GCSD Board Work Session

001There's something specifically you guys are here to listen to. Okay. I just I would love Can you guys hear us? Okay, it looks like [Music] this. Oh, these are kids. I just thought you me except exception. Yeah, we're ready to start the recording. Yep. All right. I'm going to bring the Grand County School District Board of Education work session to order. It's Wednesday, April 9th, 2025 at 8:40. Um, we are here at the district office and available via Zoom. Um, all board members are present. Mike and Matt are also present. Okay, first on the agenda is high school schedule presentation. Um, so Ki is here to present the new high school schedule for 2526. Curry will talk about benefits of schedule and answer questions that the board may have. Um, I added some documents to

002this um that I found on the website. That's what those um Okay. bottom Yeah. things are. Um but go ahead, C. Do you want to start with the schedule or the presentation? Um can you pull them both up and I'll start with the presentation and then it's easier to look at the schedule in that way versus I don't who I'll just look up. Yeah, I think it have to be CI. Yeah, we'll go to the next. So, this is this proposed schedule. So, can you go back to the other view because the other view is just easier to look at. No, the proposed schedule view the the Yeah, that one. Okay. So, this on the left hand side is the current 2025 four period day with instructional minutes. And then on the right hand side

003or the middle to the right is the five period day with instructional minutes. And as you can see, we gained 21 instructional minutes um with the five period day. That's not there's actually a negative net effect of 13 minutes per period or unless it's fourth hour where it's 15 minutes because fourth hour is 90 minutes instead of 88. But each class is still 75 minutes with a 32-minute lunch. So there is 10 minutes off of lunch but actually it's 15 minutes because right now we have a five minute passing period with lunch. Um, and so with all of those reductions and a 4-minute passing period instead of a five-minute passing period, we have 355 instructional minutes in a day versus 375, sorry, versus 354. Um, and then if you scroll down, what's on the bottom

004is just the Friday schedule. So there's an additional 26 instructional minutes within the day moving to the five periods uh schedule. And that doesn't include that you're also getting, you know, the extra minutes with the fifth hour. And then if you scroll down a little bit more, um, right now the students need 28 credits to graduate. Next year they will need 28 credits to graduate. But this is still under review because the teachers are some of the departments are still in the process of figuring out um what they want their schedules to look like. So if you go back to what's under review whether it's going to be 28 credits or not would it be less than that? No. So you a teacher a teacher determines what how many credits their classes were? No. The

005teachers determine whether they want to have year- round classes or three quarter classes or two quarter classes. And then from there, we can determine what the credit is going to look like because we've already determined that every class is going to have a half a credit no matter what. Okay? But if they're doing math year round, that's two credits of math, right? If they're doing language arts year round, we may do two credits of comp or or two credits of lit and two credits of lang, right? But they don't differentiate at the state. They just want you to have one credit of English 11. Um and so what does that look like for us? Okay, so those things are still in the process of being looked at and sort of put through this lens of

006what are we doing? Um if you go back to the presentation, you can see a clear picture. Um so the next slide is just the uh or the the pretty purple and orange slide is just the same information except that the 5x4 credit for 2026 is under review. The next slide is just um I looked it up and it is not common ever to publish a draft master schedule. It's like what everybody wants to see and then they want to call us and tell us what they want their kids schedule to look like. Um, if we had the master schedule developed before the end of the school year, this will be the first time in Grand County history that I've been here since 20 since 2000 that the master schedule was developed before the teachers

007walked out the door of their contract time for the year before. Generally, we work on this in June, but we've been working on this all year because it's been my goal all year to have that master schedule so teachers know what they're teaching before they walk out the door because I think it's better practice for teachers. but it is not available even in draft form public for public consumption today. So I just want you to know that. Um but the last sentence there I'm just going to scroll real line. The last sentence there is that the five period day is uh best for students who want to excel as those as well as those who need extra support because it includes options for math, science, and English year round as well as additional elective options

008without having to lose too many other options. So, I'll just visualize that for you by showing you the next slide. Um, so this is the current 4x4 schedule. And if somebody Can we How do I zoom out? Just a wee bit. Oh, go here. Nope. It was on. Oh, you could push present. There we go. That's great. So, this is the 4x4 schedule. And so, what this shows is if a person wanted to have an accelerated schedule, meaning math year round, language arts year round, science year round. This is what their schedule would look like. So, they could have right now they could have math one and math 2, have your math year round, language arts nine, language arts 10th, have language arts year round, earth science, and then biology. But there are also other

009credit requirements that we we put into ninth grade, 10th grade, 11th grade, and 12th grade. Those for ninth grade are health, the digital studies requirement, one of the three PE credits that they or the three PE classes that they have to take, and one of the art classes that three art classes that they have to take. So this is what their current schedule setup would be on a really aggressive schedule. This also minus the math two. Say somebody like a a student who needed extra support failed math one this quarter one, they would actually be taken out of math one quarter two and put back into math one quarter three and four because they needed that remediation. So this is part of the limitation of the four period schedule, but it also again is like

010that extra cut to the potential certificates or career and technical education classes because if a student needed this level of remediation or wanted this level of acceleration, they couldn't fit anything else in including band, including release time, including any of those things. So the next visual is the five period day. And so you could see that our plan at this point is to offer math year round to do um but if a person also wanted language arts 9 and 10 they could do it again or science and biology that's having science year round have room for the health the digital studies the PE and the art then also have four additional periods where they could fit electives whether that be career and technical education a certificate what you know whatever it is they want to

011fit in there if it's band if it's release time whatever whatever it is, they actually have time for that within their schedule, but they can also fit all of the other classes and be accelerated or have that support if they need it. Um, so that concludes the presentation of the five period day schedule. Um, I don't know if the most important part is like what the hours will be or like kind of what your questions are. That's what I have. I have questions about if um if you go up back up to three. Yes, this one. Oh, three. Yes. Uhhuh. Yeah. Um so right now student needs 28 credits to graduate. Students can earn eight credits per year. Every class in term is.5 of credit. Yes. Um the switching to a 5x4. We are still

012keeping it at 28 credits. Um, so they can learn they can earn up to 10 credits per year. Correct. Um, that means by their senior year, if they were to take a full schedule, they would have potentially 40 credits. Correct. And they so they have taken 12. They could graduate junior year. Correct. But they still could now because we we require 28 credits. They Yes, you're right. you if they took an accelerated path, didn't do any elective classes, didn't get any certificates, and just did an accelerated path path, they could graduate their junior year. Accelerated as long as just if they follow the Yeah, I guess it would be accelerated because you're doing you're doing language arts 10 in, but you could have done that your sophomore. You could also do it your sophomore year.

013It wouldn't be acceler I mean, you could still do the sophomore. You do language arts 11. Well, and then I guess right and then so so the cool part about it is if you did an accelerated plan like you were a sophomore and you take e language art 11 then you could move on to AP and AP lang as you know then you'd have all of the and then you can move on to the concurrent enrollment classes your junior and senior year like I think that the old philosophy was because kids can do it they're going to but with the robust concurrent enrollment program and the other robust advanced classes that we have we're just finding that students aren't like they're not graduating early. Correct. I mean, our our numbers this year like don't pan

014out, right? We had three kids graduate in December because there's only four credits to technically that they're working or there's not 12. Wait, let me do my math again. Hold on. 10 credits. So, 40 minus 28 is 12. 12. That's a year. No, that's only one. A year and a So, they But they're just not doing that. what they're doing is going through their classes and then taking the acceler like the concurrent enrollment classes. They're going for that um certificate that they can through concurrent enrollment. Um that's what we're learning is that like we didn't have kids graduate early because they could. We had kids graduate early because they didn't see the relevance of continuing. And now we have kids who could graduate early, but they're not because they're enrolled in these concurrent enrollment or

015these advanced because those kids are the ones that are probably going to be headed to college and need all those AP classes basically. Correct. I'm I I'm not worried about the accelerated kids graduating early. I think a kid a regular B kid that regular that goes through the system could graduate early. And are they technically collegebound? Maybe not. like that's who is going to fall through the cracks. Not the accelerated kids that are taking college classes, not the kids that need to retake. The kids that are in the middle and go, well, okay, I could I could potentially earn some money if I graduated, right? You know, in the fall. And that is that has been what my daughter did. She had no reason to be in school. she will go to a trade tech,

016but she doesn't care about her her uh and we talked about it with Derek, you know, to stay in. So, if you want to go to college, you're going to have to have this many credits, but and she didn't want to. And and as a as a 17, 18year-old person, that might be the plan. As a when you look, you know, when you turn 25, 30, you might be going, "Oh, man. I should have It's not for me there." No, no, it's not. as a father like you that's your own kid but we need to look you know look at the best for making sure I guess how often would this happen do you I mean there will be kids then so some kids are going to we're going to benefit because they can take

017over right like we have extra time to redo we can we've got more time to do finish our math requirements if we fail we can do it again a better grade and these I'm just wondering if we need to just to increase this 28 so that would be a solution like okay because We have done 30 in the past. Yeah, it's still under review. We haven't decided that this is exactly it. It's still under review. I know. And that's why we're also giving the feedback. I mean, if you pull up graduation requirements from uh the you go back to the agenda, there's that document. We have graduation requirements that have changed. Correct. Every year since um 2020. Yeah. which get is super confusing for uhu everyone. Um and so I you know the whole reason

018I'm not rushing into changing this is because something that's like not mentioned here but it is an option is that there's a 24 credit Utah State graduation. Right? That's not in our system because we just say you either get a Grand Canyon school district diploma or Grand Canyon High School diploma. However, what I'm looking into is the legality of that. Like, how can we say you only get this or this and we don't and we're not offering the 24 credit Utah State diploma. So, I don't want to rush into like here's what we're doing. So, let's just let the pendulum swing and change it. Now, we need to sit and look at this stuff. And part of it is do we offer that 24 do we legally have to offer that 24 credit Utah State

019diploma? Do we offer it? What does it look like? Do those kids get to walk for graduation? Because typically they haven't. Typically, it's just been through Trish at adult ed, but now that we have this SCSC option and also we have kids are with us and they're there for the 24 credits, but they're not there for the 28. They're not there, but we know that they're going to graduate and they've been with us for the last four or 12 years. What do we do with them? And so I feel like all of these questions are wrapped up in this credit conversation. And so it's still under review based on what the schedule's also going to look like next year. Well, and I worry that you're what because you're not because you're saying that these classes

020are point five credits that you're diluting that credit if that makes sense. So, are there requirements for, you know, that a class has to be so many minutes to be so many credits? Are we just willy-nilly like, you know, why don't we just say that that it's worth.75 or one credit? Like, what does that actually mean? And and so what speaks? So, because what you're saying is we're decreasing, you know, a math like if you go back to the presentation, the time we're taking out that much of a day. Say, say it's English and we're taking out 13 minutes um from a class. Yes. But it's worth but it's worth the same amount of credit, right? Yeah, that's a good question. How many minutes is worth a credit? I guess is so there is no

021translation. We determine that. And so right now math will be year round and so it they're actually they're yeah they're losing 13 minutes per class. However, right now this year math is only h one semester. Next, next year it will be two semesters, but you're adding but you're adding uh four classes, four two extra credits per year, correct? For no and not moving the bar for graduation. This is true, but it's still under review that right now today. That's what we're doing and we're reviewing it. So, we're not ready to say graduation is going to need 32 credits. What we kn need to do is unpack what that looks like and there may need to be a credit translation. What we found in the past when we take year- round classes and make them worth

022point 255.25.25 and then we take gen, you know, other not year- round classes and make them work worth half a credit. Well, that doesn't work. The translation is not appropriate. And so I've talked to 15 other principles and 15 other schools around the state and said, "What do you do with your credit?" and they said best case scenario and also power schools recommends this best case scenario you offer everything for the same amount of credit whatever that looks like for you and that's how you do it. Well, when you put that on paper and you look at all of those classes because we have several classes that current enrollment classes are actually still in trimesters because that's how they set the schedule and we don't have a choice. Then we have several classes that are

023on a quarter and several classes that are on a semester and some classes now that will be a year. you count everything as a quarter credit. I mean as a quarter within a quarter and count everything for the same amount of credit and we just decided on a half a credit. So I understand that it seems like these translations might be weird and every time the counselor gets a kid who transfers they have to look at the the transcript and translate it. And also, every time we get a kid in that like transfers in, we have to look at the the credit and the way they do their credit, all the different schools around the state or around the country and translate it, right? Like we have one kid that came in like a freshman

024with 27 credits. It's like, how can you have 27 credits when you're a freshman? They just do their credits totally different at the school that they came from in Arizona. We have to honor their 27. Okay. Yeah. No. um you know so so it it's like there's a lot of stuff going on and we will as we begin to as this master schedule begins to settle itself out then we'll start to look at the number of credits and where we're at with it. But I feel like we also have to put it through the lens of what are we offering as far as diplomas. Right now we have our Grand Canyon High School one and our Grand Canyon School District one and we have to look at the state one and see what Well, isn't

