001I'm going to bring the Grand Canyon School District Board of Education work session to order. It's Wednesday, October 8th, 2025, and it's 3:35. We are here at the district office and available via Zoom. >> Um, allegiance Uh Jill, will you lead us in the pledge of allegiance? >> Yes. >> I aliance to the flag of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you. >> Um Kathy, will you read the mission? >> Our mission is to put each student first every day. >> Approval of the of the agenda. >> I move the agenda as presented. >> I second makes a motion D. Sorry. Seconds. All those uh all those in favor of approving the agenda as present say I >> I that
002passes 5 zero. Did you say it? >> I Okay. >> Uh next public comment. Any public comments? And next uh personnel list. Um, such is the October personnel list that we will be approving next week. Do you have any questions about specific people? Please approve >> next week. If you have any questions about specific people, please um up to Matt. Are we fully staffed in lunch then with with >> We are currently fully staffed in charge. >> Okay. >> Any questions about these positions we're hiring? >> What does ESP stand for? >> Yeah, educational support profession. That's your new terminology for a classified question. >> Is the debate coach a teacher or just a community member? >> All right, moving on. HMK prek site updates. Not a lot to update on uh the HMK project.
003We're still um sticking to our substantial completion date of hopefully around Thanksgiving moving in um to the new uh preschool at the start of next uh calendar year. Um, you got two major pieces of the synthetic turf has now been put down and the synthetic turf in the uh new preschool playground is is in shade structure poles. We're waiting on the fur for the shade structures that should be coming in. Um, and outside of that, yeah, not a not a lot to update kind of still where we were at. >> Are we going to be um doing the Halloween parade? is gonna be open for the Halloween parade. >> Yeah, that's a question I don't have an answer to. I was not privy to one Halloween parade. So, >> inside this year, >> okay, >>
004we'll have to visit with Holly and staff down there, >> but we might also be able to do it on the 46 playground because they also have the walk. >> Okay, >> so there is a possibility of that. >> Okay, let's put that on our radar. It's an important the community like there's a lot of people that show up >> parents and community is going to be >> good to be aware of. >> Yeah. Um any other questions? All right. Um, as our presentation, we're going to table that to something else available. We'll leave them here. >> She got a text message for her. She's on her way. >> Okay. Um, we'll move on to the policies. So, the policies that we we've posted for the work session are for your for your review. Um,
005they'll they'll be coming back on next week's regular board meeting hopefully with a recommendation to to post what we need to post for public comment. So, these are just there for you guys to review. Um, nothing new policies, nothing uh super controversial. Uh, just kind of kind of run-of-the-mill new policies. I don't know if you have any if you had a chance to read them yet. I know some of you have questions. Um anything that you would like us to look into further for and have prepared for you next week? >> I have a couple questions. um from the first the drug testing is that um what's sort of like if there's a reasonable suspicion from another employee I mean like and then that reports to the district. >> So reasonable suspicion is been a
006a gray area for for a very long time as to what that means. Um, this policy outlines or describes some of that process. It's still going to come down to the discernment of of the administrator when that happens. Okay. Currently, for example, when that when that happens, we've had a couple instances um a phone call has been made. I've been contacted by administrators and we talk about, you know, what is reasonable suspicion and when what is the right action to take and what indications are we seeing? um obviously wanting to put safety first but also under understanding people's right to privacy and their individual rights as well. So I'm not sure what the driving factor behind this uh strengthening this is. For for a long time public education had a kind of a bad reputation
007for being a place where somebody could go and get away with that because they never tested. It never, you know, it's a a giant employment pool that was never like subjected to random testing and whatnot. Um, and I don't think it ever will be subjected to random testing, but this definitely um gives some like some reason suspicion and how to act going forward. It it is interesting to me if you followed the the trend at all. Um, it used to be that if somebody I remember a good teacher getting injured, I can't district on the Wasach front. um and tested positive at at workers comp for um marijuana THC and ended up losing their job over and it was very controversial whether or not they should have. So this to me doesn't make it any
008clear in those situations saying that you know we're have reasonable suspicion we should be testing and what the consequences are of that. And recently, if you follow the upupac findings on that specific thing, a lot of times, um, unless there's extenduating circumstances, it's been as as low as a letter of not attached to their cactus file for for failing a drug test like that. If it's nothing like not at work, not type of deal. So, it's interesting. Um, that's why it's there for us to to look at and debate, kind of see where we where we want to go. It doesn't really change it doesn't change anything for you in all uh safety sensitive and critical positions. >> Can I keep going with that one question? >> Yeah. So um >> so um it it
