001You were that close. >> That's pretty close. >> Oh, okay. Pretty cool. >> Wow. >> They all >> they're projecting now. >> That is all. >> All right. I'm going to bring the Grand Pony School District Board of Educational Work session to order. It's Wednesday, November 12th, 2025 at 3:34. We are here at the district office and available via Zoom. Um, all board members are present. Um, Matt Kais, Jere Hamilton are also present. Um, pledge of allegiance. J, will you the pledge of allegiance? I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. >> All right. Thank you. >> Kathy, will you read our mission statement? >> Our mission is to put each student first.
002Uh, first on the agenda is approval of the agenda. >> I move the agenda. Is >> there a second? >> I second. >> Dave Beers makes a motion. Jenna Woodbury I mean Dave Beers makes a motion. Jenna Woodbury second agenda as presented. All those in favor say I. >> I. I. >> That passes 5 Z. Uh items for discussion. First on the agenda items are the personnel is the personnel list. Any questions about budget ramifications, admissions, open positions? If you have any uh questions or concerns, please direct those to match or Jerry. Okay. Moving on, review of new policies previously posted for public comment. So on this section, the board will review and discuss the new policies from USDA for 2025. These policies were previously posted on the district website for public comment. We have
003drug testing and other employee red run red wine military leave employee work information privacy firearm safety grading packet credit graduation focused graduation pathway health department and service mental health treatment school meal payments prohibited food additives student privacy and modesty plants on school property and that's it. Did we get any public comment for those nay? >> Not yet. So, uh, if the board feels that we're going to be posting or we're going to be approving these next week, >> next week they'll come back. Um, there was the one bill or bill uh one policy that we're technically exempt from because of of enrollment. I don't know. the board had some thoughts about uh dropping that because we're not or if you wanted to go ahead and and uh pass it just because it's recommended. Thoughts? >>
004That's what Yeah. >> Well, I guess my thought would be is it feasible and we are a small district and we're not buying in as big or both, right? Like can we can we get things without FDC1 blue number one >> because >> I mean I I thought there was going to be some investigation into whether we have we're using right now >> there may there may have been I I did not look into um what we're currently losing and if we don't have we don't have to to pass it um or to to add that to policy it gives us the discretion a little more local control obviously we're trying to purchase uh fiscally responsibly we want to meet health requirements nutrition requirements um so it's I'm I'm more than comfortable if the board
005decided, hey, we're going to hold off on it so that we have more local control. >> Yeah. >> I can we ask Sarah for an update of like if these if she's currently purchasing anything with these additives? >> We can. >> And I wonder though too, like if she isn't now, but you know, in the future if she's not able to get >> because we can't afford >> Yeah. the things without >> you know I think it's a goal I do think it's a worthy goal and maybe it will become more it become easier hopefully with time if there's companies that aren't using these as much right they're getting phased out and so we're we do a I don't want to say a lot with [Music] >> you and then there's the there's a local
006>> so we partner with an association that actually involves a lot of bigger school districts on the west restaurants for our purchasing districts that aren't going to be exempt from this. So, they will be having to. So, it could naturally just take place as this changes for them. It will change for us and make it easier for us to be in compliance with it. But right now, where we're extended, it might be safest just to let it play out. See how that those purchasing groups work out going toward and I see this affecting um breakfast more than lunch meals. more processed stuff or more prepackaged things. Well, cereals and you know those kind of things that are >> because usually those the lunches are not processed. They're usually mayatch >> unless you throw me like
007a general >> breakfast would be the the >> Yeah, we can we can leave it on there. Get some more specific information and then if if the board chooses to act on these next week, they can we can leave it out at that time. I think and I think it's a but I think it's a good thing to try to get away from the offer. >> I don't know if you brought you change a policy that says something to that we will make every effort you know or just leave it. I mean we will make every effort to avoid these prohibited or these avoid these food additives. I don't know if we want it. Change the policy soon just so it doesn't lock us in if we can't >> if we don't have other options
008is my thought. Either not >> not improving or changing it. Any other discussion about these other >> Yeah, let's go line. Just keep >> All right, moving on. Um, the next one is review of policies changing certified and classified employee terminology. So some clarification on this. Um again this is making the recommended terminology changes coming out of legis uh legislative change focusing primarily on where we use the words certified employees which are going to be your employees that have an educator's license that are on your certified salary schedule. And then what historically has been called classified um employees which are those that do not. um that terminology has been changed to education support professional um ES ESP. There's no substantive changes to the actual policies. It's just the terminology. Sometimes they've had both certified and
009classified employees listed. So, it changes it to employees. Um or in in areas where specific to either group, it changes the terminology. These policies that are posted are the recomba model policies. with those changes. I we put them on there for you to for you to look at are some of these policies we have gone into negotiations. They're listed as negotiated policies with the GA. Um and those the negotiated policies aren't reflected on here. This is just something um we wanted to put on and see if there was any discussion concerns about that. Then we'll move them forward. I don't know. Um but the non-s substitive changes like this, is this something you want posted for comment? Is it something you feel comfortable um bringing back and just approving on a first reading since it's
010terminology change? But really what the board >> Well, I think the the it depends on what the differences are in the negotiated policy and the model policy are, >> right? Because I think we would not we would not want to approve. >> No, we're not going to approve these, but those >> we'll bring those to you. But if it's to if it's just the we take the negotiated policy and change all the words >> all the terminology >> terminology to to fit that >> I don't think have a problem not posting >> no in in general like do we really want to post these 10 policies just to change a terminology and >> but I don't think so. >> And on that um we are making an effort because we're a little bit behind the
011AOS if you will um with approving policy. As you know the legislative session is picking up right now. We'll start in January. We will have a whole new list of policies. So we need to be strategic as to getting policies passed that are going are likely to change in policies that may be having or not change excuse me policies that are looking to change at this new legislative session. So we're just trying to knock off the chunks that to knock off the low hanging fruits. >> Are you so the process would be are you ask we still have to approve them. >> Agreed. >> We just don't need to do a >> posting and wait a couple months for >> right there's non stuff there and that goes into the next agenda item too as
012far as >> like we can do it next week. Uh yeah, as far as the citations in the NE I'll get to that in the next >> my you know my clarification will be just making sure that we are not approving these so you know the D >> HA we're we're approving DHA N >> that's what it'll come that's what it will come back as yes >> okay >> the negotiated ones will be updated and identified by that and DNA So, um, so certified is going to change that terminology. >> Is it still in use? Like >> it it is in use, but there, like I said, sometimes they're using it to talk about both groups. If you if you flip through here, you'll see we're certified is changed, but certified is still the >>
013that's the current. Yeah. >> Classified is the main change. >> Yeah. >> But I saw they changed professional to certified >> in some of them. >> Yeah. Okay. >> Or when they talked about certified air and classified, they just took them out and said >> or Yeah. Yeah. Is it? Yeah. >> And so if I had questions about these, it it doesn't matter because my only comment should be about certified class, >> right? >> We're discussing it >> because we're not discussing anything else with regarding these policies >> with with these specifically. >> Uh it's just an example of the delay shapes. >> Yeah. when we put the negotiated policies on which we'll talk about if you do have concerns about the policies at that time. Absolutely. >> Okay. Let's let's discuss it. >> Are
014is it a cl I mean is it a code? Is it a code? >> Um >> yeah, I guess I just had a question about what it meant. >> Well, you can ask that right now. like for um sort of BLA um I guess you know number 10 in that says make recommendations for teacher dismissive within the school which seems very vague but then there's a whole policy about termination um >> you knowly school there's a whole policy about ter so I just um and that's that's one example that you'll want to look at Um, and I I can help you with that. The the BLA and because I believe it is a negotiated policy. Um, it's going to change some of that language. >> Okay. So, I just left me. >> But it doesn't
015say N. How do we know it's negotiated? Don't we? >> These are model policies. >> Oh, you have to go. Got it. >> But a principal would make a recommendation for a teacher dismissal. right to like >> superintendent maybe >> super >> sorry >> who the the principal makes a recommendation to terminate a teacher to the superintendent >> correct >> and then there is there language about like >> and then there's orderly termination >> okay yeah that whole other policy how that would work >> okay >> so that's this this policy and again I welcome you to come visit with me um this policy is interesting because of the history of the orderly termin rimination act that used to actually be in legislation 53A G blah blah blah >> that act has kind of been