025isn't that true historically like it's always been 24 credits, right, for the you for the state of Utah and yet we've not necessarily honored that. So you're asking about the legality of it, but if that should have been asked, you know, 25 years ago, right? Like as many we could we could we could increase 50. They could each quarter could be a a credit or each quarter could be I understand that it's sort of just I'm just saying that so okay so they need 20 let's say they do need 24 credits according to the state of Utah we'll just make it so they have 20 takes them three and a half years to get to 24 credits not necessarily the state of Utah diploma means they don't have a pathway which is something that we

026require the state of Utah diploma means that they would just have the core classes that the state says they need to have and the poor skill set in order to graduate. So there's like no extras. And right now I think he graduates with 25 credits. We don't let we don't have them walk across walk through the jeep, right? That's just what we've done for the last however many years. And so as we look at credit and we start to unpack that, these are the kind of things the questions that come up. And so we just need to ask them, you know. Well, and I think I think if also with the if the people if you're if the people on this board are confused, I just I hesitate to put Derek in that position of

027like talking to 400 other parents like trying to decipher every conversation is going to be different and it is. That's what the counselor is. But I can't even, you know, like I'm saying, well, how many why is a class that credit? Why is why are my kids on different um graduation credit pathways? Not pathways, that's a wrong word because we use pathways, but you know, like they're going to have uh I it's just very confusing as a parent and you're and I don't need a class schedule. However, you know, I think as students yesterday, my kid came home with a paper and goes, "Okay, what classes am I am I taking? They want this. You know, we're I need to tell them tomorrow." And I'm just like, "Oh, we don't even know what you're you

028know what what this schedule is." Um, so it's just very it's a lot of um moving parts and I'm not sure um we're we're putting the priorities of the like the parts aren't moving in the sequential way. Does that am I saying what I'm saying? If I may also interject, it's not uncommon um in a state to have these different pathways. So, right now we have two with a possibility of three. Um, in some other states I've worked in there there is like a uh there's a basic plan which is the bare minimum and then there's an advanced and then there's a there's a higher level for you know kids are going to college and so the you know that conversation is between the parents and the counselor and the kid and sometimes that's happening

029in eighth grade you know and and what does a kid know in eighth grade about what they're going to do And so um I think that adds to the confusion is that you know there's choices you know and you know what what is it that a child wants to do after school? So what are they they want to take? So I think working through that is is also something that needs to to happen between the school and the kids and and the parents. You know what what is it you want to do? But I think as a community we have expectations that if they do get a diploma and you know that they have taken these particular classes and that they're going to be a successful member in our community. And what does that mean?

030That does not mean to me diluting um credits to make sure that they, you know, that they hit an arbitrary graduation. It has to be um you can't earn 10 credits a year and only expect and then have 24 like or 28 or you know moving that graduation number has to be if we're expecting a full case load at least till their junior year that that graduation requirement credit requirement has to be set at a well maybe if I The discussion here is between four and five classes, right? Okay. And we all understand we want to meet a certain criteria, whether it's a pathway or whatever, Eric and and whomever has to adjust for that as you change the system. Okay. But in your opinion, is it going to dilute? Is it going to cause

031the kid not to get as much education going at five hours or is it going to give them more versatility in their studies to reach the goals that they want to reach? You know, I mean, we're debating here four or five hours. We're not the credits. You need to extrapolate and figure out everybody needs to figure that out so that everybody's satisfied that it didn't go down. It hopefully goes up. I mean, as far as the, you know, what you're teaching them, but, you know, I guess where I'm at is I don't know the difference between four and five hours. I haven't sat down and and done the study. Uhhuh. But I have to trust that Ki and her staff and other people involved in this have spent eons of hours and that they will

032come up with a good and I don't disagree that we need to make sure that they get enough credits and they don't just get through it, you know, middle of their junior year, right? But anyway, so the debate to me is four and five hours. Does it give it more versatility and can you keep the teaching at the level that it is now or better? When you look at the schedule, it definitely opens up more versatility. I don't think there is Dave. I don't think the debate is four or five. I think it's having that discussion of like what are the consequences? are you know like as a community member what are graduation requirements which is you know going to be up for board what we're how many credits required to me as a board

033um decision. So it's not we're not debating four or five how how we discussed whether to transition from five this year and then block next year. Yeah. you know, that to me is we're throwing another, you know, hurdle into the whole transition of like, okay, the the freshman starting next year. Well, I mean, it just keeps that um every year has a different pathway to graduation requirements. Um, again, what I'm saying is we have a presentation on four and five hours. That's what the presentation is. Well, that's not it was pre it was prefaced with they're still looking at the but that was not on the agenda that is not that might have been asked the question was basically I that was math going to be provided year round because that was the that was

034what I was hearing from other um from people. Let me just make a slight explanation right now. Right now if you take AP math that is offered year round. So you get a half a credit per term for AP math. That still counts as two credits when you graduate. A no right now today. That still counts as two credits when when as two whole AP math credits when you graduate. You get two whole credits right now. If you take a concurrent enrollment class, which sometimes is just one semester, you get one whole credit for concurrent enrollment, whether it's a semester or not because that's just how the credit translations work. And so, right now, all of those things are already happening within the schedule and you don't even know as a community member, right? And

035so the reason I'm saying it's under review is because first we have to solidify what we're doing and when and then we will review what happens. So currently AP Lit and AP Lang are three quarters. So they get one and a half credits for AP Lit and AP Lang. That doesn't mean that they graduate like any further or that they get extra credit in English because they have a credit to have AP Lit and AP Lang because that's three credits total. That doesn't mean they didn't have to take English 9, 10, 11, and 12 as well. Um, AP, the AP class does replace the English 12, right? But still, they graduate with five and a half credits of English instead of the five that they need. These things are already happening within the schedule. And

036we don't have kids skipping out early because they are, you know, even my own son who's not a super accelerated student is graduating with like 34 credits because that's just what's happening and kids are choosing to stay in school. We require 9th and 10th graders to have a full schedule, which is why we're trying to build it with that in mind. And then 11th and 12th graders are allowed to have a little bit of flexibility in their schedule because sometimes you take a college class and that overlaps two periods. So you can't have that like second hour class because your first hour class was a college class. The going to the 5-hour day also helps us align a little bit better with the college schedule because college classes are only actually one hour. So right

037now if a person needed a secondh hour class, they had a first hour college class, they might be able to get that secondh hour class because it's the only class period we offer that within the the five period day schedule. It's just going to see how it all shakes out. But all of these things are already happening within the schedule and we and you don't even you don't even see it like on you know this the basis of where you're coming from right and so part of me goes some of these things we need some time to work out but we're working them out and so whether or not I'm going to come back to the board in June and say we now need 32 credits again or not is still up in the air.

038It's still under review. I I have a quick question for you. So, with the Utah with the state of Utah certificate and you said that the kids don't walk if they're going that path, is there any legal does the state require them to be able to walk? I'm investigating this now because where's the Utah State diploma? We have our diploma and the district diploma, but never seen the Utah State. So, I'm investigating that now. Yeah. The the granting of a diploma is is legal. The walking of a stage is a district. Okay. Gotcha. Is SCSC kids are they graduating with just 24 credit or are they graduating? Depends on where they wherever they are. Exactly. Um and and as far as kids falling through the crack, I mean, I think our ultimate goal at the

039end of the day is to get them to that graduation point. Yes. We want them to be able to complete a certain skill set. Yes. You know, like there's all these things we want for them, but we also want to be able to get them to that point where they graduate. And so falling through the crack is relative to is the end goal graduation? Is the end goal to ensure that they've jumped through all of our hoops and made all of our little things happen? You know, and so that's where you get like which crash are you talking about? You know, and I I think we all think the end goal for these kids ultimately when you look at the social determinance of health, a high school diploma is like one of those things like

040that positive place of education is one of those things that helps a person accelerate into their future. It's a big thing. Completing high school is a big thing. When I interviewed the kids when I did work-based learning and I said, "What's your greatest accomplishment so far?" They would all go, I mean, every kid, advanced kids, like not advanced kids, right? And then they'd go, I think it's going to be graduation. And you'd be like, "Okay." Because it is, regardless of where they're at, whether they're around 24 or 28 or 15 or 32, they realize in their head that it's their greatest accomplishment so far in their lives, regardless of who they are. And so, I think that, you know, those are the kind of things that we need to get in way. And we want

041to get them to that place of graduation, but we also want to know when you graduate, Dave, if you can formulate a sentence and create an email and then talk to people when you see them in public. All of those things. And so agreed that it's it's it's the whole big picture. At this point, when I look at the benefits of the five period day, I think that this really allows for a better structure for all of our kids all around. Do we need to look at the current acquisition and what that looks like? Yes. And we are. And so my question is the five hour day more versatility able to do different things is it going to lower our test scores because at the end of the day we want our kids to be

042educated. I mean what I guess what I'm saying is that that you know what are the positives and negatives of this situation. Yeah. because you know I mean it's the way I see it the teachers are able to fit more applied classes like more different types of applied classes even in even with math year round um we have more advanced options for math and those kids are able to actually get to them by their junior year so that when they're taking the ACT they actually have had exposure to all these other things already versus like nope you have freshman year math one sophomore year math 2 and then junior year math three so you're like threequarters of the way through math 3 and you're taking the ACT. Now they can be through math 3 and

043into pre-calculative even calculus with the new if they were aggressive in advance and that's when they take the ACT not when they're in the middle of math 3, you know. So do I anticipate it will lower test scores? Absolutely not. In fact, I anticipate that it should have the opposite effect because the kids get more exposure to more content in a faster like in a faster paced time. Not all of them will. No, some kids will need that remediation or that remediation time, but it buys us the freedom to have a little bit more room in the schedule for both advance and remediation. And I want to clarify, I don't think we're debating four hours, five hours that was set. Party said it was set, you know, that's set. It's more of asking with what's

044happening, what where are we at? What's going on here? you know when when we get questions from teachers from community members and I can't answer them then you know it doesn't matter I but I do not we are not debating whether we're going we're staying at four or five we're you're down a road of five that it's just how does that look and so that I can answer questions but I it sounds like it's under review I mean I I don't I don't if if somebody asked me I'd say I have to find that out and it may or may not be an answer today it may be next week it may be next month, maybe in June, but and and I'm not so acquainted with all of this as other people on this board,

045and I haven't had those people come to me with those kinds of questions, but uh uh you know, it sounds like to me for today's conversation, Ki has told us that they're working those details out. those concerns that that you have, Melissa, are being reviewed and and I suggest that if if we need to then then have a visit and and uh and see where it's going. Well, that's I think that I think this is what that what this is like where are we at, what's going on because I'm getting questions about well so I would I would rather have it here than have a one-on-one with you and you guys not hear it, right? So that to me is the conversation of how do we get disseminate the information of like okay you know

046I have a because you know every conversation is going to be my kid blah blah blah blah right and if I can go well you know this is gen this is how it is generally but go talk to Derek go talk to about where not to be our community but I haven't found out any more about any of this through the last 45 minutes of talk than when Ari said I thought I know you may Ki said that it's under review. I expect a report back saying how we're going to disseminate the credits and figure out graduation. That's what I and and everything you've said hasn't been there. I haven't heard a negative yet about the process and what's going to happen. Yeah. But people are already asking though. That's the pro like that. And

047so I was if they're that if they're asking then you know that's we got you know my not wait till August 1st that's really light. Thank you very much. I think this has helped me tremendously. I don't have kids in high school. You know I have nephews of niece that just recently graduated but I found this very informative. So thank you. Great. Can um do you anticipate I guess when do you anticipate having the graduation requirement set? Is that the June meeting for Yeah. Okay. Yeah. Well, we'll know by June. I mean, ideally I have the master schedule done before the teachers walk out the door on May 23rd. This will be the first year in my experience in Grand Canyon history that we have this done. And so, like we're talking about it's great

048that we're talking about it in April, but these are actually summer usually summer conversations. We don't usually have these conversations this early in the year. I think it's by master schedule. Do you mean uh for the teachers what their schedule is or like a sample student for the teachers? Okay. Yeah. For what their schedule? We know the offerings right now which is why your I don't know which kid but why your kid brought home that sheet because part of the problem is right now we don't have a middle school counselor. So Derek's responsible for taking care of all of the students from those eighth graders who are coming out ninth 10th 11th and 12th graders. or I mean 10 9 10 11 plus 8 right so normally there would be at least every other year

049an individual meeting with parent and student this year it's been really hard to complete that without a middle school counselor and so this is why some of the processes feel a little bit nebulous like parents would get some information and like a core group of parents would have that information right now it's sort of like we know what the offerings are this is why the teachers build that and so then he's handing out these sheets saying choose your courses because now what happens is for core classes we know approximately everybody needs it right but for those elective classes we have to see how many sections we need of them in order to build the master's grade um but what the master schedule is is what the teachers are offering okay and the RDP RDP the

050advisory yes what does it feed red devil pride so it's red devil pride have an Yeah, one one other thing that uh and I know that Ki is working really hard to get that master schedule out before the teachers go home. We both know that's really important also from my understanding is that students in in the past their schedules have been late and they're going to work really hard to make sure that kids get the schedules the week before. Um so we're talking about that. So, those are two of our aspirational goals going in. Uh, because we know that those are very important. So, I'd just like to say I appreciate all the work you guys on top of just trying to keep the school lot of thought. I think it's great that you're this