009does have to deal with our penalty pro teachers is with cactus versus a parrot or somebody else that is shouldn't say classified. there. >> So the punitive action would go through upupac on on a licensed >> teachers >> and then for the for the district you would have the discretion on on a non >> okay >> licensed individual >> but they potentially could cactus or UPAC could take away their license if that >> for a certified position. Absolutely. >> Yeah. >> So an a non so employee that is not a safety sensitive position. So bus drivers obviously are but what else would be a safety sensitive >> they have their own policy though >> bus drivers so this is for employees neither bus drivers nor employees in a safety sensitive position so what would a
010safety sensitive >> I don't know that we have that >> formally defined in any of our job descriptions >> um it would for example if we had >> our own police force like some districts do that that would be um in that realm. I don't know when you have outside of transportation, somebody transporting students, anything formal. >> So, um a couple years ago, I'll walk along what that was. Um we talked about kind of that safety sensitive position and we were having um kind of problems finding people to drive suburbans or something. I don't know. But um we had put them in the testing pool for um if they were driving students. >> Mhm. >> Do you know if that's still >> We still have people transporting students to the testing. >> Okay. >> Random
011testing. >> It is. >> Okay. So like coaches and and anybody >> any like Okay. And that we changed the policy, but since then we've probably adopted these new that was that was pre. So you'll go back and research >> and then this on the firearm safety. What does to a grade mean? >> Say that again. It's a just >> to a grade. That's just a strange I mean I assume it just means >> my interpretation of that is that we're teaching that to one grade level. So >> between oh so we would set that >> we would say we are we are going to be teaching that to >> second graders fourth graders >> seventh graders how >> as as that goes down >> okay >> every grade gets three times a year or
012we have the grade to do three times >> they get it three times while they're in elementary >> every grade >> every student would have it three times over their life of elementary once in middle school and once in high school >> oh in their Yeah. Yeah. >> Not a year. >> Not a grade. >> So, three times over their over their elementary experience. >> Okay. Not okay. >> And then um I did go to the Utah code um regarding individual fence instruction from weapons laws as this. So, does that mean I mean who's going to teach this the regular teachers and then someone who's coming in and handle a weapon if need be? That's >> we have not gone down the road of of deciding and there are some options that you have to
013teach that whether you're using video resources, inperson resources, things of that nature. We we've not flushed that part of it out. This is just >> but a police officer of any jurisdiction will be the school resource officer. >> Yes. But there potentially could just be a film, a video that we could just >> And this has to be started this year. >> Yes. >> And who's going to determine which grades? >> Yeah. >> And and and what's the curriculum? Who's going to >> be working with the administrators to make that selection? And then is that going to be put into >> that would be more of a procedure not not necessarily >> and and we have a proceed and then is there a procedure handbook of some sort >> in in in theory there's a
014procedure and process handbook but we would we would establish that practice. >> Okay. >> And and make sure that we're in compliance going forward. >> So the administrators are going to be in charge of it. If it's not happening, it's not on the health teacher. It's not on We'll make sure at this point it's on the adventure. >> I have a question. Focused graduation pathway. >> Yeah. >> Do you think that like I'm assuming something like our SCSC would probably fit into this? Um because we probably have something similar. >> Think we have something similar. >> Something similar. just seeing seeing how it lines up with the >> again model policy that we can tweak to our system or our system can tweak to meet the requirements. >> I wonder if having it well like
015the are our kids that if they want to go back for a GED they do that through adult ed. Could that could could that be incorporated into this, do you think? Or do you think it would have to be within >> PSD? >> I don't know. >> Okay. >> Specifically, that's something we really need to look into. >> I mean, that's where kids do the GED, right? That we don't or do we do that at SCSC sometimes? >> GED testing. >> GED at SCSD. >> No, we don't know. >> Oh, all adult ed. >> Adult. all in adulthood. >> Um I had a question on the food additives. >> Nothing in yellow, red or blue. >> No. Well, it says the prohibition >> against certain food additives law does not apply to school district with
0165500 or fewer. So >> So we don't necessarily have to even dig into that. It's just there because it's a suggested new model model policy. >> Do we want to are we do you believe are using those >> additives? >> I I we talked a little bit about this from a finance point of view in the the finance meeting earlier and I think it really depends on what how big a lift that becomes. If we have our major suppliers that are nationwide, statewide suppliers modifying their goods to meet this, then it's no problem to implement. I don't see why we wouldn't if we believe it's in the best interest. >> Yeah. >> Or or we could, you know, completely ignore it because we are exempt. Um I'm not certain how that shakes out. So maybe