016well it was retired but they kept some of the language and so even that's an outdated outdated term and can cause confusion if you were to like go and try Google current order of the termination act it's not in existence but the language is embedded in legislation then carried over into some of the model policy example pol like if you have questions about it Let me know and we'll try to walk through it. >> BLA is no shame. >> It is not. Okay. >> Okay. review uh policies USDA with nonsubstantial changes with these were citation mostly citation changes. Yes, it is. These are citation changes. again. Does the board feel like we need to post those for comment when there's this citation or is that something we can expedite by just having them review them
017and hopefully be able to approve it next week? >> Yeah. Um the only thing I would would dump cross check would be any um any policies similar to negotiated but any policies that we've changed so that we're not disregarding things that we've changed and and put a model policy in and I don't know if we have that list. >> So we've changed just >> it's an it's an information item. uh or just a topic I guess we are diligently working to pull all of our policy together with verified dates and have it all in one location um so that we know exactly what policy we're looking at right or wrong or indifferent um the policy on our school district website has not been um update updated as frequently as it needs to be and so
018Mich and I are working to put that together and have it all in one book where we can look at what is current approved policy. >> And I think we talked about like with that negotiation negotiated policies got an N if we have changed a model policy from USPA adding a something so that it's that >> quickly >> that must have predated me. I've not heard that >> myself as well. Okay. >> I'm just trying to figure out >> I think it's a good idea >> how to figure out what Yeah. >> So that we can quickly >> identify which >> that we can first I don't >> to identify but I do think we had and Taran's little >> Well, she identifi she identified them. >> The ones that we had made some Right.
019>> Sure. But you'd have to pull that. You'd have to look at her spreadsheet. You'd have to look at the spreadsheet. >> I We can look into that. >> We can look into that. I've also asked the association to look at their their records. They do their own tracking and policies um to look at that and >> sit at the table with us as we >> Well, I know I'm I'm pretty confident that D's would be fine. it would be, you know, our health uh the narcan or we wouldn't, you know, there was the >> some of those minor changes >> minor changes that we've done. Yeah. So, yeah, maybe adding >> the letter N and I are happy to add that to our list. >> Well, I think adding the letter would also be
020>> adding a letter like you say. Okay. Um, and I don't have again my only thing would be making sure that none of those were I I'd be fine with with just approving them with with no >> with no posting except for if there's you know any that are changed personalized Grand County personalized My gosh. just for historical context, and I won't hold you to it, but um how do you have an idea of how many policies outside of negotiated policy that the board has tweaked to fit Green County School District? Is there are we talking? >> Yeah. Right. >> Okay. That helps me. >> Not a lot. All right. Maybe when we were a trimester system, I remember that was we had to change that. We're not anymore. I remember the health one graduation
021requirements maybe, you know, like >> Okay, they g us a good starting place. >> The health one. Yeah, the whatever the well I don't know the one and the All right. Uh, next board evaluation discussion. All right. The board took a evaluation um a week or so ago and here are the result. Um had I had a short conversation with Matt about it and small. >> So, I'm I'm hoping that you all had a chance to to look at that and and review it. You have a summary chart um that's a task and then you also have a question by question. Couple of things to keep in mind that the sample size is small just by the nature of who was who was um asked to do the evaluation. Uh the other thing to keep
022in mind as you go through and review and and reflect on these results is you could score low in areas um because of the design of the survey and maybe not knowing or being aware of something that is taking place. There might be things that you're very aware of >> and so as a result it got a low score because we're low in that area. there are other areas where maybe there's a lack of communication in what's taking place um and that can impact the scores. So really my recommendation is is as you go down through these looking at then anything that's in the six area basically less than seven uh let's take a look at it and see is that something that we're not doing is that something that we are doing and not
023communicating and then tying this back in to uh the board goals and and and the board values. Um, I've had some side conversations with each of you, I think, uh, and and just talked express my desire going forward to create those those goals and principles for the board so that we can make sure we're taking this information from our key performance indicators and actually applying it. There's just not information here. And step one is is setting that sitting down and really um laying the foundation for culture for the district so that then it can build um through the administrative team and and the teachers. This this survey can give us an idea of where we might need to start on that. Uh we also have some other ideas as far as identifying our key values
024and how that applies to the decisions we make here that we've talked about um right now just on the periphery whether that's another work session or maybe something like a retreat. But really this gives you a a starting point to to take the time and reflect um and see how you feel. If your perspective is completely opposite, then obviously we need to have some discussion on those. We we haven't had a lot of time to review these. We just got them. I think I posted them on this Saturday night. Uh and so this is something we can bring back and discuss uh in depth either next week or the following work session, whatever uh however the board feels, but that's kind of the starting place. Questions about any of that? How can we prepare for
025a retrieve or put that on the calendar or >> No, we we haven't talked. It's just >> it's just a conceptual idea. >> How can we make that a reality? >> Um just in scheduling we can um at the board's discussion determine a time to take to take a work session tree >> and maybe spend the day talking this stuff over. Yeah, I think the um drilling down on some of these and I keep asking Matt this question of just like how does how do we as a board um fit into HRS, you know, and and but what and what actions can we do? So, and that comes back to some of the lower um scores we got like communic uh communicates with community using forum groups media and other vehicles at paper schools and
026district procedures. You know, I think that is that main thing of HRS right now. >> And so, how do we how do we communicate that? How do we how do we get our message out? Um and so I think that is a um a retreat kind of >> thing to kind of brainstorm and going how what are our communication circle transparency circle you know and looking at this and >> and really identifying that and the the analogy or comparison that I've been using is when we're looking at a board identifying their goals it's really easy to check on the financial side right you say your goal is X, but you're spending your money on why. So, is it really your goal? Are we aligned? That's a really tangible thing we can look at. When we
027talk about our goals and some of the areas like Melissa just just covered here, we set those goals and then hold ourselves accountable by saying, how does our decision to do this circle back through the board can hold it, you know, we make it a communication is a top priority. It's our one of our values. We have open and honest communication. and then circling back and saying, "Okay, does how does this decision fit in with that? Is this really in line with our goals or not?" And kind of holding the board accountable to the intangible efforts. >> And I would also like to identify specific goals of just like if that is, you know, and I think you brought this up to me of like do you want me to hold a forum? You said,
028you know, do you want and that would be us, right? or you know, do we want to do a community newsletter? Do we want to do a staff newslet? Like what specific things that we can do to um >> major to hold ourselves accountable. So >> and and like I think the example I used with you was I I used to do um what matters most meetings. You just have what uh basically similar to a town hall meeting with topic current topics and education and express the using the superintendent as a mouthpiece just express where the board is going and what they're doing and have question and answer. Um and that's that's one way to to pick up on that communication going. Yeah, I'm not I'm not saying that's exactly what the board wants to
029do, but that's an example of how you can better um and then we can also have better internal communication. We've talked about uh you know an email going out on Friday is just like what's up? So remember we got a site visit Monday. Remember we have this going on here. There's something going on in the community that impacts us. Um remember that the audit committee is meeting just a consistent to help you guys because we you all have jobs and lives outside and just keep it fresh on your mind what's going on. >> Yeah. >> Um and then uh you know just communication trees whether it be me communicating through the board president and how that gets out and making sure um that we're we're giving each board member the opportunity. So, for an example,
030if something takes place, you get a text message and it doesn't make sense, call me. Call me anytime. We we'll walk through it. You don't have to wait till board meeting. I mean, just just things like that. Um, going forward, um, the other thing that I mean, this is personally what I saw on when I took it is, um, the strategic plan. and I'm always struggle with it like what is it and what is our strategic plan? >> Um I don't know and so I think that to is a I need help understanding if we do have one I need help understanding what it is. Um, and so maybe that's another retreat thing of like whether what it is. >> Yeah. >> And if we have one of those, let's if if that's just goals.
