> I see >> some type of instructional coach whatever I see >> that role looks like um >> I see >> and obviously with what 80,000 students out here they're different than us as far as our ability to do that but I do think that that having that opportunity to kind of give both sides a test run is something we should look to capitalize on if the opportunity presents itself with within our structure. >> Yeah. I it's going to be harder for us since we're so small, but thinking outside the box um to help teachers uh find or help administrators and teachers look at roles and

221add different things to help them >> be experience. Yes. >> Yeah. But it's going to be difficult. It's not a It's not >> because once you take them out of the classroom, >> it's it's not an easy solution. But I think not just in this district, but other districts, you're seeing the with the exception of the big districts like Davis and Neo and things like that. But you don't see that prop, for lack of a better term, of aspiring administrators, you know, coming up. But we have a number of teachers in this district that have an administrative credential that don't want anything to do with administration. Um and so how we can can kind of grow our own that way and give them that opportunity and give them the support that maybe could change their

222mind so that you have some local tie because it is hard to bring in we've been really fortunate but it's hard to bring in you know out outers >> to come into one to know the culture to two to be able to afford a home. >> Do we know have we gotten feedback from those the select few you were talking about that that don't want any part of it? Do we kind of know why they do? Not necessarily specifics, but like, oh, I don't want the pressure or do we have any ideas? >> A a large pressure point on that is compensation. When you look at what's the point >> when you look at what you make >> on a daily rate. >> Yeah. >> And then you extend that to from to 133 days

223to 260 days. >> Um, you know, >> we we had back in the be back in the day, it still could be similar. We had um teachers that had been in the district longer would if they moved to administrative role they would not be making it they would be maybe less money or something. >> Well they would I don't think you'd make well maybe daily rated >> but back like I would say eight years ago it was there was no way >> that a teacher with 20 years experience would go to ad into administration. >> So that's the same. Yeah. No, more. They were making more and then they have to add another month. >> That's amazing. >> actual like annual money. So >> that's that's a major sticking point. There's a big piece of

224scrutiny. Um you know, >> we're so small that >> it does open you up to another level of scrutiny and um >> Yeah. And when you talk about hourly rate. Yeah. >> Yeah. Um there >> um are you a highly affected school board member? >> I love this one. I loved all of them. I was so excited. Um I know that you and I one of the things we've talked about was um about the documents. So when when admin is presenting planning to present something to us in a meeting that we have time that it's that we receive those documents the Friday before so that we have time to review them and to ask them tiny little questions. Can I get some clarification? So that doesn't have to be done in the board meeting. So

225if they need to tweak something like oh I realized I didn't make that clear. So they can tweak it all way before it comes to the meeting. >> That to me I was always I always love that. >> So it's it's been our goal um since I took over is inter to track because that's that's that's my habit in the past is to have board meeting packets out Friday afternoon so that board members can look at them over the weekend and if they do have questions or concerns reach out that so nobody's blindsided in in in a meeting. and we are working and reminding and trying diligently to to work towards that goal. That is my intention to have that posted Friday afternoon so that you guys can look at it over the weekend and

226then we can do that. >> So what has to happen to make it happen? I'm I'm I'm not being critical of you at all. I'm just like what do we have to do to make sure that a principal does that? >> Well's there's there's a or admin whoever. Yeah. there's, you know, competing demands and um >> No, I'm not talking about you. Wait, hold on. Let me make sure I got this clear. You're not I'm talking about >> No, I'm not talking about agenda. I'm talking about leadership reports from the schools. >> I'm talking about >> Okay. >> I'm talking about agendas, >> okay? >> Leadership reports and all attachments, >> okay? >> That are tied to board meeting >> so that you have the time to review those in advance. I would like to

227see those and >> yeah, >> we are working in in that direction. Um, communicating the importance of that and the prioritization of that is is our main to continue to discuss with our team. >> Um, and I sometimes I'm guilty, you know, I'm >> on the road here or there and trying to add I added documents today which I hate, but >> but I'm I'm speaking specifically about documents from >> other Yeah. admin. >> Well, that's what I'm talking about. I'm not talking about your documents, Matt. I'm talking about read the whole thing. >> Yes. >> Exactly. But to making sure Yeah. making sure that is definitely >> and and then it goes to us to be prepared. I think that was the idea too is that then we've read that we've read everything before

228we come. So, we show that we are engaged, we're invested, we are serious, we respect everybody else's time, that they've put effort into it, that we've read it, we and like you say, we if we have questions, we can maybe ask >> clarify to the individual so we don't have to, you know, call them out >> use that time and call them out in a public meeting or use that time that doesn't need to be used because it's a little question that only I have or something like that. Right. That was preparation. >> Yeah. >> Um I had a question about about the accessibility to policies to the public. Is that on that was brought up that on our website parents should be able to do a search for a policy if they wanted to