051early getting on it. I I really think that's excellent. So, I think we're in a good I think we're in good shape. There are still some questions and we're aware. Yeah. Um, okay. Thank you. Thank you. Okay. Um, open versus closed campus lunch at the high school. And so I forwarded um some emails to everybody that I've been getting. Um, there might have been some that Mike has been asking getting. Um, forward. Huh? I forwarded you. They're even coming to my husband. So, I forwarded one this morning. Oh, okay. This morning I I've received one so far that was last night and I responded as parent and I think most are kids that I was getting. Here we go. Can I ask a question about this? I mean, I have my own personal opinion, but

052I definitely want to hear all this. What are the what's been the negative? Can we can we can I find out what's the negative part of letting the kids go to lunch outside of campus, especially the young ones? Like I think it's a should be a privilege for the older kids. Absolutely. And we see a lot of younger kids wanting to be able to have, but what's the what are the negative issues that people have come across for having an open lunch? Correct. So, I kind of brought this up to the to the high school and to the board and it's, you know, it's a discussion item. Um, I think it's there there's two or three main issues. Let me just to say right up front, my number one main issue is the safety of

053our students. Okay. Um, accidents, particularly auto accidents, are the number one cause of fatalities among teenagers. Last year I was teaching high school and I had a student in my class die in an auto accident on the way to school. We have a very busy community with a lot of people in it. Um, I think that taking a really hard look at this before there is an accident at lunchtime, uh, to make sure that this is worth the risk that students have to go out and eat and come back. Um, I think we really need to take a look at freshmen don't have driver's licenses. So, when they leave campus, what do they do? They do what I did in high school. We all pile into a car. Uh we got about six people in

054a single seat truck driving around and it just puts them at risk and I you know I I don't want to go to any funerals. Are 16 year olds allowed to have passengers in their vehicles after 6 months. Yes. Allowed in what they do is to do I'm just curious about my daughter many times. Yeah. So we we start with with the safety thing right there. Um also attendance and tardies are issues. If if we're going to become instruction driven and um work really hard and we have to take a hard look is is open campus closed campus which is instructionally more sound. Um you know the arguments can be made either way. Um, I think the other is that at least 40% I think probably closer to 50% of our students are on free

055and reduced lunch or economically disadvantaged. You can't eat off a campus for less than $15 or more a person. Um, and if you're walking, you're pretty limited to where you go. We're working really hard to get our cafeteria up and running uh so students have a a lunch uh option there. Um the comments on parents wanting their par their kids to come home for lunch uh either just because or because of dietary reasons, we can work around that. You know, if you want your kid to come home for lunch, let them go home for lunch. Those are the kids that are probably doing, you know, they've got a lot of parental support. I'm I'm not too worried academically. They're probably not a lot of tardies on those kids. And then if a kid is gluten-free

056and they're they're concerned about them, let them go home. Those are not the kids I'm worried about. I just don't want an accident on Main Street with my kids in a car. Um because they're hurrying to McDonald's and back. And now the lunch is only 30. That's another piece of this. We're short. There's barely any time for them to leave to go to McDonald's. Well, I mean, I've been doing this for 25 years. When I first started, we had a 25 minute lunch and that was the first year that we went to an open campus. I think like it was around the time of maybe Libby, right? And the kids came and made a presentation to the board and then the next year they did an open campus. We had a 25 minute lunch. How

057big, dude? He did, you know, like I can't I'm looking at the tardies and I'm going, it's always the same kid, right? Like it's it's Friday right now lunch is 40 minutes during the week and 32 minutes on Friday. My attendance on Friday and my tardies on Friday are no different than every other day of the week even though we already have a disparity of 40 versus or 47 versus 32 on Friday. How difficult would it be to as possibility to enforce something along the line of you know two tardies and then you lose that privilege. Well, so this is the sort of the crux of the argument is it is it a carrot or a stick, right? like and you know my sort of like devil's advocate thing is is there a different liability

058if we say we're an open campus but then I can use that privilege as a consequence versus we're a closed campus but I can use that open campus option as a privilege right and what would the privilege be who would it be rewarded to the academic privilege well We we would have to figure it out. I think the bigger picture is neither of those questions. The bigger picture is look at the size of the campus. Look at the campus itself. Like literally, I can remember even in 2001 when we first started this, the process was really wonky. Kids would come in with a little piece of paper because I taught classroom before lunch and they'd be like, "Here's my mom's day." You know, it'd be like dirty and like, "What date was this written?" you

059know, it was just it wasn't it wasn't a good process, right? So, I think, you know, I get it that we're having this conversation. I think a lot of people are really freaked out by it because we've been doing it so long as an open campus. Um, I do think logistically when you look at our campus, how many people would we need in order to ensure that every freshman, you know, and so I remember at one point we put that this gate across the student parking lot and closed the gate as soon as kids got there in the morning, which was silly because it's actually the exit gate, but we did. And then kids would drive on the sidewalk or the dirt or they like actually move back the fence so they could get around

060it. What kind of campus security would we need regardless of what the system is like if we have their cards and we say you have to give me your card and you're a junior and a senior. I think the bigger picture is just the logistics of containing the you know the freshman and sophomore say if we did a a leveled up you know um and I think that's where I I don't know if the teachers wrote or the students wrote I know who talked to me and who talked to Mike um and a lot of it was the teachers the teachers who haven't been around they don't know they're just like what's this conversation right but those who have been around are like remember when kids would like army curl under senses just to get

061away from you and you'd be like who's back in, you know, are they a freshman or a sophomore, you know? Um, and so I just think our campus at this point is not necessarily conducive to this, but if this is what we'd have to do, then we'll try to figure out what the, you know, what the conductivity of that looks like. Um, understanding that this is like one other thing. And I still go back to that question mark is if I now give you permission as your carrot because you did really good on something. So now one of our things is we let them go off campus and something happens. Is there additional liability versus just saying we are an open campus therefore during that time it's release time just like release time. Yeah. It

062just seems to me it just seems to me that if that the idea of the reward of okay once you're a junior and a senior I mean if there's a way to manage all of that it's such a great privilege only right and then tardies whatever causing mischief then it's taken away and then you definitely have the freshman and sophomores that need to go home for whatever reason that's a special I mean I don't know I do want that question answered that she So that's that's why that's a question for risk. Um but and I'm just going to give my two cents because I can't hold back. This might be the right decision to close campus. I'm not going to I I don't I'm not a specialist. I can't argue close open as far as

063what's best for the the school. it it may be the right decision to close campus, but the board really I I would just ask you to to look at making that decision strategically. So, if we're sitting in this room today and we decide that it's the best thing to close campus, when is when and how do we implement that is is the question that the board really needs to give direction on. Um, if we try to I'm just worried that if we try to implement it without having a strategic plan in doing so, it's just going to create chaos and and uh maybe to maybe cause more problems. So if the board wants to do this then the I I would ask for the direction of hey we're going to do this superintendent sorry develop

064a strategic plan answering the risk questions answering the um personnel that we need to have how we're going to do it what what that looks like. Um maybe even you know solicit public comment on on that plan and go from there. But just a knee-jerk reaction of yes, this is the best thing. So we're going to do it right now. Could create more problems. It may be the best thing, but let's look at how we do it. So again, this is a work session. I this was on the agenda to to give a direction of just like, hey, are we are we warm is do we want to look at closing campus? It wasn't, hey, we are closing campus today. This was like, you know, do we want to visit this idea? Do we want

065to task the um the admin to look at what this would take? That's what this this discussion is. Not whether we are doing it or not doing it. Um I think it would be also you know posing these questions of risk questions you know why I think even you know why this is becoming an issue but um I do worry about that lunch schedule if it's shortened and this if we close we have this many kids trying to get through the I mean I'm I'm guessing it would all be organized but as a piece of looking at this obviously that will be looked into as well and I don't have a dog in this fight I mean I'm either way I can understand both sides of this story. The problem I see is we've opened

066the door. We've talked about it in this meeting. It's public. People maybe didn't come here, but at least they're going to see it on the agenda. So now I don't see how we cannot direct administration to come up with something that we're not going to. I mean, we can debate till we're blue in the face on the pluses and minuses of it as a board, but until I'm more, this is my biggest concern, logistics. You've got several different ways of escaping, period. Yeah. Uh, you know, I mean, I in 1971, we had an open campus. You know, everybody went to the junior high to see their girlfriend and then you didn't come back until it was always a problem. That's why they're not allowed on the junior high campus. I know, but back in the

067day, but but but what I guess I'm saying is now we've talked about it. We need to at least have a feasibility. Yeah. Something done. I think that's a great idea. and not to put in more burden on administration but uh uh and figure out the logistics that's what I'm more I understand the safety and we don't have this now whatever the board can just the board can also just give the directions we don't have the appetite for this right now and so if if if that's the general feeling then that that's perfectly fine I I felt compelled to bring it up because of the safety of the kids I've been to funerals and I don't want to go away anymore more. But there's lots of schools with open campuses. There's schools with closed campuses.

068I I went to a school with a closed campus. We snuck off at lunchtime and went and drank beer and came back to campus. You know, it all schools I mean those schools are are Yeah, it happens. But, you know, I I've been a principal at a closed campus and my my kids got Uber to go get lunch. That's what they did. I don't I know we don't have Uber here, but have Uber Eats. Kids who are Uber Eats in the school all the time. Well, they still do that with a closed campus. As long as I bring something to the not as um I think here's my proposal. Um we have a closed park. You park in the morning. We put the gate. It's an open campus if you're biking or you're walking. We

069live in a small town. It sort of addresses the kids still have freedom, but the liability issue. They're not driving their car off. Yeah. Specific classes that actually allow them to go off campus. Like we have agreements, the CTE. Oh, yeah. College. Some college classes are offered up at campus. Some of the but a lot of the CD classes and they're off offered every single hour of the day. The in class, I mean, it's specifically set up. It's been approved by the board. The kids get right. But I mean the lunch. Okay. So, one of my issues with that, no one drives off. I I've seen a kid drive across 400 East to his some house right across on 400 East in his car. Um I couldn't believe that. Um but but my I think

070that one of the issues not just safety um attendance ty but also healthy that's the problem is so if if they're walking their options are city market McDonald's canyon pizza and chocolate so they ride a bike they choose to ride a bike if they want to go off campus or I think we could we could look at the I think we should investigate all of these options that's what I is we should give the administration and also making increasing the capacity of the lunchroom, right? Making sure that we're actually offering our ducks in a row. We got to have all of our ducks in a row. So, can we talk about it this summer instead of putting it all here? You know, can we do that? Absolutely. Are you guys Can we talk about it

071this summer? Can we make Can we put that back into this in the summer? I think there's just a minute. Yeah, I'll do it. Okay. I understand. I do. I'm just making a point. You got it. That's that's all we wanted is, you know, direction and I think we're we're we want to see what that looks like. That is I think that consider it done. Um Casey, I want to go back to what Jenna says. Student body was supposed to be here, but I was the only one. student government. Back to what Jenna said, it's I think we can all agree that canyons I love going to Canyon. I ate there a lot as a freshman, but it's one of the easiest places to walk. It's that and it's um and between those two and

072most of the time you didn't have your food, especially changing it to 30 minutes. So, if we're all walking over there, everyone's getting there at the same time. You're not going to get your There's a lot of times that we were we ended up leaving and not getting our food, but how many kids are going to sit there and pay $15 every meal if they're not going to get it? And then you have kids going hungry at lunch if you're allowed to just So maybe So, can I add to like So, maybe by decreasing lunch time, we're actually promoting a closed campus situation. We are. Yeah, but that is going to be on Sarah to make sure that food is available because I I think that's about to me for my kids is hard. It's

073like on certain days when there's government they'll they run out because all of a sudden there's 30 more people that we were and didn't anticipate. And so trying to figure out also that that situation of like how do we accommodate um 30 minutes um and And so to me that's part of the feasibility. You're absolutely right. The students are going to be more upset with the new schedule and how lunch is only 32 minutes. Yeah. And then if it's like it's taken away, it's like, okay, but 32 minutes, you know, but I sit there in lunch every day and go kids eat real quick and then they're sitting there on their phones, especially the kids who hang out. And so, you know, it's like that's not effective instructional time, you know, but I get it

074that the opposite effect. But like I said, right now we have an experiment that's playing itself out every single week. Every Friday, lunch is actually 10 minutes shorter. It's only 30 I've never had a problem making it back on time and I go to lunch every Friday. There you go. So, it is Do you drive? Yeah. And you go to local places or do you go home? I usually go to local places or like I'm busy. I'm busy after school and by the time I'm school's closed, I've got to run store. I have animals that need fed. I've got stuff that needs to be done and so I use my lunch. Like last week I ran to the bank and had to go get money because that's the only time I have open. So, a

