June 10 2025 Jordan School District Board of Education - Live Stream

001Welcome to the Jordan School District Board of Education meeting. Today is June 10th, 2025. Happy summer. You made it. Um, tonight we have all members of the board of education president present as well as our superintendent Anthony Godfrey, our business administrator John Larson, and our board attorney Mr. Paul Vanman. Um, I am Nikki George and we are going to go ahead and start tonight off with a discussion on a portrait of a graduate and the strategic plan. Uh, as you who have been following along know, this is a process that we've been working on for some time. And tonight we are joined by Education Elements to give us an update on where we're at. We'll turn it over to them. Hi, good evening. I do want to quickly note that I'm not able to see

002anybody in the room, which is fine. I just wanted to name that I only have audio right now. um in terms of being able to see um people's cameras. So that's totally okay if it will be that way, but just let me know um if there are at any point any questions that are coming up um since I won't be able to um see the room to be able to read body language and make sure that I am pausing um as questions do come up. So, as President George was saying, uh this will be our final board update as we share what we've accomplished this year around implementing the strategic plan and portrait of a graduate. Um, and in particular, the thing that we're going to be focusing on, um, by talking about what has

003been accomplished is starting to preview what the rest of this summer will look like and then what implementation will look like as we move into the next school year, which is pretty wild to say out loud that it is already June and we are starting to look ahead to an upcoming school year now that graduations and things like that are starting to be in our rear view. So, as you know, um my name is Sarah. I've been working with Jordan for the last year and a half, and it has been a wonderful experience. Um you have likely had opportunities to meet and interact with my two colleagues, Miriam and Lauren. um both of whom are not able to join tonight. So I will be flying solo but know that they say their hells and well

004wishes and are just really excited uh knowing everything that has been accomplished this year as well as uh what will be true as you all move forward into the next year of implementation. So, as I mentioned, we're going to be first focusing on the progress from this past year, previewing what implementation will look like next year when we consider the different priorities around our strategic objectives for each of the pillars and then take a closer look at the summer for this month and then looking ahead to August, especially around launching the portrait of a graduate in our schools and classrooms. And then we'll close out with an opportunity just for some discussion and next steps. Especially because we want to take some time just to discuss and strategize with you as the board about your

005role moving forward when it comes to implementing the strategic plan and portrait of a graduate. Of course though, as you are likely familiar with at this point in terms of one of our key practices at education elements, it would not be an eee update if we did not have a check-in. So the check-in question for today is on a scale of 1 to five, how clear do you feel on Jordan's strategic priorities right now? And what would help raise that number? So I'll give you a moment to think about that question. So you're choosing somewhere between the scale of 1 to five and then depending on what number you choose, is there anything that would help to increase that number for you? And then President you to start. Yeah. So the strategic priorities are basically

006the pillars of the strategic plan, right? Yep. The strategic objective under each pillar and then when we talk about priorities, which of those objectives are we prioritizing year we think about our momentum? I remember now. Yes. Thank you. Yeah, great question. I think that was Lisa. Yes, that I am Lisa. Nicely done. Yeah. Amazing. So, I'll give you all a moment to think with that clarification and then President George, I'll I guess go to you to ask and kind of kick us off with our wraparound so we can hear from each board member. Sure. I'll just call out names if you guys are okay with that. All right. Miss Dean, what's your number? Should I start at the other side of the room? I will say Well, I mean you Okay. Um I feel probably

007four or five. 4.5 is good. I want to say five. Dr. Robinson, three, three, do you want explanations? I think it'll be better to understand as we roll it, public questions from our teachers. I think I have a good grasp on it what it is, but I don't know what their questions are going to be. So, I'm not ready to give it a four or five until I hear what they have to say. And really what we're rolling out to our teachers and schools is portrait of a graduate, not our strategic. Okay, Miss Barrow. Um, I still need some clarification on the strategic priorities. So, there's the pillars and what's the actual priorities or are the pillars the priorities? I It wasn't clear to me when Lisa asked it because she got it. So, then