229like what is the cell phone policy? They could search it and it would come up or a place on our website where parents know they could go. So our our policy is posted on our website right now. It is not user friendly at all. It's not super searchable. Um Michent community, but if you go to that homepage, there'll be a link for policy and it will be searchable and they'll be able to see all of our current policy. Um I'd like to get that to a place where it's current and policy that's, you know, where that were is being proposed or coming down the pipe that they'll be able to differentiate from. And then also there'll be a library there. So as a member of the school board, you will be able to look at

230current policy and past reiterations of that same policy side by side once we get it fully implemented. >> And this is for parents as well. Yeah, it'll be it'll be public access. Okay. >> So um yeah, and that was a big deal on the odd AI because they have it down to you could search all AI and it's pretty amazing. So right now, yeah, I've got that document. Shane just got me a thumb drive where we're putting everything in notebook la. What's the notebook AI? Anybody remember? >> I don't notebook ln. Anyways, we will have all of our policy, all of uh R277, which is the rule that governs public education, and then all of um 53G, all in one place where you will be able to just go and say, type in maternity leave.

231>> Yeah. >> And it will give you the district policy. It will give you the supporting rule and the supporting legislation for that that you can look at all at one place. And I'm really really I've got a draft done. I'm really really close to having that implemented all the way. >> That's perfect. >> Awesome. Is and how are you gonna do that? Is it like there's some software that can make that happen? It's not like you're going to do it one by one. >> No, it's notebook. It's notebook. >> I see. Okay. >> You put in all of your documentation. So it keeps it from doing a >> and it will sort it properly >> and keeps it from doing a worldwide web search, but it just creates a database on the back end,

232if you will, with our policy and the different law and legislation that I put in. >> Great. >> And then when you search that, it pulls the specifics out. >> Wow. >> Mhm. >> Yep. >> Keep on talking. >> That's all I had. Um um one of the things we talked about for being affected school board member board and super board and super and VA relationships district roles um there's clear roles it's collaborative board governs with vision oversight superintendent dayto-day run staff enact the vision um you need to keep an open and honesty relationship ship um all board members need relationship with superb respect roles. Um data driven decisions um what can hurt the relationship is micromanaging, overstepping politics, lack of transparency and personal agendas. Um and then how does a board member express dissent?

233Um remember that um curiosity is not being critical. So um >> making sure those questions are >> I try I try I always have questions and I'm always like okay I'm not being critical but >> yeah I mean I think we have a good board and um but asking those questions. So oh here it is. The board is the what the super is the how. >> That make sense? So if you ever um what we need to do and see to your how to do it in mind, >> right? Um, uh, don't make quick decisions. And oh, Christy Sweat, uh, one of the things that she does at the end of the night or um, she was a past um, school board member I think is great. Um that she does a summary or takeaways

234and so at the end of the night they might have a the for the who am I the president would be you know like figure out what's the next step making sure everybody's on the same page so a summary of the night >> that's a passing along if there ever is another >> and the the book I feel like I I >> yeah the book >> the book was the governance core I feel like I am going to take on the task of reading those two books. >> Let us know >> or let us know if it's worth it. >> We should >> and that other book that that person emailed us. >> The one you told us that no, >> you could be like our what's the word for his story? It's like not

235the historian, but you can Yeah, I like that. >> Okay. uh truth and taxation. What you need to know and how to prepare and >> I did that. >> Pretty much what we know and how to prepare is all going to change in this legislative session. >> Uh wow. Except for you you're still going to have to go through the TNT process, but it's gonna be >> it's going to change. >> Really? >> Wow. At least if the proposed legislation like that when we have to say that we're going to propose it, what we have to do to prepare to when we propose it, >> the ten commandments. >> Yeah. >> Um I did learn that we were one of 30% that actually got their TNT through last fall. So that was >> but I

236had the same experience that the individual from the VA from Davis that um did this presentation. Every every bit of email I had with the Utah State Tax Commission I kept so that um they were the final say. If they said it was okay, then it was okay >> and you and you get through it. But anyway, yeah, we just learned that everything that we've done in the past >> possibly is subject to change, >> but do it right the first time because the second time's even worse. >> And sometimes you have to cut programs because you didn't get that funding. >> Yes. >> During that year, >> attendance essentials, building and refining systems to support improved attendance. I went to that um that you know they just they um talked about basically the way

237that they well first of all one of the important things is um it's important to have tracking good tracking data so that you just you know I guess what kids are where they are and did they have an excuse note or if all the all the necessary things you need to have good tracking data. You need to have attendance codes which are nuance. So attendance can be like if a kid misses school because of a a basketball meet that they left that is different than just missing school like just not showing up. So um and it's also important to when you are creating policies for attendance you need to take into account stakeholder input. So admin, students, parents need to have um input into how you define your attendance and what the attendance um requirements

238are. Um they have attend these are bigger districts like Ogden was one and I think Maurice City was one. They have attendance people that that's what they do. They're administrators that just do attendance and they keep track of the kids. If they see if they are getting an idea that maybe this child has missed two or three days or they've missed so many days in a row or whatever their their early intervention is what they're they're part of their role. Um data tracking is what system are you going to use? Um what data daily absences tardies excused or unexcused chronic absences etc. Um they talked about how the school board can support the attendance campaign is just by messaging. Um you know we are a big part of the messaging of why it's important which