017the thing to do is to see how that market and those products shape up over the next several months and then bring it back, pass it in another time. That's something the board wants to do. Uh it really depends to in in my opinion on on what what changes in the mark what what if any changes that drives in the market. I don't know the products to the extent where I could tell you I mean this could be seven rims in a cake for a birthday. Um I think that's exempt right? No, they don't. They would have to get the teacher would have to get permission please at the very >> um students may provide students with such food during the school day. >> Well, as a teacher I don't I don't know. I mean
018if a stu if a teacher provided it they'd have to get permission. >> I was thinking that we did a whole bunch. That's what I was thinking. >> Yeah. But down here feature is a yeah right >> touch that >> it's the it's the shortest of all the policies that we're looking at that's a positive So, if if you continue to go through and you have questions or want something addressed for next week's meeting, just let us know. And like I said, we we can take we can post what you what the board wants posted and leave the rest. Um this is just a jumping off place for the wonderful policy pathway we're headed down >> with the with the flag. um this will this would help I mean we've had people come in before
019um like the um what flags were doing before football games and so this is really narrowing it down to not a blue lives like that was one of the blue lives matter is not part of that list >> that that narrows that list down >> okay so very very much Yeah. Per Utah code. >> Following Utah code. >> Yeah. >> The interesting piece in that to me is that it's regulating actual flags, not images of flags. >> Yeah. So they could put something on their like their jersey that's a >> patch or a sticker or whatever, >> you know. >> Yeah. like the colors or whatever, like the blue and black or white or whatever. >> You just can't have black >> the actual flag, but you could put a sticker of >> flag if
020you want. >> Yeah. Like I've seen the um the multi like the rainbow colored Legos in a row standing >> sticker. >> Yeah. >> You know, I think you can even have a flag sticker. >> Even a flat sticker. very specific very specific about what a flag interesting piece. It's a fabric. >> It's an interesting piece of policy on an interesting piece of legislation. >> Any other um questions on these I guess I mean I just be interested maybe hearing from some of the concern of the schools. Okay. >> I mean, I think they already Yeah, they already implemented that and it's code. I mean, we're not doing that's I mean, we can we can probably talk about their frustrations with it, but okay. >> It's going to be code or law. I mean, these
021are policies that we're not really creating, right? >> Um to govern our district specifically or this >> these are all code. like if we were going to add something um now can we have a report can we have a report after like hey is this affecting >> um how do you but I don't know what we could >> do about it unless we could lobby we could hear about it we could then lobby to >> this legislature and try to get things changed >> um >> does that make sense what I'm saying so like later on Um, yeah. I don't think before [Music] they've already adopted this, >> right? Yeah. But we could yeah specifically um I'm trying to think of just a like a something how they could present if you know what that
022would look like or um without just you know it's more of a presentation of how how they are frustrated with it but >> or how it's affected their numbers maybe like they are there to the numbers have gone Yeah. >> Yeah. >> Um so I'll add that. >> Okay. Um >> sure there's lots of other districts that >> Well, we're one of I think we have therapists, which a lot of districts don't necessarily have. They have counselors, but um therapists are um we're a little different. Yeah, >> I do think you're seeing more and more districts go that way. I think Grant was out in front on that. You're see you're seeing more districts go that way. So that's >> that might be why they're legis like why they're passing legislation because if more schools
023are they're just >> trying to Okay. FDACG Any other questions on those policies? I mean, the school meal payments. Seems like that's what we're already doing. >> I think that's in response to some districts that have not followed guidance. uh it maybe gone against the spirit of of legislation and rule to still have uh in my opinion distasteful practices. So this is just reminding everybody, hey, we're not joking around. >> Um so again, I don't think it changes anything we're doing. >> Is in those districts where um I if they were in the negative, they would give them different um sandwiches. is that that would be publicly >> that would be >> identifying, right? >> And that's that's probably the main thing is that you know you're hey no get in line you're getting a