008she stopped talking. I'm like, "Wait, I don't get it." And that's and that's the thing, too, like I remember the presentation on the priorities, which one we're going to do first and then like implement first. And um and the reason I'm a 4.5 is because I can't exactly remember the order, but I remember feeling confident about it. Anyway, does that make sense? So it's like these two will be the first ones and then this one will be the next year. Okay. Okay. And in the roll out process. Yes. Oh yeah. There just I think a couple um I'm gonna go with a three. It's just still new to me. I need I need more documents to read over on a daily basis. So, this is Bryce. I'd say a four. And what would raise the

009number is simply watching it roll out. Nothing that we would do today as much as just watching it roll out. Um, I've really appreciated President George making this a priority for executive committee. every time we put something on the agenda, we talk about which priority does it match and where and why. And so that's really helped me get up to the fours. Um, but I think what I need to see is roll it out. Right. This is Nikki. Um, I am also going to say a 4.5. I think I have a good grasp of where we're going, but um watching it actually become tangible. Um yeah, there's still room to learn. My turn. Am I the last one? You didn't call my name, so I Sorry. This is Brian. I mean, Mr. Barnett. I would

010also say 3.5. somewhere between three and four as far as my clarity on it and something that's been voiced by a couple other members of the board. Just watching the implementation, watching it roll out, I think will clear up a little bit of it for me. And one other thing that would help clarify it is totally on my shoulders to just spend a little more time um familiarizing myself with the information. I don't I don't want to completely rely on education elements to educate me on the strategic priorities or you know that's part of their responsibility. But I think for me I I just need to put a little more effort into understanding it myself. I think that's Well, do you want um our superintendent also to check in? Sorry, that was all the board

011members. Should we keep going? We're we're always happy to hear from uh our superintendent. So, if he would like to share, he's welcome to. I I would say a five with room to learn more and more, but a five for the stage where we are and and I'm excited to see it move forward. Great. Well, thank you everybody for checking in. It was really helpful to hear where we each are individually when we consider this scale knowing that nobody is lower than a three. I think that is a great place to be as some of us feel like we maybe have more clarity around the strategic priorities and just moving forward with implementation is really the thing that will help us to get to a five versus some of us wanting more opportunities just to

012really immerse ourselves in these anchoring documents and make sure that we're always connecting back to that and having that shared language to really reinforce that shared understanding. I think as we consider our agenda for this update, especially as we talk about what will be happening in June and August when it comes to launching the portrait of a graduate, that framing of shared language and shared understanding will definitely be a throughine with those conversations that we'll be having with administrators and also teachers. So as we move forward and jump into talking about the progress from this particular year, again I want to ground us in what the process has looked like this year knowing that Jordan took on a comprehensive approach to implementation, especially in this first year where we had multiple work streams that were

013driving towards a shared vision of success. And since we shared our last update in April, what Miriam and I have done also with support with Lauren is continue to work with cabinet to plan for that launch of the portrait of a graduate, as well as making sure that we're continuing to have our administrators and our teachers really clear on the strategic plan and the priorities that are captured in that strategic plan. And so, as I mentioned, the work in June, we'll be working with principles and administrators as they think about preparing to share that messaging in August. And later on in this update, we'll go into further detail about what that will specifically look like. But as we get ready to talk more about what the progress has looked like this year, especially around implementation

014for strategic objectives within each pillar, I think this quote from Abraham Lincoln is really helpful to ground in. It really describes Jordan's intentional approach to implementation this year, especially with that key framing around alignment. We're going to look at that five-year uh framing in just a moment of what you want to be prioritizing year-over-year as you think about implementing a strategic plan across the scale of a district as large as Jordan. So, this quote from Abraham Lincoln, if I had six hours to chop down a tree, I would spend the first four sharpening the axe. Uh that is a great description of what we did this year, especially the partnership between the board and the cabinet around aligning on that timeline for implementation when we looked at the strategic objectives across each pillar to make

015sure that we were very methodical, aware of the current state and making sure that we were having conversations about where can we move a little bit more quickly and have some of those quick wins to have momentum. And then where are some places that we want to make sure that we're intentional to build our infrastructure to consider capacity and make sure that we're aware of how different objectives help to reinforce each other. So the really key word here as we think about the progress from this year is this idea of alignment that you all were very aligned as a board as a district in terms of the shared leadership about where we are going when and how. So this is that slide that I was mentioning in terms of talking about that roadmap to sustained

