School Board Meeting - Study Session: August 7, 2025

001Uh we are in the boardroom on Legacy campus. It is the 7th of August 2025. We're beginning at 5:33 and we'll begin with roll call starting with superintendent. >> Todd McKe, superintendent. >> Kathy Christensen, school board member. >> Roger Polls for board member. Alan Grunick, board member. >> Jeff Nielson, board member. >> Brian Chambers, board member. >> Jared Black, business administrator. >> Randall Bagley, board member. >> Terry Rhodess, board member, and Randall will lead us in the pledge and mission statement. Please rise. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Our mission is to educate students for success in a changing world. >> Thanks, Randall. And tonight we have only a reports

002agenda and we will begin with school AI presented by Andrew. >> Yeah. >> Okay. Wonderful. >> Make sure the mic is on. >> Oops. Okay, I think we're good to go. Can everybody hear? We're good. >> Okay. >> Um, so usually we have for the audience, usually we have the agenda on the two TV screens to the left and right. And um, we are having some technical difficulties this evening. Jared is working those on those as we speak. But if you want a copy of the agenda, there is a printed copy on the back table. So, um, if you need one of those, then they are available back there. >> Okay. >> We're ready for this. Awesome. Well, thanks for thanks for letting me come and and join you this evening. So, I'm here to

003talk about um what our school district is doing with with school AI. So, we have this this partnership. We've been working with them for uh we worked with them last year. We did a pilot program kind of at the end of the what are we in the 243 24 school year and then we ran it through the 24 25 school year. Um so school AI's mission is to make school awesome for students and teachers. That's what they're that's what they're trying to do each and every day. And in our our district is we're trying to educate students for success in a changing world. What if we combine those two ideas and then we were able to educate students for success in a changing world while making school awesome? Right? like students would come home, they'd

004be so excited. Our absentee is rates would just would plummet. They would just be so pumped to be to be at school. When it comes to school AI though, I wanted to make this reference to Monsport. I was thinking a lot about um Cash County history when I um over the summer just kind of having a little fun, right? Like geeking out a little bit about about history and and the importance of Monsport, right? Is the settlers came to Cash Cash Valley originally. They wanted someplace where they could feel safe and where they could feel protected. And school AI allows us to do that with with generative AI. So generative AI, you know, we we kind of open AI said, "Hey, we've got this cool new product called Chat GPT. We're going to show that

005to the world." And the world went bananas and um and and it's young. It's still kind of a young product. Um Generative AI as we know it is about 2 and a half almost 3 years old. So, it's starting to come out of its to well, I guess it's still in its toddler phase of of development. And so we wanted to make sure that when we met with students and gave students someplace where they could go that we could have some guard rails and some safety in place for them when it came to AI rather than just saying hey AI is out there and we want you to use that but we we're going to try and give you some lessons but it would be like trying to give a student car keys and saying

006like listen the pedal on the right goes the pedal on the left stops and if you got the third one good luck we're going to give you some guesses don't hit anything while you're out there but by providing some guardrails and some um some safety for our students. We're able to kind of help our students learn this new AI world that none of us have really explored before. But here we've got students that are going to enter into the workforce and enter into the world and they're going to need to be to be aware of this. So school AI has a few features in it. Um some of those are assistants and the assistants are designed to help educators. So it's designed to help provide that personalized support for educators. It's there to enhance some

007lesson planning and to and to give teachers other supports that they might need. So school AI has there the there's two two versions of school AI. They're just getting ready to release 2.0, but in the in the version that most of our teachers have seen. There are a series of chat bots that are designed to work with teachers to assume the role of of either a co-teer or maybe you're looking for a research assistant or you need somebody to help you with behavior in your classroom. And these bots are trained to help uh kind of guide the conversation that way. Um there's also a range of tools that they can use so that they can come in and they can uh develop lesson plans or build newsletters or if they needed to translate some text

008or something into a a different language, they could if they had a piece of text that they needed to level either up either higher or lower for a student. Um that that features uh there as well. And then the spaces in school AI are what the teachers are able to create for their students. So this is what a student would see as a as a space that's the student facing side of it. It's a designed by the teacher to be a chatbot that interacts with the student. Um there's anything from you know historical figure interviews, a concept exploration, but it helps to provide that personalized instruction for our for our students. all again within kind of that safety within those within those guard rails that we've got. So over the course of um this is

009the last year we've had 13,000 different um interactions with with school AI. So that could be spaces that have teachers have created and have used students have interacted with uh could be those assistants or some of those tools that they've used. So over the last year, we've we've seen this and you'll see like the little dips. That's kind of where we've got a dip for Christmas or in winter. We've got a dip kind of about spring and then, you know, it starts to trail off as the school year ends. Um so we're we're starting to see, but if we follow a trend line, we're we're excited that we're seeing some more more adoption rate of this. Um currently we have about 40% of our teachers who who interact with this. Um, so we're looking forward

010to this next school year to increasing that to even more teachers to interact with this so that they have a safe space where they can use where they can use AI. So in a in a survey that we put out at the end of last school year, we asked teachers like what are your thoughts on this? And these are some of their comments that they they gave back to us, right? That they were able to receive, you know, more and quicker feedback for their students, that there was more engagement during class times, that it was saving students time. Um, teachers felt like they were they were saving time themselves, right? Like some of those that mental load that they were they were coming up with trying to think of new ideas. Now they had just

011this partner that they could sit with and chat with. You know, when that 3:00 a.m. teacher mind goes, I've got a great idea and nobody to talk about it with. They could they could hop on and they could have a have a chat with school AI. It was it was there for them. So, some new features that are coming out with the 2.0 that's getting ready to be released. Um, so school AI is calling them powerups. Uh, there will be there will be a presentation maker. So teacher could have a conversation with the school AI and it would say, "Hey, would you like to would you like to make a presentation? Could I put together a slide deck for you?" Um, and it will just give a a slide deck outline. There's some mind map

012and some image generation that we're starting to see flashcards. Um, so instead of trying to build flashc cards or use another program, this will just be more of a one-stop shop for teachers so that they can just kind of hop in and be able to do what they need to do and um yeah, and and make things easier. So, uh, in the in the presentation, I've included a space. So, this is what like a this is what a student would see. Um, when I created the space, um, and I can show you that as well, but maybe we'll start with like the student experience. So, do I need to go back to that QR code or do you have it? Cool. I'm just going to I'm just going to come in here. So, a student

013would come in and it would just ask them for their name. So, I'm just going to go ahead and put my name in here. And um I'm going to join the space. And this little this little blue dot that's um hanging out up here. This is dot. This is my school AI universe friendly um friend. Uh, if you remember Microsoft Office once upon a time had Clippy, the paper clip that would hop around and hang out with you. This is this is um 2025's version of of Clippy. Now, so this is uh this is so this is gathering the information that I put into it. So I wanted to in this my prompt for this as I was building this space for my students was uh you're working with some middle school students who are

014studying Cash County history. These are all gifted students. Um, it asked me questions like, "Well, do you have any students with language concerns? Do you have any students that are maybe on an IEP or a 504?" Uh, for this sample class, I said, "No, I don't have those, but my students need to compare and contrast what what um Cash County would have looked like back back when it was settled and how education has shaped the has shaped Cash County. Um, now and so here's Dot introducing themselves. You'll see here this is image generation, right? So again, we can talk with students about how image generation isn't perfect in um with when it comes to AI, but we're getting there, right? This is a rough map of what of what Cash County kind of looks like.

