School Board Meeting - Study Session: September 4, 2025

001Welcome to our meeting everyone. It is It feels like we just barely did this but um about six days ago. Um it is the 4th of September uh Thursday 2025. We are meeting in the boardroom on Legacy Campus and we will begin with roll call starting with Brian. >> Brian Chambers, board member. >> Roger Pulzer, board member. Jeff Nielsson, board member. >> Kathy Christensen, board member. >> Todd McKe, superintendent. >> Randall Thaggley, board member. >> Terry Rhodess, board member. >> Jared Black, business administrator. >> Thank you. And we will uh have the pledge and mission statement will be led by Superintendent McKe. Please join me in the pledge. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with

002liberty and justice for all. >> Our mission is to educate students for success in a changing world. >> Thank you very much and thank you all for being here. Uh we have several reports agendas uh today. So for those who are interested, we have changed the format of the agenda to include what which part of our strategic plan uh each report is focused on. So uh the headings on our reports agendas are have been changed to reflect that. So that you know and uh first up we have in our uh relationships report agenda uh Tim Smith will be presenting the human resources re report. >> I think I could actually be in uh systems and employee investment too but >> wow but relationships works. first or the second slide on your presentation is really intriguing.

003>> Is it? >> Yeah. >> All right. Well, when we get it up here, I'll intrigue you. >> Okay. >> All right. Um, first of all, this was going to be relatively short on hiring, but given some of the focus on personnel lately, I thought it would be good to maybe expand it a little bit. So that's why it was late getting to you uh as I was prepping this a little and it's probably um not as good as it could could be. But um you all know that we spend the bulk of our budget on people. you know, it's the business we're in and it's the people that work for the school district who especially the teachers who stand up in front of students every day and the aids and we're a we're a

004people business. So, as far when we talk about a human resource report, um I think it's our most important resource that we're talking about as far as that goes. So, I talked to you guys a while ago, and I can't remember if I showed you this graphic, but basically, um, if you think about the school district as a stadium, um, with different sections of seating. And you can see in this stadium, there's 25 red sections. That's the 25 schools that we have in our school district. And the 11 departments are in blue. And um I'm just going to go over as far as like systems of support type pieces here with you some of the structure that we're trying to build under the human resources department to make us more um efficient, to make us

005more effective at what we do. Um so that you understand kind of the road map of of where we're going. It's kind of like laying track under a moving train. We are the second largest employer in um the valley and my cousin actually is the HR director at uh the biggest employer which is Utah State University and um I would say we have the smallest staff in HR from the uh out of well by far from USU but definitely for anything ranging our size. So, our staff work very hard to just meet the day-to-day needs. And so, building all of this underneath of that as we're going along is is a task sometimes. Um, I would characterize it as we were once as I think when I arrived in the valley, we were eight or

0069,000 students and we're 20,000 students now and many more schools than existed then. And so we've kind of grown up uh and matured as a school district and just need some of the systems of support to to um underlay that. And um kudos to the superintendent. I think having him come in out of the school district and Jared as well with from other school districts that could give us a pattern has been super helpful because uh he's the one that's nudged us a lot of the way in in a lot of these systems that we're building out. So So anyway, um this represents kind of what we're trying to do with position control. So, if you uh oops got 25 schools, 17 elementaryaries, three middles, four highs, and one alternative, and soon to be 28

007as we'll add three more schools to that, a middle school and and and two elementary schools. These are our um 11 departments that we've built out. And um this is one of the areas where we operated as kind of a small school district is we had all of the functions of a larger district but it wasn't defined in departments as well as it is today. And I think that's making a huge difference in our ability to have people focus instead of be they can focus and have a division of labor on what they're what they're good at because any one of these areas can um has a lot of statute behind it, a lot of board rule behind it. And I think we're just more effective and more efficient as we've built out these departments.

008I'm going to take you into um a section really quick in the stadium. Um and so the idea behind it is if you look at a typical school in our school district or a department, you should start to see some structure form in that department. So there should be um different functions in those departments that you can recognize. And I'll show you what that looks like. This is maybe a typical elementary school in our school district. Does this thing have a Ah, yes. Okay. So you're going to have some administration in that school. You're going to have administrative support. You're going to have certified educators, educational professionals, um instructional support in the form of aids and other specialists, health services as part of a school, custodial services, nutrition services are all part that make up

009um a school. And of course, when you get into the middles and highs, that even expands beyond that. But the parentheticals here are the different numbers of people. So we've got one principal in an elementary. Well, down here we've got 21 teachers in this particular elementary school and some are more and less on that. And that is performed on a on a ratio basis. Um our district tends to be heavier in this aid area because our entire early literacy program is very aid dependent. It's people dependent because if you walk into any of our schools in the morning and walk into any of our elementary classrooms during reading time, you would have a hard time telling who the teacher was and you'd find four or five adults in that room diverse or uh yeah, differentiating

010instruction for those students in that room. Um any questions about this slide? >> Where do you put the nurses? Or would you I mean >> Well, there are no nurses in um Yeah. So, all of our elementaryaries have a health specialist >> and the nurses do I know we're short-handed nurses for sure. I'll get there. >> So, Oh, >> yeah. Okay. >> Yeah. But is as far as this elementary, they're going to have just a health. >> Obviously, the nurses are in the background offering support. >> So, what is an interventionist? That is kind of a new position that several of our elementaryaries have hired out of some of their TSSA funds to have someone that focuses maybe on math or um or language arts or literacy and they're helping schools or teachers get really

011focused on helping kids in certain areas. So >> So that's a certified teacher who's acting serving as >> Yeah. And that's why it's under the certified educator area. The reason I put an asterk there on that and school support leader is those are not funded with permanent ongoing general fund items. Those are either out of TSSA or trust land or uh some federal money that we have. So, but those could, you know, they could go away although they're very valuable to us right now and we could still function as a school. Okay. So, how do we decide whether a school gets 21 teachers and one principal and what kind of administrative support? This is a work in progress. This is um just kind of a table that represents all of those different positions that I

012showed you. And uh we're we by practice we've done a onetoone relationship um on principles. Every elementary gets a principal. And some of our elementaryaries, for example, Canyon is 800 students, uh, right in that range. So, you begin to ask yourself, well, what's the ratio when we add another administrator to that building to help? Now, we're going to downsize all of our elementary schools here in a year, and so we're probably going to back off to where we won't need to ask that question for a while. um custodial um for better or worse is um this the old system that we've used for years whether we update that or not it's by the square foot and our custodians will tell you that um they need more help. I think everybody in the district uh will

013say that we're we operate pretty thin in the school district. This doesn't take into what one of the big things I hear from our custodial uh head custodians is that doesn't take into account outside square footage and some schools are, you know, taking care of a lot of lawn and and sports facilities and that kind of thing over the the summer months. But that's how it's done so far. There's the health specialists that we've committed four hours to. And uh same with these. We have um differentiated a little bit on some of this administrative support help in schools that have large populations. Even in um uh Cedar Ridge, which was also an 800 school, we in three schools few years ago, we used some federal funds and put an assistant principal in those. And that

014was part of the reason for the school support leader too is to broaden that job description to not only handle literacy but help with behavior and those kind of things. And so that's a certified teacher helping in those areas. Uh through the 2008 recession, we we didn't have a single counselor in any of our elementary schools. And that's with the behavior issues and those kind of things that we're dealing with now. That's been a pivotal role. These are really the only by policy thing that you have in board policy is the ratios for um teachers and classrooms. Those are the funding ratios. You can't go across the district and say every single classroom is going to have 24 uh to one students uh or 28.05 whatever that looks like or 23.070. Um it just doesn't

015function that way. Kids come in different uh packages. You'll get bubbles going through certain grades. Um so we give a lot of autonomy to the principal. We fund them on that ratio and some classes will be a little bit bigger and some classes will be a little bit smaller. >> Are the ratios for those in the by policy and recommended columns are those flipped what they should >> by? Oh >> yes. >> Those ratios are they? >> Yeah. I probably shouldn't have put them >> before. >> No, I just left the recommended the same as the what was in policy for now. >> But if you look across the 28, the 28 to one should be the teachers four through six and the 23. >> Oh, yes. Sorry, I flipped those, didn't I? Yes. Sorry.