016implementation over the course of five years. When you look at Jordan's strategic plan, each of those strategic objectives for the pillars are with the thinking that by the end of five years, each of these strategic objectives will be into full implementation. And so as we set ourselves up for success, that idea of alignment was really important for this year in particular. So that as you move forward into year two, that focus on acclamation and then year three with refinement. So making sure next year you're thinking about some of the things that you're testing out that you're starting to see those indicators of success to be able to know if you're ready to move into full implementation or if maybe there are some pivots that need to be made without compromising on the overall vision. And

017then refinement where you're starting to take that evidence of success, making some shifts so that as you move into year four and year five, you're focused on sustainability and also envisioning the next frontier. What comes next after through the end of these five years, knowing that we are chasing after a really clear vision of success that each of our pillars help to reinforce. So thinking of that, I want to talk a little bit more about this year in particular with that collaborative process between the board and cabinet to make sure that we are aligned on each strategic objectives 5-year timeline for implementation. And through that collaborative process, there were some objectives where we had some adjusted timelines based off of board feedback of what you're hearing from your constituents across your community to make sure

018that we are moving maybe more quickly on certain objectives as well as being mindful of things like capacity, resources, infrastructure to make sure that we're setting ourselves up for success. And so as we think about what was really important for that collaborative process, this idea of analyzing current state was really important and something that really came out especially in the spring semester as we had continued conversations with the cabinet and shared those updates with you as the board. So we really aim to have that deep understanding of the current state of each objectives knowing that when you look at Jordan's strategic plan and you see the use of structure such as we will continue to that in many cases for the strategic objectives Jordan is not starting from scratch and so because of that being

019aware of what already exists will be really critical for making sure that we're maintaining that progress as well as building on that. So to better understand where we wanted to go for each objective in particular, we took deep dives of understanding the programs and practices that we could already leverage, who were the right people with that insider expert knowledge that we wanted to make sure that we were tapping into and bringing into this process and making sure that we were mindful of some of those gaps that maybe needed to be filled in order to meet our objectives as they're outlined in the strategic plan. And so from that understanding of current state that helped the cabinet and the board to come together to have a shared timeline of what it would look like for each

020of these objectives across the pillars. As I mentioned before, some of those were revised because as we continued to have these conversations, there was an understanding that we were further along or maybe we needed to slow down to make sure that our systems and infrastructure were in place before moving into initial implementation or full implementation for our strategic objectives. And so this is where we come back to one of the questions that was raised in our conversation around you know where are you on that scale of 1 to five? some of us being a three with maybe wanting to have a better understanding of for our strategic objectives in our pillars, which ones in particular were prioritized for implementation this year. And so that's what you see captured here on this slide. These were the

021three strategic objectives that were in implementation, some form of implementation this year in particular. And based off of recent conversations we've had one-on-one with cabinet members as well as with the full cabinet, we can really confidently say that all three of these objectives are on track. We met with those owners of the strategic objectives to more specifically define some of those key action steps and going back to a conversation we had with you all in December, making sure that we were really clear about those trigger points. So knowing that we are on track with things like initial implementation for these objectives, what are going to be those trigger points that we're looking for to know that we're ready to move into full implementation with these objectives. So one example of that is the objective around

022our high impact teaching strategies which is what the acronym HIT stands for. So that has already been finalized. There is a beautiful um incredibly accessible user-friendly uh playbook that has been created around those high impact teaching strategies and because of that um the objective will be in full implementation once those strategies are incorporated into the teacher evaluation process as a growth measure. So incorporating it into that evaluation process is the specific trigger point to know that we're ready to move from initial implementation which has been the focus of this year into full implementation in upcoming years. So I'll give you a chance just to look at these three objectives um before I move forward and talk a little bit more about the moving pieces as we think about this upcoming year for the strategic objectives

023that will be going into initial implementation. across all five pillars. I don't know if right now is the right time to ask for this, but I think it would be helpful to hear some of the specifics. So, these are pretty high level. Um, and I think that our administrators and cabinet have worked hard to make these something really tangible and accessible to the district. Um, and I don't know when the right time is. So, uh, Dr. Godfrey, whenever you think that is, but I would benefit from just a report on how are we intentionally building capacity for high impact teaching strategies within the first five years, for example. So there is So you want to talk specifics now about the or when we're doing to implement the plan, but at some point that would help