075lot of kids use I think those who need it use it very wisely. Like I ran an IFA store last week, picked up feed because I was out. I Wow. How often do you have someone else in your car? Um, usually it's only one and it's just one other person. So, it's two two people. And you're probably not tarding very often if at all. No. Okay. Yeah. So, how do you how do you respond to the to the the safety concern that accidents are the number one cause of fatalities of teenagers? I have a problem with that because I lost a classmate fifth grade because of that. But at the same time, we drive to school every morning. We're still going to be driving home. We're driving home on prom night. We're driving home from

076school dances. We have kids that go to Grand Junction and come home. So, I feel like just not letting us drive for 30 minutes a day isn't really solving a problem. It's still going to happen before school, after school, weekends. Like you're still going to have the partying, you're still going to have all that. That's still going to happen. In a in a lunchtime though, you have a much more compressed time. So now they're in a feeling much more hurried making and piling into cars. So now you have a much more distracted driver than you would at any other time. And then for prom and and graduation, we try to provide activities afterwards to prevent kids from from driving, too. So, they're not I feel the kids that are still going to pile six kids

077into a vehicle are the same kids that aren't going to care and are still going to go out partying on the weekends and drinking and aren't going to show up to any of your safe activities. So, I feel like it's just the same kids that you're helping both ways and you're not really going to be able to do anything for them because at the same time, we are high schoolers. It's a fact of life. We've got to you've got to learn. You get pulled over once and I bet you don't drive with six kids again. I can agree that I got in trouble driving with a friend once. I wasn't such a quick learn. Yeah. Just just just a another perspective, a little bit of thought. There's a there's a Supreme Court ruling on the

078on free speech that gives guidelines. They don't really draw a a hard line in the sand, but they give guidelines on parenthesis locus and when the school or school district is responsible to manage and and take care of issues and and and when they're not. And there is some I don't want to say danger but or risk but problematic if we start trying to govern students time outside of the scope of the district if if you start trying to regulate that because it leads to where that it blurs where that responsibility ends. So the case I'm talking about is a cheerleader posting things on online and whether that speech is is can be regulated or or that behavior and and giving that guidance. I think I mean I would just caution that the board to

079not overextend um you know what what we need to to govern. Um but lunchtime you're not saying overextend lunchtime is not overextending it. Well, I what I'm what I'm saying is we're not going to be able to control how students drive when they're not on campus, whether that's coming to school or leaving school or going, you know, from place A to place B, what they're doing at lunch. You know, it's it's just difficult to Well, we can't govern what they're going to do, but I mean, obviously, they're going to but but they are sort of our responsibility within I mean, they're not our responsibility before school and they're not necessarily our responsibility after school unless they're in sports, right? Then, but during the school day, they kind of are our responsibility and in during lunch

080that that's a very I mean, it's a gray area. I agree. And I do think that the problem is we've got kids that do leave school for CTE and for internships they come you know and for release time and then during internship responsibility is that for seminary but during seminary they're not our responsibility that is just release time. Are they our responsibility when they go to drive to their internship? Yeah they are our respons the entire internship program is so give permission for the kids to drive. you know, if they get hurt on the job, it's under our workman's comp. Yeah. The the but the re the um the workbased learning program, the parents sign release forms saying, "Yeah, I'm going to let my kid drive. They can drive my car. This is what they

081do, right?" When they go over the seminary, if they drive there, which is ridiculous, but they release your car. I But it's considered release time. therefore not our and they yeah because their their parents have signed that waiver and that would be the same like if we wanted parents to sign a waiver that their kid could leave school for lunch which we pro if we were going to do this I think and allow an you know privileging whether it's you know or just juniors and seniors get to leave or whatever it is parents need to say I agree but um I still think we should look at it I'm still I still think we should investigate it I think I think the admin should look at all aspects and in in a perfect world I

082would like to see it and I would contend that probably the tardiness and the problems that go on as much with the kids that don't have cars. They're walking into City Market, City Market cringes because they're overwhelmed with tourists. They're overwhelmed. I mean, they're just people and they can't control what there's more there's more shrinkage during lunch hour. And I think that's part of it than any other time of the day. Uh like freshman year, we always had to put our backpacks in or high school because there was a theft issue at city market that was happening. And so I feel like it's there's always that horde that goes to city market, all your freshman, all your sophomores who can't drive, but you've also got if you were like close to campus only make you

083walking or something. All those kids that drive, which is like there's like a 100 kids and the parking lot drive, that's like 100 more kids at City Market that you're adding to the problem. Well, I think if you close it, you close it for everything. Not just for driving. I mean, you either close it or you don't. One way or the other. That's enough. I got a bike. I got a car. Yeah. Okay. Okay. All right. So, we are We would like We're kicking the can down. We're not going to work through the We're not working through the the details, right? But um we got all the um you know, our concern the concerns. You got it. Thank you for just keep forwarding um if we get more um public comment. We'll just keep forwarding

084it to you. Sarah, yeah, I do have a couple of concerns about the 32 minute lunch. They are required from the time they sit down and start eating to the time they get up to have 25 minutes. open. So, if we're increasing our numbers, not only do I have to increase my staff by at least three people in a very short amount of time, we have to get them through the line and sat down for 25 minutes of this sounds like a problem that Ki even even if we're not even even if this is not closed or an open, we got to make sure because I feel like a 30 minute lunchtime you are going to increase um people kids going to the cafeteria. I that's I'm I mean I meant to say regardless regardless

085the open or close and so that to me is um yeah how that figures out that's a math concern because that's going to have to be money that's uh my concern and I I mean that would be part of the investigation is we'd have to look at staffing of the but who's talking about but I think this is this is the conversation needs to happen anyway if you're moving it to 30 Anyway, this is just a conversation that we have to have. Okay. Are there was there another one, Sarah? Um, I got a text. It says, "The kids that are late are the repeaters. They're not late to going to get food." It's someone that's listening to me when they can't talk back. We can't respond. But the kids that are late are repeaters. They're

086not late due to going to get food. They're late because they can. There's no consequences for the kids that are constantly late. And it's not always lunch that they're like clear, right? Agreed. All right. But I want Oh, I guess one more thing just like looking at if we don't want kids to drive at lunch, like that's an option, too. I I mean, we just assume that everybody's allowed to drive all the time. But if that's our big concern, that's an option, too. I think about lunch. So, if it's open, maybe they could they could ride a bike or walk or run. I mean if they're really motivated it's Yeah. Chevron. Yeah. Yeah. But that to me that is not that is not our vision like our mission vision is healthy children walking to Maverick

087and City Market and eating is not healthy. But we're just so neither is getting in a car. That's the most dangerous thing anybody can do ever. But it's always like, oh, of course it's assumed. Like, let's not assume it. That's all I'm saying. I think it's a matter of all of them. And the idea of there's options for kids that want to ride their bike, you know, but I think open it could be like partially open. We are. Yeah. That and that's what that that's what we've asked them to do is like what's partial? What's open? There's there's many options. So that they're not coming up with a they're going to be like here's some options. Who are we tasking with this? Mike. It's high school, so it has to be curry. Yeah. Yeah. I

088mean, you know, I mean, well, who the middle school, too? Because they use the ability to leave campus for lunch as an incentive. Well, everyone. Yeah. I don't think that's another whole issue. Okay. Okay. Yeah. Um, okay. Never mind. policy. EEB is next. This is the first reading. EEB is internet protection access. This one we pulled because of a question from the DTL from Buffy basically right within. So I guess technically it's the second reading. It's just the first leg of suggestions. Okay. So basically um the district will encourage parents the student network and parents are responsible for monitoring their students use of Grand County school students network. It was just clarifying is the student network CK express. What is CK Express? I don't know what it is, but they they should have gotten directions

089if they they just need to delete their profile entirely and then read theirelves as a profile and then it should be it should work. It's some sort of internet filter. And if it's not working at home, that's the direction that was given to the students. When was that given to the students? Two weeks. Okay. Because it's been happening for about the last month. Was this what And this is probably that that program that was not working. Jill, you were there. I feel like you were saying that. Oh, yeah. And what was that? What was that? Well, the edgy room. Edgy Rome. Is this That's That's different. Okay. Okay. So, delete profile and read it. Yeah. They're to like you know how they log in as just completely delete that and then reit as a user

090I do I just looking at him I'm like oh I know. It came through this morning. Somebody somebody teacher Yeah. said the word. You look what teacher that somebody was in a class. Um but do kids have access like on the bus or like going to sport events or something like Yeah. They're when they travel to spring they're supposed to be. Yeah. If they have if they have Wi-Fi on their on the bus on the They don't have Wi-Fi on the bus. I I thought they have Wi-Fi on the bus. Some of the buses, some of the buses have Wi-Fi capacity. I've been on a few trips and that is not not that I'm not saying there isn't. That's a probably another thing that has never been um told to coaches or um indicated that

091that there might be access on certain buses. So if there is then that's not being um communicated communicated and so they're just using their probably their hot spot their hotspots. Yeah. I mean I do Yeah. I remember when they talked about access for away games overnight games in particular. And I should Yeah, we should have asked that. Maybe next at our at our next board meeting Anna will be there. She was I'm asking her right now. Did the buses have Wi-Fi gave her the living? The activity bus. The activities or activities. Well, I think that we also talked about um kids that were driving um like Castle Valley kids or um we used to have a Thompson, but like having access for them as well because they were getting home quite late. Um, so if

092they had those buses as well, but that was always the And I think we need today is today, but I think by the end of the year, within the next 12 months, you're going to find most of the phone carriers are going to be tied up with somebody, Starlink or otherwise, and it's all going to be Wi-Fi. It's all going to be satellite driven anyway, information. Um, it's going to happen. They're already putting it together with AT&T. It's happening. So there will be phone capability no matter where you're at. If there's satellite in the sky, you can do it. If you have AT&T, if you have AT&T. Well, but I think AT&T Well, just just a little thing. I was up at in Castle Valley and they had this 150 people doing a commercial at

093Col for AT&T and Starlink and it's but everybody else will follow suit because who everybody's going to go to AT&T Verizon will be maybe with Hugh who knows whoever put it out there but it's gonna happen that's gonna be a thing of the past about internet. All right. So, we will um this will be on our agenda next, not next week, but the week after for second. It'll be on the second time to post. So, are we posting? We're just posting as all these um highlights. Are we going to like are we taking out we're are we approving it to post to post like taking out the things that are erased like Sheamus says on page five take out this sentence because we can't enforce time limits etc. So are we going to take out

094that time limit as he recommends before we post it. Okay. So if if that's if that's what today if we're posting it would be posting as with the changes. Okay. with the changes that are suggested. Um if you don't want those changes, then we need to discuss that. And on page um eight, Sheamus recommends sticking with the first paragraph and erasing the alternative. So I just Oh, I thought that was either I think he says sticking with the original paragraph. Um, why would we not want more specific? I think if we what I would do is have develop our own standards and they would and rather than putting them in the policy, we could have standards in um procedure or something like that or a handbook. Are they in the handbook anyway? Those types of

095um parental consent for posting pictures on the web or something like that, right? But if you want your kid to allow your kid to have a picture on the website, you have to give approval for that. Do we want to just keep it kind of vague or have specifics in here, I guess, is the question. Just vague. You know what the original what this one? He said the alternative was this one because he said alternative to just this sentence here. So yes. Oh, I like the more specific. Yeah. If we don't follow it then then we get in trouble. Yeah. Yeah. The more specific you get the more you are to follow because like we do have kids pictures on the website, right? Like we have when we do the art thing and stuff like

096that, but we won't post um faces, actual identifiable faces if the parent says no, right? And that's probably in the handbook or something like when you sign your consent. Yeah. Registration for it. So I don't know if it's necessary to be in here. I would be what I see here is that this is um students posting each other's like it is hard with coaches and basketball games and like some parent just comes to the game and takes a bunch of pictures. Kids are all posing and then so and so ends up on the website and the parent calls me and says, "But that's not our website, right? That's not our website that they're doing. That's the Grand County High School Facebook page. And so we just go in and take those pictures down without if

097there's identifiable stuff about it. You can't post on the high school Facebook page. Facebook page. Ron has to do or whoever does that. Oh, it's their own Facebook page. It's their own Facebook. Yes, they you can't. I've tried before. I think the policy was addressing. You get to be an administrator. One of them students posting other student stuff. That's not the point. No, no, it's what we are responsible for. But when when you know I don't I I question whether whoever is in charge of our Facebook page is double-checking to make sure that all those Sterling Scholars that were posted yesterday that they looked at their um list. You have a list that you look at. Okay. Every time somebody posts something. Okay. Yeah. Okay. We have a good We have a good filter system.