015Um this is something that AI said maybe we could include an image to make this more engaging rather than just having a textbased experience. Um and it says, you know, like we're going to look at this. Um what do you know about the early history or settlers? Share two facts and one question. So then, you know, I could just start replying to dot. Um, I know that the Whoops. If I can type here while I talk. >> So, how come it makes spelling errors? >> So, yeah. So, AI is is is doing its best, but AI hallucinates occasionally, and it just it does it. It It's like us, right? It's it's trying to do the best it can, but occasionally it it hallucinates and you'll see errors when it when it does that, which gives

016us a chance to as educators to talk to our students and say like we might plug something into AI and expect that everything that it gives us is right, but we should be thinking critically about the responses that we get. You know, is this really what we want it to see? Is this hallucinating? And can we help to identify when it when it hallucinates? Um, so you know, I'm just going to say here from Salt Lake and they were looking for new land. And so I would just the conversation would carry on and Don would want to make sure that I have an understanding based on the based on the prompt that I gave it as a as the teacher like this is kind of maybe some success criteria that I want them to see.

017I want them to have a more of a firm understanding before we move on uh to those kinds of things. And it says, you know, like here it is. It's always encouraging. I can tell DOT to be as encouraging as I want it to be and to to, you know, if I have students that um maybe not in Cash County, but when I taught outside of Cash County School District, I might have had a couple of students who wanted to wander into the weeds with ideas or thoughts and and get off topic. Dot, I can tell it, you know, I want you to make sure that you're always keeping my students on task. be super encouraging but keep them on task. Don't let them don't let them get off and it will it will do

018this. Um so you know here it reminds me I've I've given up one fact. What can I share share a second fact about this? Um the we'll just say that we're more pioneers and we won't worry about grammar. We'll pretend like I'm in seventh grade or something here. We'll just kind of throw that in there. And so this conversation would happen and so my students would would see this and they would be able to, you know, kind of look at this. What's one question that I have? Um, how did they survive the winter? >> Yeah, I'm sure everybody still kind of asks that question. You know, lots of layers and and some seal blubber. So there we go. Right. So, you know, here it is. Well, let's let's dig deeper. And so it's going to

019start to prompt me and kind of keep me going. The nice thing about this is as a as a teacher, right, if you're having your students work with this um school AI in in version 1.0 has a monitor monitoring system so that as a teacher I can kind of continue to monitor my student interactions with this 2.0 that it's coming. Um so that we'll be able to see that. So we can monitor our student interactions. And the nice thing is uh as a as a teacher when you're monitoring the the interactions with this AI is giving feedback on how my students interacting. So if I'm the student that's wandering off and maybe instead of asking about Cash County's early history, I'm really interested in uh you know the college football predictions for 2025 and I

020want to know if Michigan's going to win the national championship. It will it will tell me and it will say, "Hey, this student is off task. Like they're just asking about the wrong things. This does not tie into what you're asking about." And there's a little smiley face icon that goes from smiley to maybe not so smiley anymore. The other nice thing about the the system is if a student reports anything that is questionable um could include self harm or has if if AI flags that as being a school safety issue, it will alert the teacher immediately and say, "Hey, this this came up. Will you review this conversation?" And the teacher can look at the entire log of the conversation. So, I was in a I was in a fifth grade classroom last year

021and they were talking about a war and somebody was talking about like I don't know if I'd like war and school AI saw that and was like just will you read this teacher right the flag came up and just will you double check and make sure that the context of this is appropriate for school and the teacher was able just to do that while still walking around the classroom and monitoring everybody else but it gave the teacher the chance to have one-on-one interactions and gave them a little more time. So, this is this is what the studentf facing feature looks like. I'm just going to jump to my next tab here. This is what the new 2.0 version will look like. So, instead of going and finding what kind of chatbot I want to work

022with, I can just begin chatting with Dot just like I would in other AI platforms, I can begin to converse with um with school AI and it will it will say as I have those conversations, it might lead me to say, well, I think you want to build some place for your student or maybe we could build a a presentation together. Um, and so that's that's kind of what school AI is is doing for us. We're excited for this new 2.0. A lot of the features that are rolling out are a lot of the features that our teachers were looking for and are and we'll now we'll be able to have kind of one ecosystem that we can refer them to. So any questions for me? Anything? >> You said 40% of teachers use AI.

023Yeah, 40% of teachers are using school AI and and individual teachers are are you know creating spaces or having interactions with it. So they might be using the assistance or the tools which were in the 1.0 version to you know ask questions about uh how can I you know what's a behavior intervention that I'm not thinking of for this student or um what's another you know how can I improve my classroom management you know those might be some of those co-teer questions that they're asking. So yeah, so not everybody's creating studentf facing sides, but there is there are teacher facing places that they can go to. >> Are we encouraging teachers to be more comfortable with it to train them to >> Yeah, we want teachers to be more comfortable with using with using school

024AI. Teachers are looking for AI options, right? They're hearing about look all the things that AI can do, but we want them to kind of have those guardrails and that safety. So my other role in the district is to be the student data privacy manager. And so one thing that we're concerned with is we want to make sure that student data is protected by using a program like school AI where we have a data privacy agreement between our district and and school AI that the information that's shared will will stay you know in a safe space. The concern is if a teacher were to hop onto, let's say, chat GPT and were to type something and inadvertently share some information about a student, chat GPT will use that to build its large language and model.

025And that's what we don't want them to do. We don't want to say you can't have access to this tool, right? It's it's there. Your students are going to fa see it. We should help your students navigate this world, but we need to do it in a safe way. And that's the same for teachers. You you're entrusted with student data and information. We want to make sure that that stays safe as well. >> Any other questions for Andrew? >> Okay. Well, thanks. >> Do you um so so you gave us the data from your initial um survey of teachers who are using it? Um do you plan to continue surveying them to see how they're using it? and most especially how their students are responding to it. >> Yeah. So, we'll we will we'll we'll

026continue to work with teachers. We had a little bit of feedback from teachers like I would see teachers and they'd be like, "You're the AI guy. Let me tell you what like my students like this, right? It's it gives them a choice." One nice thing is um again like if we'll use that fifth grade classroom, they were doing they were studying American history and they were able to say, "I want you to interview one of three historical figures." Right? So now students had choice. They could either, you know, interview I think it was like Saka Jia and Lewis and Clark and I can't remember the third one. We'll Mark Twain, we'll say, right? But it gave them a chance. The teacher could give the information. They can preview what the conversation will look like, how

027it's going to go. There's anything that they feel like, oh, that might be a hallucination. Let me give you some background knowledge or let me upload some primary source documents to this and that's what I want you to refer to. Then the students had choice in the classroom and they felt like they could kind of explore what they wanted to explore, what they were interested in, and the teacher could just monitor all three of those those spaces at the same time and and watch for students and give feedback and see where the students were going and what they were interested in. So >> great. >> Any other questions for Andrew? >> Thanks Andrew. Appreciate you being there. >> Thank you. Uh next on the agenda, we are talking about uh naming two new middle schools

028and this uh presentation will be done by principal Randy Benyan and principal Blair Pal. Thanks for coming gentlemen. Good evening everyone. Uh we are glad that it's August. School is starting. Kids are I I went to school this morning and and kids are starting to come back and do tours. 7th grade. They have their registration materials and they're excited about this next year. Mr. pal and myself are are extra excited uh to be a part of um the the committee to create a recommendation for you guys to for the board to decide the name of two new middle schools here in our valley. And we're excited for that process. We wanted to um just briefly tell you the um the process that we both uh did in in our respective areas of both on the

029north end and the south end of the valley. Uh during May, we solicited uh surveys from uh students and from parents in the community to create suggestions for the name, mascot, and color configuration for the uh North End School, Hide Park, and Nibi School South End. Once we uh created all that data and a shout out, thank you to Sher Anderson and the uh communications department for helping us put all of that together. We appreciate all their help as well as uh Mr. John Anderson and and Dave Swinson and Soup that helped guide us through the process. Um we then once we got all those suggestions, we created um a committee uh two different committees um one on the north and one on the south. um and and had them we met with them and

030created a list from all the suggestions, a list of about 15 16 um names, mascots, and colors and then kind of whittleled that down um to what their favorites were the committee's f top five recommendations were. From there, we put it back out to a community vote um so that uh community members could give us their their top recommendation of what they would like to see the names, mascot, and colors to be for the uh for the Hide Park School as well as the Nibbi School. Um for um I'll I'll present the the names the the top fives which I've given to you and then Mr. pal. Uh Blair has a has a a PowerPoint for the South End. The the top five name Well, I'll just cut down to the top three names of