031>> So, right now, um, and we talked about this. This is another communication piece. We talked about looking at at San Wong's school district's boardage and then they always had the fiveminute update on their quest, >> which is basically their strategic their strategic plan. Um and it's something that I plan to bring to next board meeting. Um and and right now our strategic plan is heavily governed by HRS. >> And our in our meeting yesterday um our our raider asked you know are we doing this for certification or are we doing this for strategic plan and my answer was both. Um but we're doing it to do both. So the first step is that safe and collaborative culture which we're hammering our culture just keeps coming back. That's our currently new direction. >> But in
032my mind is is plan the right word? Because for me I would be like it's there's strategic plan. It's being written down. Don't worry because >> you know it's plan but maybe that's what why I get hung up on that word. Is that >> I think it's it's >> and so I just I need help absorbing that somehow or like getting a definition and >> totally possible >> in an educational in in education. What does that mean? I think we can incorporate our HRS strategic plan into that and it would be um more of a living document that's updated and changed and as we stop and reflect going back to um putting it on paper if that that necessarily helps something that >> is it like is it like the um portrait of the graduate
033is that a strategic plan? >> Yes. >> Okay. sort of like your goal of where you want to be >> correct >> in however many you know your time frame five years I mean I see it as HRS is sort of our strategic plan that is being implemented by staff admin staff we have goals to improve reading scores math scores those are all our under our ultimate you know our you know um upper goal is to improve academic outcomes and so we want improve math scores by this percent. We want to improve reading scores which we discussed and this the each of the schools have made their goals. So that's part of our strategic plan. So you have improve academic outcome and you know A B C this is how we're going to do it
034and are we achieving those? You want them to be concrete so that you can measure them but and then I suppose in in your strategic plan what what do you want to build up programs? Do we want to have, you know, um, uh, foreign language in, you know, in elementary schools? Do we want to, um, increase our music program? Do we want to, you know, that would be, I think, the strategy, right? Like where are we going? What's important to us? I would see that, but I do think HRS is also, you're kind of starting with we have got to like the first goal is improving culture because everything builds on that. So, you know, you've got to start kind of at the base you improve your culture um which then helps you reach your
035other goals of that's sort of what I see but we haven't really written it on paper I view HRS as kind of a strategic strategic plan but you know and improved academic outcomes is what we want to do that's yeah so we don't right now we don't have any fiscally well I think you know we have ideas strategic plan can include facilities. >> Yes. >> Right. >> So, um you've got that. >> So, maybe that the two on a retreat those would be their two main goals, right? Would be really delving into that strategic plan and then also um what are we doing now? I rememberation is that >> look at KPI or you know um >> the value ocean and looking at those a little bit >> I mean looking at these right yes
036>> and where the board fits on that on that culture piece is you lay the foundation right and so identifying four to five principles values out what the terminology is but that lays the foundation And then how do we get there? >> We do have it written down. It's on the whiteboard. >> It is right next to the other thing that was watch. >> I guess what I So >> sorry. Um >> I know you I to keep I think to keep board hands off and micromanaging you need to give boards the our board or at least me um like to-dos right of like yeah we're setting a culture we're set we're setting this up but what does that mean so does that mean I need to contact you know make a meeting with the
037mayor and talk to forever or you know or I need to do you know like I need stuff to do so it's not just so that I'm >> so I'm um >> so you're proactive >> proactively doing it proactively doing it and not just preaching like you got teachers need to communicate more with parents wait a minute >> I need to communicate more with parents and our community and our books so that's what where I see >> um strategic plans Yeah. Board board responsibilities >> and goals and goals and goals. >> I'm going to come to this board meeting even prepared where I've read, you know, and on time and >> I don't know. >> Well, and it it ties back to your board handbook. >> Yeah. Right. >> But but I think the goals
038will be, you know, um I'd like to make sure that I'm walking the walk as much as we care. Um, and I know I just talked to Laura about this, but again, we one of our main things that always comes up about with teachers is come into our classrooms more and um, you know, see what we're doing and and making sure that we're doing that um, without it being like we're board members, but we're, you know, we're there to I mean, we are there for as board members, but to see what's going on and not just we're not evaluating. We're not we're not critiquing it. We're just seeing, oh yeah, this is really hard. >> Um a lot, but I've been as a new board member. Yeah. without >> So that's another goal. >> Okay.