098But I do think that's a conversation for all of us at admin throughout the district because I think that the elementary and the middle school don't really sometimes like we post all the time. You guys post all the time. They don't post very often, right? And so I think some things slip through the cracks of the filters because it's like we don't post that much. But I don't think they even I've never even parents will call you and say why is my kid on the you know if they see it I mean usually it's um the only kids one is um student mom usually and if they were listed as not being pictured then they would figure out how to not identify or I've seen for the middle school they do those testing they'll do

099um testing they don't show pictures but like who won the best test when they do rise testing. Um, and I'm always like, I don't know if that's uh should be posted. Why not? It's just you're putting your child's name out there for whatever. Yeah. You know, some people that's a big deal for some people it's a big deal. Some people want it. I mean, there's you got both sides there. So, we're posting this as suggested. We still have at the final. Yeah, we would post with the I don't know how Nish nishe, how do you post it usually? So, buses do not have Wi-Fi. With some of them, I was posting the red line version because then people could see what it was and what it was going to be. So, what I would like

100to post is this. Is this asis? This as is. Okay. because in reality this is what you guys would be approving. But if you made any changes to that that you said I don't want to include this whatever then I would make those edits and then post that. So if you were going to post this what I would suggest for clarification if we'd agree that we so for example on KJ let's say we agree what Shane is saying let's just keep the original and not the alternative. I would redline it because otherwise people will see it highlighted and think that's what we mean right? So you would actually red line that? Yes. Okay. Red line yellow. Red line the yellow part. Yeah. So I would do this. This is what I would do. I mean

101I would take this and yeah. Okay. Right. Oh, there are other ones that we then and then this would be marked resolved and so then that would not have that. I I mean I'm not trying to be picky here. Could we could we do something with the original statement? Make it green just so people know that that's what we're dealing with. Not above or below that strikeout. I don't know. Maybe I'm being silly. You mean Sheamus's recommendation why word? Yeah. Yeah. Because Sheamus is saying keep We're designating what it is that we're keeping. I mean, maybe it's it's known. Maybe it's I just think that's strike and people that's fine. Um, and we can actually So, at the bottom also figure out what we were striking. Yeah. Well, I think if it's struck, then it's

102obvious. Yeah. Right. Um, exhibits one through four. This policy document contains student internet. We don't have exhibits. We could create exhibits but um I think that's probably meant to create exhibits probably and our exhibit would be this is what we do at HK. This is what we do. So we can is that better? We could add um we could just add that parent um parent see parent. Yeah. Okay. Or does it change? Can you can you either add at the bottom of that page page nine the exhibit would be the parental form. So add that as exhibit one and any I guess there's probably an internet form. So there's internet form a yeah well you don't want to put the whole handbook in there but like no just those forms that we sign on on

103registration registration I mean do we need to attach the exhibits to Well it's just saying it this Then you're take just take out the whole thing. Just take it out. Sure. It's up to you guys. No. And I think those change so much that we probably don't want to deal with it. So yeah. So why just or you could say C handbook. Well, it does say that it's in the handbook, right? If somewhere says that um C school hand student school handbooks for forms. Okay, moving on. Um, do we have Hold on one second. Did you guys see the will and will not in here? No. I think this is what we're doing. So I don't think we're determining that. Right. That was the question you were going to ask them if they were doing

104that. You guys are good with all those ones? Yeah. Okay. Yeah, I'll edit it up and have that posted after the next meeting. All right. Cost presentation for high reliability schools. Is that me? I don't. Sorry. You're the money back. Awesome. Um, so just before Matt gets started, um, we we haven't been able to do our presentation of high reliability schools. We've kind of told y'all some about it and we shared a video with y'all on high reliability schools. So basically what what we're looking at Matt and I along with administration we've been working really hard to implement systems throughout the district uh with the idea that once we have systems in place doesn't matter who you hire you hire someone to come into the system where it whether it's a superintendent or an administrator.

105So you're not doing what a lot of small districts do is jump from, you know, government by fiat by government fiat, whatever this the superintendent or the principles say or do or something like that. So we're trying to build that in so that it that it runs uh for the benefit of our kids so that you know instruction is is at a high level. One of the things that we've recognized is that we need to tear down the silos between our our campuses and implement systems that will enable us to deliver professional development accountability expectations at a high level. And we feel that Marzano who is one of the biggest gurus in education um has a what's called high reliability schools and it's a system and uh he will uh his his organization will provide

106um materials and support and professional development to help our district um implement this this system. Um, so we're we're going to talk to you a little bit about cost without being, you know, we haven't really done the presentation just yet on what this will entail. It is a system, so we're not going to be asking teachers to change the way they teach. We're just giving them a container in which the expectations and the measurement and accountability is built into it. And so we're uh Matt's going to talk to you about our two-year commitment right up front. We've already sent um some administrators to the leadership conferences. We have some more slated to go this summer to to be trained. We've purchased a number of books and I I do have books available if y'all would

107like to to take a look at this. But uh the administrators are extremely excited about this. I'm very excited about it because I think this this is a um a very foundational system uh to improving Grand County and keeping Grand County moving in the same direction no matter whose picture gets put on the wall. Um uh so uh I I will have to give credit to Michelle Sirill because u she's she's the one that kind of educated us on high reliability schools. There's other systems we could have went without out there with. Uh but Marzano has a really good track record. Uh there's a number of schools. I want to say Draper, but that doesn't sound right. Davis. Davis. Okay. Davis. Um I was close. Davis. Davis is is a school district in Utah that

108that follows that. They work with a number of others. Um, so I have talked with uh the principles and they're going to Annie up the biggest part of the money for year one. Um, we uh we're going to ask the district to to fill in the gaps. Um, and then, you know, we'll worry about year two, but uh they're using their trust lands money to help with this. And so, uh, we just, uh, want to present. So if if I may, we had a community council meeting at the high school last night and very supportive and did come up with funding for parts of this to begin travel and some other things and some education and support. So anyway, the community council was very supportive. I just received the the quote the invoice this this

109morning. Um, and I I can send you guys a copy of it, but the total for year one is $37,117.82. Uh, school community councils have agreed to put in $16,000 from HMK and the and the Grand County High School. uh each or 16 each H and K and high school and each um the middle school has we we're still looking at that and and what they have to cover with their their plan. Um should they not be able to to include that in their school community council money, the district would be looking at um a little over $5,000 for year one, which is something that we can pay. I did meet with Michelle this morning um to get a little more information about this and uh I think it's she she gave me an analogy

110of basically having a a really messy garage and unorganized and just a lot of stuff stacked in it and compared that to kind of where we're at. We have a lot of things going on but there's no systems in place. this system comes in, helps you store, move out, get rid of what you don't need and organize so that we can have that system uh that system foundation to go forward. So that that's definitely something I I feel like this year needs um more systems and process and this is an area where we have the support of anything uh is a good thing for this year. Well, and I think it the idea that we have each each department a leadership team that actually is policing and that may change but at least they have

111the guidelines to go whoever steps in. So over time we saw this at at whatever we call it conference when Bernal or whoever was doing it and they have the team together and they wonder how you put that together. It sounds like the leadership teams will be that base to keep things flowing continuity. So, so what is what are we paying for exactly? So, the the process to get this set up, there is um level one surveys, that's 750 per school. Uh level one certification, that's $2,000 per school. Um there's some interactive webinars um two per school, they're at 1650. Uh so it's like professional development. So for all the staff with the surveys, they they survey the campuses to find out the particular needs so they can tailor it to us. We get a

112dedicated person. I'm sure they have other school districts too, but they they work with us. We'll get um three days of on the ground inerson professional development. Uh we'll get materials. uh because I think there's a book quote in there with that also. Um we'll have access to webinars uh to support this in year one. Year two will be somewhat similar. It's it's going to be a little bit more expensive because there's an extra day of PD in there. But that's that that's the thing that we're going to get is we're going to get handholding do the process. And what about and these certifications you meant you you said something about giving certifications. Does that mean we are certified as a high reliability school and what does that get us? That's that's the a step

113level one's your first step for that certification and two it it what does that mean? It's it's a pride thing. It it actually means, you know, hey, we're taking we're taking this seriously and we are big systems in place. Um so that hopefully, you know, that could help with something that we could put on our website and really recruitment advertise that hey, come to our schools. Hopefully it would help our Does it trickle down to teachers on is it or is it just leaders or is it leadership professional development or is it teachers they come and teach everybody? they will teach everybody or are we are we we're not um training admin or yeah training the train they'll start that way and then they'll come down and give you a little visual if it's okay

114um so lma one is school culture and so that's what we're measuring and then level two school culture climate those kind of things um and so the idea to be certified is that this is the same space right so there's steps Morzano's whole thing is like systematizing everything then level two do you remember Yeah, it's u no no it's um instruction the clear viable care oh teacher clarity so level two is teacher clarity and you know like HMK might be a little bit better because they've been focusing on teacher clarity but the idea behind it and so yes it is absolutely the the culture is measured by parents students teachers and admin right and this is the foundational step so that you can work on teacher clarity which is when you walk into every classroom,

115you the students understand what they're learning, you know, and then level three is a guaranteed and viable curriculum. So all and then level four and level five. And so this is what we're getting certified on just to provide an awful like not artistic visual, but that's what we're talking about when we get certified is like we are certified that we all of our schools across our district have a a viable school culture. We're doing good on culture, right? So that we're no longer our conversations are no longer like the high school's this or the teachers feel this way. It's very much here's what a good school culture looks like. We've identified where the problems are. This is how you fix it. Right? It's sort of like teachers moving from you do all these products in

116my class and if you jump through these hoops you'll get an A to standardsbased grading meaning these are all the things that you have to know and be able to perform in nth grade English. And how do we do that? This is just providing a structure and framework for us to really look at what's going on in our schools and have these deep conversations without it feeling personal. And I think we have to understand this is for the long haul. We're going to do one or two teacher one. We're doing one and two. And with the certification, I mean, we we could have went in at a cheaper, lower level, but with the certification, they're holding us accountable. And so, it's like, yeah, we're paying for this and this is this is our expectation. So,

117Michelle um really really kind of summed it up pretty well yesterday because one of the things I talked with the team about was what's our theme going to be for next year? Do we want to keep Q12? And she said, 'When you look at all of this, it's the big thing is what's your brand? And it's branding the school. It's just like this is what Grand County is about. You know, when you come here, it's like, yeah, I can't spell I graduated Grand County. It's not that anymore. It's, hey, I graduated Grand County and this is what it means is that it's a high reliability school. So all of the teachers and and all the administrators, everything is plugged into into this system. Uh that's making sure that we're delivering highquality education. I think it's

118I think it's great. So 37,000 the first year and then the second year we don't have haven't done that but it's about 39 and the community councils are basically looking at it year by year to see how it advances and how much is the responsibility of the the district and how much we can is there an end date. Yeah. How long do you do it in Dutch though? Probably not. Right. Well you have to get certified every you know you have to go back and and reertify for level one. Um, that's a good question. I don't know. In talking with Michelle this morning is years one and two are going to be the heaviest financial lift. Then it gets lighter because you you've moved up the ladder in steps and it becomes less handholding and

119more your systems are in place. Um, but she said it's like a five to eight year process to be like fully integrated if you want to go all the way to the top and just not stop at step four. But perpetually after year two that cost will go down because we become more responsible for ourselves in some of that stuff. Um and they're there for the support system but now we have the implementation and the buy in and the the foundation. So perfect. Any other questions? Could we as board members go to the inter? Y'all are welcome to all of our PDs. Absolutely. Yeah. Yeah. Yeah. That's a good idea. And if y'all, you know, if if y'all want to go, the district can try to find money to send you. No, I think just

120going to be Matt to Florida. Would you preferably Is that December? That's not August. Okay. That That's a huge step forward. I'll see. Okay. Um next um is the personnel lift. So this is just the time. So um so this will be approved um on our board meeting. These are their new hires and everything. Um so usually so we do not this is just for your um information. Um, we will not talk about specifics. Um, people that's that would be executive, right? If you do have a problem with somebody like, "Oh, I just want to talk. I had there's an issue I thought of." Um, please just go talk to Mike or Matt about that. Um, or we can and then if really we can talk about it in executive um if it's really necessary.