031both names, mascot, and colors uh based on voting. And the second page is a pie chart of the voting and percentages as well in in graphic format. The top name uh for the Northand Hide Park area was Canyon Ridge Middle School with 38.9% of the vote. The top mascot was Fox with 29.2% of the vote. And the top color combination for the Hide Park Middle School was royal blue, gray, and white with 33.8% of the vote. And so, um, we give you that recommendation for those to be for that to be the name, mascot, and colors. And Mr. Pal's going to pre, uh, Blair's going to present the Nibbly School area data. >> It's probably not Cougar Blue. I'm just I'm just guessing. All right. For the uh new middle school that'll be in Nibbi,

032uh these were the the five selections that uh the public was choosing from that the committee um chose as their as their top as their top names. Um and uh the the one that received the highest vote was uh Hollow Creek at 40%. Um and then the other options are there as well. The >> Is there a creek there? >> What's that? >> Is there a creek there on that side? >> There is no creek running by which gives us a you know probably not a flood zone. There is water, but it's >> standing water would be more appropriate than hollow. >> Yeah, hollow standing water. >> And I I think uh the the people on the committee, they're uh they kind of felt like this was a nod to Hollow Road and uh the

033blacksmith Fork River that comes out of there. They didn't feel like we should call it Blacksmith Fork, though. That was kind of not one of the names that they wanted, but they liked the hollow as a nod towards the the hollow hollow road area. The uh mascot uh that received this was actually very uh much closer. Um and and you can see the Yeah, it's it's really out of 626 responses, you know, we're within within a handful of responses either way between three uh choices that were the the hawks, the coyotes, and the fireflies. So, um and then uh on the school colors, uh it was a little more decisive. Um, it was the committee chose blue and silver. They didn't feel like they wanted to get too nitpicky about the exact hue of blue.

034U, but they were leaning towards navy. Uh, a darker blue is what they they kind of liked. >> Numbers. >> What's that? Sorry. >> They didn't give us the panone numbers. >> No, no, no, no. They didn't they felt like that might be a little too uh prescriptive. Yeah. No, they wanted to they wanted to leave a little bit of of wiggle room. Um, this was actually even though it was uh fairly there was a little more room there. The the colors for the color scheme for Ridgeline also did really well. that was uh you know this this I think the committee wanted to kind of associate it as much as possible with families that'll be going to that middle school will be going to Ridgeline High School and kind of playing into into that

035uh that uh connection. So, um, as far as recommendations, the committee recommended that, uh, we keep the top choices. Um, and, uh, there was a a contingency that also said, you know, if we added green to that color scheme, that wouldn't be a bad thing because that's seems to be where there was that RGELine connection that they wanted that that they wanted to maintain. But those are the recommendations uh from our committee. Um I will say that the feedback from the committee was uh uh really positive. Um they appreciated being part of the process. Um they uh it was it's it's always interesting putting things out uh to public because um sometimes people have uh their own agenda. And so we did not vet the uh the the people that were on our committee ahead

036of time. It was completely randomized. In fact, I ended up with uh a couple of high school kids and uh and I didn't realize that they'd somehow made it onto the onto the list, but we we welcome them in to the to the committee as well. So, I guess the if you have any questions for us now, we'd be happy to answer them. So before we choose um or vote on it as a board um do you want to be more specific with green or we just going to accept you'll choose a decent green? >> Yeah, they they were open to I mean there was one suggestion on there was sage green. Um that was the that was but they voted on that but that didn't that uh let's see it uh the sage green

037sage and navy was 17% so that didn't do as well. So I think what they're kind of thinking more is a brighter green probably more closer to >> ridge line. Yeah. Yeah. Yeah. We will the action green I guess is what uh is what >> so one suggestion I have for you is maybe to look at what the architects have put in place in terms of the interior colors. >> Yeah. >> I don't believe that these colors are too far off for each of the buildings, but you might want to look at that before deciding on >> I would I would agree. I think that's probably a that's probably appropriate and that that nibbly school has sever. >> Yeah. When where we do not have to uh order band uniforms, football uniforms, all of those

038things, it does give us a little more time on on color schemes. I think too >> I I will add one one thing regarding the the the north the hide park school. The second top choice was teal, silver, and uh black. And there was since voting took place, there was some concern, not some concern, but some some comments like, well, we can't be close to Ridgeline colors and and so I and and and that may or may not play into your decision as a board. Um, but if if we do go with the the royal blue, gray, and white, then that's a non-issue there. But that's for that's for the board to to determine and decide. >> So, are you saying that teal, silver, and black is farther from ridge line colors or closer to

039>> closer to >> Okay. >> Particularly anyway. Yeah. Any other questions? >> Any comments or concerns? >> Question. >> Nice work. >> Thank you. So, I have one question with the name of the Hide Park School. Um, because I've been in the district for a long time and know that there were a lot of issues with between Park Elementary and North Park Elementary and they weren't even close to each other physically, but there was a lot of confusion confusion about those names. So having Green Canyon and Canyon Ridge even in close proximity. Um I'm just wondering what kinds of I'm just wondering if that's the best thing for best name for that school with the confusion that comes with um people from outside the district. >> Yeah. Um the committee actually talked about that. >>

040Okay. Um and they they felt like because it's a middle school and a high school and there's enough difference in age um and and the park and the North Park were were two elementary schools that that added that that elementary because they were both elementary schools kind of added to some confusion and that they felt like that because it was a middle school and a high school that wouldn't be a problem. >> Okay. All right. Glad they talked about it. Anybody else have a question? >> Oh, nice job. >> It's exciting. >> Thank you for letting us be a part of this. >> That is exciting. Opening new schools is always exciting until we get the boundaries. >> Thanks. >> Thank you. Next up on our reports agenda is finance and operations and child nutrition

041policy. And this will be presented by Alden Jack. >> Hello. All right. This is um a proposed policy revision to help us um meet the changes that came from House Bill 100 this last legislative session. Um it also would separate policy from procedure as we've done from in our other uh policies we're revising. Um, so maybe some things to to note that are uh especially different is that the state of Utah gives additional guidance about how um all communications about um a student's lunch balance should be between the school and the parents directly. And so it makes some changes about how we um handle that. It also made a change uh that the state is providing funds so that uh individuals who qualify for a reduced price lunch would uh the state's funds will um

042offset that and make that meal a free meal. So it's changing uh some aspects of how we've handled um student lunch balances in that regard as well. So, um, essentially it's just, um, proposed changes to help us be in alignment with the new House bill and to give guidance about, um, how we're to handle student lunch balances. >> Anybody have questions or comments for Alden? >> Seems pretty straightforward. >> Okay. >> Thanks for your work. >> Yep. Thank you. >> Especially, thank you for uh, making it so concise. I think it is more concise than it was before as well. >> Thank you. >> Okay. >> All right. Did Alden get us back on track with time? >> Way to go. Um, okay. Uh next we have TSSA plans that we will be uh information

043will be presented by John Anderson and Derek Beer. And while they're coming up, I should let the board know that um that there have been a few late submissions, but um and we are behind uh normal uh on approving and seeing and approving these TSSA plans because of some changes at the district office in personnel that um this process uh got shuffled too far down on the priority list. And so we are seeing these a little later in the year than we normally would, but um still we will be able to carry on with with these. >> Okay. Um my understanding is that you've had most of the plans >> for some time. So I'm just sharing basically on some late submission plans right now. Uh so if we can go to the next I

044got it right here. So we had three plans that came in late. One of them was Sky View and they all had great reasons why they were late. I there was some budget adjust. Anyways, there were some several things but um in part of it they wanted to get their plans right um and make it worthwhile. So Sky View turned in a plan and it focused primarily on these things here. So there was some academic, social and emotional support uh as a piece of that plan as well as some PBIS efforts and through the Bobcat Academy and then also they wanted to address some ELLL support in on their TSI plan. So that was the the crux of Sky View's plan. Green Canyon, they were looking at doing some class size reduction and that was