039Um any other ones that you >> So just I know you're busy, but if you have time flip through those pages, the individual questions >> and if there are things that you're concerned about, you could shoot me an email so that I can be prepared to talk about them next board meeting. I wouldn't mind next board meeting setting up a retreat for whatever that means. >> Looking at calendars. >> Um maybe a winter retreat if people are in town, you know, >> winter socialist retreat. >> Yeah, we'll be in S. So um with our no I >> 810 >> as long as we're not making >> it's just a true I mean you have to twist it that you know that but I don't have to captive Um >> yeah and and also um you
040know looking at these numbers the no opinion does really hurt the score which I don't think it's >> right >> um it's more of you don't know that's a more of I don't know could still be mean we but if you don't know >> then something needs to be communicated better so um I think it helps also new board members ask the question of like, hey, do we have this or what's what's going on? Anything else you guys want to bring up on? >> Yes. So like the board annually reviews an adjusted strategic plan to reflect needed improvements. I don't even know that I don't think we've ever >> reviewed it or and maybe it's maybe it is those goals. That's what I that's sort of how I think of it. But we sort of
041set these goals and then but we don't implement them. We you know they're being implemented by the staff. >> Yeah. So, we review them, which I guess you could say when we're presented with information, it's a review or we're only presented information in the board. Um, that's sort of how I interpret it is how we do things, but it's not a big brand. I I think that's as far as following up on that and saying that notable is that you should expect uh your superintendent to be that communication piece that in the whether it's a superintendent report or an email um you know this was our goal. This is what we're doing to get there. This is where we're struggling. Um and here's where we're making the adjustments and strategic plan. And I don't know
042if that was a place prior or not, but it's something that might be favorable to the board. Okay. >> Question about the next pastor boards. >> Uh yes. Okay. fast reports. Um when we're um when we're completing that uh first module whatever it's called the course the MB1 do we do we need to submit and I asked you this before I still remember said we just complete it online and then they are now aware that we I don't have the other than filling out that chart that you have on the dock >> other than that we don't need to report hey I'm done you do need to report besides the so what my responsibility is that I know that you have um completed the um open meetings law and the community council whatever that's called
043on there um so those two >> are those in part or is that >> yeah those are on there >> that first module >> on that first module and then but I can also just look on the spreadsheet and you could fill it out that you did it there >> and you did do that >> I'm done with It's Kathy Dave did it June. So there >> I'm done. So you need to go in there >> and tell me make sure you do it. And then your open meetings and I'm pretty sure I've done I know I did open meetings. >> Is that the one that's yearly? >> Yeah. Yeah. >> And if you're if you're um if you log into masterboards because I thought I did it but recently but I didn't and so
044I just did it. I may have done it though not on master boards because open meeting you can do it through that other right. >> Yeah. >> And fill out and and have a certificate >> print something else it >> Yeah. >> but it it goes I mean I feel like I well I've done it numerous times >> every year. I may not have done >> Yeah. So community council you did you finish master board and you finished master boards. Have you other things? >> I think I'm trying to get in, but I I get a whole bunch of it. >> Power up, right? >> Well, it's under It's no longer power up, but the link will say it, but it's that rockstar. It's this >> rockar. It's the login. It looks like >> I
045know they sent me They sent us an email, >> right? >> And our community council is kind of >> No. >> Well, no. >> No, but they are. >> They are. Okay. >> Technically, by the community council rules, they have to be elected. >> Okay. Yeah. >> Vote at the beginning of every year in the council choose a chair and co-chair. >> They're never there so many that you have an election. >> Yeah. But there's never that we go to the public and say we need >> Got it. >> So many desperate. >> I you know I had a question when I did it. Oh, I did. See? Yeah, I did. It says I'm complet. >> Yeah. >> So, they >> So, if you Can you click on that? Does it show you when you've
046done it or does it start over? >> Oh, wait. % >> Oh, I must have done that. >> You have like a >> right answers, right? So these are the quiz, but I it said I completed it. So I guess I take it again. >> No, you don't have No, don't take it. >> But I don't know how I other than it. >> No, don't take it again. That's I know that you did it. >> Yeah, I'm good with your completed, right? >> Things I've completed, but what I haven't done, looks like I did. So, I guess I'm done with number one, module one, right? 100% show. >> It doesn't have, but I did these this year. So, let's >> You did do those this year. >> I did. I know I did this. >>
047Okay. It wasn't last year. You didn't get a a certificate. And I can't remember what they said about Do you just keep doing module one? >> Right. I could again, but I don't have to. No. All about that. But we were supposed to have done it first year. >> I did it. You did it. >> I done level one. All of them. I completed. I'm just didn't know. >> Can you just refresh level two, level three, level four? >> Just keep going. >> You feel so inclined to >> Yeah. Go back. >> Yeah. I just thought I finished something so I thought >> I guess my question is after you finish level one do they don't really indicate that you've it says complete >> and then it stays complete >> until it just it just
048stays complete >> and I shouldn't how long it stays I know that last year um I think we talked about it >> there's not a substantial amount of change between one and four sat and have >> you did level four. You're already at level four. >> Of course you are. I was going to say >> remember what she said when I'm read my language. >> Whatever. >> Over whatever. >> Never sleeps. catch up on >> and then what else are we supposed to be doing that we needed to do right >> I just kind of pulled up so I'll show you I did >> that whole >> Dave you might meetings >> see it's weird because I comm I >> already did the community council training But I >> Well, that happened. >> I didn't
049do the school community council video training. >> Yeah, you almost have to watch that. >> I watched that video again today and then but there some other >> I just know that when I was mine out >> something weird happened and you didn't show that I done any of them with you and then I messaged the people the help the lady >> and she didn't get back to me but the next day it was all finished >> so because I said I know I completed all these said not completed not completed that happened to me like I did it in the summer and it was all >> well I don't know >> I saw it on history that I didn't >> oh there's history I messaged her I don't know if that made a difference
050or just reappeared right >> if you brought in the top right corner >> under your name. There's history and it shows when you've done it. >> Oh. Oh, >> look at there. >> Look at this though. No, no, no. Because it just said open meeting law training completed 112. That's like right now. >> That's today. >> Have you clicked on it? Did you click on it? Maybe it's a show. Did you >> Did you So, I've done all of these today at 6:17 p.m. >> I don't know. This is my history. I don't Maybe it's because I like you. I just clicked on >> history. That's not >> that was a busy 620. I only passed zero. I didn't pass. >> So, you were asking today. >> Yeah. >> Well, I did the master board
051one. >> Dave, is this the D? Is this what you were looking for? >> I have no idea. >> This thing what we're required to do. >> Oh, well, no. I I think I filled that out or I did put some things in there. >> It just tells you what like which ones we have to do and >> Yeah. Yeah. But there was some other site that we >> Yeah, there's other if you click on a references probably and then so All right, you're good. You're good. So, if you just put in that spreadsheet, these are the dates for me. find that she said >> and it only goes back to 2024. >> Okay. Any other questions about master boards? >> Yeah. >> Yes. like this award like when I did that master board it
052said choose three so I chose three and they >> it but then it said partially correct I didn't choose the right one >> I did that too >> and I was I know and I was like I I agree I agree I wonder how you could be wrong >> yeah it doesn't make sense >> it didn't make sense I agree that I >> you does someone write these look and see it won't get your but they're not whatever we were at all >> so I'm sure you'll still get a certificate >> yeah better. >> So I'm more worried about those two trainings, the other ones that we have to do that's not related >> to meetings and community council. That's >> but that was in master boards. >> Yeah. >> But what are there other
053ones that weren't in master boards? >> Yeah, the ones that I said if you click references there's other >> that's a hyperlink. I didn't realize >> that's like >> it's underneath that that box that >> you can find it in the draw. >> Yeah, >> all right. Next, um principal reports discussion. Um so for discuss the principal report specifically this frequent content format. >> Okay you guys have the principles in the room here >> talk louder. >> Yeah. Oh, that's >> reject Matt. >> Okay. So, since I have been with Grand County School District, it seems like we've talked about principal reports and presentations. Um, >> almost every month, off and on, tweaking it, um, changing it, being unhappy with with what's been, um, present, not unhappy, but, uh, needing needing more about what's been
054presented. So what I have here is just a board discussion sheet um to kind of foster some discussion right now on what it is and how we want to do principal reports going forward and hopefully have some consistency there. Um and really this just this just is a discussion discussion piece. You'll see in the upper right hand corner there's a a graphic plan do check act. It's just I mean that's a a continuous improvement graphic that is used a lot but my recommendation would would be that um with our principal reports they are submitting a report every month just in in paper keeping you guys informed and then actually presenting and going into a little a little more in depth um once a quarter. >> Uh kind of like we were just talking about earlier
055the board things of that nature. We want want this format to be okay, here's our here's our goals, here's our challenges, here's what we're doing about those goals. Um, and here's how here's how we're going to adapt. And then coming back, you know, 3 months later and reporting on what what took place. Uh it's not uncommon but for boards to want information but also not understand what happens after they get that information. Right? We can inate you inundate you with testing scores and achievement and you know any report that you ask for. Um but what what does the board choose to do with that information and how does that help them? So really trying to narrow down as a group you getting the information that you want the good >> and the purpose behind it
056and the actions that are going to take place because of it. So if you read down through that um questions this is this is a discussion this is a discussion sheet um you know and if you have uh specific questions for the administrators in the room I you know I encourage you to let's let's have that conversation and going going forward the last thing is a couple on the bottom there's a couple of examples um I don't know that I'm dead set on having an exact exactly the same format with the exact same platform. Um I think administrators are pretty uh proficient in in the tools that they use but just having um some consistent some continuity in the report. I wanted to say just like thanking the admin ahead of time because I know
057with my teaching background I think as you guys present this is I understand a lot of it but I think doing this is going to be extremely helpful um for us for me for us as far as keeping everything succinct and understanding what's happening. So yeah I think it's great. Oh, and Jill, I really appreciated the email with all the different I've seen going on and what's going where um and um I would ci I did happen to get um you know a few weeks ago um from a teacher at the high school like a performance comparison with the Aspire Plus um scores and how they related or how they compared to the you know Utah overall like they state averages for the state. Um so um I guess um like that's the kind of
058data I would like to see for the whole um and also maybe with ACT scores. >> You got it for your individual students. >> No, no. Um of 10th grade reading math. >> You got that from the teacher? >> I did. >> Yeah. And I mean I found the 10th grade math results pretty alarming and that's also I'd like to see and I remember I don't >> yeah that was presented in word last that >> from this >> yeah this you got from the teacher that was presented to the board last >> when they I mean they took it what >> maybe it is this fall that was presented to the board the data from the testing results Not the growth data, just the raw data. So, are you saying you got the growth data?