016Yep. >> Okay, that makes sense. >> Yep. Um, aids are really variable. You'll get schools with Title One federal money that will have a lot more aids than some of the other schools. um that's mainly principal directed. They have a a general aid budget. They have their TSSA funds. They have their trust land funds. They have title one funds. They have ESL funds that they can hire aids from. So there's not really a directed ratio on aids. >> And how many how many title one schools do we have right now? >> We are >> five. >> So not very many. Yeah. So Tim, on the on the aids, this is because this came up for me today. Do do you know the range across the schools? I've heard as high as 40 aids in in

017an elementary school. >> Yeah, I would say that yeah, you get a school of eight 800 that's also title one, you're going to put a lot more aids in that school. Um sometimes we will have um teacher funding but no classrooms. We're we're kind of in that boat right now. That'll help next year when we reconfigure. So, you'll get a school I I think Canyon was facing that this year. They had money that was allocated for FT, but no more classrooms to put kids. And so, and we only have to live one more year of that before we're in a in a good position. So, they purchased aids to put additional aids in large classrooms to help teachers with uh larger classes. >> Excuse me. on the heard overall we have as many as 800.

018>> Yep. I'll show you that number in a minute. Yeah. Yeah. >> I have a question on the custodial. So like in a school where um the community comes in uses the jams or uses the outside, how does that get covered in payment? >> The Yeah, that and that's a point of uh concern right now as well. Um, we charge a rental fee and a custodian can volunteer to come in at those times when we rent the building and receive a wage for that. The problem is our custodians, especially at the high schools, are overwhelmed with their day job right now and don't want 20 extra hours a week at a night job or hold another job somewhere else and that's that's uh more consistent. So, I think we're looking at, you know, is there

019any funds in there for some part-time custodians that could cover rental events and that type of thing. So, yeah, very astute there. This is a middle school. Um, so when we sit down, we can use this table to start to build out um our our new middle school. We're only opening one. We're building two new middle schools. We're really only opening one new middle school. Okay. So, uh, all the staff at the old middle school will move over to the new middle school. So, we're not going to have to hire a principal and a counselor and and secretaries and custodians for that new middle school. We will for the new elementary school that's created behind it where Spring Creek is an additional elementary school. But, so teachers, when we get down here in this area,

020teachers are already with us. We're not going to hire a bunch of new teachers because we're opening new schools because teachers follow students. What we're going to have to hire in these schools is a principal, uh, assistant principal, administrative assistants, counselors, custodians, that type of thing. So, that's going to be an extra cost for the school district. So, when you hear uh the promise that your taxes wouldn't go up for the bond, that was a promise we made for the bond funds. But we were very clear in our presentations that when it come to maintenance and operations, we would have to come back to the public for funds. And I think we said that in all 80 of our uh presentations that we gave to the public. It's just that nuance between we're not raising

021your taxes to actually build the facility, but we will have to come back to you when we get to the point where we have to staff these buildings. So on the last um spreadsheet and on this one there are there's one uh proportion that's that's red. What does the red signify? >> Oh, let me go back. >> This one. Yeah, that's a great question. I was going to bring that up. Thank you. This one is, you know, the the safety and security bill um that requires that we have either a school guardian or a school resource officer in our schools. I put that there because this is not funded. This is one of the legislators the other night were absolutely right on. They have been very generous with public education and giving us funds, but

022at the same time, some of the things that they pass legislatively require funds, but there's no funds. It's it's an unfunded bill and that segment of that security bill didn't provide any funds but added the requirement for personnel. If you added um just for example at $80,000 for a school resource officer if that's how you were going to fill that position for 17 elementaryaries you're talking well over a million dollars worth of salary that's not anywhere in our budget to to handle. So, that's added. Uh, school guardians is an option, but we've canvased our 17 elementary schools. I think we came out with one person that was willing to to carry a firearm that was in the categories that the legislators gave us to qualify because none of the teachers can, none of the people

023that are instructionally with kids can do that. Princy administration can't, they can temporarily. U, they kind of changed that this year. So, And then on this one, um, one of the issues we're going to have to grapple with is, uh, we've always had a single assistant principal in our, um, middle schools. They've ranged 1,100, 1,200, sometimes getting up to,300 kids in those middle schools. Um, Nibbi is going to open a lot larger than Hyde Park. um could open as high as 13,400. Do we need to look at a second assistant principal in some of these schools? Um but that hasn't been a model we've done, but we've got to look at some ratios because we're also adding a grade. The state requires I probably should have marked this one red 350 to uh one for

024counselors and we're going to move the sixth grade into these schools which is going to include, you know, increase the ratio there. That's why we talked about maybe an extra counselor as well. This mental health counselor, I should have put an asterric. Those are all funded right now with either um school discretionary funds or the mental health grant that we have. Here's what a high school looks like. Um so obviously much bigger. Um you've got two assistant principles there. You've got a lot more administrative support help. You've got a lot going on in the front office of a high school. Um you've got in addition to teachers and athletic director. I kind of added this caveat here because I wanted you to see this. Um this number is simply this 58 time 74,000. 74,000 is

025our average salary for a teacher. And uh it doesn't include benefits. But you can see if we just looked at salary for this school, that represents a little over $4 million in salary. You look over here on the right side, um, athletic stipens, and you can see this on our website if you want. There are 16 66 athletic stipens at that high school. Those athletic stipens are costing us 231,000. There is no benefit with that. If you think of the value for all of those programs we run, it's costing us just over three or just about 3 FTE uh to run those programs. That's in my opinion um a lot of value for very little money when it comes to personnel. So, and the activity stipens are things like band and orchestra and debate and

026those kind of things. questions on this one. You look across there. >> Well, I have a question >> on the custodial services. So, all the high schools are set up with the same ratio of general custodians and sweepers or is it based It's based on square footage. >> Yeah, it's based on square footage. So, um there's one exception in our school district and that's Sky View because they have a rec center and so there's additional um allocation to them to hand but we share that with the rec the cost of that with the rec center but yeah and they can actually swap these sweeper hours for a general custodian but obviously it would take a lot of sweeper hours to afford a general custodian. >> The sweepers are all part-time I'm guessing >> they come

027in at night and clean the classrooms after And the general custodians there full >> full time during the day. Yeah. >> General custodian. Do they do any kind of >> schools around? >> I know we have a we have a plumber. We have an electrician. We have >> No, they don't do any of that work. >> But at the main office we it seemed like maybe it's later in your slides. Yeah. Have people specialists, >> right? >> These general custodians, do they do any kind of work like that? >> They'll do real light maintenance. Um, you know, if they got a dripping >> thing they're doing is cleaning. They're sweeping. >> Cleaning floors, waxing. Yeah. Stripping floors, that kind of thing. Okay. And here's a you can see a high school's much bigger table when

028it comes to looking at ratios and that kind of thing. And is again, these are working documents. These are getting some structure built around our personnel and our human resources to begin to see where we may need to make some tweaks and changes and that kind of thing. And okay, another um thing we're working on in HR's uh and this again was at the nudging of the superintendent who's come from a district that has something similar. This this is a very large spreadsheet. What you're looking at here is just a snippet of it. Um, we have 195 different job titles in the school district and there was some discrepancies as we started to examine these job titles across schools because we had some autonomy at the schools that you maybe had somebody on a different

029lane or different contract days and that kind of thing. So, we're trying to begin to bring some consistency to we now have a job description for all of these 195 jobs we have. we know what their contract um hours are. Um one of the areas you'll notice on that um truth and taxation sheet that the superintendent said sent us it most of the districts have the administration to teacher percentage at likeund I don't know it ranges 140 to 180% of the teacher salary. A lot of that's contained in this row right here because you got a teacher on a 186-day contract. You got an administrator at a high school on a 225day contract. And that's the salary difference. Um obviously there's additional salary for an administrator just for expertise, but they're also working a lot

030more days than a teacher. So some of that is and you'll see that in every district if so that's kind of what that looked like. Um, this is kind of what salary schedule they belong on. Um, we're going to be working this year on trying to remodel our salary schedules, which is a difficult thing to do to make them more specific to some of our some of the changes that we've had in our workforce over the years. And Don will be actually helping us with that. This is um the lane that it fits or the Yeah, the lane that it fits on. This is the hours um per day and then this is whether it's exempt or non-exempt status and that just means the difference between salary or hourly employees which have different requirements under

031the Fair Labor Act. So every time uh I'll just go back to this. every time we now get um a job position request that is approved by both the business services department and the HR department so we can check things and and build consistency into the system and that's a new process over the last couple of years that we've put in place. Uh I wanted you to see just some this is not exhaustive so this does not represent our entire school district that would uh put you to sleep but this is some major categories. So these underlined bold ones are job classes. So administration is a job class. So if you look at our stadium, every department and every school is going to have an administrative function. Every department and school is going to have