024me. Um if you want to do it now, we can talk about that or we can go into more detail at another time. Building the the capacity for high impact teaching strategies in the first five years. We have uh starting with the new teacher orientation, we have classes that are available specifically for new teachers throughout the year that build the capacity in exactly the way this is described. And I can get more of a description of that. How often they meet and but we have a cohort of new teachers that we provide additional training for. Is that new? Uh that's been in the last year or two. Yeah. just I think that would be a good way for the board to stay on top of this as this is our last meeting with education elements

025just to continually you know receive updates. Yeah. What are we doing? What does that because I can see oh it's in initial implementation but I don't know what that really looks like. Yeah, we've planned on coming with regular updates and just continuing to make sure that this is a part of our agenda on a regular basis. Perfect. That would be great. That would really help. Yeah, that would move me to a five. And to build off of that, the project management spreadsheet, that dashboard that we initially looked at in December that had the proposed timeline across 5 years for each strategic objective and each of the five pillars. That spreadsheet also has additional tabs for each pillar that go into greater depth around the strategic objectives. for each of these objectives, what are the specific

026actions or strategies that are helping to reinforce and support and to your point, President George, break that down into more granular detail about the moving pieces. And so, as was mentioned, new teacher orientation and induction, uh, talking about that playbook of the high impact teaching strategies that have been created, that spreadsheet is a great resource to see some of those more specifics broken down into greater detail. Um, and I can make sure after uh this update to reshare that link with you so that you have it. Thank you for pointing out the tabs at the bottom. I hadn't noticed those. Yes. And that is that's a resource that we leveraged in our one-on-one conversations with cabinet members who have been owning these strategic objectives. And then I believe is something that cabinet will continue to

027refine and make sure that it's integrated into their workflow knowing that that's a resource that we offered. But as always, we want to make sure that it is a tool, a resource that is specific to a district. And so the specific use of it or the update of it I think will perhaps look different but is something that will continue to be owned by by cabinet. Great. So thinking of that, let's turn and talk a little bit more about this upcoming school year in terms of some of the objectives that will be moving into implementation for next year. And so we have pulled out uh objectives related to three pillars in particular. So you can see here high quality instruction, culture of belonging and then student and staff wellness. Uh what you will notice for

028highquality instruction is that we are able to move from our phase of installation into initial implementation for the portrait of a graduate. So this current school year, this past school year has been really focused on installation, making sure that we're developing those proficiency skills for the prioritized characteristics of curious thinkers and responsible teammates. Making sure that we're developing some supporting resources for implementing the portrait of a graduate. being really clear about the guard rails, which includes making sure teachers understand that this is not something that is being added to their plate, but rather is helping to articulate a shared understanding of students success that they're able to integrate and embed with their current practices of what they're already doing in their classrooms. And as we move forward in this update and talk a little bit

029more specifically about the sessions in June and August with our admin, we'll be looking at what this objective in particular um will look like to make sure that our administrators and teachers are all on the same page. As we look at our culture of belonging objectives, these are more school-facing. So the administrators of schools have begun leveraging their monthly principal meetings to share best practices and help principles define their individual plan of attack so to speak based off of their school's unique needs. And then the wellness objective of course is already a strength of Jordans. And so really the focus as we look ahead to next year is making some of those pivots um based off of what is already in play um to make sure that staff feedback is continuing to guide implementation and

030that the strategies especially around wellness are responsive to what staff are experiencing. So again, I'll pause here to give you a moment to look at these objectives for these particular pillars um before we talk about any questions. And apologies for my cat just moving across my screen. He's trying to make a cameo right now. Now, these are just three of the five pillars when we think about Jordan's strategic plan. And as I mentioned, across all five pillars, we will have objectives that will be in some form of implementation this upcoming school year. So these are the objectives for opportunities for every learner and then effective communication that will be moving into implementation for this upcoming school year. And similar to the objectives that we looked at on the previous slide, there already is a really

031strong foundation to build from. So for example, when we consider that objective around programs for advanced learners, there are already so many programs that we can be building on. So the next step is to make sure students and families across the district are actually aware of those opportunities and are able to and know how to access them. So I'll pause here so that you have a chance to look at these objectives before we turn and talk a little bit more about June and August. So before I turn and talk about launching the portrait of a graduate um in June and then August with our administrators and our teachers respectively, I do want to pause year. Again, going back to that check-in question of what the strategic priorities are, especially as we look ahead to this