045the bulk of their plan and then also a little bit of PBIS support with some aids and supplies. And then Spring Creek, they were trying to address some rise testing needs and PBIS as well uh as as the primary factors in their plan. Any any questions on those? >> I have a question. Do you want to go ahead first? >> I was going to ask Kathy Allen and >> you know Spring Creek. >> Spring Creek. >> Okay. Have you seen these plans now? >> That's okay. My question was going to be the ones that I saw were they the updated or the the late ones because >> when were they submitted? >> Yeah, >> these were just submitted well maybe within the last month. >> Okay, I've seen it. >> So you Yeah. So I

046I always have this question because I go through and do the balancing of numbers because there's something in the program that throws their final and what they say it's supposed to be off by $1 and I'm willing to pay that dollar just so I don't have to but is there is there just some I mean I don't understand why that happens. It just rounds and that's Yeah. >> I don't I don't even credit call them and tell them, "Hey, you're off the dollar." Cuz it just seemed like that was so ridiculous. >> Yeah, it's it's common. >> And most of them most of the principles have caught on and go and adjust one of their ones, one of their budgets that they can adjust. So technology or software, something like that, they'll adjust that. >>

047Doesn't do that. >> Yeah. >> I mean, it's not a big deal, but and I know we're the last ones to see it. It doesn't go to the state, but if it were going to the state, it might be a big deal. Yeah, >> it does get flagged at the state level and then you have to send them back on any type of funding purpose, whatever. And so, >> yes, it's a $1 correction somewhere. >> Yeah. >> Anyway, Sky, >> the reason for that is that the um the allocations come in to the scent for each school, but we budget to the dollar. >> Oh, >> we don't budget with cents. We budget to the dollar. So, everything is rounded one way or the other. Thank you for finally explaining that to because it's like

048why can't this works? >> Okay, great. Um and while you two are still here for our next agenda item, so um with our TSSA plans, we just all need to read those and approve them and be ready to approve those at the next meeting. Um, and and if you have any issues, you can contact Derek or John or the building administrator um of the plans that you're assigned to review. >> And I think it's kind of nice to just send an email if you don't like your fine so that the principles know. >> Yeah. So the principles know that um that you have read them and appreciate their work. Uh next, thank you for that. And next up we will have uh and which I assume all of the parents in the room are here

049for which is DLI report and secondary DI translation recommendation. Yeah, I'm excited to uh be involved with this and I've um I've spent part of my career in both um DLI schools and in traditional schools and um I'm excited to to see where where this can go and I I understand issues on both sides of this and um I I hope I can help build these existing programs through through what we have in place. I'm excited with that. So, I'm going to take a few minutes at at the start here and just talk about our plans over the next year, next couple of years as we um implement the DLI magnet schools and uh some of the the basic information about timelines on those and what we'll be monitoring on our end um through that

050process. Um oops, sorry, let me go back here. What we will continually focus on is um the guiding principles that we've had in place and that is to have a commitment to our current students to make sure that any student that's that's in a program has the ability to finish that program through their DLI pathway. Um, our goal is to have stable uh, enrollment and retention and that's not anything different than what we already have in place with the the DLI programs. Um, avoid any abrupt changes that that may cause uh, issues for both schools, parents, students. um professional courtesy to uh teachers and staff and just making sure if there are any um adjustments or changes that there's ample time to to have consideration and notification of of any changes there. And then alignment

051with district policies without any disruptions. And I've just put a couple of those up there that might apply and there there would be others as as we go through this. Um so over this next year, these next few slides, we'll we'll talk about some of the the timelines that we'll be looking at. Um obviously there's a lot of logistical issues that we'll be working on. Um Hide Park Elementary School, um the new Hide Park Elementary School is is key to some of this. And so much like uh Principal Ben and Pal discussed, we're starting those processes with the new Hide Park Elementary School starting as early as this month. starting to gather some information and pull some committees together. Um we will be um throughout this year um actually over the next uh month selecting

052a principal for the the DI magnet schools. Um we um we throughout the year we'll be promoting the DLI program for its language and cultural value and not college credit. um outreach to CCSD families, to all of our families, uh native that that includes native speakers and under reppresented families and identify and communicate the the timeline as we have worked through this. We've talked to um Shauna Wineer about some possibilities. We're we're going to move that timeline up a little bit and have that lottery happen hopefully as early as January this year. In the past, it's been a little bit later just with all the changes to have those things in place and be able to to plan accordingly with with staffing and um logistic issues in within the school. So, um as the as

053the lottery starts coming in, we will be monitoring the registration numbers this year um and and possibly years to come. Uh we that that lottery will be for kindergarten and first grade students. Our goal with that is to have those students that would be coming to the school, wanting to come to the school in first grade for DOI, um come there in their kindergarten year to avoid disruptions to both um the magnet school and the schools that they would be uh traditionally attending. Um, we will plan on registering Spring Creek and Cedar Ridge as the DLI magnet schools and coordinate the the Spring Creek remodel. Uh, some of those plans have already started. There's discussions going on with that and timelines happening for that as as we speak. Um the following year we will plan

054on beginning the operation of Spring Creek and Cedar Ridge as DLI magnet schools. Throughout that we'll monitor the enrollment by program, language, and grade level. Um we'll monitor student and parent satisfaction. We will um watch teacher uh support uh what their needs are. Um we'll coordinate monthly implementation review meetings to see um what we can be doing on our end uh to support as that's as that's happening. Um handle support and staff issues as they arise. Consider community feedback through survey and meeting information and um continue that district uh DOI promotion that we talked about a couple of slides ago. and then um begin the lottery process for the the next year. As we finish up the first year, and this would be something that would continue continue from year to year. We'll monitor the

055um um a couple of the application processes. We'll look and see if we need to adjust those at all. Um we'll look at grade level retention. Um we'll look at it by language or program and specific grade level. Uh project try to project as best possible multi-year registration and retention. Uh assess language program viability based on enrollment numbers and projections and then determine pro program viability decisions at that point. And then um future programs these are some options that we we would look at from year to year. So there would be program continuation and that would be our goal. Our goal is to to grow these existing programs u from year to year. Grow and support these existing programs from year to year. Um we do have some options for program continuation with reduced enrollment.

056If we see enrollment reduced, there are some options that we can look at to keep the the program um continuing with those reduced options. Um reduction options could include but are not limited to uh new language implementation. If we know that there's a language that uh supports higher enrollment and retention, we could look at phasing that in as another language is phased out. Um and that those two kind of go together and then um single site model where if we saw um reduced numbers we could look at reducing down to a single site. Those are those are not our goal. Those are things that we want to just consider though in in case there's an a need for that. And then at that point each year, this is something else that uh we would look

057at is just um making adjustments as needed and start with superintendent presenting recommendations on program monitoring, the school board taking action on DLI, the long-term DI structure, adjusting staffing facilities boundaries as needed, and then begin the next year the DI magnet schools. That's all I have on the DI magnet end. Do you guys have questions for me before I turn it over to John on the on the secondary? And >> any questions? >> This isn't a question dealing with exactly DLI, but I'm sure getting a lot of complaints with the new school in in Hyde Park about the dust those trucks are creating. fix up there. >> They don't particularly care about the DLI, but they're really concerned about the >> Yeah, there's a and they're they're right at a phase. There's other people here

058that can talk about that. They're right at a phase where that's it's been such a hot dry I'm sure they are they've been moving so much dirt in and out that I'm sure that's been I think they're getting to a point where that will start changing a little bit as they start on the construction of the building. But yeah, I I get it. I think if the dust settles then we can move on to deal. >> Okay. I will I will cover that next time. The dust >> having lived in I I live in Hide Park so I hear it too. Yeah. So >> just a couple questions. I know you're just new in this position. >> Yeah. >> With the magnet schools. Um we've been running this program for several years now. So we