032um well most of them an administrative support function. Um there are pieces you know HR is not going to have maintenance. Um HR actually doesn't have administrative support believe. Well no we have a receptionist school. We have a district receptionist. So, I take that back. Um, but these are some categories. So, you can look here. We have 10 directors at the school district um that lead those 11 departments. So, you're wondering where's that 11th department administrative person. That's the superintendent who runs one of those 11 departments, which is the board of education. And then, um, we've got some supervisor exempt. I should have put a couple of more on here because it does add up to nine. But these are people that operate in transportation, our transportation supervisor, our facility supervisor, which is Don. Um

033some of our IT people. Um we have supervisor classified. They paid are paid hourly. So our child nutrition, custodial, maintenance, and transportation shop are all run off of our classified schedule. Um we've already talked a little bit about this. Um, these are educators. You can begin to get an idea here. A grade level would be an elementary teacher. So, you see there's about 417 uh elementary teachers. That's changed this week because we hired one more at Greenville because we grew bigger than we thought. And I think there was one other school that got a half. >> Sunrise. >> Yeah. Um, subject area teachers 392. That would be middle school, high school. Of course, we have our special ed mild to moderate uh and then essential elements is our severely uh disabled students. Uh we run

034the preschools um at our elementary schools. Not every elementary school has a preschool. So some of them some of them are located in one one or two secondary schools just because of space. Um we went to a model during the last recession where we eliminated um the these media teachers used to be in every school. Now we only have nine of them left. Um there's seven there's seven in ele secondary schools and two in elementary schools and the rest are handled by classified staff and that was to save funding. Uh these are educational professionals um that we have in the school district. We'll talk about them later. Superintendent, here's your aid 887 aids um that we have. And I can break those down into ESL aids and title one aids and basic aids. Our custodial

035staff, our maintenance staff. Oops, my formatting got off. So these ones go over with these. But this is incredible when you think about it. We have 28 buildings in the school district and one plumber, two electricians, two carpenters. I can tell you this group works very hard to um maintain this school district and um do a great job. One guy handles boilers. This custodial guy, we brought this position on a few years ago. He fixes all of our old equipment that the custodians use and so that we get more years out of scrubbers and lawnmowers and that type of things. Um so that's what he does. We have one person that's just um tied in with um child nutrition. Sorry, that's this one right here that carried over and that person handles 25 kitchens across

036the school district and all of the equipment in those kitchens and it's a big job to keep those functioning. um our nutrition um 25 lunch managers, 73 cooks in our schools running our lunch programs. These are our nurses. You've seen a presentation on we're way behind the rest of the state on ratios for our nurses, but we did add a couple of nurses this year. So, that was really appreciated and we funded the health specialists and that was really appreciated by um the health services department. Any questions on this slide? Okay, here's what it looks like with departments. Just um if you want to see uh we had a question last board meeting from a gentleman that got up in our um open session and talked about I bet you have 100 employees at the

037school district. Well, he was wrong. There's um employees at the school district. That's a hard number to throw out to the public because they see a number like that and go, "Oh my goodness, you're so overstaffed." Well, 160 Well, not of those. We actually have more than that because we have 161 bus drivers if we added those on to that. Um, a lot of those come in the special ed department. Um, that's all of our post high where we serve kids from 18 to 22 as well that we run out at Sky View. Um, this is some of our online uh support that we do in student student support. Um, transportation. These 35 right here are bus aids. Uh, in the special ed areas, we have to have special ed aids on each bus that

038picks up special ed kids because the bus driver doesn't have the ability to take care of those kids while the bus is moving. Um, so a lot going on in that area. If you look at the complexity of what Britney does in teaching and learning, she has a large staff. Um, you're probably wondering why the board of education says 13. That's you, seven board members, um, superintendent, business administrator. I actually lumped the custodian at the, um, main office building under there. So, I didn't have anywhere else to put him in the two sweepers. So, that's that's your that makes up your department. So, >> I'm sure they know that. Yeah, they they're riding with an important group. Dang, my formatting got all messed up on this. Okay, so um this is demographics for all employees.

039Dang, I wish I wasn't messed up. It's hard to read. So, we've got 4,476 active employees. That's not the people we pay every month. uh we pay just over 3,200 3,400 at shifts. This last month we only paid 980 people because most of the teachers weren't on contract during our last pay period. A lot of the aids weren't on contract. So that number shifts every month about how many that we pay. So our average in a you know school year month is somewhere around 3,200. Well, who makes up the other 4,476 substitutes? uh coaches that don't collect stipens until ends of seasons. So, this number will fluctuate up and down to handle that 4476. Oh, where are all my numbers? Well, I'll read them off here. All right. Oh, I was just pointing out that

040we have Yeah, I didn't put numbers on those. Benefited, part-time, contracted, stipens, student teachers, volunteers, and substitutes. We have a lot of volunteers we put in our system uh that make up part of that 4476. There's 1559 benefited employees that we have in the school district that uh qualify for benefits. um, 1130 are certified and then these classified here and then there's a little bit of difference in between there. I think you as board members are benefited. So you you account for some of that difference as well. Look at this number over here. I find this um, really quite interesting. We are almost three times the amount of our employees are female than male in our school district. And you don't think about that on a on a day-to-day basis, but that's what we look

041like. um there >> especially in the middle school or the elementary school >> elementary school. Yeah. >> Yeah. Which is really in my opinion very sad. >> Yeah. Yeah. We've had buildings where the principal and the custodian are the only two males in the building or sometimes just the custodian if you have a female principal. So >> Birch Creek for several years had no they had one male teacher but the custodian was a female in the >> Okay. Awesome. Uh we're not super diverse. Um, I put the biggest groups here. Um, a lot of the Asian are our DLI teachers that are at Cedar Ridge. Um, not all of them, but some of them. Um, Hispanic 1.5%. And it's I can tell you the Hispanic teachers that we have are just great to have in

042the classroom and and add some diversity there. Um if we look at just our educators there's a,097 soon to be well that number is changing daily too. Um very similar in male female 23% 77% um if you start looking at degrees you'll find this a little bit interesting. two associates. Those are situation where we had some deficits in an art area and we hired and they're in a licensing program and a bachelor's program operating. Uh 516 bachelor's degrees, 522 master's degrees, five professional degrees, and one doctorate. Um that crazy person that thought they would go back and stay in school forever. And then on the bottom there on the um ethnicity I don't know why that shrunk like that but 2% Hispanic and our teaching staff and 7% Asian. And then another part down there

043that you can't see is experience under 10 years is 453 of our teaching staff are have been with us. under 10 years, 407 11 to 20 years, and 207 over 21 years. And so people often think we're going to have a lot of teacher retirements. Well, a lot of people leave the profession or go or came in late to the profession. So they don't go a full 30 years um in that. So a lot smaller group in that 21 plus years that we had. Oh, I apologize for the slides. Did we convert that to PowerPoint? >> Yeah. >> No, you're fine. I think that's what happened. >> It actually looks better on our agenda. >> Okay. Well, good. >> It looks all right. >> Oh, it looks all right there. Okay. Um, educators hired for

04425, we hired 74 teachers. That's down. We've been as high as 130ish teachers uh in a year. It's obviously it's because our growth is down. So almost all of those 74 were um just turnover that we have and we get a lot of that with the university or people um opting to be parents for a little while. I hired one of those back today that um I said, "Oh, you've been out of our system for a while." She says, "Yeah, I stopped and was a parent for a while." I said, "Well, welcome home. You're you're back. So, thanks for coming back." Um school psyches, SLPs, occupational therapists. We hired 17 of those this year. It's a weird year for us and we turned over five administrative assistants uh this year. One of them has left

045us already uh that we just hired and we are rehiring a new administrative assistant in one of our schools. Um had a teacher resign today that we've got to fill. So um always changing. This is just to give you an idea and I don't know I updated this after I posted your presentation. I don't know if Emily's updated that, but these are just to give you an idea of applicant pools. Um, elementary average applicant pools have been 2018 for secondary. Our administrative assistants were drawing 21. I threw Sherry's job in here just to show you. Uh, we went outside the district or outside we went broad on Indeed and and LinkedIn and that kind of thing. got 50, but I would say most of those weren't qualified that applied. Um, didn't have any experience in

046communication. So, but Sherry was still up against a very competitive field with what we did get out of the 50 that were very high high qualified. So, >> so Tim, if you were to do a paro of uh reasons for separation, what what would that look like? Do you know? >> Yeah. And we we do some of that work. Um, a lot of it is his is spouse was >> graduating >> finishing a degree and they're going to go Yeah. they've moved they're moving out of state for a different job. >> Um, >> I I guess maybe actionable things then that you know >> Yeah. The the big one that I heard in what we call our stay interviews and that's our fourth year interviews with people who stayed with us for four years. I