121Um but this would be uh we have added um you can see if they're certified in positions um if there's any budget ramifications. So that would be new positions or anything like that. Um and if you scroll down um here are the open certified positions. So we would review that um monthly. So, right now we have a first grade teacher open, a sped teacher there at middle school, a tell um at HMK, seventh grade language arts, seventh grade math, seventh grade science, elementary principal, first another first grade teacher, special ed teacher, and then a third grade teacher. So, those are all the um openings that we are starting the advertised for. We've advertised. We are advertising. we have interviewed um on some or moving forward. Okay. On that uh we I I mentioned the board

122last meeting that we were uh implementing the full frontline package which is the K12 applica uh applicant tracking that's the national platform and that is that is already um showing dividends of more applications and more interest. We're doing some uh that's online now. Yeah, we're we're doing um kind of some professional development on the on the go as far as creating or or making our selection process more robust in in in line with um guidance from the department of labor. So, we have screenings um and documentation on that and then conducting behavior based interviews. So, we're we're moving along as as we go forward. I would like to see that start much much earlier. Um I feel like this is this is late in my in my past we were hiring in you know January

123and February. So moving that up so that we really know we're going there but in process and and and going along. Thanks. Um and then um just talking about we'll we'll talk about some program positions and priorities. Um but just talking with Matt about um budget priorities and and in the past that we've we've tal we've had presentations of attrition and positions um and the board I give him the input that the board really isn't involved in say moving people around. So if you have an HMK, you have K through six, your teachers are in there. That is up to building principal to be moving people around. That would be up to superintendent and principles moving people even the districtwide and transferring. Um we do like a heads up if it is a transfer that's

124kind of um obscure or involuntary transfer. Um we just like just the heads up. Um but um and then so anything moving around um is up to their discretion. Um however, if there was a position being um attrition or you know getting rid of a position, we would like to um know that and be um anything added or taken away would be right. Anything added or taken away moving would be their budget affect the budget. Yes. and why and why I think it helps in a in a board meeting to talk about oh this is why we are getting rid we you know our enrollment's down our funding in this program is down this is why we would be dissolving this we absolutely want that transparency so that would be a board discussion so and

125then just to to echo what Melissa said as far as the um personnel list being posted and for board review if you do have questions on on come come see me, come see superintendent so that you know we can um address those concerns because uh the board you know does approve that on the consent agenda and we don't that's not the right place to get into a debate. So but we can go go from there. I have a question. Um, and this probably goes back in history before my time. Maybe, maybe not. But, um, we were talking with with Jeremy and Great Coalition. Um, is there a is there a possibility we could put something on an agenda or a discussion for the future about um employee housing and our properties that we have and

126I mean rock and um and providing in the future a place where something could be built apartments or whatever for specifically for we've had we've had history we have that discussion probably every year and we have We usually do discuss that in a retreat which which talks about priorities, pros and cons, all the information and um but and we could we can have that discussion. I could probably talk with you privately first about that. We can have that discussion. Um we have you know since I've I've been here I've had that discussion multiple times. I've talked to other you know like the hospital and other other um similar entities that are that are dealing with that issue. Um, we absolutely can talk about it. We can add it to I do want I do want

127to caution the word though. It is it's a very difficult convers and um and that's why we've been having it every year for I would really I would really like to know I mean I would like to know what maybe just a conversation why this is not already happening. It's it's a feasibility issue and I can share that with you on the owner or I can share privately with you about it. I think it's an okay conversation to again have it out. Um we've talked about in facilities we talk about it in budget. I mean there's all the different aspects of it. If I may in facilities we touched on it. We had more important things middle schools and other things in those days. But that being said it was on we need to look

128at it later. So I think it needs to be studied and it can be just with Matt but I think that we need to come up for instance I probably know a little bit about the real estate part of it and what's really going to happen with all that. It's just not as simple as we're going to build we're going to do. So so we have that so we have a a knowledgeable conversation. So I would suggest if we can figure out maybe even it's just facilities sit down and talk to Matt and get some criteria. We do need to have a facilities meeting and so I would suggest that if I may because I feel I feel coming into it halfcock it's going to be always I mean it always is right I'm just

129saying that it's so hard and I know I know that we're not really talking about this in depth right now but in my previous district we had a forplex apartment um so I have some experience with that we you know on how we provided all of that but one of the ideas that I have floated out there is that liquidating our properties uh putting it into an endowment and then we use the money for incoming staff for a set period of time to get them into the community. That way we're not having to build, maintain, manage or anything like that. Yeah. But that's you know agenda. Okay. Thank you. Thank you for that. Um and then open classified. So again, this these are usually open until probably August 1st is when the hiring process starts

130for um people that are classified. Um since they their contact wouldn't start until um August, middle of August. We're not going to use the word contract. We'll say work. Okay. Work notification. Their job start date. Um, do we but we do have current openings that are not unfulfilled that there were some people that left or they've been open for a while, right? We've had some classifications open for a while not um getting a ton of interest. We are utilizing um substitutes especially at HMK some of the people that left uh in in going through that process. Any questions about personnel? Um, next next um is advanced planning. Um, so I just want to figure out a date for to visit the child nutrition program. So eating at the lunch since that was put off. So

131where where do we go to do that? HMK HMK lunchroom. Okay, that's fine. I just know if we want to go next week is spring break. So, um, and then Monday after that, we do have our No, we need to have a site visit. We rode the bus. Oh my gosh, I wrote that on Monday. Um, so maybe Yeah, I've been on that one. Are you looking Is it Is it possible we can rearrange the agenda for a minute? Do you want to talk about and skip down? Um, yes. Because the schedule complex. Yes, sure. Um, all right. We'll talk about that at the end. Um, program position priorities. You want to talk? Okay. Um, so I'm just going to let Matt talk about where we are with the the budget and budget usually will

132determine our priorities. Make a email with my reader somehow. I think I told my light that Yeah, maybe that's it. Oh yeah, there I can see the number on that. There it is. I'm going to cover a couple of things on this um at a high level, but also try and get some direction on um some of the priorities and programs that we have. So, what you have there is um the the information we have from the legislative estimate. Uh soon I get my copy back off. As you're going down that you can see um what we have above the line as far as our estimates. Uh the changes in revenue is is highlighted in that in that yellow orange cover. And those that are that are highlighted on the far right hand side, which

133is the change in revenue projections for 26 different from from 25 midyear, um are are already in place. Looking at the the green line, the estimated new funding for FY26 is uh 726, 692. Um that's that that's our our new money in and this is property taxes and NWP this is yes mostly probably. So if you go down to the blue line we have some estimated costs for all employees and this would be it um you know what the board wants to do as far as directions going forward for next year. You have your cost with one level increase um and then your cost with the salary increase uh 1% salary increase cost of living and one level and underneath that is your uh cost for medical insurance. Now the medical insurance per 1% uh

134increase in medical insurance is the 16,566. We won't have the number of what that looks like until I think the 23rd or 24th when um we'll get that from uh mean what the percent increase would be. So this is per 1%. So if they have a 3% increase you triple that. Correct. We'll get that at our our health and pool meetings on April. um being just because of the the conversations that have been had and and some trying to read between the lines when the um actuaries are talking about our experience in insurance. I would anticipate that we have a more significant hike this year than we've had in the past. Um you know for for a long time it was it stayed pretty flat, pretty normal. COVID came in and there were some arbit

135you know hard to calculate those costs and uh the change of of use in that and so there were some actuarial assumptions made that that one year had us had a 22% increase um then as as the market as the market started to settle again like last year we saw a 0% increase um this year I would anticipate and this is just my best guess um between five and 7% medical cost medical income. Yeah. Five and 7% increase. So if if we had a 7% increase that you'd be looking at $115,000 9 or yeah 962. Um so adding those those numbers in and looking at other estimated new costs. Uh at at the very bottom you have technology. There's 125,000 that's for the onward um the increase in onward services that we committed to. And

136then the school resource officer um the 85,000 that that used to be paid by ESRE funds would be us and that's that's a priority for discussing you know with the board and all this can change but that is established a priority right now. So money already allocated to that. Does that include So that 85,000 is our share because we split it. Yep. That is our share. So that's our share. That is our share. It's just been covered in a different but we still but still the city or the county whoever's sharing it with us is still we think going to share it with us. Yes. Okay. So when when you put when you put the numbers together, you're looking um and what I would call a baseline, a bare minimum would be to do levels

137and a 1% cost of living increase. Um so that combined is 345,000 346 give or take. Um and then you have that number written here anymore? No. No. Okay. What did you say? 345 345 857 347 and then that technology commitment in the school resource officer is 210,000. So that comes to a total of 555,857 and that does not include medical insurance. That does not include doesn't include medical insurance. So if you then add our my my best guess estimate of insurance the 115962 you come up with you come up with a total of 671837. Now if you take take that number repeat that number 67 671837. Okay. If you take if you take that number and and look at the the green 726, which is your new funding, um that leaves you with $54,000

138to do the bare minimum of those commitments. So the the the changes in revenue projections, that is just new growth on property taxes. Um that's new growth. So potentially the board could do a truth in taxation to freeze tax rates to capture could reassessments um if should the board do so. In our previous conversations, um the the feeling um was that we were not interested in doing truth and taxation this year um as a result of some of the things that the city had done to raise um now that if that feeling changes that changes but that was the feeling if you look at this really what's saving us is um necessarily just the small schools money that that's coming in as a result of that is that on your senator that piece of legislation

139in your state. Okay. Um so like I said uh we've been saying it's tight and that's that's very tight. You have a list of 19 or 18 or 19 board priorities and and and that kind of that kind of money. Now I'm going to to stop and Jerry can help me on this but talk about kind of some theoretical things because I live in a theoretical world. Um, the board has has been conservative in doing what I think is a great thing over the past several years, which is the onetime compensation, right? You're being conservative. It's not going into your ongoing money because we're we're trying to just make sure that we're fiscally sound. However, at a at a point when that on when that one-time compensation continues year after year after year, um it

140it shifts to basically ongoing money um from a perception point of view. So in this situation um and with our our current fund balance which is right around 16 right right around 16 um the board has an opportunity here to pick and choose some of their priorities off of that list and and primarily the top one I guess would would be to give a higher cost of living than 1% um to keep up I think that's very important that that we keep that up. We can do that using the ongoing money or the onetime money that's shifted to ongoing. Does that make sense? Am I losing? Well, that that onetime compensation has been coming out of the fund balance because we Right. So, we've just and now we have 16,000 15 million. very few conversations

141that Matt and I have had is that the onetime compensation has been happening for like four or five years now. So in lie of giving the one station some ideas for the board to think about is giving an increase an increase and knowing that moving forward we've increased that you know so that's going to become an ongoing thing so to speak but like a 1 to 3% sure cost of living increase in lie of doing the one and that that would be you know advertising and and telling people the one time compensation that you're talking to is not going to be there. Instead, we're moving that to ongoing money. Um, and like we like Jerry talked about and uh I didn't write down the numbers, but um kind of extrapolating the experience we've had there

142and calculating doing the math backwards, you know, it's reasonable to think that we could get an additional um% two or 3%. Okay. Question about cost of living. So, does that work? Is that you're guaranteeing a cost of living raise every year? Unfortunat I mean I'm just thinking about this idea of getting rid of the onetime compensation that would right is that yeah and it's it's standard. Yeah, I have it to have that cost of living. One of the things that uh just to make the board more aware and Jay and I talked about it um as you look at increasing that cost of living over year um you know a half a percent in the in the moment may not seem like a big deal but when you take that exponentially year after year after

143year doing everything you can to stay competitive keeps you in the game. If you start to get a deficit where you're not giving, you know, we're we're being too conservative and not giving a a half a percent or a percent year after year, it gets to the point where to be competitive, you're going to need a 7% increase in your salary schedule. And it's there's no way to do it. So, just capitalizing on that, staying competitive, um the the board needs to keep that in consideration. Now, what that does, I in my opinion, you know, staying competitive, keeping up with inflation, giving a 3% cost of living, um it still doesn't help your dilemma on some of your suggested priorities. Yeah. and and what what how you want to address them, whether they're off the

144table now um because of this or whether, you know, I mean, we do have a a good fund balance. Um and there may be some things that the board feels like we we need to tap into that. Um you know, that that's a debate on one time, but but really outside of of giving, you know, the 3% and and what we've talked about, the board doesn't have a topic. So what are you saying the cost of living percentage is I as far so is this a 1% So every 1% increase is 197,000 for every No, that's level. For every 1% increase it would level is 148,000. So if we did 3% it would be triple that. Yes. Okay. Wait. So the Oh, you're the cost of living and the 1% is the same thing. Well,

145I put them I put them together in the first number that I gave you. I combine them that 345. But each each additional percent with that level is the 148. But so tell me a percentage of So if you take out the 1% you're saying cost of living plus 1% is with a level with a level is 14. But what is the percentage of cost of living that you're not one to 3%. I don't know what that cost of living is. What what what this says is for every percent that you choose to increase the overall Okay. So, we're not I'm like I don't like the separation. I guess to me is it's one to 3% of increased cost would include I was double checking that the cost of living plus a 1% to me

146that should just be one% and so the 1% is that on this okay so you have the opportunity to lower this in li of the and I think are what what has happened with doing that onetime compensation is as a district. When we see um when we go into negotiations and we see those um compared when we get compared to other districts, we do not get to see the onetime compensation percentages on those. It's not part of their survey. And so that is a bummer because there we here we are, you know, at the very bottom. not the very bottom, but we're, you know, here we are at bottom, but we just gave them a onetime compensation of 5%. Yeah. Um, which would then push us higher. And so, it's not, we haven't been taking

147advantage of our PR, right, of like, hey, we actually aren't here, we're here. Um, so I've been always wanting to put that on the salary schedule if we could because it helps. I mean, we could but we could add that take the data from that survey and add ours and use that advertising and a talking piece and and I said it in uh negotiations that that survey that uh is put together by superintendents and business administrators and the HR directors. Um it it it struggles to compare apples to apples. Um and so it's not like like you're saying an inaccurate picture and also they it sometimes includes benefits will be different, right? benefits are different and and really it's hard to capture on that. Like for example, if another district is paying, let's say, $30,000

148for family insurance, their share of family insurance because of their because they have bad experience or they're in a different pool or whatnot, and we're only paying $18,000 for family coverage with the different insurer. Um, it doesn't mean that our coverage is less valuable or less rich than what they're doing. It's it's just different and really really hard to to calculate. And I would I would say we need to get away from the one time and these sorts of things because we need to have something that's continuous and because I'm going to tell you right now, not to be a naysayer, but I think you're going to see a real push back in Grand County on property values. Assess value taxes are going to if people win, they're going to go down. Property tax, it's