024peanut butter sandwich >> type of situation. So >> you know any other questions will be on um next board meeting to uh the ability to post Now, I have a question. Will these be I mean they're they're effective right now, correct? Or is this supposed to go in later like January to be effective or >> No, they they'll be effective as soon as the board Okay. >> uh takes action to to formally uh pass those. So, >> um we are Yeah, we're we're behind on on the policy process. I think we've been behind on the policy process since I started, but nay and I are making huge waves and we're going to get this caught up. Right, Nache? >> But for example, FDA, the one we were just talking about, the health therapists are already
025implementing this >> rule because even though we haven't passed it yet, >> we're still doing they >> because they have are they doing it because they know that they have to regardless of whether we pass it, right? Correct. >> I mean, we have very little leeway to >> on most of these. Yes. Very little leeway. >> Yeah. >> You have the discretion because of the size on the the food additives. >> Well, it says food additives beginning with the 2026 27 school year. So, >> okay. Um, right. Ollie. Hi. Hi. uh observer tab presentation is that do you want to do that first or do you want to do your Okay. >> So before she gets started just just a reminder we elected to go with observer tab and she's going to go over the
026details in in her presentation. >> Um but just from from a 30,000 foot perspective it gives us continuity and consistency in a format that is in line with the Utah effective teaching standards. and it really takes a lot of the ambiguity out of it. And then she's going to talk about the benefits of both administrators and teachers alike. But this is something that we've gone down and I I've talked to the board before about it. One of the great selling points for observer tab is their relationship with the state office of education and how when things change at the state office, they quickly change at observer tab. So with that, Holly, take it away. >> All right. Does everybody know kind of what the observer >> ts just what is it and answering Melissa's question.
027So for us, it's kind of a district alignment tool for um teacher evaluations, which is really nice so that we don't have pockets of different things happening, right? We have consistency across the district. Um and as Matt already mentioned, it's designed for a couple of different things. So it's designed for the evaluation cycles. So we have as embedded in part of that is the observations. So in observer time we can do the observations in there. We can do the goal setting. We can do the self assessments. All the pieces that are actually asked of um administrators to oversee for teachers is all embedded in observer tab which is really nice. You go to the next one for me. So kind of the um purpose and vision behind it then for why it's better to have
028this than something else um is the idea that it provides that consistent instructional feedback. It really streamlines the evaluation process which is really good for administrators um because then we know that we're kind of all on the same page and the expectation is the same across the board. Um the other thing it does too is it allows for that uh professional growth in the reflective teaching practice when you can go in and do those observations. You can send that information that direct feedback to teachers um and then they can get that in an email and go through that on their own and then it gives you an opportunity to go back and cycle back with them and meet with them again. So um I really love that activities. Um, and then of course it it
029streamlines the data collection too. And so go to the next one for me. I think it's actually a couple a couple more. I'll show you some examples. But what it does is it gives us that real-time data that we need um on instruction and whether or not that instruction is effective. Um, so using the tools that are already embedded in observer tab. And one of the one of the routes we've gone is we've kind of customized it. That's what's great about observer tab too is you can customize how you want those observations to look um the forms and stuff. So we've been able to do that and where Matt said no matter what happens with our teaching standards because we've I've seen them changed even in my career even if they change observer tab will
030change with it and so we'll always have the current teaching standards um that we can then customize. The other thing that's really nice is we've been able to align it with Marzano with our high reliability schools. And so we've got some of that customized in there as well. Um, okay, go to the next one, please. Um, benefits for administrators. Uh, first of all, it's transparency, right? Because we know that everyone's going to have the same expectation um, and go through the same type of cycle. The other thing is the timely feedback loop. Um, I think that's really important because then again I can at the click of a button I can send them the feedback from the observation that I just did. Um, and so not having to wait for me to go and write
031it up or whatever. It's just right there. >> Um, >> so you're observing the class and then taking notes as you >> kind of go through it. >> Yep. I would just take notes on it right there on the computer and Okay. >> and send it off. Yeah. Um, and then of course being able to connect it directly to their growth goals. So I'll show you some examples of what that looks like in just a moment, but being able to pull up their goals and their self assessments at the same time in the same program while I'm doing an observation is also really helpful. And of course reducing paperwork is always nice. Save the trees, right? >> And then that feedback to the teacher is coming from observer tab or you >> coming from me.