047asked the question, um, have you considered leaving the school district and why? And it's all around behavior, student behavior, student behavior. >> Yeah. Almost always around student behavior. >> Um, they get two or three, four kids in their class that just put them over the edge and then they'll say, "But boy, this year it's a lot better, so I decided to stay." But if you gave that to them two years in a row, it might drive them out of out of education. So, we know that's our our four alarm fire that we're working on hard in the school district. We've added a lot of resource in that area in the last few years. >> I have a question. >> Yeah. >> With the applicant pools, um I'm guessing most of those are from within the

048valley, the applicants, how I'm curious how many from outside of the valley apply. The one >> uh quite a few. Yeah, it depends on the position. I mean, obviously if we do teachers, we're getting a lot of people that maybe came to USU, but we're hiring a lot of teachers or students that came here and they're out of Davis or Salt Lake Valley, but came here to go to school and want and have liked Cash Valley and want to stay here. Um, I we I experimented quite a bit with Indeed and LinkedIn this year and I would say it was spotty at best that we got anybody. But I will tell you that Jenny special ed is the exception. So there are two areas on your presentation that we've had a hard time hiring and

049that's school psychologists and special ed teachers. And um a lot of our school psychologists this year I hired one out of Michigan, one out of New York um just because we couldn't find them elsewhere. So we did a lot of recruiting. We flew Jenny out to a conference um for Ed Sykes and she she lobbied there and I sent her with a bunch of collateral. Um so there are areas but some of these teaching jobs where I show you the average is 20. We were getting in the elementary um 50 to 60 applicants per job. I mean the problem wasn't finding people, it was turning down so many good people. >> So that was hard for us. Do we keep a database of people that don't get the job? So there's 20 applicants. You hire

050the best. If the second in line was really good or the third in line, you keep a database of those. >> Yeah. Our our principles are really good at communicating and making sure, hey, I this is the pool I interviewed and you ought to take a look at this one. They do they do that really well. So, and then this is just the um taxpayers report that the superintendent threw out this morning um that just has some interesting data on it on some of the costs and comparisons. But I would, and I actually have a a spreadsheet I went through. Um, and it's really hard to compare districts because districts organize themselves in different ways. But if I took Tilla and Salt Lake, uh, Salt Lake's just under us by about a thousand students and

051Tilla's about 16 thou five, you know, four or 5,000 under us. um they're even in their u director type positions they are I think uh take a look here yeah 20 or 30 at Tillaa 23 and I'm counting not only director level positions but I went all the way down through supervisors and managers but it's really hard to match them up I think Salt Lake was 23 as well So, um, I would hold us up. We were very thin for years and years. Uh, that was Dell's big, uh, calling card is that we were one of the lowest administrator to pupil ratios in the state. Um, and I I saw tried to find a spreadsheet that he sent me while I was looking at that, but I couldn't couldn't find it this morning. But um

052I think by every measure we've operated pretty thinly for years and that's not always the best way to operate when you want to be more effective as a school district. Any questions? My colleagues are going to kill me for taking so much time. >> That was a great report. >> Thank you so much. >> Very thorough. That's nice. >> We appreciate the detail. So, if we had lost the state funding because we didn't pass the um tax thing, um where would you I mean, this is just kind of off the c off the cuff and you might not have even thought about that. What What would you have had to cut in order to >> Well, our biggest area to cut is people and that's not where you want to be cutting. >> So, you'd

053be cutting teachers >> probably. Teachers would probably be the last thing we would cut. >> Okay. Yeah, that's why you end up, like I said in the last recession where we were cutting counselors and media specialists and and I hesitate to say that out loud because I don't want to get any media specialists and counselors out there stressed out. Um, we we also made it through the last recession. Most of that was done through attrition and you remember we took a 4.2% salary cut >> to to make sure everybody kept their job. Yeah, there were a few program fringe programs that we cut, but we tried to we don't believe we're overstaffed. Uh we we believe we have that we operate thin there and that we have the right number of people in the seats.

054And so when we cut those programs, we feel like we're cutting services and programs for our students. >> So maybe Tim, last question. As far as like a single point failure or places that we are critically lean, is there is there somewhere that you feel like we're at a condition critical that uh we we could use more personnel or resources in putting me on the spot in front of my budget guy over there. But >> um nursing is is probably one of those areas. Um, I think we could always use more teachers in specific areas. Um, we could beef up our behavior area that we uh and put more resource there. Um, a lot of our behavior stuff we're operating on grants. Um, so it's not even hard funding. So, if those grants dried up,

055um I don't know if you remember the legislature um moved the professional um what drives the professional part of our steps and lanes for teachers. So, when they get advanced degrees, we improve their salary. Well, that's been moved from the budget line item where it was to more of a tenative budget line item. And that's one that we've talked about watching closely this year. It's about $7 million. If that was taken away from the school district, that would devastate our budgets and um that would cause us to have to really tighten our belts in some serious ways. And so doesn't it takes a few of those to where you're >> you're struggling. >> Yeah. >> Thank you. >> I just say I think you do a great job. HR is a critical part of every

056organization and I know you've been in it for just a short time. Um I mean, you guys know how it's we're in a people business, like you say. So, to keep that many people in their seats and engaged and filling all different needs, like it's it's a big job. 3,200 people plus >> all the additional you talk about. And so, it's great to go through these numbers. Um, >> so yeah, I just think you do a great job. And I would say with with that too >> as we analyze people and look at these numbers, are we getting >> are we getting the very best bang for our buck? Are they performing at a at a at a you know at a standard level or exceptional level? And that's something I know the district's doing

057as far as performance reviews. Any organization can have a bunch of people, but if the people aren't doing the job, then you know you have to find more people to do the job. So the numbers are one thing, but making sure we have the best people in those seats is also really important, which HR also helps with, which is another big part of what you do. So it's just I think the community doesn't know really how complex and difficult your seat is and the and the team that you have. It's just it's it's super valuable and every organization is trying to do their very best to get the very best people in and then to help them improve and grow and progress. So kudos to you for all that. >> And the superintendent and I

058spent a fair amount of time with principal training this summer. He did um uh some corrective action type stuff with them for employees and I did evaluation pieces um with them. We kind of revamped our evaluation system. We're going to add an exit survey this year um to try to understand Jeff your question a little bit more. We're going to add an employee satisfaction survey this year to try to get it and maybe some areas that we could improve on. Have some domains that um are important to employees. Um we invest a lot in in retraining. I don't feel like we're losing people bec there wasn't one of the stay interview folks that I interviewed that said that this wasn't a great experience to be in our district and they felt super supported. Uh even

059though behavior has been a challenge for them. Um we need to do a better job interviewing our exits as they go out the door and and make sure we're not missing any nuances there. But my hunch is that's not the reason they're leaving. they're leaving because of of changing life circumstances. So, >> yeah. And that's not really actionable on ours. >> Yeah. >> No, thank you very much. Sam, >> uh, next up we have our systems of supports agenda and we'll turn the time over to Don Adams, our facility supervisor. >> Great. >> For a new construction update. Super exciting. >> Good evening. Uh I I'm not certain uh I am as exciting as Tim. Uh but but I have a 4-hour presentation prepared and I do have more pictures. So I think I can

060be as long- winded, so I'm excited for that. Thank you for the opportunity to chat tonight about uh Hyde Park Middle, the new Hide Park Elementary and Nibi. Uh it was a pleasure to have so many of you out and walking the buildings. the two uh junior highs with us. I think it's been about 3 weeks now. So, it was good and I think uh it it will give you maybe a better perspective than the imagery, but uh we'll do our best to bring everybody up to speed. So, as we look at Hide Park Middle, just to to situate ourselves, big academic wing, primarily eastern main office is starting to look like the main office and the entry to the building. Uh we have the cafeteria and auditorium center and then the gym on other

061athletic facilities uh to the west. >> Where's the media center >> where we went in? >> Yes. >> Never figure out. >> Let me see if I can I cannot get a pointer here. >> It's kind of in the corner. Uh so it's academics on this building and the back side. >> Okay, great. Thank you. >> Oh, or there's a >> Yeah, there we go. So, right in this back niche right here on the first level. That's a great question. Absolutely. >> Okay. >> Windows. >> Yeah, that I just could never get turned straight. >> Right. Yeah. Right. Yeah. Absolutely. So, uh this is a little bit later in the process and it really is starting to show that we're getting working on earthwork. So, we're starting to get down to rough grade uh through