059do have a lot of information about how some of the languages are performing. We talked about maybe making changes with languages that are uh seeing greater interest like Spanish for example. I think almost everybody I've talked to has asked why don't we have another Spanish program. So in your slides it talks about learning this information maybe moving down the road but are we looking at the facts and the data that's already been presented and that the community is already sharing with us. Yeah, I think that's part of the conversations we all need to have and they they have been happening and those are things that we're monitoring. Um, having not been a part of those those conversations and those decisions to this point, I can't speak to it, but having been, you know, principal in

060that position, I I I feel like there's interest in those existing programs uh enough to to not make those decisions at this time. And I feel like we we have what we need right now to continue to try um to to pro promote those programs and build those that are existing. That's a great question though and something we need to consider as we as we go along. We're not just looking at you know data from here on out. We're looking at past and and >> yeah there's a lot of historical information I hope we don't ignore. >> Yeah. No and I think we can go forward with information that we have already to make better decisions moving forward. >> Yeah. As far as community involvement and surveys and input, um if you talk to parents

061who currently have kids going to Spring Creek and Cedar Ridge, a lot of parents that aren't in DI don't know that those schools will becoming DI magnet schools. I don't know if we've done a great job of communicating to those communities that that will be happening. Spring Creek in particular or in Cedar Ridge too, you have a lot of traffic that's going through those areas. Um those DLI schools, those magnet schools will not have busing and so you have a tremendous amount of additional car traffic that would be going through those areas. And we talked to the city councils, the mayors, the community to let them know that this is happening and to the families that aren't in the DI program so that they know that their kids are going to be shifting schools. I

062think again historically we've not done a good job with that and as a school board member I would hope that we are doing a better job with that moving forward. >> Yeah. And and part of that process has um been um not held up but there are certain parts that had to fall into place before those communications started happening. Um our facility advisory committee last night just um made some recommendations on the boundary adjustment. So some of the next steps are communicating to the communities affected and the mayors, the the city councils and and things like that. So that that is in play. Part of that was waiting for that facility cuz I we we would have been jumping the gun a little bit to do that before um we had the facility facilities advisory

063committee make those those recommendations on those boundary adjustments. That was kind of a a key piece to that. So yes, it's I agree. We need to we need to be communicating that. >> I just know the businesses along that area, the residents, >> I used to drive there every day for it's busy. That roundabout is busy. That road is going to be busier every morning and every afternoon. And so we need to make sure as a as a district communicate that to the people there so they can. >> Yeah, I appreciate that >> traffic. So the thinking behind that is rather than noticing families twice and maybe changing it the second time that we notify them once of a change with the boundary decision last night. Formal notice will go to all families starting August

06411th including the mayors and the councils of all the changes within the district and that precedes a public hearing that we we're intending to hold in September. Any other questions for me before we we let John go ahead? Okay. Um the committee's recommendation for DI and the secondary schools is as follows. uh they'd go to the Magna School on the north end, then to North Cache, and then to Sky View for the Portuguese program. For the Chinese, it would be again at the Magnan location, Cedar Ridge, then to Hide Park Middle School, and then on to Green Canyon. Uh for the French, it would be at the Magnan on the south end, then to Nibbi, and then to Ridgeline. And then for the Spanish, it would be the Magna School, then to South, and then

065to Mountain Crest. And I think it's important to to look back on some of the things that the committee has functioned around. For example, the key points that Derek mentioned, those four bullet points early on, but also uh and I'll just read this. Um, one of their goals was to strengthen DI pathways and improve long-term sustainability. They proposed this transitioning to a magnet school model for secondary DI in addition to making a slow transition trying to make this as slow as possible for for the secondary schools. Uh the most important priority was that every high school have a language option not necessarily a specific language option. So those are some things that the the committee worked under. Um this is the the model or the the layout of the transition plan for the 2526 school

066year DI on the south end is the Spanish speaking to the Spanish because that's the that's the one that is proposed to be moved to Mountain Crest. So Spanish would remain at Ridgeline for this year. Mountain Crest would not have any DI this year. The following year, the DLI5 would be moved to Mountain Crest. Uh Ridgeline would still retain uh the USU bridge option as well as AP Spanish. Um and then the uh the next year in 2728 again one more grade moves over as well as the USU bridge opportunity for that grade over to Mountain Crest but it still remains at Ridgeline uh for another year so that juniors and seniors could still take the bridge course. And then uh in 2829 again another grade level moves over. They have the DLI5, the USU

067bridge course for the sophomores and juniors. Still have the bridge course at Ridgeline for students that do not want to change with the program and they can continue there at the USU bridge through Ridgeline. And then in 29 and 30 and beyond, uh the DI5 and all the grade levels would be over to Mountain Crest for that Spanish DLI. Um thing to note though, and it's it's bulleted on the down there at the bottom, students may dual enroll if they wanted to. Uh so that that's still an option for the students. And if a student wanted to take the AP Spanish test, uh the the content, my understanding is the content is not exactly the same in DI5 and the AP Spanish, but they both prepare the students to take that take the test. And

068if they pass then they can continue on with the uh USU bridge option as well. So it still remains open and they can still do that through school choice. Any any questions on this here? >> I think this question fits in here. um is probably pretty early for this, but where some of the students will be going to Ridgeline most of the time eventually and to Mountain Crest for the Spanish, can the Spanish class be positioned in the schedule in such a way that it makes it a little >> I'm sure they would be willing to work with us on that, the principles, you know, at the beginning or at the end of the day, something like that. Yes. Yeah. Would there just be um one class of these? >> Likely. My experience is being

069in both the middle school with DI and the high school DI. There's really just one group that's going through. Yes. >> Okay. So, it just seems like it would be nice for parents from what I've heard about being a problem. Yeah. >> If it could be a strategic location in the schedule. >> Yeah. I don't I don't foresee that as a problem. and we have we have uh um limitations that we put into the schedules all the time to try and accommodate for different things and so we could certainly work around that. Would it be possible at all for um the DOI5 to be broadcast to Ridgeline for those students who are already who in that area and in that neighborhood area to be broadcast from Mountain Crest? >> That's a good question. Um >>

070no US >> Oh, that's right. I I knew the answer to that. Yes, thank you for reminding me. Yeah, USU controls that so they they would not broadcast. They just broadcast in one location. But again, if a student wanted to stay in Ridgeline, they could take the AP Spanish and still accomplish the same end goal of of uh completing the DI. Yeah, >> the DI5. With the amount of speaking required in a language class, it is not in the veteran interest of the students to broadcast. >> It's a good idea though. >> I know. >> If it could be worked out. >> I've been thinking about this a lot. Yeah. >> So the the recommendation is that the board uh accept the work that the the committee has put forth and move forward with this

071transition plan. >> So John, when this is all said and done, m or sky view would be Portuguese, >> green canyon Chinese, >> correct? >> Ridgeline French and Mount Chris Spanish. >> Correct. Yep. This is such a complicated program to run and I've been trying to wrap my head around it for a long time. So, I appreciate the work that everybody does to make it work well and the kids that are in it, the parents that are in it, like it's a great program and it really there's some good things. It's 10% of the district >> financially. It costs the district a fair amount of money to run this proportionately. Um, as we think and consider about these changes, in my view, I I want to make the least amount of changes that's going to

072disrupt parents and kids staying in it. Spanish is makes the most sense in our community. We get far more kids signing up for Spanish. We're looking to make this more equitable by putting it at Mountain Crest, which we should have done at the beginning, but we didn't. Now making the change which is a guiding principle is disrupting a lot of families and I I empathize with that. Part of me wants to put it at Mount Crest because that's my community that I represent that hasn't been able to access it very easily. This is a privileged program. The families who live in these close proximities can can be a part of. So we're now talking about shifting and I'm just thinking about all those families in a really strong valuable Spanish program >> now moving to