059>> Um, no, just how um >> Yeah, >> like Yeah, the Utah Fire. >> Yeah. Okay. >> I know results were >> Okay. So, I don't remember that. >> So, you showed me that and I don't remember it, but that doesn't mean it didn't happen. Um >> Okay. But that being said, that's the specific kind of thing that this conversation should generate is this is an example of the data we want as a board, >> right? >> Um, and so the comparison that Dana had, I don't know if you see, it's just a couple of tables and it just goes, it's really broken down, simple. It's just showing the growth. Um, got some plot charts and some graphs. Uh, but that's the kind of thing that you would embed in your principal report. um just
060as an information on on the monthly and then when you present to the board on the quarter you would have that the opportunity to go into that. >> Is that what you're thinking J? >> Yeah I mean and I guess once Okay. >> Yeah. I think uh uh I my question would be to the board is um if in those principal reports you want um I know quarterly we'll get um so with talking to Matt there those those plan what what's the plan act check do um kind of it's a cycle Right. And so, do we want to do those um on a monthly cycle of like here's the plan and then the next month we see the act, the next is the check and then they've done it and then we start over like
061a quarterly like in reports or do you want to keep it um the plan active all on that same report? >> I was thinking you could put it on the same report. Will you will you pull up um she's not here? >> I just want get on the one that says hi B examples >> we get um the same data every month. Um, and I'd rather like to focus on what are you doing, right? Or like we had the data last month >> now what are we doing instead of like here's the four things we don't focus on them >> or we could just he could present we can present and then we just we just I keep bus this is an example of and she's not here so we can pick on our college
062report from last last month. I I really like the the layout. It's it's appealing to me. That doesn't mean it's appealing to everyone everyone else. But you can kind of see um you know right there we have the goal, what's going on, and then next to it we have hey, this is where we're at right now. A snapshot. These the monthly would be a a snapshot of where we're at similar to this. And then the administrator would have the opportunity four times a year to present on this information and more in depth and share what's you know what's working and what's not. Um the other question I have for the board you I've seen it done a couple of ways but with these quarterly reports you could basically you know start in August and here's
063our data from last year. here's our goals and here's what we're going to do. These are the challenges we think we're going to have and then come November um be presenting on the past 90 days and what what took place kind of more like a 90-day plan if I don't know if Rand School of Fix has ever used that but more like a 90-day plan to just check on and see what's working. We've re-evaluated here's what we're planning to do for the next 90 days and then boom, you know, you're back in March. uh updating what we've done, what's worked, what hasn't, how we're going, and then an end of year presentation is kind of say, hey, this is the progress we made. Things that went well, here are things that didn't go well. >>
064And I think we've lacked we're we're getting annual data. I think what we've we've lacked that quarterly data with what you said. So like >> what that means at secondary level it's you know what that >> they need to figure that out. Um but they figured it out at elementary level. You know it's dibbles it's cadians it's it's those things but secondary we haven't figured out what those quarterly data and those checkpoints are. And so I think that the board is struggling because we don't know where we are um until >> well have we decided what we have recently decided what tools we're going to use >> right like for a while we didn't have the tools we didn't know what >> what else we're going to use >> it's been a year >> yeah
065and so we do have some data like um at middle school we are starting to get some data you've got the beginning in your data >> but that's all we have right now right >> in platforms yeah >> in it was literature and >> we have a math data >> uh we do not >> okay >> but so far we've just have beginning of year and then we will expect to get middle of year >> right so some of these things we can't do monthly because there's no monthly data but certainly depending on the site like HFK will have lots of monthly data, but at upper levels you're not going to correct. >> Well, we can take a snapshot of where we're at and it might not vary, you know, because we don't don't have
066it. But just taking that snapshot so that you have that to review your it's your regular board meeting or the work session and then really have the more in depth. So I'm if I'm on the same page. So even though the data, you know, you're not getting that monthly data like HMK, but they could still go through the other steps each time, you know, still tell us what to do with the with that, right? Is that what we're saying? We can still get feedback from the admin what's happening based off of that data that might have taken place three months ago. >> Yeah. This this is working, this isn't, >> right? Still getting that feed like getting information. We're not deciding uh and I but this it would be a growing process but I do
067want to start having some continuity so that um it's just over the last like I said couple of years principal reports have come and gone and sometimes I think the board wants data but they don't even know what data they want and maybe an administrator sharing data thinking the board wants it but it's not really valable both are there. So, making sure that we're identifying those data pieces like if it's the comparison that Jenna talked about um just making sure you're getting the data you want like it's purposeful for you >> and what's happening. though I'll go back to um years and years ago Steve Ren um he would quarterly he would present um he presented grades you know and it was like it was data um it was showing you know it show how
068many A's be and who would I mean he delved down it was it was quite interesting um but then that's we stopped right there right and it was never like well what are you doing to get those kids up like um so it was more that like this is what where we are what are we going to do >> but what are we doing um but I but I think you know if we're not if if we're struggling in like say there >> 10th grade math >> if there isn't a math in middle school a quarterly maybe it is grades you know maybe it's it's come there's got to be a you know that they're they're how many kids are failing or you know like what does that look like just give us from a
069kind of idea of like are we doing better than we have been? Are we making what are our math goals? Are we meeting them? Um what are we doing to push that? And I'm and I don't know what that is. That's on you guys to dumb it down for us of like what that means. But, um, I think it's important for us to see that data and then >> here's the here's here's what we're doing and not just like we're kind of our goal is to get it up to 60%. >> Cool. >> Okay. But how you know? Um, >> and this is I think this outlines that. I mean, this is this is what this is excellent. And then okay, so now give us the information that we want the the progress. But if
070there isn't a test or if there isn't, you know, something like comma lit for math, >> then I still think we need some sort of >> dad. My request would almost be to look at it, would you? Like, okay, what's the middle school report look like? What does the high school report look like? What does HK report look like? Because it's going to look different at each site. Yeah, sure. Um, like yes, middle, high school and, uh, middle school are both using common lit, but we also have different assessments that we're using and stuff like that. So, what do you expect out of the middle school, what do you expect out of the high school, I think would be really helpful instead of just this is the principal report, this is what we expect. So,
071I think that would really help us. Well, so the other thing that's been happening at the high school is because the push has been so much for what data do we have, I put it back to the teachers. So what data do you have you've identified you're using to inform your instruction? And Melissa, you're 100% right that now they've identified data. So we're in that cycle of like what are you going to do? Right? But the next question for me to them is and how is this informing your instruction? Right? So they have data and it's great, right? like CTE is using all the 21st century skills and going we're now tracking citizenship in this way and so that's the data that we want to present right but how is this informing instruction how is
072this getting them closer to getting that skill set for passing the skill test in you know like CAD one so th those are the like the cycle of the data it's not going to look like the elementary data where we can go these people are reading at this level so if we do XYZ and we have these breakout groups this is what's going to happen. It just is going to have a different application plan. But part of it starts with the buy in from the teachers of what data are you using, you know, and so it's just a conversational shift because the teachers are not coming from that place of what data am I using to inform my instruction, you know, >> because they're not using data to inform their instruction, are they? >> Yes,