062the majority of of the site, starting to see those great HVAC rooftop units in place. And then you see we've moved all of the insulation and roofing materials up and working hard uh to get the building uh weathered in is the way we're going we're going to claim it. Uh some of the advancements that have happened over the last month, we're about 95% of the way through our structural steel and our roof deck, 90% through on the roofing here. And you'll see these numbers different by the way when we get to Nibbi. We're ahead and behind at different different stages. A lot of interior framing has happened. Uh we're 95% of the way through our exterior block and only about 60% of our rooftop units are up there. So there, hey, speaking of that media

063center with the great views, here we are looking out those curved windows. Uh they framed in the bottom and the top blocks going on there. Getting a lot of our duct work in our hallways. And so we're starting to start uh starting to get that mechanical working. Here's a nice picture of the large group instruction lecture hall. Uh a lot of walls framed in a lot of u wallboard going up. Uh a lot of the uh the duct work as well. So it's starting to feel like a building. And if you were in there in the summer, it felt like a skeleton, maybe a shell at best. Second floor classrooms are starting to uh starting to take shape. science rooms. Those are in the center core. A lot of work happening there. And then the

064main staircase is really starting to take shape in the building as well. Over the next three weeks, we expect to see a lot of our windows button up. Uh drywall uh will really start to take place. Um even even the mud and and and etc. By the way, I expect to see some primer on the walls. I didn't want to put it here, but I do expect to see some good primer and paint happening in some of the classrooms and then uh finish framing out the dressing rooms and then really focusing hard on that duct work. Uh and and I will say the duct work has been slow. We couldn't get it from a supplier. Uh the subcontractor and the general contractor did a good pivot, found another supplier. It's the nuances that happen behind

065the scenes to keep you on track. And so that's just something that I I I need to point out. It's not easy. It's imperfect materials, imperfect people trying to do a perfect job. And it it it takes its toll. Uh let's get on to to to the new elementary school. Here's a nice illustrative. I'm sure you guys have seen this historically. Uh but um the site plan again uh parent and visitor parking coming off of the south, transportation buses coming off of the north, and then food services and and other support coming off of the the north as well. Play area to the east, playfields, and then detention on the west. I thought this was a fun one. Uh it shows a little bit of progress over the last few months and you know we

066had a really sloped site but in June they got out there started moving some dirt uh creating a lot of dust for our for our neighbors who have been very nice and very patient. U in July we have uh a new mountain here. Uh feel free to name it. That's our stockpile of of top soil. But as we get into August, we're starting to get our footing and foundations in. These big slabs uh are the the casting beds to form the panel. Lots of footing and foundation work happening here. Uh right here, just noticing uh there's five gentlemen that have scaled themselves up about dozen feet in the air. They're tying off the off the rebar. A lot of work uh happening here. As you look at the footings and foundations, you're going to see

067these metal plates. When we stand the tilt walls up, we actually weld those in place at those locations. And so, uh, we stand them up, put some temporary support, and then we just start welding things together. Uh, and then people say, "Well, how do they stand up?" I say they don't until we get the roof on. So, uh, that but but they are welded there to stay in place for seismic. Uh, >> do you weld them if the wall is on top of them? You actually have another metal plate in the wall and you line those metal plates up and you weld them together. So the the the wall will be placed on the outside of this run. >> Oh, okay. >> Right. And so there are two metal plates and then we weld them

068together. >> Does that make I didn't explain myself. Good question. Again, looking at some of the stepped footings as we go up the slope. Lots of rebar in those. just uh this rebar is a little over an inch in diameter. We're putting a lot of steel in these buildings. A lot of hard effort is going in to make this as safe as as it needs to be for an education facility. We started uh if you were out there today, this looks a lot different. This picture is a little uh over a week old. Uh a lot of the framing was happening for the tilt panels. Uh it's much more complex now uh and and more of it. So, uh, upcoming over the next 3 weeks to four weeks, we're going to get a lot of

069footings together, uh, a lot of concrete covering up the rebar. Uh, we're doing the layout and we should pour our concrete till panels and those will take several weeks to cure before we stand them and we're still working on some underground utilities. This is a building that will go from a flat site to walls very, very quick just because of the nature of the tilt panels. It's fun to watch. It's frustrating at first. Every Why isn't anything happening? Nothing's happening. Nothing's happening. And you drive by the next week and there's threequarters of a building sitting there. >> Is that design of the building similar to Hillrest in Logan? Hillrest Elementary. >> Uh I the design itself actually is more patterned after a Washington County school. Uh but the construction methodology is similar. Yeah. >> For

070some reason they just kind of look like they're similar to >> Yeah. Yeah. Kind of that that that postmodern kind of feel to it. Yeah. Mhm. Yeah. >> And then we'll go back into uh to the junior high. So, uh Nibbly Middle again, just orienting you. You'll notice the big differences between the buildings. We have some more roofing to happen here on the gym and the auditorium and those are those are in play right now. Again, 90% of that structural steel is complete. 90% of the roof decks on. The other school was at 90% of the roofing. We're about 70 here. Interior framing is a little bit farther behind. Windows are ahead of of Hide Park and the exterior block, they're about the same. Start to see those classrooms shape up. Electrical uh if you

071go there, uh the conducting wires in place, not just the boxes. It's fun to start to see things like the science room, the safety showers are in. So, they're they're putting real stuff in that we're going to be using every day. Science rooms are getting a lot of progress. This will be uh the demonstration table for the for the teacher. And again, uh hallway, drywall, main duct work. You can see that this is a smaller duct, but the bigger stuff's in lockers will be fitting in here. Oh, and the difference on the on the drywall, this is where the tile goes, and this is where the paint. So, different drywall for the different purposes there. Uh yes, it had just rained in the cafeteria and auditorium that didn't have its roofing material on just yet,

072but uh a lot is happening there. Again, uh the large group lecture hall for comparison, it had about half the amount of drywall as the other school, but still uh working well. Uh I know that the superintendent uh at a staff meeting was so excited. We came in the morning, there was rain. He was super excited and I had the exact opposite feeling because when it rains I worry about getting my stuff wet and so um but what needed to stay dry stayed dry. So that was great. They're getting uh they were just getting ready to prep and pour the stage that's been poured already. So life happens very quickly. Uh in the kitchen I thought it would be interesting to show and boy these arrows got a little goofed. That depression is where the

073walk-in freezer goes in the kitchen. Because the bottom has so much insulation, we have to make sure that we don't bleed cold into the slab of of the building and and heave it. And then the fridge gets to go next to it on a level slab. Lots of lots of work happening here. Right off screen, we have a ton of electrical that's starting to to appear. Uh a lot of back uh behind the scenes stuff. So again, uh we'll complete uh the roofing over the next month. We should complete the windows. We will not be putting in all the storefront and doors uh because those have a tendency to get damaged as we're still moving equipment in and out. So those will have some wood framing, but the windows that we don't bring equipment through,

074those will start to appear. Uh we'll be preparing to pave the adjacent roadway access. Remember that's shared roadway with the city. So we're working on that. As a matter of fact, we're putting some curbon gutter on our parking lot uh in the next 3 weeks as well. Again, more drywall, finishing up those dressing rooms, and really working hard to get that duct work done. Are there any questions for me? >> The new elementary school in Height Park. What's the um ETA on that? When is this supposed to be finished? >> You tell them or me. No, it's slated to open next August as well. >> So, it will be done by then. >> It will be very, very close. Um, we have a team committed to getting it done. Every time the contractor and the

075subs tell me, we're going to get it done. We're going to get it done. They've been doing this for a good long while. I'm going to trust them, but it's going to be super tight. A lot of hard work's going to happen. There's a lot of things that we'll have to change around if that's >> and they well but the same we're we're working with the same GC who did Lewon Elementary which was our last new build elementary and it opened on time but it took him another 6 to9 months to finish everything >> completely. >> Yeah. Would would we call that an ugly opening? >> And and that's fair. It's really scary because I was there. I was in the building. >> I can't remember if it was the week before or the night

076before and I was looking at the building thinking, >> "Wow, we're going to be ready for kids." >> Yeah. >> And they did and it worked fine. >> It's going to be a big push. It it it uh it needs a lot of things to line up perfectly. Um, but like I say, with these tilt buildings, suddenly it goes from nothing to something very, very quickly. And they've advanced some of their internal block wall work and and and to make up for some of the other delays. They've restaged a lot. And so they're working very very hard to make it all come together. But I I watch the schedule and if they're online listening, they know that I nag them every single meeting about the schedule. And so I'm I'm big on schedules and pushing