149not going up. values in in Moab and Grand County are going down substantially, which is probably a correction. And so, we need to g our loins and be ready for that. And uh correct. You know, there's going to be some change in the wind. Now, we're going to be in an interesting situation because inflation is probably last thing it goes up, but cost of living may go down because now we have lesser amounts to rent and lesser amounts to purchase homes, which are big ticket items for our employees. But we're in a volatile situation. So, I think we need to have something that that's that that we know is for sure or is real as opposed to maybe we're going to do this next year or next quarter and uh be ready. So, so looking

150at that looking at that list um and obviously I mean you guys understand how how tight it is. There are other ways to accomplish some of those goals if if you want. Um like Melissa talked about earlier with new positions or or attrition taking away an FTE or adding an FTE. We have the the ability to for example um in in a situation where we have a TE teacher that that is leaving that FTE is leaving. We have the discretion to to move that. So for example, that could be pushed to a special education teacher. Yeah. um that could be pushed to this that or the other. The board also can look at and and I would encourage us to be more strategic in our staffing because I don't feel like we have but you

151can look at some of the openings and say okay is this the best allocation to have you know then this is just an example. I'm not saying this is good or bad. I'm just using this as an example. But let's look at do we need to have a seventh grade science teacher and a seventh grade or an eighth grade science teacher. Can that position teach seventh and eighth grade science and really capitalize on moving that around and making sure that we're allocated appropriately. There's a number of areas that we can look at to try and accomplish some of the priorities that the board has put out through kind of the in non-tangible not adding the money not not you know create taking more out of the one time. Uh but again that's the board's discretion

152to you know kind of guide us and tell us how how you want to go forward when we if we decide to increase um our percent cost of living salary increase to say 3% we so it would be close to a million dollar because you've given me 346 for these two things. So a million dollars to do a 3% that will then because we don't have that much incoming money extra that would come out of the fund balance. We'd be draining our fund balance. That's how you would balance. What should we do now when you do the one time compensation? We pull it out. We're pulling out. So but now it's going to be it's going to be ongoing. So, we're going to that we have continue to have the funds because like Dave says,

153property taxes are probably not going to continue to increase as they have for the last four or five years where we've just been getting more money from property taxes. So, the assump the assumption there is not that um going forward we will have more money coming in. It's that we've had that money for the last number of years and we are are forecasting that we will continue to have that but just not increasing it just to be more stable. So that three point so moving that from and it's kind of like a like I said a theor theoretical process but moving it from one time to ongoing because of our experience and it's not we're not anticipating that we're not anticipating it's going to go down. It's just that we don't want to drain our

154fund balance and then be stuck with correct. So, but so as long as we keep it reasonably modest, but I think and I think it's also that we've been very um proactive in making sure that spending isn't out of control. And so that even when we make the budget, our income is here, our expenses are here, but really we're only spending, you know, we're not spending as much. And that's what's been going into that fun positions or whatever, right? Whatever it is. And so, but if that but it's been consistently. So, if we're it, we might not be draining our fund balance. We might just be utilizing that that what we would have been putting into the fund balance by being very conscious of how we're spending our money. And I and I just Yeah.

155I I support the idea. I definitely support the idea. Yeah. Yeah. Yeah, I think we I think we need to improve whatever realistic not on a whim of the board or over the board monies to our new employees. And by doing so, by doing increases yearly based on some number, I don't know what the inflation number is based on. Then then we at least assure whoever's being hired that it's going to be okay, not wondering if they get a one-time compensation. I think it's critical to get it to be. So that that keeps us competitive. Yeah. Um and I think is a fiscally responsible thing to do because of the track the history of how we handled that one time. Okay. It doesn't answer your question about a lot of a lot of the wants,

156right? No. And it doesn't because the wants are going to come out in this 54k a lot. There's a lot of wants for $54,000. Those are your wants. Um, so yeah, that's where we're at. Um, I think the board can can look at that and, you know, have conversation and then as we go forward, we'll continue to try to strategically move move move the non-tangible and and come back with a recommendation for uh a cost of living negotiations for the year. Can I ask a question about the SRO because I know that we this has been discussed before. I don't remember How much does does the state chip in for the SRO, right? They chip in. No, the city. No, but I I thought the state when they came down with this rule that we

157have to have a rule, right, I thought there was some funding. Not all, but there's there's been there's been asks. Um it's been it's been talked about quite a bit, but right now it is not. It's an unlimited mandate on Yeah. Do they give us that $500 that we supposed to give the guardians or does that come out of our pocket? It comes out of our Yeah. So they told us Yeah. Unfunded mandate to see that's an entirely different subject. Yeah. I know. I just I was just curious if this 85 was our portion and then you know like I was just curious the city we're partnering with the city on that. Okay. Um but yes, that is our portion. Gotcha. Okay. Yeah. I mean it's bankrupting bigger school district. I mean they're having a

158tough time. Yeah. Okay. So 55,000. But why the city and not the county? Um the city the city ponyied it up. Okay. They offered at first and said, "Okay, we've gone back and forth between the county doing the SRO and the city doing the SRO depending on who was the chief of police and who was the sheriff." Okay. Um it was more of just um what they and then the city came to us and we're like hey we will oh okay we will do this um because we do get Kurt from the county but he's very part-time do we we don't compensate at all. Yeah. Yeah. So um the other thing is again just a caution these are estimates preliminary numbers. I don't anticipate that they will change significantly in in one way or the

159other. We do have uh the UASBO meetings coming up next Monday and Tuesday. These numbers should be rock solid by then when the state presents to us. Jerry and I will be there getting clarification from um and solidifying these numbers and then coming back in April the 22nd 23rd 23rd board meeting 23rd all things budget we'll be cleaning this up and really having a better idea. I guess the one uh question or piece of request that we I would need is um if there's anything on that list that a priorities that is just something the board feels we have to have I've already taken the technology I've already taken the school resource officer because those were have to have the list of everything else you know um future funding for SCSC beacon the health aid

160tella health um what's going on with CTE uh the assistant like assistant principal fac uh the diligent community we did purchase the diligent community that's already been purchased which is it's a platform that we are going to use to bring our board meetings into the 22nd century so that that's exciting um anyways if there's anything left on that list that is the board feels as a group is a must. We need to have that discussion. My priority I and this is personally but I with special ed is is that to me is my priority um to make sure that that is um and that would be one teacher. Well, at this point it was HMK, but could be figured out internally. That's great. Again, we're advertising for that. Um, as we're already advertising, yeah, I

161talked about um, you know, some of the non-tangibles, FTE, things of things of that nature. So, we can move around adding it. We'll continue to explore that. Yeah. And I do feel like I mean, I agree that's that's a priority. I can't tell you right now if it's one teacher, two teachers. Okay. Yeah. future 6A. But yeah, that would be kind of an internal thing that you would work out what you said. I agree. I would say that's a critical thing. Um, real quick question before is that this minimum school program, the K12 regular school dropped 230. That's WPU. So that mean to me means that's a teacher and a half that we are not filling. That's nutrition. Yeah question and in the past I don't um I I don't historically know how you how

162you made how the board has made it and see the guidance they've given but when you are um you know seeing enrollment go down you have to start to make those those decisions I've talked to other districts in the state um s San and uh local severe a lot of districts are um electing to not fill positions literally because of enrollment for retirement or they're losing that through attrition. That's a discussion that we can continue to to have as that goes. Uh well that to me when I see those open positions when there's two first grade two first grade a tell and a third grade usually we have um you know cut not a cut sorry a dissolved a position at HMK um and those would be on based on the ratio that but you

163know I just want to make sure that um that that should you that number should be used to hire um and then as we move forward if we're still seeing you know now I'm talking like 10 years in the future but like maybe only three but as those numbers smaller numbers are moving up into secondary you know that does mean what you said maybe it's a seventh and eighth grade science teacher um and so we need to always be aware of just because um We've always attritioned at HMK that we're not just keep that we're not touching secondary um because that's just not fair to do to the kids that need a lot more one-on-one and a you know a secondary can have bigger classrooms. So another another concern or discussion point that we can

164have um when I look at this uh attrition I I think this impacts significantly you know some some of the things that we talked about like dual immersion um talking with other districts uh about dual immersion and and that how that grows and how that's implemented. It's most effective when your staffing and enrollment is is growing because you're bringing that teacher in grade after grade after grade where we're forecasting numbers going down and talking about whether or not you know with that $230,000 decrease we need to absorb some positions. It in my mind it does not create a a a great environment for fostering a new program um like dual dual immersion. So you need to take that into consideration as we go going forward on that. Um and and again another another one that

165I know is important that the board has expressed is is the health aid. Um and what that looks like, you know, because that that position would be more than you have in your discretionary. That's not in the budget right now. The health aid is not in next year's budget. No, it's not. Not even the grant, right? Yeah, it was it was it was a one time, one year only. So it's not so and that might be one of the things where you say you know what we are going to step up and use onetime money to fund this for a year and re-evaluate next year and say okay well maybe we found another revenue to to continue that going forward or yeah we paid for it 18 out of the fund balance but we really

166can't afford to keep it going that's a discussion the board needs to have I also see it as Um, you know, maybe it's one time you could do a some of these positions one time and then have the superintendent, business administrator really dig deep, you know, at like looking at efficiency um in departments, right? And so, you know, looking at is is this the best um structure as you know it is um maybe some people's job descriptions will be changed so that they can actually um do some of the work that has to be done instead of like pet projects. Um and so looking at but and I don't think that's a this year um solution. I think this year's solution would be one-time money, funding, and then next year going, you know, how how

167can we look at job descriptions? How can we look at the positions that we have to really make sure that we're, you know, making making differences in the in kids versus, you know, and I think that's operating. I just don't think that sometimes we so we've been so flush with money for the past couple years, we've been like, "Oh, let's add a position, add a position, add a position." Um, and then we go, "Oh, wait. We don't have a job description. What is that person doing?" Um, and there's been, you know, it's been up to but then new superintendent walks in and goes, "Wait, what? What do you do? What is that? What is that?" Um, so it's been a, you know, and I I used the term, what is it now? like in bubblegum

168and bailing wire bailing wire in other situations but I think it has been you know a lot of that and so these guys are walking into something going so you're saying you guys did that and these guys are just trying to figure it out. Yeah. No I just thought that thanks for that get on my soap box for a second. Um, I really feel uh that there's been a lack and this is not I'm not placing blame on on anybody or or criticizing anybody, but it's blatantly clear when you look at our organization. Um, we we have not had strategic leadership decisions made to have the systems process in place to look at this, to set that precedent, to think about how it affects other systems. And we really need to get the board. Now,

169the board, as we've talked about in the past, you as board members, we're you know, you're not as powerful or you don't have as much freedom and discretion as as you would think or the general the general public might think. We're very we're very limited on those things. But we can be very strategic on what we can can have an impact on. And that's that's a direction that as you know as clerk of the board I would like to help guide this board into that strategic strategy. So yeah right. Okay. Um I um I just wondered about like the elementary school. you know, they had five teachers and then like this year or last year was they went to four teachers and they had the extra teacher or like I'm not really that familiar with

170it. Um, are we looking at that as a possible source for some? Yes, we're looking at all that. Okay. You know, adjusting it, reallocating FTE, maybe FTES, things of that nature. And if that if that does also get reallocated, that frees up some um school community council money or some it could go. Um but and those school I mean community council plans are next on April. They're soon. Yeah. Turn in their 26 year plans. I think by 26 by mid year by mid April. Yeah. They're done. Okay. Do are you Yeah. questions, concerns? No, we'll have more information uh when when we get back from you guys, but specifically on this and be able to talk a little bit more next meeting. I mean, every uh you know, I I do have staff members saying,

171"Whatever happened to this? Whatever happened to this? Why are we doing this?" And I just look at them and go, "It all comes down to money." Mhm. Um so you know promises 5 year 10 year plans even facilities why didn't we get this and I just say because of money. Yeah. Well, as as as student enrollment is shrinking, I mean, you know, teachers have to be to where the larger grades are and then, you know, it's the younger ones are where it's shrinking that that takes nutrition right now, but like Melissa said, it's moving them through the the schools as those smaller grades move through our school system. But it's I mean HMK is gets it now because they're, you know, the first spot. But but it but it sounds like to me that for

172years we've been by guess and by golly and I feel really comfortable that we now have staff that's working through these issues and and what we want to do is make sure that we we have a continuum. We don't we don't fall into that opoid spin it all. You know, we know we could forecast. You could tell us exactly where we're at and what we have to do. I feel comfortable with that. I'm glad I came on when I did. Because it seems like a good time, right? 2020 was a little messy. I can't I can't say for sure that all of the things that we're doing is is going to bring homeschoolers and other schoolers back in, but we, you know, we will do a publicity push and um, you know, during the summer

173of, you know, return return to public, you know, go public. And as our reputation grows that we're turning I mean you should have seen our Sterling scholars. Awesome. Yeah. Yeah. I mean that's the kind of kids we do have and that needs to be the norm of just like Yeah. We got Sterling scholars, don't you? And just as as we get these systems in place and instruction and scores and all of that and we you know maybe we in we're able to increase some of our enrollment too. We become the choice. You know, that's been my goal is if if you want to go to school in Utah, you go to Moab. Charter school. I wonder what's going on with the charter school. Yeah. Nothing against him, but I'd love to d um All right.