032>> Yeah. using one of their tools and I'll show you what those tools >> and then but like you wouldn't send an email you' send it >> it would come through observer the form is in observer tab I would fill out and then it would go to their to their email okay go next so some of the tools here's an example of all the different tools that we have available so there's a variety of self- assessments and growth plans based on whatever their lensure is so there's one for our educators there's one for counselors there's one for our instructional coaches Even our um our SLPs have a have their own um self- assessment and growth plan. So it's really directed towards whatever their uh certification is which is really nice. Looking under the observation and
033evaluations um a lot of those are customized like I said to exactly what we want. So the classroom coach through was built um at the district level um with insight from the administrators on what that should look like. So it's really customized to what we want to see. And then some of the other ones on the side are just built-in tools that observe a tab has to offer. So if I have a teacher who comes to me and says, "I'm having problems with this student who's off task all the time." I can jump in to that time on task diagnostic one, go in and use that form and collect data for them and send it to them instantly, which is super nice. So I have a question and and I know you're still going but
034since this is pulled up when you were mentioning in the earlier slide about data um you were specifically talking about student performance data >> not necessarily just just data in the form of growth goals >> for just the teacher so that's what I was running >> okay go ahead and go to the next one for me um so as I mentioned it's no you're good it is tailored for our school district and it's directly aligned with the two Utah effective teaching standards around the requirement at the state legislative level of the professional growth plan. So what what's nice again as I mentioned is when the teachers go in to do their self- assessment or their professional growth plan they can select the one that is applicable to them. All right, next one. I'm going to
035show you some examples of why it's also really good for administrators is it keeps track for me when they actually submitted that and then it also keeps track of >> uh yeah so when they submitted this is an example of when it was submitted their self- assessment >> and then it also keeps track of when I um submitted back to that right so then I'm not having to continually think when was that or keep track of it in a different way it keeps track of it on the platform which is really Okay, next one. >> And as I mentioned, the biggest selling thing for me as administrator is the idea that it's tied directly to the Utah Effective Teaching Standards. So when a teacher goes in to do the self- assessment, it brings up all
036of the standards and all of the elements within the standard. And then the teachers can rate themselves whether they're they rate themselves as a teacher, leader, confident, focusing, or growing. they've changed the terminology um around a little bit from what it previously was and they can kind of rate themselves on how they how they see themselves in each of those standards which is really nice. Okay, next one. And then same thing for the professional growth plan. as they go through their professional growth plan. Um it breaks it down so that we have if they're on the summit of cycle where it's like the bigger longer cycle, we have three checkpoints that we do with teachers during that cycle. And so it has the availability for part one, part two, and part three, which is really
037nice. Um but it also allows for a formative cycle um to so that where we only need the the part one and part three. So that's really good. Okay, next. Um, and actually skip that one and go to the next one. Go to 12. There we go. So, when they go in and set goals, this is kind of what it looks like. They have two sets of goals that they'll they'll enter, one for student learning and one for professional growth. Um, so they'll set their goal, whatever that is for student learning. And then they have to identify the action steps and also the measurement of success, which I really like. It ties really nicely with our ideas of um success criteria. So, okay, go to the next one. So, that would be the student learning
038goal. And then the second goal they have to do is a professional goal. Oh, here's an example of what that would look like when it's all finished. Just so you can kind of see an example of what it would look like at HMK. I pulled up an example of of one because I asked my teachers to all use our wig as our student learning goal for this year so that we can all focus on the same thing and then they all identified their own action steps and their own measurement of what that would be for for them to help us attain that goals. the school. >> Next, >> does that mean each other? >> 65. Yeah. Um, and then for the professional growth goal, they have to select the standard, the teaching standard that they
039want to focus on. And then as soon as they select the standard, go to the next one, then they have to select an element. Um, and within within the standard of what they want to focus on so that it's directly tied to those teaching standards, whatever professional growth goal that they've chosen to do. Go ahead and do the next one for me. And so when they get in there, they'll fill out again the same thing, the action steps and the measurement for success, but it'll be based around the teaching standard that they've selected. Is there a back and forth in in this section like where they >> No, it's all on one >> I mean well let me So if you if they say a growth goal and you're like that's not there that's not