073Mount Crest. So, I'm I'm like at odds or I I I I don't know what really is the best decision and I know you're trying to do everything, you know, we can to accommodate those that are in it, but what about the kids that are just starting in elementary school and are going to have to shift kids. Some will have kids in Nondalei. They're going to Ridgeline and some are transferring them to Mountain Crest and they're going to have to go to South Cash and then they'll have some of the new Nibi Elementary. It's just complicated. >> It is. It is complicated and I think that situation exists now. We have families with kids in DI and some that are not in the same family and it is it's complicated and know there's no easy

074answer. So I think you're right. Any other questions for John or Derek? Thank you so much for your time and effort and blood, sweat, and tears uh spent on this topic. Um, it's a it's a heavy lift and it's a uh a hard decision and in the end we're looking at a program that is optional but is a really great program for um accelerating students in in dual languages. And um we like I personally like offering lots of things to our students and our families so that so that they can get the best possible education for their for their students. But in this at the same time we also to Brian's point have to consider the budget and the cost that some of these programs um cost us. We um I I appreciate the saying

075that we can do anything you want, but we cannot do everything you want um or that we want. And so uh this will be uh a hard hard topic still even after we have a vote on it. So thank you all for considering this and thank you for your presentation. Can I add just one thought? You know, as we're as we're considering the students, and you you mentioned it, Brian, there's kids in every community and for years to come, beyond the next 11 years that we have kids in the current schools or 12 or whatever, right? Beyond that, there's kids in every community. And if this program lasts beyond those 12 years, you got to think about opportunity for every kid. And having that opportunity in every one of the high schools is pretty significant.

076>> Yeah. >> So, >> all right. Thank you. >> Thank you >> very much. >> Okay. >> Stay right here. >> Ron, you're up again or you're up still. Uh, next on our agenda is cell phone policy revision. And um I did I was must admit I was surprised to see this but um after multiple discussions on this so we'll let you take it away. >> Okay. I can't remember if I gave you a slide or two of this. >> You gave us lots of attachments. >> Okay. All right. So I'll just read briefly. The current uh policy states, "Cellular devices have become an important communication tool in our society." The Cash County School Board recognizes the value of these devices, but also understands if used inappropriately, these devices can disrupt the learning environment. As

077such, the school board seeks to adopt a policy of acceptable use of cellular devices at school while also creating the following reasonable expectations and guidelines. as I as I read this we're beyond seeking I think and so just for that fact alone that something need to be addressed also in legislation as you know the um and I just lost which bill it was but you're familiar with it um so looking into it and and addressing some of the things there so I've I've taken and I've adjusted the wording and just for the the policy itself and just wanted to share that with you tonight. And that is the Cash County School District recognizes that personal electronic devices, including cell phones, are common communication tools. While they can support safety and family communication, their misuse during

078instructional time can disrupt the educational environment. To protect instructional time and promote a safe and respectful environment, Cash County School District supports the reasonable limited use of personal devices. Clear expectations and procedures will guide appropriate use. So, and we've we've looked at the the procedure piece, but for tonight, that's the significant change is that we're moving forward. We have a policy and not seeking to adopt a policy. Any questions on that? >> So, we're just um modifying our existing. >> Correct. >> All right. So, we're not talking about procedures tonight, just policy. >> Correct. I I would like to run the procedures. There's our policy, our current policy, it's split between K6 and 712. And the way that is written in both very much aligns with what the uh um legislative directive was. We are

079very very in in line with that. We could say absolutely no changes really and we would probably be okay. But there are a few wording things such as the ability to be able to use cell phones for safe UT or in the case of emergency or things like that. Some basic wording that I think we ought to add into that procedure piece, but we'll I want to I want to pass that through uh community members as well as the administration. So, >> do do we need to change it from uh K5 because now the middle school is because they're secondary. >> We do. When when sixth grade moves, then we'll have to adjust that. Yeah, >> we got one more year. >> Okay. All right. Any questions for John? >> Okay. >> All right. Thanks.

080>> Thank you. >> Have a lot of assignments tonight. >> Next up, we have Britney, and she will be presenting the district early learning plan. Oh, click. Thank you. All right. This is an annual event. Some of you may remember. Um, this is the first time that I've I've been the one to do it, though, so bear with me if I don't do it the right way. Um each year the learning um or the USB requires that we submit an early learning plan and um there is some code behind that and some board rule behind that and they require that the plan include three pieces. So while this is not the only three things we're focusing on for student learning, these are the three things that we're required to submit to the state and also

081to report to you. Um, so we have to have a growth goal based on Aadian mathematics benchmark data. We have to have two additional goals to address current performance gaps in student mathematics proficiency. And we have to include specific strategies for how we'll improve outcomes for students. There is not any funding tied to this plan. Um, our plan focus is is around these four things. And these four things are a requirement at the state level. So um while they're fantastic and I would probably have chosen them myself, they are also a requirement. So we have to um focus on conceptual understanding, meaning we're using what's called the concrete represental representational abstract, meaning kids and students learn first in the concrete and then they move to the more abstract. So, if you've ever helped some of

082our younger learners with their math, you'll notice they're doing lots of drawing models, things like that that helps them to see things in the concrete and then helps them to think more abstractly as they get older and more experienced with math. Um, procedural fluency. This is helping them to develop skills so they can do the math fluently. That does not necessarily mean fast. So, we refrain from or we're we're hoping teachers are refraining from timed testing and more and focusing on other activities that will improve um fluency in math, strategic and adaptive thinking. So, students, like I mentioned earlier, they're modeling, they're doing math tasks, and it's um more than just plugandchug. It's more about learning the the why do we use math? It's to solve a problem. And then also productive discipline discipline. We

083want our students to have a mathematical mindset and be um positive about how math can help them solve problems. And we're using some of the work from Joe Bowler, Graham Fletcher, and Christina Tondivald um to help promote positive math experiences. >> Can I ask a question about the procedural? >> Yeah. So does that mean that students will not be taking any kind of timed test on um um >> multiplication? >> Yes. >> They should not be doing any timed tests. So that >> yes and and that is kind of a um there's some teachers that have a really hard time with that. Um and so we we're working with them and helping them to see that that is not a a method for growth for students. it it actually um makes kids not really enjoy

084math as much. So, and it doesn't improve their knowledge. So, >> so tell Kathy what some substitutions would be. um like visualizing instead of doing timed tests, being able to visualize, oh, if I break that in that 42 into four tens and two 1's, then I can add that to um such and such easier. So being able to visualize things like that instead of just like you talked about plugandchug or time test or the rope memorization doesn't help them understand what math is doing. And so the point of procedure is to help kids understand what math is doing so they they understand what they're why the why they're multiplying this or why they're adding these. Roger, do you have anything to add to that? No, I did multiplication facts for years and that's how I

085learned it and >> yeah, it's a it's very traditional and so that's why a lot of our teachers struggle with it. >> My kids did it and >> and I can see the results and they still know them. >> So, you know, I don't >> Yeah. Um the the research doesn't support times testing. So, um any other questions about these four mathematical Britney, you know, in teaching some of the lower math classes, this is in a middle school situation, the time testing didn't work, but teaching them how to use calculators did. >> And that's another another thing is um when they get into the older grades, they do use calculators. However, if they don't have these understandings, they struggle with math. So if we can help them understand what numbers represent and what they're doing

086repres like why are we doing these things they'll do better in math when they're older and >> using >> and using calculators. Yeah. Yeah. >> Okay. So our goals um our state growth goal um is to achieve at least 60% of our first grade first through third grade students. um they'll be above or typical growth on the Acadians math assessment and that's we're required to have that be our goal. So um then our CCSD goal, we chose first grade math. So we looked at the Aadian data and we identified that we were a little bit low in missing number fluency. And so our goal for first grade math is to increase that um from the beginning of the year to the end of the year by 6%. And then our third grade math goal also