174I'm going to move this uh move next to the executive session. Well, I'm gonna Matt because Matt needs to leave and so I want to do that. Okay. Um, so yeah, we can talk about planning without these guys. But I'll accept a motion to u recess for five minutes. I propose a motion to do it. Is there a second? Second. Okay, Jenna makes a motion. Laura Lee seconds. All those in favor say I. I. Okay, we'll recess for five minutes. is six hours in one. Five and a half. Yeah, it says here you're four and a half. Oh, it's not four and a half. It's not. Well, it will be for me. Maybe five. Did you get that? At 11:05, but I got um just so you know that my parents follow me on 360

175and they called me upset. My wife tracks Sarah like Sarah doesn't mind which is awesome but it's like she's driving 80 miles an hour. I said, "Yeah, she drives like I was still I drive." Well, so have I. Well, well, yeah, but but but not that I don't Are you headed to St. George right after this? Yeah, I need to be out of here by 11:30. So, hey, so you want to meet for dinner tonight? We'll hook up. Yeah, my meeting soon goes well. I'll text you. All right, you text me. This is a big commitment because I don't text, you know. I understand that. That's why I was not text. Um, all right. We'll come out of uh recess at 11:12. I'll ex We can need to go into executive to talk about negotiations.

176Um, so I'll accept a motion to go into executive for negotiations. I'll make a motion to go into executive session to discuss negotiations. Second. Is there a second? I second. Kathy Williams makes a motion. Lori um Green seconds to go into executive session to talk about negotiations. Roll call vote. Yes, I'm here. Yes. Jenna. Melissa. Melissa Bird. Yes. Kathy Williams. Yes. Dave. Okay, 50 is the vote. We'll go into executive session at 11:13 and top 10. Turn off the reporter. But if we turn it right I have a list of questions. Look, I'm shaking hands. All right. I don't know if I'm coming back. Don't let he did it first. Right here all the time. Yes, we're back in open session at 11:41. Fact, I felt really special, but now I see it is Wednesday,

177April 9th, 2025, 11:41. We are at the board meeting. Um, you can turn Zoom back on if you want to. Okay. Okay. Thank um so the only the one of the things left would be advanced planning. Do you need me for anything? I don't I Well, board retreat. board retreat. So, okay. Are Yeah. Does board retreat mean instead of a work session or an addition to? Yeah. Good question. It's Well, if you want to retreat work session, a long work a day. I think we ought to retreat. Come to my cabin. We'll do this. Then we'll have drinks and I have plenty of beds. Well, we get a lot done. No, but but it is still something that is um has to be you have to notify the public that you're having a retreat. So,

178yeah, but I guess they're welcome to come all the way up to the cabin up in the little They did make a law um about it a couple years ago and I can't remember being the state of Utah. Yeah, I can't remember like you can't have it if you have it in your county like it had to be some like there's some rules but I don't remember your cabin in the county. It's just on the line, but no, it's in one is my county. Yeah, you do. So do I. Mine's just the county line's kind of neighbors. Yeah. We can have that. It sounds good. Well, but some of our call I just want to have you guys. Sorry. That's the best kind of a treat. Yeah. No, I think I think you'd get more

179done. 100%. Agreed. I'm very organized. Um, so do you guys have a do you I mean we can we can split up. So the thing with the HMK lunch is we don't have to be together. Um, we could split up and you just take a time but or we could do it. So there is no school on the 21st or is it the day after Easter, right? Yeah, we could do it like we could meet for lunch on the day of work the board meeting. I don't know which 23rd. 23rd. Um about like noon and and just have it's like it's When is lunch? Well, it's it's from 10:30 to 1 or something. Yeah. So, we could eat with the kindergarteners or you eat with the sixth graders. You know, it's So, do you have

180it preferenced? Um, I can pull it up. It's on Facebook. On my Facebook page. On the website. What about high school and like how do you find out lunch? The menus are posted on the website on the website at the high school. Okay. Wednesday chicken sandwich, potato wedges, peas, and carrots. Okay. want to talk about the board retreat so I could hit the road. Um, so let's just plan on that day and then I'll and at I'll double check with Sarah. Um, okay. So the 23rd 23rd lunch. Okay. Um, and then board retreat. Um, so that would be, you know, vision, mission. We could talk about again priorities, budget, you know, hopefully we could also facilities. Um, we bring in that. Um, because I'm going to keep pushing M. We will. So, Me, too. I

181Did you see my email? Yes, I did. I'm very much in. Okay. So, if I could just throw this out on June 11th, I have my super CAD meeting and we're going to be working on our wildly important important goals from 4DX. So, we So, at that time, I should have rough drafts of wildly important goals for the camp for the the district, the campuses, and each of the departments. And I would love to be able to share that with y'all because my vision is that this goes up as scoreboards and then at each board meeting you get a written report on how each department and school is doing on their wig. So that would be something that that would be interesting to share at the board retreat. We we don't have to. I'm just

182just saying that would be interesting. Yeah, we're going into June. I'm gone from the 9th through the 20th, the two midweeks of June. Okay. And I'm going to be gone on the 11th for the Utah prevention. And I'm better at the last week, the 23rd through the 27th. We're past all of the things that are going to go on. Why is the board meeting on the 25th? Because Pat wanted to change it. Pat Wilson wanted to change. Is the 11th work session? 11th would be the work session. Is that what that means? I think Pat is Pat's gone. He or he can only be here that the 25th. So he wanted to change it with and I and it may be something to do with numbers as well. I think it has to do with

183it's not that will be here. It's that the numbers will be due and so that's when he'll have the final number we have to approve the budget. We probably won't have the numbers until the 18th which is when the board meeting would have been. So he needs that time to get everything plugged in. So June 25th anything by the end of June. So I say 27th this Friday and we can decide we're gonna go do and be wait what did you say 27th this Friday unless somebody has some if it's going to be a marathon why not on let me look I have that's with that softball wherever it is somebody anybody remember from there was like a at the workshop in Salt Lake there was like June like don't we have to give it

184to the commission at some point like before June June 8th is a up north in Salt Lake. No, no, just like in January. There was like that little like quiz on dates like there was something before the end of June like doesn't the county have to look at it or the county gives us their numbers and that's we're always the we're waiting for numbers from the county. Okay. To for property tax for property tax for so that's usually what the last numbers are coming in. So they might have you might be thinking I don't know but there was a date that they have to meet to give us and then so then you're right I think I remember that. So they were like and it's always overlapping like they don't give us those numbers but

185we have to do it. I think we need to get somewhere Mike's going to go. So what do we if this 27th you said you had softball? No. Let me look. I just I'm good. I'm good that day. I just like not to have to do something if it's going to be a marathon. I just I like the 27. I can do the 27. Yay. Retreat. Okay. You're excused. Thank you, sir. Do you have an also for that to take minutes during it or Yes. Uh are you like do minutes nor like I'll be here regardless. I just want to make sure that I don't put anything on my schedule. I would. Yeah. Okay. Just in case. Okay. But but not necessary. Yes, but not. Do minutes have to be taken? If minutes have to

186be taken, I'd rather sit in here. Listen to it later. Be a good idea. Minutes will be have to be taken. Okay. Then I will be here. But but your detailed minutes are not probably I'm going to push for not being well your secretary could also give us minutes because I don't I can find out from Joan what the requirements are but a retreat usually is a lot less structured and free form minutes but yeah I mean you could just say discuss I mean all you have to put is discussion blah blah blah discussion like you wouldn't necessarily have to go into your um so depending I would say that that we can we can come in minutes because it's going to be a long day and with libations and all other kind of things.

187I'm posting I like the idea. Okay. All right, guys. Y'all have an awesome weekend break. I will see y'all after. So, if y'all have any questions, reach out to me. Drive carefully. Have a So, so June board meeting, you guys switched that to the 25th. So that's So we'll have 25th um and then we'll have the 27th. Yep. And then um so which one are we getting rid of? The one that's on We're not getting rid of any. Oh, so it's just the 11th and the 25th because um that June one he'll Yeah, the 18th is what we're getting rid. Uh the first the work session usually that's the draft of the budget that we'll be approving. But will that be on the 11th or the 18th? That's what I'm saying. We're getting rid of

188the 18th, right? Yeah. There's no meeting. Okay, that's what I wanted to know. Okay. Oh, I'm sorry. Yeah, I I was assuming we're moving the 18th to the 25th. Thank you. Not get rid of it. Can quick question about events. What's July? Oh, um, what does July look like? I mean, and if I'm July is usually one meeting and if I'm wait, it happens. I'm I'm going to probably have a little bit of a problem in August, but I will do my best to zoom. Um I'll be in Italy for a little bit. So, the only issue would be, you know, if we know that three of us are going to be gone thing or if it's a big meeting, um I would rather just reschedu it, but not if it's just a regular meeting

189that we're not um doing. But July usually we do get rid of the work session because we won't have principles are off like there's no staff um to even ask questions or um [Music] I'll go ahead and add the July meetings on to advanced planning for that would be great just so that you guys can see those. Um and then um there is we talked about JLC. Was it JLC? That's coming up. That's in June. Will you add that to the advance planning? That's not already on there. I think it's the it's the sixth. It's the sixth and seventh. The se Yeah. The seventh is the actual meeting and the sixth is a dinner. So, um as a board, this is in April. No, June. And I'm going um did you get a motel room?

190No, but I don't usually get one. Isn't it insanity though? It is insanity. Yeah. Will you not not really dyer took it? But will you get Jenna when you get back? You put that on your to-do list to get Jenna a motel room. You don't want one? Okay. Figure out where it's at the US. It's in It's at the It's in Sandy. It's like What school district is that in Sandy? How far is Sandy from? Well, it's South Salt Lake. It's like south. It's like 97. Just one of the first above. Oh, yeah. Just above a little bit of the mountain. Past the point of the mountain. Yeah. Just as you come into the valley. Yeah. I mean, just different. And I remember the sixth and the seventh or just the sixth. Nine of the

191six. because they're usually out by noon. And then does anybody else want to go to it? No. Dave, do you want to go to it? I probably do, but I Yeah. Yeah. Okay. So, what is it we're going to Well, I like going to things. It's actually a It's interesting. They talk about the JLC is the legislative committee, Joint Legislative Committee. So, so you get a voting me two voting members we meet or an alternate we get one from the board and one from the from you you're you're from the region region you're the region you're the region so anyway and then they present um the their priorities going to the next legislative session so the people at top at USVA have their priorities we want this percent increase in this we want funding for

192this blah blah blah and then it's just a big discussion and you vote on it as a big group so you're setting the the yeah legis legislative priorities legislative priorities for the coming year and sometimes they have legislators the night before the night before will be at dinner and somebody will they'll have somebody talking if it'd be great but there's some good network I mean it's great it and it's a smaller group so it's usually just one person or two people from the district a superintendent maybe they're probably going to introduce a new state superintendent I would assume pretty soon because Sid Dixon is retiring so that's a big deal a good way process. Yeah. So, yes. I'm getting old. I got to learn as much as I can. Maybe. Yes. No. No. But Kathy,

193you don't want a hotel room. Okay. And that's not There's tons of motel rooms in Sandy. So, um not crucial. Okay. Any other um future planning things? We have next week's spring break, remember? So, don't come to our board meeting. [Music] No, take that off. Doors will be closed. Doors will be locked. Well, no, they'll be here. They should be. Oh, they'll be here. I won't be here. She got 12 months. Yeah, that's another thing we need to do. What did Is that work schedule for staff like for this year or next year? Next year. Oh, thank you. Yes. But I'll just do it. I'm just going to do it. And you're going to make a work schedule. Well, it's it's just the holiday schedule. I'm not going to make that crazy thing. I'm just

194going to do the holiday schedule and then that dictates for the 12 months. For the 12 month. Do you want that May work session or do you want that? Okay. Oh, presented May work session. Any other things that you guys want on the agenda? I mean, moving forward. When when do we get like the policies from the state like the beginning of the year? School year. Beginning of the school year from the legislature said, "Oh, that's a long time." Yeah. Well, they got to they got to create them now. just because they po they like if it was a bill and then it goes to USB and then the USB creates it then they get it to us and they go back to the legislature and change it before we it's a good system we

195have called Chase the Rabbit. Yeah. So they send us a little thumb drive that has all of the the current policy, the red line policy and the improved policy. And then I put everything into the chart that you guys see all nice and don't have to search through things. Okay. Okay. All right. I'll accept a motion to adjurnn. So move. Is there a second? Dish makes a motion. Kathy Williams seconds. We are adjourned at 11:57. Thank you, G. I think it was Yeah, very lost looking at all these lines. I mean I I just love the Matt Stone.