040measurable or something is there a back is there that you go back and forth >> with that like I was saying that's why we meet we meet with teachers at the beginning of the year that's what I'm doing right now is meeting with teachers to go through these two documents um to identify whether those are accurate goals or they're really attainable, right? Really good smart goals or not. >> So yes, there is conversations. >> Okay, next one. Um looking at it from the perspective on the other side once they fill it out then it kind of looks like this. So they have their goal, they have their action steps and they have their measurement for success and it's tied directly. You can see where like this one says standard five. Um and then 5.3 is
041the element and then what they've written for that. Okay, next one. Um what's also really nice about it ask there you go is that it it has built in the timelines for us. So like part two for our summitive cycles has to be completed by December 19th and it kind of gives us an idea of what are the things that we need to have done and completed. And then same thing for what has to be done by April 30th, the steps that need to be taken in order to fulfill either the formative or the summitative cycle for teachers. So it's nice that it's already built into the system for us. Okay, last second to last one. And then benefits for teachers um being a teacher on the other side of this because we had observer
042time when I was still teaching which was quite a few years ago. Um it really does streamline that feedback. It was really nice to be able to just get a quick email from my administrator um that was timely, right? Um as to what it was that they saw in my classroom. Um it allows for that transparency as well as to what the evaluation actually entailed and what they saw. And then of course it allows for easier collaboration um because the forms are the same and consistent then the collaborative collaborative discussions can be similar. So and that's that. Any questions? >> Of course, I have questions. >> Um, so, uh, just to clarify, this is going to be used at HMK Middle and High School. >> Um, next question. Maybe Matt might need to answer this,
043I'm guessing, but is there um is there something like this or maybe a variation of this that is used to evaluate administrators? And then, you know, you've got your support staff. What's being done like as far as evaluation? is used for administration as well. It >> is administration. Um it does have like we talked about I don't know if we talked about it >> right now in an earlier meeting but counselor um and >> our SLPs >> SLP uh portions and it does extend we haven't implemented it yet but it does extend to your educational support professionals um and that can be you know your fair educators but also even um depending on how you modify it and what you custodians all the >> and we could add that things of that nature. So it
044it really is a versatile tool all in one spot. >> You're building principles as well. >> We're in this building for administration. >> Yeah. This I I as a former teacher, it's a lot, but it seems like it just walks you through. >> You kind of always know where you stand, >> you know, for the most part. >> Well, being on the evaluation committee, I think we've been we've been just feels like we've just been circling of like >> how to do this and no one's been on the same page and it's just like And I think this helps the teachers feel like, oh, this is what my feedback is and it was timely. So I think >> and that it causes that uh idea of equitable, right? It's equitable for everyone. So the expectation
045is the same >> which >> and clear. I think it to me it seems clear what you're >> you it's a little different and it allows you some some flexibility and discretion within within the system. Um, for example, like when we're talking about administrators, building administrator evaluations are are fairly similar in format to that of your of your teachers because of the nature of the job and the similarities that that might look a little different for like a district level director or something. Um, and you're able to kind of set that expectation with your directors what their program is going to look like. It's still we're not moving the goalposts on anybody but adapt it to fit those. So, and we've started that process um this school year with our administrators and and our directors
046already along these lines. So, it's it's a it's a great tool. I wasn't joking about dragging us into the 21st century. >> Wonderful. >> And it's kind of a continual thing, right? So, you say like step one, step two, step three. So you've done step one, then December something, and then April something, >> and it's just kind of contin rework some ideas. >> That's why I say it's a true feedback loop, right? Because you have those continual check-ins. >> Yeah. >> So loosey goosey and it's left up to everyone to interpret >> the standard, >> what you said or the look you gave versus right here. Next slide. This is your info. >> And I think it it it's a database that you'll have access. So if there's a change in staff, you will be
047able to go back and look easier than than pulling out paper or like just interpreting. It's >> it'll hold on to the data. >> Yeah. And it's consistent versus >> versus trying to find paper files when you're new and there's not a ton of that. >> I I know we're I feel like we talked about it at length today earlier, but I think our administrators are excited about it. We're already seeing it. >> I hope that the teachers feel the same way. whatever treasure they >> I think the teachers are yeah >> they just want they want feedback is what >> change things too so it's nice if we like do it and submit it and then we're like oh we need to I need to add this into it or whatever we can always