087based on um looking at the data we decided that we were going to increase the percentage of third grade students who are at or above computation by 3% from the beginning to the end of the year. And when we use a cadence, we test throughout the year and so we don't usually compare last year's score to this year's score. We look at where were they at the beginning of the year and how are they at the end of the year. And do these goals, these um district goals, not the state growth goal, but these other two goals, do they represent the themes that um teachers and um district specialists are mo most concerned about with our student performance? >> They're pro our teachers probably aren't looking at at it at the global, >> right? So

088the teachers are probably not as concerned about some of these because they're going to be looking at their individual students. So we're going to be focusing at the PD level and um discussion level on these things and hope that that will help to improve also letting them know that these are our goals, but they're all they're might be setting different goals in their classroom based on the needs of their particular students. >> But as a district, these are the the top two concerning areas. >> Yes. Based on our district data. Mhm. Yep. >> And then because we don't want anybody to forget that we also care about literacy, we just added our own literacy goal even though the state doesn't require that we report on it. So just wanted to let you know our goal

089for literacy is that 65% of our students grades 1 through three will meet adequate yearly proc progress or higher on our Aadian rating pathways of progress. Any questions on the learning early learning plan? >> Nope. Okay, it's Britney. >> That's awesome. >> Okay, on to the professional development plan also presented by Britney. >> Yes. And I don't have a slideshow for this um just the plan that I've put together um with the help of my team. Um so each year we have a few district-directed professional development days that are um set aside for us to deliver professional development as we see based on the needs of our staff. Um we actually have in the calendar three days that are designated for district um directed. However, we don't always need all three. So this is a

090year where we thought it would be best to give one of the days back to teachers for teacher prep. And um so that's why there's one additional teacher prep day at the beginning of the school year this year. Next year we anticipate taking that back and using it for math adoption PD. So um that's why there's only two being reported here, but there's typically three on the calendar. Um so our first um professional development for the district is our August 11th, which is on Monday. It's our district professional development conference. It's conference style. Um there's six breakout sessions throughout the day. There are there's a keynote session where actually instead of bringing in an outside presenter, we have um ed talks, a play on words from TED talks, we have five of our own educators

091who will be delivering our keynote um and I'm really excited about that. So they will deliver a keynote um and then there are five other breakout sessions throughout the day if somebody chooses to attend the keynote. We've also given teachers the option of of instead of attending the keynote going to an additional breakout session because some people do not like to go to keynotes I've learned. So um and then our next professional development day is on February 13th. We are going to use this time to focus on standards alignment. You may be aware that USB is rewriting the math standards and we hope fingers crossed that they will be approved by our February date. If not, we'll be doing PD on the draft of the standards. Um, but we will be providing professional development around

092this new standards for all elementary teachers who teach in a a elementary classroom and then all of our secondary math teachers. For those who don't teach math, we will have at the secondary level, we'll have um standards alignment around their own standards and that will be through PLC's. And at the elementary level, we do have a few um different groups who don't teach math like ESL and um speech language pathology and things like that. And they will work on their own standards work that day rather than participating in the math standards because we want it to be most applicable to them. Um so it kind of outlines there what will be what our plans are for each of the content areas. And then um each year we also have our teacher induction program and this

093has been a a CCSD tradition for many years. So we offer for all new teachers who are new to the district whether they're brand new teachers or just brand new to the district we have an induction program. It's a two-year program where they participate in at the elementary level cash teacher academy. In the special ed world, it's called TIPS and at secondary level we call peaks. And so that's just professional development throughout the year that is combined with instructional coaching. And then we also offer several optional because teachers, lots of teachers want to keep improving even when it's not required. So, some of the different things we're offering is um we're calling it big five of classroom management certification. This is where they have the option to show proficiency in our big five of classroom

094management. They'll be doing some work there if they choose to do that. Um we will be offering some elementary math training around that fluency we talked about earlier. So, that's an optional thing for elementary teachers that will happen in January. Um, our digital teaching and learning um, team offers individual coaching for anybody who would like technology coaching and how to implement and use technology in the classroom to um, make their instruction more effective. >> Who is that? >> That was Andrew Clark who talked about um, school AI. And then we have a new member who's Julie Caster. She's going to be part-time DTL mentor and part-time teacher at Sky View. and she'll be helping with him him with the secondary side of things. And then we also are offering um support continuing to support N

095teachers who want to become national board certified teachers. So we will have monthly support for them. We also have three different endorsement courses that we offer for teachers who would like additional endorsements. We have a mentoring endorsement that is only for um teachers who participated in our pilot our master pilot program starting last year. And then we have an ESL endorsement course that's applicationbased. We have a lot of interest in that. So we have to limit how many. But this year we're excited. We're offering two sessions. So we have 45 teachers who will be participating in that. And we are hoping to get up and running an edtech endorsement, which is a way for teachers to learn about and demonstrate proficiency in using technology effectively in the classroom. So that's to come. It's not ready

096quite yet. Also, um, John, Derek, and I are offering aspiring principles academy. That is professional development for educators who have an admin license and would like to be able to get some professional development about becoming a leader in the in their schools right now. And then also hopefully prep for if and when they become principles and that will be happening a few times throughout the year. And then finally cash teacher fellows they are there's 12 teachers who are our fellows and they will be participating throughout the year in different professional development. So, and then um as we transition to the middle schools, we know that some of our sixth grade teachers will be new to the middle school environment and also maybe new to different content areas that they've not specialized in before. We know

097none of our sixth grade teachers will be new to well, I shouldn't say none. Most won't be new to teaching what they're going to be teaching, but they'll be new to teaching it all day. So we will be providing some curriculum training for them throughout the year once we know who will be at the middle schools teaching sixth grade. >> And when will we know that? >> I don't know Januaryish. What do you guys remember what was on the >> We're just putting the final touches on a draft timeline. Um we'll start as early as this fall and eliciting uh feedback from teachers in terms of preference and we'll go through a process of placement. It'll take us through up until January. >> We're hope we're >> Yeah. And we're thinking that that PD won't

098start until March. >> Okay. >> If at the earliest. So, because we have other things we have to get done before we get to that. So, >> awesome. >> Okay. Any questions? >> Questions for Britney? >> Thanks so much. >> Thanks. Uh, last but not least, uh, board goals on our agenda. And Kathy sent each of you, uh, possible board goals based on the, um, evaluations that we filled out and Jeff presented to us. But um Jeff, I don't know if you I'm certain that you can't remember off the top of your head, but question 11 and question 12 um were some goals that we were going to focus on. Mhm. >> And we had talked about uh Richard sending the questioner out to Todd Staff and I found a I thought I had sent

099the email and it was in a draft sent. So I still need to do that. >> Okay. >> I think that would be good to get that feedback. So I will I have sent that now and you should see something from Richard pretty quick. So >> okay, great. Thanks for doing that. Um the other thing that we felt like we should set a board goal on toward is creating an a new board member onboarding and training checklist. Because while Brian is has been a board member for 18 months, he still had remembers what it feels like to be a board new board member. And so we want to make sure this list and Allan can help us as well and maybe you all remember um things that were lacking when you were trained as new

100board members. So, um if you if uh you could look at this list um of onboarding and training checklists and let us know if you have um input tonight, that's great. If not, um send your input to uh Kathy, me, or Todd and we'll add it to or subtract from whatever. Um, we just want to make sure that we have some procedures in place for um, uh, because we know in the next decade we'll be changing some school board member positions. Um, and so uh, we want to make sure that there's a a good procedural uh, step by step to help new board members uh, get up to speed better than what we all experienced when we were new board members. I >> you're saying the school of partners isn't best practice. I think even

101though we have places where people can go to get the education acronyms that we use that somewhere on this list there should be something specific where they actually can see what the acronyms are um for education and even like maybe what the different tests are like what is a cadence what is it evaluating what is rise evaluating >> um Because as many times as I have heard the names of them, my brain is going, "Okay, now what is that? What what are they testing when they take the Acadius test or whatever those are?" >> Wow. That would be a very comprehensive list. >> It would be, but it doesn't have to be on this evaluation checklist, but if we just had it somewhere really convenient. >> Well, it's in the board docs. >> Yes. and