077to see where we're going to get a lot of work. >> Like the brick went on really fast too for the middle schools. >> It did. Yeah. The steel went up much faster than than you would expect as well. So yeah. No, it it it it's going to hit its stride. They're going to do a lot of good things. Uh we're going to hope and pray for a Bahama summer uh during the winter. If you guys don't mind, that would help us. >> This is your first winter in cash, right? We actually need a good winter this year. >> Yeah. No, no, no. I I Yeah, it we're >> inflicted in the winter really. >> Yeah. No, we're going to get it. It It's going to take a lot of a lot of effort, but

078um you know, the the subcontractor that's doing the tilt panels um more than doubled the amount of folks working on it that they had planned. So, they're really pushing in hard and fast. And you'll see a lot of the subcontractors do that to help us out and meet schedule. That's just what we're gonna do. >> That's awesome. >> Okay. All right. >> Thank you all. Appreciate it. And thank you. I'm sorry I missed last time, but I had a great excuse. >> All right. Thank you, Don. We appreciate that report and answering our questions. >> Uh, next on our systems of support reports agenda is facility advisory committee boundary recommendations presented by principal Derek. No, not principal anymore. Excuse me. Elementary. >> I'll take it. >> What is his title? >> Executive director of elementary

079schools, Derek Bear. >> Sorry, we had the computer die out on us here. We're just getting going here. >> And Spencer's even here. Usually those things don't happen. If he looks at them, they usually shape up. Okay, sorry about that. They just completely died. We had to restart that computer. So, um I'm just going to report on the facility advisory committee's recommendations um that they've been working on for months about um just some of the upcoming changes. Um first off, I just want to thank all of them. They've had members from the community. They've had some of you on that. uh parents, um teachers, administrators that have all taken taken their time to to look at this and and really consider that part of that they they wanted to make sure there were some guiding

080principles and I just wanted to make sure that you all knew what those were. Uh their their guiding principles were to maximize the facilities for the benefit of the students, to keep neighbors intact whenever whenever feasible, anticipating future growth. um fiscally responsible and data informed and then don't settle for short-term solutions to long-term problems. And just want to make take a minute and recognize I know that when boundaries change it affects families and communities and I think the committee's done a great job on being aware of that and trying to minimize that as much as possible. Um it does affect it does affect people as as we go through that. So really there's three areas that um were were affected with some of the boundary change recommendations and I will um why is that? Let

081me just turn on all of these and I will put up um on the right hand side will be our current boundaries. It looks a little bit different because this is transportation's website and it shows the darker areas on this side are just walking areas. So this is Birch Creek's boundaries currently right now. This is Birch Creek's um recommended boundaries uh that we're looking at. Birch Creeks, if you look um it it does change from this area right here. And there's there's quite a few students there that um it adjusts and that brings those students, you'll see in just a minute, over into Summit. So summits over here on the left hand side is um it used to go let me let me see here. This these are very sensitive. So if you'll bear with

082me for just a minute let me go back here and go to summit. I'll show each of the areas and then just talk about um some of the input that we've had from the survey results that have been out. So, Summits is the green or the Yeah, the green area here. Pink area here. If you'll notice, Summit picks up that um Crow Mountain area that is on the northeast side of Smithfield. Um what it does >> is that the upper canyon road area. >> Yeah. >> Okay. >> Yep. Also, what happens? Um, if you notice right here on Summits, this area right here is all walking and there's Main Street. And so, we've taken that area that's right there and had that area go to Sunrise. What that will do is that will eliminate that

083need for all those students to walk across a very busy road every single day going to and from school. It's that I think that's huge. I think it'll be a a big thing for for those communities. There have been some concerns. I'll show you guys um in the survey results. The only real concern that was a pattern as I read through it on the north end was this area right here. And this we just need to communicate better to those families what that will look like. transportation since they're going to be picking all these students up up here, they're going to do courtesy stops for this area right here. So, none of those students will have to uh cross the the highway by foot either. So, basically that whole area um will provide transportation and

084these students will then go to Sunrise. >> And that little tiny part that's off to the west of the highway, does the bus pick up there also? Let me let me go back >> right there. >> Um that that will be walking from there. >> And I don't think there's a lot of homes. Um but there there are some homes in that area, but uh across from McDonald's, but that is there's a safe walking route in that area right there. >> They have a crosswalk right there on uh 100 West >> right here. >> Yep. Right there. They probably have been walking before. Yeah, I >> bet. Yeah, I think they have been. >> Any questions with the north end of the the valley that we had changes on? Any recommendations? Our our goal today

085is just to present these to the board and have you give us some feedback and some recommendations of of where to go from here. So, um, >> so have you had input from the neighborhoods in the that very small space on the east side of Main Street where >> right here >> within just a few blocks kids will go to three different elementaryaries. >> Um, >> have you talked about Jim >> there? Most of the concerns the there were a couple of concerns with that but um most of the concerns there were about getting to school. So, >> were they going to Birch Creek before? >> Yes, they were going to Birch Creek. >> Yeah, >> there's a pretty good division actually because of the canyon. Really? So, it's not like you're breaking up a

086neighborhood. Yeah. At all with that change. >> And Jiren um transportation Gell did an amazing job. He really took time to go through each neighborhood. He and even if there were not existing homes, he looked at parcel maps, tried to predict, you know, in the future, future building, things like that. There's not a lot of that here, but you'll see that a little bit on the the River Heights Providence one there. So, any questions about that before we go to River Heights and Providence? No, but thank you again for the division between the walking on Main Street. I think >> that's such a great idea in Smithfield. >> I think that will be huge. Let me This will take just a minute for me to jump out of this and go to River Heights first.

087>> So, will will Birch Creek I mean will Sunrise have any buses going into it? They have special address buses. >> They might they they probably will not >> totally walk. >> It is walking school now. And I would guess those houses down to Main Street would still be walking. >> Yeah. So if you look at River Heights, um this is the proposed boundary on the left. This is the current boundary. Both of these colors combined together. Um what we what we looked at doing is just maximizing um efficiency here with these you know Providence is changing uh a little bit with the the DLI magnet school within those boundaries. So bringing some different students u from areas that are impacted around there. We didn't bring any from Milville but they are coming from River

088Heights. So, the biggest change with River Heights, if you look over here, this area right here that has been bust um when when Providence Elementary is about right there, these students are bust over there. Um we took that area, put it in in Providence over here. And then let me jump back to let me pull up Providence's map here. and Providence um go was going quite a ways up to the northeast there and River Heights picks up some of that that new subdivision that's going up on the east bench of or northeast bench of Providence there. And if you look, this is where Jiren really made sure he went through um some of these there's there's not existing roads there. He's looking at parcel maps and you know, we're looking at future growth there and

089making sure that we're we're splitting that that you know, that is going to split a community a little bit, but um if if you look at overall, I think you have a a better community feel there. and pro Providence does then come in to get pick up some of that high density housing that was affecting um River Heights on the north end there. So, any questions with >> what kind of feedback did you see in the in the survey? >> There were really was not a lot of negative um with with Providence and River Heights area. Um, it wasn't I I I read through all the the survey results, looked for patterns. Uh, there wasn't anything that was really uh a concern there. Just little things about, you know, neighborhoods have always gone to the

090school or or or something like that. >> What percentage of homes responded to the survey? >> It's a good question. >> 340 districtwide. Yeah. >> Well, out of the the areas that are affected, it only went out to those communities, correct? Or did it go to the went to the Okay, >> it was district posted on the website. >> Yeah. So, 340. >> Um the the area that we had the most feedback from was the south and we anticipated that. Um there's there's a lot of high impact areas here with growth and um figuring out the best way to address those. Milville is affected. Milville, let me pull up Millville's current map. If you look, Milville's very similar to what it was. We've just brought um the line along the highway a little bit more,

091picked up some of the uh some of that area there. And then there was this island here that was bust over to Millville. I I am assuming in the past that decision was made to just help this area right here deal with some deal with some growth. Mhm. >> Um if you'll look here, um Milville, Milville's the purple there. This is Heritage's boundaries. Um Heritage's boundaries probably change, uh the most on the Well, they do change the most. It comes up and picks up some of that area right in in there. Um Canyon, let me show you Canyon's map, current map. If you look, Canyon went out Paradise Avon went out west of the school, but there's that there's that area right there. That was that Millville Island there. Um, so what that does over