048go back in pretty positive feedback I have >> from the staff I'm just wondering if it's >> yeah it's pretty easy to do too that's the other thing it's not this like humbled So any other questions? Okay. Want me to shift to my other one? >> Yes. >> Amended early learning plan. >> Yeah. So we had um submitted and had our early learning plan approved, but we needed to go in and make a few amendments. So I just kind of I gave you my highlighted version. you can kind of really see the breakdown of of what it is. But what the early learning plan is is it's directed for our K3. Did I give you my other one, too? Um, it's directed for our K3. Um, and what it is is it's changed. It's changed
049frequently. It used to be based around literacy and now they've switched to numeracy. So, the goals are actually um more embedded around numeracy. um building early numeracy. Um anyways, what it actually h has us identify and these were a couple of changes we needed to make is what curriculum we're using as core curriculum, what curriculum we're using as intervention curriculum um which you'll see in the link. And then um for both literacy and math so we can identify so that we have that guaranteed viable curriculum identified, right? And then um Oh. Oh, yeah. We can you can see better. >> And then is if you go to the back side of the first page um down towards the bottom, you'll start to see kind of for each of these different um curriculums or things we
050had we had to go in and kind of justify what it was that we were doing as far as strategies. So, I did update a few of those, but where the biggest change was is if you go to the second page at the bottom with the yellow where it has the 60%. We needed to just um identify our goals a little bit differently. We wanted to make sure um actually that's not the right one. Sorry. Next page. I actually put goal one, goal two for you. So the first goal we wanted to make it specific around a grade level and around what we would refer to as a subtest instead of just a general acadian test. So in first grade we are working directly with what's called ADQ. So advanced quantity or advanced demonstr Oh
051my gosh advanced um why can't I think of the word >> demograph I think I put the letters backwards. That's why it's advanced quantity discrimination. So looking at different quantities and discriminating between the two. So what we want to do in our first grade is decrease the percentage of kids that are below or well below. So basically we want to take our reds and yellows and push them up. That's the goal. So that we want to take 9% of those kids that are in in the red or yellow and move them up to rate. And then for goal number two, we got more specific as well. We wanted to tie it to third grade. Um, and we wanted to do it around computation for math instead of just the composite score. So, same kind of
052thing. We want to take 11% of our kids that are below grade level, below benchmark and move them up. So, that was the amendment to the goallet to the final >> beginning from beginning to end of the year. Yeah. So, >> is this early learning plan something that we have to do every year? Does every district have to do this? >> Yes. Yeah, >> change. >> It does change every year, but yeah, it is a requirement and like I said, it used to be focused on literacy and now they've shifted it to numerousy. So, the goals are required to be around mathematics. >> Yeah. And it'll always target kindergarten through third grade for early early literacy early. So, any other questions? and it was approved by the the state board of education. So they approved
053the amendment so we're good to go. >> And I can't remember do is there a report after um like >> Yes. So I will have to report back on the goals whether or not we attained them. >> Yes. >> Is that the same time that you present a new >> one or Yeah. The new one will do at a different time but the report on the the goals at the end I think is due by the end of June 30th. the end of the read approved and then one >> and then our agenda says we're HMK is with the community. This is all fun. >> Yeah, I gave that to you in my classes. >> So yeah, and this is just we have a lot of different goals. We were talking about this in school
054community council. Dave was there and we have a lot of different goals. Lots of different goals and my my goal is to make sure that we stream Yeah. >> So, if we're going to focus on this, it should match what we're focusing on in other areas. >> Yeah. Like our >> We'll get there. Yeah. >> Okay. Any other questions? >> Okay. Uh moving on to the Bank of America response to RFP for underwriting services. >> Okay. So, I attached that lovely document. Uh has four pages. Do you have time to read it? It's It's actually quite >> I read through it. >> Okay. >> Quite quite fascinating. >> You read? >> No, I didn't read the confidential notice to recipient. I didn't read that, but I read >> 44. No, I read the letter. >>
055I read the letter. >> I had you hit such a >> Sorry. Oh, I'm sorry. >> Like, wow. I read Oh, I just read the letter. Okay. >> So, um as as you know, uh last month or the month I can't remember when Alex was down. Alex um Johnson were down um Scott Johnson. Anyways, we put out an RFP for underwriting services to take out um our to look at refunding our bonds. We um had five different entities respond. We were ecstatic to see that Bank of America was one of them. Um Bank of America is the heavy hitter in the market undisputably. I'm super excited they had interest. I think there's probably a variety of reasons there. One of which is that one of the big wigs is a boy from rural Utah who