073they have, you know, their assignments and that's like the feeling great thing. That was always the kind of the thing between Steve and I is like, "So, what are you doing?" Like, "What are we We're showing them the failing grades. What's our next step?" You know, do we go back to teachers and say, "Do we have common formative assessments?" Which, you know, it's really hard when everybody's a singleton, you know. Um, do we have common elements that we want every ninth grader to have this skill set in English language arts? Have this skill set in that. And then the data that we can look at is did they how many of the ninth graders obtained this skill set in language arts by you know didn't have at the beginning of nth grade and had it
074by the end right but that is a collaborative process that we have to work on together and so that part of that is identifying those strategic goals. Is that what the board wants? Is this what a portrait of graduate looks like? and are these the skill sets that a 9 through 12th grader is going to have? And then is that how we want to focus our debt? You know, go ahead. I guess I don't >> uh I think what could be helpful and to use some language is potentially using identifying even a singleton for standards, not skill sets, >> standards. standards just for within the quarter having a formative assessment that a teacher could say this percentage of my students are able to master this standard not skill skills across the board and you could
075choose the essential standards that most correlate to the Aspire Plus ending, right? like these are the standards that indicate the most um the best outcomes for the summitive assessments that come later. And so then everybody would have those standards regardless of their singleton or not. And everybody should be able to measure at least four standards, four to six standards based on a student's >> and all teachers are teaching to those four standards. That's should they agree though on those standards? They should state. >> Well, okay. >> But like with which ones they're going to choose to focus on? >> Yeah. Why not? >> Right. And so they would all maybe choose the same >> especially if they're singleton, right? >> A single a single teacher, right? So then I nth grade English standards and I
076report on those because I think that those are really integral essential standards for the end outcome. >> Especially if it's Yeah. I mean because that's your should be your standards guide instruction, >> right? >> And those are like not choosing those are that's like their job. >> Yeah, that's they guide instruction. So everyone has those standards. So they have to >> and it would be a negotiation of what to like a buy in is that like they should be just doing that. >> Absolutely. >> So the data the data will be different. The amount of data will be different. um the format and the cycle will be the same for all three schools. >> Right. And if we're looking for for data um we should have if we're doing things appropriately, we should have data
077coming out of our PLC groups that we can use to um measure and hold ourselves accountable. data that that going through the PLC cycle and just reporting that to the board covers a lot of what the board is asking and it's in relatively real time. Um so that's a conversation that I could have with the administrators. We have an admin meeting coming up next week. Uh in between now and then the board has ideas of what they want as far as data. You might not know how we capture it. That's something that we can discuss as an administrative plan to see what we can provide. Um but as a and that it's going to be a a ch a changing process as things go but having this consistent format um I think is is our
078is our first step. >> Yeah the format is the same. The tests underneath the format is different and I think we're aware of that that they're not doubles every up but it's common lit on this. I mean, we don't care what the data is and what we just care that it's there, right? >> Or what tool it is. >> And um I think we're lacking that we we we lack that um presentation of >> to sum it up the cycle of what we want. To sum it up on on a very basic level, the board wants the data and then they want to know what we're doing as a result of that next steps. >> So, um, >> and it's all outlined in that discussion sheet >> and the and one more thing that's not
079added on here, but you're administrator here. Um, and I think you might have changes the name of this, but the historical. So um if it's attendance on here you know you have October one is uh you can show attendance October one throughout the >> as the historical comparison. So here's attendance in 25 here's what our attendance percentage was in 24 or and then same with you know whether it's it's your performance [Music] >> just >> here's your scores how many years >> I think just a couple two to three >> yeah would be good just to give us that historical knowledge throw that in in a quick chart so that we can see what direction we're going hopefully it's going in up right >> and that's ultimately what we right like performance improving a student
080improve student performance >> yes and I can I'll share some examples and formats um in admin meeting concerning that but >> and I think once we find you know I think if if uh we will have some more confidence in our you know um and superintendent in making sure that these things that principles are held accountable in some of these avenues we won't need to see as much um >> chaos >> something. It just feels like we've never really gotten what we ask. So um and the and the >> and the we're just status quo of like we haven't made those um increases. We we lost lo we haven't achieved our goals. >> Correct. >> We haven't we haven't gotten better. um a major checklist and speaking from a teacher, you know what I think
081it's, you know, sometimes it's a lot, you know, okay, you're giving me one more thing teacher to do, but in the end it's like, well, this I don't know. I feel like it helps teachers get more organized with what they're doing and I don't know maybe too, right? You know, sometimes when people ask more of you, it's amazing you do more. It's like I don't know. >> But sometimes that doing more it helps you be more organized so that you're actually working smarter not harder. >> Right. >> Exactly. >> Well, I feel like the English teachers and the math teachers are doing this. >> It's just now >> articulating it. It's it needs to be uh communicated. >> Yeah. >> To the board. >> Right. and and don't overlook the um the role of PLC's
082in this um like like I said that if we're using that to guide instructions based off of data we should be able to share that with the board and and where we're going. So on this side note, are we going to get common lit uh be beginning of here boy from high school next report? Yes. Okay. any other um things on here. >> Yeah, I just like to ask. Yeah, that's that that's our >> that's our that's our goal is to make sure that there's an action and then >> there's an action and then after and then just because you know we have increased >> interventions is it interventions like HM interventions we're doing interventions three times a week blah blah blah blah blah okay well is that working you know that's the other that's
083the next step after at like okay is that action actually working >> uh we had you know last year we had tells did that action >> um help our scores you know I think that's the thing that we need to hear about and that helps us with our >> priorities our you know like okay this is working >> maybe what do you guys you know admin what's the what's >> financially what do you Um, do we need to cut something else to get this here or you know >> in the schedule what needs to change? >> Exactly. >> We have a lot of things that we can we can change but we have to know if those actions are working because I feel like sometimes we just do actions to to say we've done we
084made some changes and then >> yeah really I think Matt did a good job here. I mean, if you use this as your guide, >> it's going to, you know, even if your data hasn't changed a whole lot, you still have your action items and your next steps. >> It's okay, right? So, even if the data isn't where we wanted it to be, then we say, "Okay, >> let's redo our action step or >> okay, >> I just want to point out next week are going to be chaotic. So, let's this let's talk about imputation really quick. Moving in this direction next week, I don't want you to to throw everything out. Um, we'll we'll start this going into December, but next week try to get as close as you can. >> So, what you
085just sent >> perfect like haven't started mine yet. Um, I'll get to this, but I can't wait to They haven't had this discussion yet and they're doing great. >> But I still feel like this is where we were headed. We just never got I mean this isn't this shouldn't sound new to you. I like that's the thing. >> Haven't sat down to have this discussion and it might not be like perfect but it should we're still we're just trying to tweak it. I mean it's not the report >> the data we've been asking for data. We've been asking for these reports. What we're asking now is and you we even talked about goals and actions and you know all that we're asking for the next step of like okay now what like and then we
086start over. It's kind of helping um just get in that cycle. >> Yeah. It's awesome. So >> and it helps us ask for the right questions and communication in general >> resources resources point of distribution mou. >> Okay. This is anou between county and grand county school district to use facilities in an emergency as a point of distribution. Um, as you may or may not be aware, we're already working have an MLOU with the Red Cross. Um, and for emergency uses of our buildings and facilities, this is something that I recommend um, we sign off on. And yeah, it's there for you questions or concerns about any of it. >> Well, are you going to fill in the numbers? >> Yes. >> And the names do what how many years are you thinking >> under
087duration? I I it's a good question. You caught me off guard. I wouldn't go more I wouldn't go more than five. >> Yeah. >> I think you know >> standard could be 10. Uh I go back and look at it but >> Okay. >> So he's never had one of these before. >> No. >> Are you the point of contact? >> Yes. >> Did you create this? >> No. >> Who came to us with this? uh Kate Finley from the county emergency services. And um what kind of situation would it be of like when the when we were going to house fire like >> it could be in response to any >> emergency but pretty much you do >> it's part it's all part of the process that we're kind of doing with clinical safety