092on this side is that now goes to Heritage. Um the reason for that is Heritage would have been picking up in this area anyways. It's um more costefficient. It's safer to have those students bust. It's a pretty straight shot from that area to Heritage Elementary. This this was a common concern in the surveys was this area. Why these students going that are going or living straight across the street from Mountain Crest and within eyesight of Canyon, you know, in some in some areas. Why are we busing them to uh Heritage? Um if you'll look over here, a lot of that area was u going either to Lincoln or to Millville. But um I had Jiren run some numbers for me uh yesterday or two days ago. Just from Main Street South in this area right

093here are 200 students. Um, if we were to split that, try to figure out how to split that, send uh we we couldn't send 200 either direction without putting them well over the capacity even at one sending 100 of those students to Canyon. Um, that puts Canyon at 99% capacity. um with Canyon having some projected growth in this in this uh uh area that that we're looking at right now and it would put um Lincoln at 89% capacity by by splitting that. So, I know that's a that's a tough issue there. I know it's something that it causes concern. Um but long-term um it provides us an opportunity to keep these all three of these schools well four of these schools numbers capacity at pretty manageable amounts with anticipated growth. >> So is that the

094area where there's been parents concerned? >> Yeah, from what I from what I can tell I mean we don't have specific information. We just have the the comments but from what I can tell that's that area. There is some concern or some questions. It wasn't necessarily concerns, but over on the west side over here um of Hyum, some of this area has been going to Lincoln Elementary. Um we've looked at different ways to to maybe to share that. Just in this area right here, there's another almost 200 students right there. And right now those students would go to Heritage which the proposed boundaries would keep Heritage at about 83% capacity. Right now, the questions have come up. Why not send some of these students over to Wellsville Elementary? That I saw that a pattern in

095um in some of the surveys also. Um talking to Jiren um about that. Uh his his feeling was that it just there was there was not an easy way to split up this direct west community right here without having it really be divided. Um but you know we said there there could be an option of sending you know doing something where we we split that a little bit send these students just for a point of reference um from this line south there's 12 students and that's um K through five. So, we're anticipating, you know, that sixth grade will be so that's 12 K through five students there and uh a handful more if we were to to come up. So, it would send a few more students over to Wellsville. I went out and talked

096to Principal Harris this week. There is a bus that this is Meridian Road here. Oops, I scrolled in too far. There is a bus that travels on Meridian Road to Wellsville area. So, >> so the 12 students, have they been going to Lincoln? >> Most of them. There are a couple that have school choiced already to Wellsville. Um, he didn't have exact numbers, but there were a few over in this area that had school choice. That wasn't a I I think it was just more of a question of why why do we not look at sending more um over there? Again, that same issue arises there. If we were to send 200 students over to Wellsville, it would put them over capacity. Um, and we'd have to if we split it, you know, we do

097we send them to to Lincoln or up to Heritage. So, I think those were some of the the thoughts with that. >> Did parents parents of the 12 comment on that? Because that kind of splits them from their >> Yeah. Yeah. I'm assuming that um that was some of the concerns. There wasn't a lot of concern with this area. It was more of just questioning, you know, have have was it was it >> Yeah. >> thought of why why not sending these students >> the ones down farther where there's just 12 of them. >> Yeah. I will I will say that this uh the trailer court that is right in this area, there were a few concerns about um just accessibility to Heritage Elementary there. Um but talking to Jiren about that um you know

098the accessibility he feels the accessibility increases with the bus being present then even more so than it does you know walking from there to um Lincoln Elementary. So >> ask a question. So, I think I heard that Wellsville Elementary will be at about 60% capacity next year based on the new layout of the postry. Said wouldn't be able to accommodate 200 extra students. >> Right. Let me >> just thinking as I drive through, well, there's not going to be a lot of growth. Maybe that would change. But I drive through Nibbi and there's a there's condos and town homes going up everywhere. So, I guess I just worry that we can set this boundary and I haven't looked at it like you guys have. We set this boundary and we're going to fill up Heritage

099Quick. >> Yeah. >> And we have this school at 60% capacity. So, we just I would just You guys are looking at it. >> Yeah. It And I misspoke that it puts them over It will put them pretty close to capacity to send 200. their their building capacity is 615 and they're hovering right around 400 right now. So, and I think um you know long-term that makes sense, but I know that there's a subdivision going in southeast of Wellsville. Principal Harris has talked to me about that. Um but it's it's down the road. It's been approved >> there's 20 homes coming in. Is there 20? Okay. And then there's um some possible higher density housing that they're trying to get approved that's out towards the highway if I if >> that's Wellsville's old school and

100it might take a while to get it passed. Yeah, maybe. >> But but it's it's down it's down the road. So, and the other thing to keep in mind, you know, just this is not a this is not a oneanddone with these, you know, the the facilities advisory committee is going to be in place yeartoear to look at any concerns. That could be either direction. That could be reduced enrollment that we need to adjust or or increased enrollment that we have some flexibility on. really uh the projected or the recommended adjustments the highest capacity enrollment that we would have would be Summit Elementary and um Herit Heritage Elementary at 83% capacity. The rest are below that. So, we have lots of room for growth and and long-term options. Any other questions, concerns for me? Do

101you need me to revisit any of the areas? There are some I I guess it's worth noting there are some concerns about from the Paradise Paradise Avon area. Um going to >> do you know how many people have responded from Paradise Avon? I don't we don't have the we don't have it um in aggregated data. It's just it's just the response. We could kind of draw conclusions where they were from just by what would what they were saying. But there was some concern with with that. Not a not a lot. There was also positives, you know. Um there as I look at the overall changes, I was actually pretty impressed with the the positive comments. Uh there were comments about um they could tell that the committee looked at dealing with future growth, how to

102how to deal with that. Um a lot of positive comments about aligning the the middle school into a true feeder program with the high schools. Um and that that we really looked at communities and tried to make sure that it was broken down as best we could. I mean, there's some areas that are a little more broken up than than you would like. >> Thank you. >> John's up next. Do you want to >> Yeah, >> I'll let you. Are you wanting the existing boundaries at all or no? >> No. >> Okay, let me close that out. >> The existing boundaries are really the >> Yeah, let me go full screen here. Okay, thanks. Um, for secondary boundaries going off of what Derek shared, uh, the survey was very positive overall. There were, like you

103said, there were several pages as we scrolled through of positive comments. So, that was that was good to hear and to to read that feedback and acknowledge that the committee has spent a lot of time considering a lot of things. So, that was that was greatly appreciated. Um based on the committee's uh work, it's their recommendation that we go forward with the boundaries to keep uh sorry, our middle school and our high school boundaries aligned. So there's true feeder. Um and that's that's the general. Let's see here. Wow, that is touchy. uh to keep that in play as a true feeder school. That by far uh trumped anything in both in all comments. So there were a pattern of comments in a couple of areas. Um one area uh there's some question about Clarkston uh

104and kids being bus to Green Canyon which is a little bit farther. I think Jiren said it's within a few miles further than making their way over into Sky View. Um, but he also said that it's a it's a very split uh perception with he felt like more uh uh greed with staying with the the North Logan boundaries than going the other direction. But there was there were a few that said they would prefer going the other direction towards Sky View. Um the other area with a with a similar response whoops was Young Ward area which is I can see here Young Wward area going to um South and then going straight over to Mountain Crest. There were some responses there that that mentioned that. And again, uh conversations with uh um why can't I

105remember his name? >> Glenn. Thank you. With Glenn uh and a few other people as well as transportation, the drivers get a lot of that information. So I asked Jiren and and Theo as well, what's your input from the drivers? they felt like that was a small voice expressing that and maybe not truly reflective of the whole community in that area. So that was one other area where we saw like I say I think there was five people that mentioned that in the survey. And then the final area that stood out of course and as to be expected um in the survey was questions uh about how can we continue to keep um Spanish DI in both schools uh at both Ridgeline and at Mountain Crest so that the kids can have opportunities in both

106directions. And of course, we've we've talked about that and shared the plan to be able to help those students continue if they want to stay in Ridgeline. There's options for them to stay there and to continue through the track for the next five years. Um after that, of course, then it's a little bit more difficult situation for them if they want to continue. But um again the committee's recommendation on both the DLI and the facilities was to remain with the true feeder schools. Any questions? >> No. >> Okay. Um I I have a comment which is that a lot of things happen in five years >> and so um it'll be interesting to see what the conversation is around DI in five years. >> Yeah, it will. you know, one one comment that's come out