239we did. You know I think I will say that at least last year you know I think Jeremy was starting to do that um at least within the community as well. um attendance procedures, who's taking attendance, teachers, secretaries, online portals, etc. The attendance campaign um foster a culture of accountability, utilize um oh, and they they they gave some examples of the incentives that they used to get younger kids, the the elementary school kids to come to school. and they had competitions like it's going to be BYU versus you you of having a game this Saturday and we want all you kids to vote and whoever wins you know if BYU wins or the U of you wins just things simple things like that which I think we I think maybe we did similar we tried

240to do maybe some similar stuff like um like that but the one thing that they didn't um they didn't really have any attendance strategies for secondary schools you know how do you get secondary kids to go to school so it was all about elementary school kids, which I think are more responsive to at least those kind of incentives, maybe pizza parties and just um you know, just the um knowledge that you're you're BYU one or whatever. Um evidence-based strategies using teacher-led conversations. Again, this was in parent teacher conferences having teachers emphasize, you know, why it's important to be in school. Maybe we can get some some simple handouts that just make it so the teacher can just give the parents some, you know, things to read that are evidence-based and um encourage kids to go

241to school. Um they did say sticks, carrots are much more more important than sticks. They're more effective. Research shows carrots are more effective than sticks for enforcement for um getting kids to go to school. So, >> couple of things that stood out to me on that one. I think the early uh intervention identification, I don't remember the specifics, but if a student misses more than two days in the first 20 days, they're likely to have a chronic attendance problem. >> Five times more likely to be chronic. They miss two days in the first 20 days. So really watching the first month of enrollment and try to to pick out if we're going to have and kind of do early intervention there. And then two, they didn't talk about it a lot, but when they talked

242about different codes and their nuanced and their different programs of how we're tracking attendance, that's one of the things the state is looking at and hammering down on because of the their lack of faith in our in our data again. And you know what does it are you absent if you're at what point does a target go to an absent when you go to a class and how are these codes reflected and if you're being excused every day for an entire semester and it's mom calling in or dad calling in saying you're sick what does that look like? Is it an excused absence? Should we be having some intervention? Should we be um and I think some of that would be addressed in the guidance coming out of these bills. Um but still something we

243need to be proactively looking at and making sure that that how we uh monitor and record attendance. >> Is that a are we did those schools those schools have policies then? >> They do. They created pol they they talked about I think that they did create policies at least that defined >> defined attendance >> attendance. It had to be compliant with legislation. They needed to support the policy supports fidelity in the tracking data so that you're actually keeping legitimate information. Have cyclical reviews update the policy over you know over every however long it should be taken into or reviewed. >> Okay. School finance basics. >> We won. >> It was awesome. Actually, the presenter was really great. >> So, when we do finance 101 here, totally taking a page out of his playbook. >> Oh,

244good. >> Yeah. >> Um, when are we going to do that? When do you want to uh give me a little bit? >> Okay. >> I don't want you get the whole presentation program. >> I actually talked to the lady and he's the he was the BA at Emery County forever and he said he'd also send his slides. Okay. >> Uh, that was really great. >> National board certification. >> Anybody go to that? >> No. >> Speed networking. >> I did. >> Oh, yeah. It was great. >> Did you network? >> It was very small, especially attended, but it was actually great. I felt like I talked to the most people um of of other boards from um I Yeah, I want to go with Matt. There was a lot of talk about scheduling. um

245in high schools um and then or how people were doing it. Um, and then a great quote someone said, I thought, "You lose trust by buckets. You gain it by drops." >> Good thing to remember. >> Okay. Saved your palm. >> Thank you. >> Um, I didn't win the basket. >> No, >> Kathy did. >> Yeah, the basket. >> How was that? How was that minky blanket? >> It's very nice. The mink blanket is very nice, isn't It's actually a good size travel blank, but the I have to say that backpack is about so >> I visualize myself hiking with my dogs. >> I just was like, "Oh, that would >> Okay. Um, executive session. Um, probably Yeah, let me let's do that real quick. >> Yeah, let's just go into it. Okay, take a

246break. >> Okay. Do I need that paper? Where is it? >> It's on your desk. >> Here. Okay. >> No, it's just me. It's my >> Okay. Um, I'll accept a motion to go into executive session for personnel. >> Is there a second? >> Who second that? >> Sure. All right. >> Dave Bush. I make the motion. Kathy Williams second to go into executive session for personnel. Roll call vote. >> Dad. Yes. >> Kathy Williams. Yes. >> Yes. >> Oh my gosh. We're going backwards. >> That was pass 5. We'll go into executive session at 709 >> and we will turn off the recorder. Do what to go in. Doesn't tell me who >> the vote doesn't tell me who the vote who made the motions on this. Is that okay? >> On your thing?

247>> Yeah. >> You're talking about your affidavit? >> On my affidavit. Do I need that on my writing? >> Yeah. Are we We're gonna have to Oh, I'm gonna I'm gonna stop on this. >> Yeah. >> Make sure we're off YouTube. I know.