032upcoming year, when you think about these two slides, um the one that we looked at previously with the three pillars and then this slide right here for our last two pillars, are there any clarifying questions or just general wonderings that are coming up for you that would be helpful for us to note before we move forward? Great. Well, I will take silence to be we're ready to kind of narrow our focus and think a little bit more in the short term of what we're going to be prioritizing for June and August, especially around launching the portrait of a graduate. So, one thing I want to connect back to is the update that we shared in April where we took a deeper dive into that installation work that had been happening this year for the portrait

033of a graduate. And as we talked about the six characteristics in Jordan's portrait of a graduate, one thing that we shared is that as we look ahead to this upcoming school year, we're really prioritizing implementation around the two characteristics of curious thinkers and responsible teammates. And one thing that we had shared in April were the initial drafts of the proficiency scales for each of these characteristics across our Ford grade bands. And knowing that those proficiency scales were developed not by myself, not by Miriam, not by Lauren, but rather in partnership with teachers and coaches and instructional leaders from the school and district level across the district. I just want to come back to where we have landed with the final versions of these proficiency scales. So since that update in April, we reviewed some of

034the feedback that you shared with us and made revisions. And then across these four grade bands, we made some updates just to ensure vertical alignment so that each scale for each grade band builds off of the skill progression. And also making sure within each grade band, the way that the progression of skills and learning is broken down is developmentally appropriate to the students in that grade level. And if you were to click these links, I'm not sure if you have access to this slide deck, but if you did, you would be able to see that the final version of these proficiency scales are in Jordan's specific template. So, it has been branded to be uh within Jordan's colors and then also to match the current academic proficiency scales that are already in use across the

035district. again to make sure that we have that coherence across our system that we have the same way to talk about proficiency scales that we're using the same colors and also the same structure when we think about how those skills are broken down with that progression of learning going from below proficient all the way to highly proficient. And I'll pause here just in case there are any clarifying questions about this update before we talk a little bit more about June and August. I'm curious um just looking at the proficiency scales. So if this is for all students, do you have history of how sped students are doing on these proficiency scales? Are they making progress from one to the other? Are they generally reaching only a specific level. Do you have context for that from

036other districts or is that TBD? That is a great question and I remember you raising a similar question in April that I just really appreciate this continuing to be a throughine and something that we want to make to make sure that we come back to with this idea of accessibility and making sure all students are served with this. So one thing I'll name again is that the value of these proficiency scales is making the implicit explicit. And when I think about the work of supporting students who are identified as special education is making sure that we are being explicit when we think about skill progression. And this helps us to be a lot more responsive with our scaffolding of how we help our students to be able to move from one skill band to another

037with thinking about that progression of learning. When I think about what this has looked like across other districts, it might be hard to exactly approximate since these proficiency scales have been built to be very specific to the Jordan context. Knowing that Jordan teachers and Jordan instructional coaches and Jordan instructional leaders were the ones who developed this based off of the Jordan specific understanding of these characteristics. I can say broadly overall though when I think about the use of proficiency scales for portrait of a graduate implementation, it definitely has been a consistent tool that has helped to ensure students who are identified and designated as special education to making sure that they are getting the educational learning opportunities to develop these skills. Um, but I think this might be a great question to keep coming back

038to when we think about maybe some of those metrics or progress monitoring pieces that we want to make sure we're continuing to check in on knowing that these scales are going to start to be rolled out in classrooms as soon as the beginning of the school year. Thank you. And I'm sorry I didn't I didn't identify myself. It's Suzanne. I do have I do have one more question. Yeah, go ahead. And I apologies if this has already been asked and answered previously. These scales, will they be completed by the student in conjunction with an educator? Who who is it who indicates their proficiency? Great question. So these scales are really designed to be a resource one for teachers to be thinking about with their current lessons, how can they make really explicit connections to these

039specific skills and making sure that they are embedding that into the lessons that they have already designed and are implementing. that they can also be a tool of having a shared understanding with students about what it looks like to develop a series of skills related to being a curious thinker, a responsible teammate. So then students are able to one consistently self-reflect about where they are, but then teachers can also use these proficiency scales to make more specific rubrics align to specific tasks that they are assigning students. So then these scales become kind of a shared understanding and language around what is the evidence that we would look for concretely to know where you are in terms of the progression of skill development. So if you look at these scales, they're written to be in I