107just and I I wasn't a part of that DLI committee, but of course over the years I've heard that um you know, we wish we had Spanish on both ends of the valley, for example, and you probably heard that and and why Spanish or why this instead of Spanish and you know, some things like that. So, yeah, it it'll be interesting to see what five years brings. I agree. So >> any other questions, concerns, comments? >> Perhaps I can just explain next steps with this, the thinking behind it. So some may be asking about the survey and why it was wasn't broader. It wasn't intended to be a statistically significant survey to get right or wrong. It was simply to be an early indicator. is the thinking correct or or have we missed something and

108that that's what it was intended to do is just give us a qualitative response. We wanted to hear from those that wanted to speak out and not everybody wanted to speak out. Um I think looking at the results myself both Derek and John I I think have highlighted but probably a third to a half were positive. um then it would break out with DLI and then there were smaller pockets around the elementary schools as Derek has explained. So just to unpack that for you just a little bit more where we go from here is you know based off your feedback if you don't have any redirection for us you want us to explore anything further um if you do we want to hear that tonight if not what we will do Monday is give notice

109of a public hearing by statute we have to give the opportunity for the public to come in and uh voice if they if they choose both for the change to secondary DI as well as to the boundaries notice would go out Monday and it's anticipated that the hearing will take place on the 18th in our business meeting and we do it at the front end of the meeting at starting at 5:30 um and then we'll the idea is that we'd hear from whomever wanted to to share their opinion and then go from there. Um we're not asking the board on the 18th to approve. We're just simply going through the hearing. It would be the following business meeting in October where we would give approve approval for the boundary changes. >> Questions on on that

110in terms of process? >> I I just have one thought and it's those 12 students who will be cut from their community and have to go to a different school. I I don't know what the parents feel about it, if they're happy or not so happy about it, but it just seems like those 12 kids, wouldn't they fit into canyon? So, I don't know. >> They're on the border with >> Lincoln >> with Lincoln boundary, >> right? >> Yeah. So, I don't know. Maybe they're happy, you know, to be happy to go there. >> We we certainly could follow up with those 12. I would I would caution though is if we start to do >> that for different pockets then there are a lot of other areas of the of the district where it

111almost is stepping back and going through some more processes is what we end up doing. >> I'm just saying that's just my brain thinking but I don't know that >> we certainly have the capacity right now just to simply reach out to those 12 and get input here. Here's the other thing about what I think Derek um uh kind of alluded to but didn't state publicly. Right now we've closed a number of schools due to capacity through school choice. Right. When our schools drop below capacity, we we become open to to school choice across the board. So we anticipate that if families are >> you're wanting to change there's certainly now capacity to do that as well >> that might solve a problem >> and we do have an more defined process for school choice

112than we've had in the past. >> I think in fact there's a greater capacity to do so where all the schools would be under capacity >> versus handful of them closed. So >> at the same time though it seems interesting that we we'll be busting so many students into both heritage and nibbly which are the two highest highest capacities um after all of these changes when um we and and as Derek said a few of those on the farthest west of Hyum could be carved out to go into Wellsville. that's such a lower capacity and um it it seems like a more reasonable um to those to Kathy's point for those 12 students plus maybe part of the group that's farthest west on 300 North on Highway 101 >> to go over to Wellsville to

113fit their uh demographic more than going up to heritage. >> This this area right here is where you're talking about, right? >> I agree with you um Terry. And the big the biggest thing for me is just there's so much growth happening in in and around Heritage. So it might work for a couple years, but I anticipate Heritage is going to be bursting and town homes are going in there. >> Yeah. Tons. And you can make adjustment in two years. So if this is a plan of, you know, let's get us through the next two or three years, but I I can tell you based on growth in Wellsville and based on growth in Nibi, Heritage is going to be really full and Wellsville will be vacant, but you got space to move kids to

114as needed. >> Yeah. And we're not necessarily wed one way or the other. I think some of the the thinking behind this is the current map holds true to that guiding principle of trying to maintain neighborhoods intact. Um so now we you know that I think that's why you see this is just a unique area where there's so much growth. the density is getting, you know, particularly that area between can Canyon and Lincoln, it's it's so dense with students, it's getting hard just to carve those carve out the boundaries without carving up neighborhoods, right? So, holding to that principle, I think that's what you know, this is some of the better thinking. But I will also point out to your point, Ryan, that the policy that you approved for the facilities advisory committee, it's an

115annual review of our capacity and trying to watch this. We don't want this to sneak have an issue in a school and enrollment have that sneak up on us. We want to see that coming down the road so that if we have to engage into another process to just boundaries, we can do that. We don't ex we actually expect that that within five years we'll probably be adjusting boundaries just based off the growth we're seeing regardless of what we do with Wellsville and that heritage boundary right now canyons I mean Roger you know and I mean south of south of canyon there's so many homes so many town homes >> it's not just normal you know thirdacre lots anymore this is multiple condos those in a single, you know, small area. So, the number of

116people that will be moving in there is great. Um, >> you know, within the next 5 10 years, we may be looking at adding another school in that area. >> Yeah. Y makes it challenging, too, because those schools are in high growth areas as well. I mean, right there in Providence, you've got a ton of growth right there. Nibbly, there's just so much growth. So right now this this levels the kind of the enrollment across the board and we have that space to grow. We do have property in hiring for an additional school down the road 5 10 years down the road if we need to. Um and we have a process in place to monitor this year to year and to make adjustments as as needed. >> I just think those 12 students are

117living very rural already. >> Sure. >> And Wellsville fits their demographic better than Heritage. We certainly can we can certainly go back and look at that. >> And that farthest west that farthest west um group neighborhoods off of 300 North um Derek said that um Wellsville Elementary already has a bus going down Meridian Road. So I'm not talking about around South that area around South Gash. I'm talking about those those little pieces of country. >> We certainly can we certainly can go back and do some work to to add that make make those adjustments if you would like. >> I know some people look at it there's a stake divide as well. Meridian Road, Wellsville's one side, Hyram's the other from a stake standpoint for those that want to try to maintain, you know, going

118to school with kids in the same. >> Benson said stake has been divided for 10 years. >> I'm fine with it, but I just know that there's some that will >> and we will look at whatever you you as a board would like us to do. >> I respect what the committee put together >> and very happy to support it. But I just know in terms of growth, that's our our challenge is we're going to have to balance these kids and figure out where to put them unless we're going to do another bond and build another school, which I don't think the community is excited for anytime in the next few years. So, but if we have capacity in these other schools, we can kind of spread them out. We can. >> Good job, guys.

119>> Okay. >> Any direction? What would you like us to do? any direction you'd like like us to take on this? You want us to move those 12 kids? Look at >> Well, I don't think you need to move them, but maybe Yeah. >> We certainly can do that. >> Yeah. If that seems to them to not fit the the environment they are used to living in. >> We'll reach out to those 12 families and I'll report back to the board. >> Okay. That'd be good. >> That'd be great. >> Okay. Thanks. >> Thank you. Now, any other comments, concerns? I >> have one comment from last week. There was a comment from a citizen that talked about our teachers, how they work six and a half hours a day. There's teachers here that have

120worked. And I just want to share as a board member that I value the amount of time that our teachers work and know that it's much more than six and a half or seven hours a day. And you can go past every elementary school in the valley. >> Yeah. >> And there are people like I went past Wellsville the other last Friday holiday weekend. There were still teachers there working at 7:00. >> Yeah. I came from Mountain Crest at 4:45 and I drove I was at Ridgeline in Mountain Crest and there were teachers in parking lots after 4:00 and I know teachers were there before seven. My wife was one of them. So my comment is just to support the teachers and the amount of time that they put in and I want them to

121know that as a community we recognize that they put in a lot of time. So, >> well, they are true professionals and professionals as you all know because you all are professionals um put in the whatever time it takes to get the job done, >> right? And they don't turn off just because of of a contract amount of time. They work till the job gets done. And um everyone on this board has educators either in this district or others in their families and so we are all closely related to educators and understand the amount of time that they put in and we appreciate it. Well, an amount of time that the teachers spend in school doing the work is the minimum really because they go early, stay late, take work home. >> Yeah. >> And

122come back and spend hours at the school on the weekends, >> right? I just didn't want teachers to go another week without them knowing that as a board we recognize the amount of time that they spend and it's far greater than what was shared last week. I one particular comment. >> Yes. And why is if she has a teaching degree and they only have to work six and a half hours, why isn't she there doing it? >> There's probably a reason she's not teaching anymore. >> Right. So, >> well, meetings like last week are uh highly emotionally charged and when people are uh very emotional, as you all know, um the comments tend to be emotional and not data driven. And um we appreciate appreciate everyone who was here last week and everyone who especially

123from the district office who supported us through that meeting and um appreciate uh all the work that everyone on this board does to make um the hard decisions to support our teachers and especially our