088to try and >> uh firm up interlocal agreements um interlocal relationships It's it's pretty boilerplate. Um >> this is for like obviously like big things like if we were in hurricane territory, >> hurricane, natural disaster. >> And this is this will be back >> whatever. >> This will be back on the agenda for an action item next week with the numbers um information filled out. So just a chance to get this in front of you if you have any major concerns. Again, it's pretty quick, right? >> Okay. >> Um, next it was school safety update. Um, new school sheriff's office, school security chief. It was Joshua Staples. Who was security chief? >> School security chief for it's the county sheriff's department. um security chief was a position created in house bill 84 to help us.
089>> It was Micah before >> this it was my now changed >> um in the interest of full and accurate information. We last year with in-house the district did not get off to a really strong clean um approach to some of the changes with house bill 84 uh for house 40. Um we had some some problems in our own house the sheriff's office um encountered similar problems uh similar difficulties. So this is while it it can come across as a negative, it's a positive, it gives us a chance to reset and gets uh get a good start on implementing health bill 84 and all the safety. Last year, Superintendent McFalls was the school's community or school safety director. This year I have given that to Libby and um she know I did. I was hoping
090you could call me. I I asked No, I asked him to call me. >> But yeah, thank you. >> This is school security. No, school safety director Libby Bailey. >> Just Bailey. >> Bailey. >> Yeah, Bailey. >> That's what the since I'm hanging around with law enforcement now, that's what it's very weird, but I kind of like it. So that's like that. Go ahead. >> Person that kind of runs the issue. Like if there's a safety concern, you are directing everything. That's what the station chief does. The safety director for the school is is the point of contact for all the other agencies in the event of an emergency >> and ensuring that all of House Bill 84 requirements are fulfilled, managed, monitored any correlation with the safe school specialists, Jared Better, uh Mike Estimson
091and Jessica Manderfield and ensuring that there is sort of a a dynamic of um working with uh Stalis and ensuring that um we're just communicating more efficiently and >> who's confused >> staples. Um and just just making sure I think we were just kind of spread out. We were all attending all of these like because the state had just thrown out a lot of different areas at a lot of different trainings, a lot of different um matrices for recognizing where you're at with your safety and everybody we were just so siloed and I think the principal schools were doing it. It was it was all of this and so just kind of consolidating and so there is um some sort of direction and and really supporting the specialists as well and the gardening program as
092well and and making sure that all of that communicated to superintendent and make sure that everything's running effectively. um and that we also have sort of an educator and a school voice in that as well because it a lot of it is led by law enforcement but we also need to recognize that we're uh educational institution as well. So just it's going pretty well so far. >> Getting that that lens. If you want to click on the attachment that's just uh some bullet points of areas we are focusing on this year. I don't know if you have any more you want to go into. >> We as in who? >> Grand county >> the district. >> Yes. >> Not like clinical safety not like when you're >> we're clinical safety is the venue where we're
093focusing. >> Okay. um just you know ensuring that yes um the physical security which House Bill 84 has really thrown a lot of money at right and we're still trying to kind of muddle through that but there's a lot of other areas that are preventative models and uh educational models and their inter agency models and not just you know if we put up ballistic film on our windows there's still a lot of other things that we need to to identify issues early. Um, make sure that we have anonymous reporting systems. That's probably one of the most important aspects that has preventative ways. We don't want to have a crisis. Um, we should be prepared for a crisis and have reunification plans. And just making sure that when we're sitting in a room of inter agency,
094community, first responders, uh, we're all talking equally. It's not one job to do. If you do security, they should also be uh, knowledgeable about our reporting systems and vice versa. we need to know exactly what would happen if there was um an emergency response plan when law enforcement and just uh making sure that we're doing that. So those are the those are the most pertinent aspects of school safety and you can see that they're holistic and so we'll take uh clinical safety in that route more so um really ensuring that we are our emergency plans are up to date strengthening them. We have a pretty good solid one, but we need to strengthen them. Um, and and just have a place where we can identify gaps in communications or practices. >> Yeah, we'll um >>
095what's school? >> So, that's I was actually going to touch on that just briefly. While while a lot of this is um in response, we also as as a team and admin team want to be very proactive and that's that school planet. What can we do to be proactive? I've made the comment if they if they put as much money into being proactive as they did into House Bill 84, I think we would get a greater return. That's not necessarily a popular opinion. That that being said, focusing on that climate, focusing on inclusion, uh >> positive behavioral intervention systems, um ensuring that students feel safe and welcoming and welcomed and doing uh it aligns greatly with HRS level one, right? and ensuring that when we do post these surveys and students say overwhelmingly this doesn't
096feel this way that we make response to it because we know that if it feels hostile to students we make unsafe and then students make can potentially make unsafe decisions for us all. Um and just making sure critically that information we have action responses to it rather than just data mining. >> Um also from the parents as well they answered very similar questions about that. Do we feel like we're communicating? Do we know for instance the standard response uh protocol of like what is a secure what is an evacuation when people have knowledge and information and education they feel safer right and so that's a climate so every parent with our parent education communication that way so that they feel as though they don't have to run to the spot and then suddenly we have
097more parents if there were a crisis they should be able to go I know what that means everything is okay I have trusting relationships so community as well. So that's these are all kind of climate aspects and most of them are education pieces communication pieces with with community >> and we have clinical safety on Thursday >> tomorrow we'll be we'll be talking and focusing on this >> I have a question >> yeah to go back to law enforcement how do you feel um how do you feel that's going with your interactions with law enforcement and their um I want to and and understanding where and and where the educators are coming from and the needs of our kids in schools and all of that like how how are your interactions going are are they being
098receptive and I don't know any any positive feedback yes so we just so we have a new SRO um Jordan Roier we also have uh Joshua's office as our new security for the county um they were we did comprehensive threat assessment training in fact which is not a crisis response. It's a prevention response, right? And how do we build intervention plans for students who make threats? We don't want those threats to happen. In fact, the threat is a good thing, right? It gives us time to respond to it where there's something that happens. Both of those gentlemen were I I didn't really know them and they're yes, they are law enforcement. I suppose I have these biases of like, oh, they're they want to really focus on crisis and what you do when you come
099in. and they were both very attentive, asked really great questions, saw themselves as uh co-educators, right, and part of our learning community with a different uh expertise to bring to what we're doing. >> But I was like genuinely impressed yesterday for almost seven hours I was with them. So I can speak that like with true authenticity. Yeah. that we had a lot of um great conversations about and thoughtful conversations about how do we not build up the walls so much in the security aspect that students walk in feel like they're entering um you know right and then that does nothing for climate because then they're inter they're seeing that like don't believe great things about us or this is unsafe and then one of their big messages of their visibility in the school their relationships
100with families their relationships with students kids so that they don't scare the kids and we can normalize that yes these are people in our building these are not necessarily our people in our building so yeah I I feel really good particularly about that a very concentrated amount of time and previously I think when we had sestack training in a couple of years ago you know we did have a lot of law enforcement that were there and actually walked out a grant but just because that wasn't necessarily what they were inter interested in in the prevention model. Um, and it's great to see law enforcement and that's more of a symbiotic. We have to learn about each other's areas of expertises and yeah, I feel really confident. >> That's exactly what I was. >> Yeah. Yeah.