056looks out for a Utah school district and um was willing to submit a proposal and they were by far and away the best. Um, so I I continue with that response. Um, and then in regular board meeting next week, I'll be asking you to ratify that selection. Um, as we work forward to rapidly trying to get um, things squared away so that we can be looking at taking those bonds out uh, the first couple weeks of the senator, try and have them um, the process completed before before the holiday break. So, um, the numbers looked good when I originally pitched the idea to you that they're looking better. Um, it's very exciting. I'm hoping that we can we can get this done. One of the the major benefits about Bank of America, um, if you
057read that 12.8 billion in excess assets. So, um, there's a real security there in the fact that if I there's no reason they should, but that if our bonds weren't to sell, they would they would carry them and have done that for a few dust bishops in the past. So, um, really exciting opportunity. So, uh, >> so what is their role as their their underwriter? >> They take our bonds to the market. >> They take the bonds to the market. So, because we're not take because we could take them ourselves, but we're guaranteed better pricing going through an underwriter with just our level. >> Has that happened before? Do you know historically? >> I don't know. I I do think >> like Alex done that before or have we gotten >> like have we had
058>> I would have to go back and look at the original box, but my memory tell I top my head. Yes, I think we had a negotiated underwriter last year, last time that we did that. That's why we were able to establish the call in the time frame that we were able to establish the call is because we set that. So, it's a trade-off when you go with a negotiated underwriter or compared to just taking it to the free market in your in your chances with the circumstances surrounding this. um the time frame and and just everything put together, the determination was made to go with the negotiated underwriter as opposed to just going to the market. >> Are the benefits offsetting the cost of an underwriter or is that just timing? >> Uh I
059think I think it it's a riskreward. So because you don't really know how to calculate that other end. Um but in my opinion there was not a big enough gain to risk not having >> the risk the reward wasn't there for for the risk of losing >> then the re reward would be a lower interest rate >> lower possibly >> possibly >> and it might not be and so that's why that's why you're taking that risk but like I said the security that comes with Bank of America taking this out for us is truly just good news for our district. >> Z is Z is still um >> but they they're the facilitator. >> They're facilitator. They're not Yeah, he's not writing. >> Yeah. >> Zience corporate. >> Science doesn't do any of that. >>
060They don't do the underwriting. >> Different different market. >> So, read that. Okay. >> We'll uh we'll have a pop quiz on Wednesday. >> Would you give us a um timeline of what's going on draw or a verbal assign to for this process again. >> So um we are hoping to schedule with a bond rating um I think I believe it's going to be Moody's it might be S&P but either the last week of this month or the first week of November. So, we would go out there and get a bond rating and then um put the package put the package together, have all the um eyes dotted and tees crossed. Uh just double double checking everything and going out taking the bids to market around December 14th remembrance or hope before Thanksgiving, but in
061circumstances with stuff that's probably going to be worse part of December. No later than December 14th. >> Yeah, maybe >> if we can get it done before Thanksgiving. >> That was the that was the original goal. But >> so do we have to um do our do we need to have a meeting at a certain time to uh like vote on any of this? >> Vote on going forward to to put the bonds out. Yes. >> Was Yes. And which would be after the bond rate like after the bond rating. So that before that meeting that meeting in November, what's our what's our board meeting in November? >> 15 19th the court meeting. >> Yes. Good. Okay. So, depending on how the timing goes, um we could look at if things are prepared the 12
062changing the 12th to the regular meeting >> or just yeah >> or adding a regular >> or and taking we could change. >> So, that's our time frame. >> Um and then what about the December 14th? Is that after after is that a board meeting as well after that point? >> No, once once we've >> once the board's move forward with taking them to >> to the market. >> We don't have to vote in we don't have to vote for anything. >> And then I did get a question from um a community member that there's in the paper were they read something about the bond. Z had to put a public notice in there because they were going out for RFPs for those five for Yeah. and we chose Bank of America out of those
063five. >> I think they I I was getting feedback. They were act they were worried we were going out to get a new >> No, it was it's not that I thought of that in the paper. We didn't but they had to they had to publicly notice that because we're a public entity that they're getting RFPs for basically the underwriters. So just if you guys get that as well that it's not that people read this level of notice of this person. >> My husband did. He asked me the same question. So I know >> I try by the abyss. >> just in case you might be in there. >> Any other questions about this? Do we get C? You're on board with the rating. >> Request for proposal. >> That's it. >> Any executive session?
064>> Motion on yours. Is that too quick? >> Is there a second? >> I'll second makes a motion to adjourn. >> Kathy, we have a second. >> Uh, we are journ starting new traditions, Lauren new traditions. Move people around. Short meetings. Get the heck over.