102it's on in our board handbook, but it's um not very there's not a lot of them. >> Okay. >> It's >> so it needs to be updated. >> I Yeah. >> Okay. >> Or maybe a flowchart that sends you to a a place that >> Yeah. where it is. >> Can we use AI for this? >> Yeah. >> Well, would you would you did you have trouble with any of the acronyms wondering what >> Oh, yes. I still do. >> So I am. So do I. So it would just be nice to have like >> we'll start playing with it. >> We can come up with >> a little one of you know how they give you a little tiny books you can put in your pocket and you pull them out. >> Well, Google's

103a great help. I mean almost anything you need you can just Google it and get an answer. So >> yeah. Yes. Some people can do that really well. >> Um >> the powerup website it does pretty well. it has gotten a lot better on including things that are helps and uh I've used that quite a bit. So >> if we do develop some kind of a list like that then I think the parents who are on the school community councils should receive it. >> That's a great idea. >> Yeah. >> They know what in the heck everybody's talking about at those meetings. >> Exactly. >> Yeah. >> Got quite a list already starting >> just >> well just with chat GPT. Yeah. Um that would be really helpful for parents. I agree. So that they

104maybe it would be their little uh pocketbook and welcome to the school community council >> um from the board. Here are some uh acronyms and definitions you might want to know about as you have discussions. So, one other thing, um, I just made a little list several years ago of what they needed to make sure got done during the course of the year that was on the agenda and then at the bottom how to take a motion and pass it. And um, when I go to the different school community councils, I try to do it the first meeting, but sometimes I don't make it until the second or third meeting before I remember to take it. But every almost everybody I've given that to has said, "Oh, this has been really helpful." So maybe, you

105know, we could put some something together like that as well >> just to help because it is our responsibility to train them even though we don't do the actual >> Yeah. >> training. Anyone else feel like we need more goals this year as a board? >> No. I think those are good ones. I think >> so. We're going to create a handbook for school community council members and um finish out this list for onboarding new board members and you'll get us the information. Okay, great. >> I think that will be awesome for us to work on this year >> and um if we can accomplish both of those very large goals that will be uh a great improvement. Yeah, it will be amazing. anything. We might have to carry it over next year. >> Yeah,

106maybe. I hope not because I think that a lot has been done on it already so that we can I mean the superintendent, you just gave him a suggestion and by the next week he's got you three pages of list and it's like >> holy cow. >> I'm sharing with you a list of acred. >> Okay. He knows how to use chat GPT really well. He's an expert. I I think he's becoming >> in the district. I'm not using student data. >> All right. Any other comments, concerns, things you want to see on next month's agendas? Um, make sure that uh if you um are wondering when we're going to talk about different things or if we're going to talk about something that you're concerned about that you look at that shared um calendar, yearly

107calendar of um that's the spreadsheet that has all of the um information. >> Is it on the board page? >> Um no, I'll ask Emily where it is >> truth and taxation is on the 28th, right? >> Okay. >> Yes. >> Just want to make sure that >> I mean as far as >> I'm concerned that we're going to be hit by like Tilla and Alpine% >> Oxelder have been hit. >> It's big in the news. I've I've had a lot of people in Paradise commenting about that and the sad thing is they look at the the percent increase 27 point something% for the school district but they don't look at the whole picture. They don't realize that their taxes are not going up that much. So we've got to be able to explain to

108them where that comes from. Jared's got a great presentation prepared and says that with all the calls he's had for people concerned after getting their tax notices >> that when he explains it to them, most people say, "Oh, okay. Now it makes sense." >> So, in the format that evening, are we going to do that first before public comment or are we going to do any type of presentation like that? Yes, Jared is planning to do that that night. >> That'd be best to do it before the >> Yeah. >> Well, truth and taxation is at the end, right? And it's two different meetings and we have to do truth and taxation after our regular meeting so that it's at a time when anybody can get here without conflict without work conflicts. So, we'll do

109we'll do our regular business and then we'll do the truth and taxation meeting and Jared will um be the main speaker at the truth and taxation meeting >> preublic comment. Correct. >> Okay, perfect. >> Yeah, >> that's that's what I was looking for. >> I can send all of you just a summary of the talking points, but but it's the same we've >> because I've been getting calls and that would be nice if I'm sending the same message out. I mean, they've been pretty good conversations, but people are kind of amped up because of what you're talking about here. So, anyway, okay, good luck, chair. >> And Allan is hosting a board social uh after all of that truth and taxation at his house. >> Have lights. >> Is that a mid >> That was

110my question. When can I tell the chief chef of the grill that we should be there? >> We don't know that night. >> You and I need to talk. >> Okay. Maybe change the date. >> You think? >> I don't know. >> We can >> we could move. Well, even the first one in September would be about this time finishing. >> So, >> yeah. >> This is pretty standard for the first meeting of the month. The second one is sometimes shorter >> except for on the 28th. >> 28. >> Yeah, that one's totally unpredictable >> as we don't know. >> The September meeting will have public hearing as well. >> Well, that's right. For boundaries and secondary DI. >> Well, is there another date that we could have that? >> I don't think we're going

111to find a shorter meeting before Our gardens are done. >> We do a non Thursday night. >> Yeah, we could do a non- Thursday night. >> Next Thursday. >> Is that what you're talking about? >> A non board meeting night. >> Oh, gotcha. >> We can send her out an email or something. >> The 14th would work next Thursday. >> September 14th. >> No, August 14th. Next Thursday. >> Oh, >> between our meetings. Okay, >> two items before we close. One is I've shared a document with you that where I just tried to capture board priorities from our last meeting. So, take a look at that. If I missed anything, let me know. Um, and if everyone's comfortable with that, we'll post it so the public is aware as well. And then secondly, you've received

112emails uh from Jared and I think Emily also about the um visit to the new construction sites tomorrow. We'll start in Height Park and parking is enter from the east side as I recall from the map starting at 9 and I'll I'll meet you there. I know Jared is leaving. We'll be able to attend but I'm not planning to be there. >> Is there an entrance to the North one on the east or is it on the west? >> There's one on the east. >> Where is that one >> to hide park? >> Well, for the high park. Yeah, there there's a gate there. I' I've driven by it. There is a gate there. Am I misremembering the email, Jared? And the map seemed like they asked us to enter from the east and be

113because it was closer to the trailers. >> Yeah, I was just trying to look it up. I'd have to >> There is There is an entrance that goes in. >> It's not Well, it's not heavily used, but there is a gate there. >> Do you know the street on it? Is that on the instructions? >> Oh my gosh. I just >> It's on the I'm looking at the map right now and um it's not the main road. >> It's like on the back of the school. >> Yes. >> So, it's um let me see what if I can see >> facing to the neighborhood. >> What um >> Xinity is working on our lines today. So, >> if you just if you turn at the post office in Hide Park and go straight south, you'll

114run right into it. >> Okay. Thanks. >> Yeah. It's like, you know how the school is is kind of a Lshape? >> Yeah. >> So, it's right at the entrance is right off the corner where it where the two legs come together. >> Okay. >> So, it's not the main road that goes over to this to the >> roundabout. Wolf pack. >> Yeah. Okay. >> It's a different one. >> Okay. I hope you all enjoy your tour tomorrow and thank you all for participating this evening. >> Billy's planning to be there just so we have a head. >> I'll be at the nibbly one. >> I think I'll be at the high >> and it starts at the >> I won't be able to make either one. >> I won't either. >> I think an

115hour each is what they've they've allotted. >> They allotted two. >> Yeah, >> but some that would be travel. >> You got to travel from one to the other. So, >> I'll be at nibbly at 11:00. That's what time they said. Or if it's earlier, text me and I'll zip over there sooner. >> Will everybody email Terry and let or contact Terry and let her know if the 14th will work? >> Yeah, I'll send out an email right now. >> All right. Thank you all for