101>> I just echo that. It was a very good training and strong training >> that was there as well >> that that Libby put on and we did have some very good conversation. So, and that's that's our goal um with both of the new law enforcement officers that we're partnering with is to put our best foot forward and build that relationship so that it can be trusted. Jim, >> how how often is the Green County Sheriff's officer there versus the school resource officer like in the buildings? Not as much. >> Not not as much. No, >> I can speak to HMK only. Uh the sheriff's office is uh representative is there every single morning online. So when we're seeing the most traffic of >> right >> when we don't know kids are inside they're there
102every single morning. >> Is it Joshua or just or county sheriff? >> It's Kurt and there's another >> gentleman I don't know but Kurt somebody someone is there especially during you know statistically significant times where we might see not necessarily like a bad guy situation but just are they at the other schools? Yeah, that's what my next question is. How is this how high school and middle school like what's >> broier is? Uh I always get wrong when she laughs at uh sheriff. >> No, >> how I think that's actually purposeful is on the high school middle school campus and the sheriff's office goes to to campus. I think they like do it on purpose. >> I would agree. So like not like >> I don't know. I'd be probably a at drop off. >>
103I see Kurt there. Okay. Yeah, drop off, but we're talking maybe he'll show up a little later, but yeah, >> I'm seeing more city officers and sheriff's officers than have really kind of normalized like riding their >> pool bikes through the market. I think we're seeing a lot of it's not necessarily specific people a lot, but just through and said, "Hey, everybody." And just really making >> But in the middle of high school, is that happening as well? I would think that I mean you know just presence whether it's city sheriff somebody >> just around like smiling and >> definitely Roier I I mean teaches a class >> at the high school so he has we have a lot of classes maybe we take too much >> uh >> maybe more so than us. Yes.
104>> Um I think we see him three times a week or more. So, um, him, yes. But I would agree that they probably have a system where they're more at HMK or so than since he's up here because the kind of class at the high school and stuff. >> Is there a reason why that I'm missing? Why are they at HMK more? I'm just curious. >> Is there is there something I don't know? >> Be a great question for us to ask at clinical. >> I think it's fantastic. But >> yeah, why? I was just wondering why there's something that I don't know. in the morning. >> I I think that would be a question of of just making sure tomorrow when we speak to them from the sheriff's. >> Yeah, I'm happy to ask
105that. >> We haven't touched on anything you can add. >> Uh I believe both the county and the city are doing um sweeps of our buildings quite frequently at night. Just making sure >> extra doors >> external internal external schools. >> Yes. Um, so >> and the text >> and they did a drug they did a dog drug a >> drug dog sweep the other day too. Is that is that on this kind of we >> I think we did it wasn't a sweep in the sense of like it was just like hey here's a dog right >> be dog and a city or county building stuff. >> Is that is that requested by us? No, they come and collaborate and say these are the dates when we're going to have the dogs here or
106we want to do a training and then we say this date would work better or this time would work better. Um so but it's not on we can request it. Um, >> the interesting thing is that the what Jameson taught me this time, last year when we had the dogs a couple of times, we thought we'd get a bunch of hits on on marijuana vapes. And basically, they're not training the dogs to hit on marijuana anymore because it's legal in the state of Utah. >> Yeah. >> And so if they bust people with other drugs and they have a marijuana thing, the pro the county prosecutors are not prosecuting these. So the dogs just don't hit on that. So what they do is they bring their own special drugs and then hide them somewhere and
107they see if the dog hits on the actual drugs that they're looking for. But I think you know the whole thing kind of just kind of puts the kids in a little bit of a panic like there are dogs here. We should be more careful. you know, we have detectors going off during that time, you know, for a couple ele uh she just wants to reiterate that she's that the invitation and they reached out to us was just to have a positive presence with law enforcement and the kids just wanted to meet the K9. >> Sure. Yeah. >> Yeah. >> the other thing that they've done for us recently is um made sure that our zero ice system work and I'm I'm being a little bit facicious. It does work. >> Uh it detects it
108detects a handgun and I we had a police officer pull a gun in the school um at 2 o'clock in the morning and I got the phone call that it was it was going on to verify. There's actually a second incident outside of HMK in the parking lot where a whip was brandished. Nothing, not a safety issue, but it was just brandished and the camera >> picked it up and called me again. That was >> about 1 in the morning. >> So zero is working. >> That's good to know. >> No, I still don't get that right. >> We're going in a positive direction with school safety. I don't know about >> six good hands the school safety director >> and I going back to just their um their schedule. I think they I think
109I remember um the SR before was like he doesn't they don't give schedules because if the kids know their schedule, you know, like so they're very like right >> we're here over here like a lot of times. So the schedule isn't ever real. They might know their schedule, but they don't want to publicize um that they're here. >> Of course, I just wanted to make sure that all the schools are being visited. I mean, I was just wondering, >> you know, that everyone's >> I always seem to run in whenever I visit a school. I think I run into the SRO every single time. And I I'm a middle I'm not in the middle school anymore, but >> um >> if you're worried if we feel supported or not, I feel very supported by our
110SRO, by our sheriffs and everything like that. >> Yes. Yeah, anytime I'm not quite support, they've been right there helping us out. >> At least the middle school. I can't speak for the other schools, but >> okay. Any other questions about the safety update? >> K9 Zora. >> I would love to meet K9 Zora. I'll just next time they do a drug sweep. I think she's sweep shepherd organ. >> Um, we do want to do an executive session. >> Are you still >> um just the uh second part? >> Yes. Okay. Um, and so let's take a quick um recess and No, just reset. No, I genuinely like I suggest >> Thank you. >> You guys enjoy these meetings as much as I look for >> the last one kind of fun >> and it's
111not as long usually which is nice. >> No, there's nobody here but us. >> I know. We are