040can statements. They're meant to have concrete descriptions of what students can do. So they're meant to be affirmative rather than framing what students are not able to do. And that type of structure helps us to very intentionally set teachers and students up for success and how they're using this both as a planning resource and a feedback and self-reflection resource. So you can kind of think about these proficiency scales as being the connecting piece or that bridge between our very beautiful well-designed portrait of a graduate document and then the specific experiences and practices that teachers are already doing in their classrooms. These scales just help teachers and students to make that connection a little bit more explicit. So to go back to your question, it'll be a combination of teachers and students alike. Um, building off

041of this shared understanding of what proficiency or mastery looks like for these skills. Thank you so much. Although these scales are new and unique to Jordan, when you look at the learning assessments, we have increasing scores in certain areas in special ed and we can so we can provide you with some information about academic progress over time, but not on these scales specifically since they're so these scales may or may not be relevant to some of our special ed students. They're relevant. They're just new. Oh, so we haven't used these scales before. They're unique to Jordan. So learning comparison, but if you want to talk about academic scores for special education students over time, I can provide those. Great. And by I, I mean someone else. Yes. So I think this is a great transition

042for us to talk a little bit more about what will be happening in August and then how administrators are going to be preparing this month to set themselves up for success with that session in August. So what you see here on this slide will be two different links. One is a link to um the session that teachers will be going through led by their principal at their school in August. And then the other is a session that administrators, principles will be experiencing I think uh this week very soon um to be able to unpack that August section to prepare them to internalize it and then facilitate and really own it with their teachers at their campus. So we have here that 2-hour session for principles um which is again designed to help them to implement

043that. Um, this includes a slide deck, a facilitator script, and then some of those implementation resources I mentioned to be very specific to school specific planning. And then also that breakdown of how administrators are going to be set up for success to be able to review, internalize, and practice it before they deliver it in August. again to make sure that we have consistency in messaging that no matter if you're a teacher in any school across the district, you're going to receive the same type of messaging from your principal explicitly to make sure again that we have that shared understanding of success, especially when it comes to starting to implement the portrait of a graduate in our schools and our classrooms. So to zoom out, these are the goals for that session that teachers will experience

044in August around implementing the portrait of a graduate. This is grounded in the key ideas when we talk about our strategic direction at Jordan of being curious, being intentional, and being united. So there are a couple key questions that teachers will engage with during this August section. So how can the portrait of a graduate support student growth in the ways that matter most? How does the portrait of a graduate connect to what we're already doing in our school? Again, because this is not about adding something more to teachers plates, but rather making those connections and being really intentional. And then what will portrait of a graduate implementation look like at our school? A big part of the session in August is having teachers go through a process where they're connecting what they see in the

045portrait of a graduate, especially around curious thinkers and responsible teammates to what they're already doing to be able to have that shared understanding of this is what implementation looks like here specifically. And then being intentional. A lot of the session in August will start with just making sure teachers have a chance to dig into the strategic plan, review it and understand that as an anchoring document, and then deepen their understanding as they start to engage with the portrait of a graduate document. So then that they can really narrow their focus on our two prioritized characteristics of curious thinkers and responsible teammates. So reflecting on how existing practices fit in with that and being able to feel really set up for success as they consider launching it at the beginning of the school year. Again going

046back to this idea that ultimately we want every school uh teacher and leader to be leaving this session in August feeling really united with that shared understanding of how the portrait of a graduate is going to be really foundational for student success and how it's going to be implemented with a lot of intention and impact in our schools. And then as we think about what administrators, what principles will be doing this week as they dig into that session in August to make sure that they are reviewing it, they're internalizing and they're practicing the delivery. This is the question principles are really going to focus on how will you present that August session so your teachers are clear about your why and how it connects to your school's professional development and priorities. So balancing this both

047and of this is a district-wide and making sure we see ourselves in that because it is building off of what we already do and that we are connecting it specifically to the unique context of our school campus. I know Dr. Godfrey talks a lot about this idea of connective tissue. This is something that we want to make sure our principles this week as they go through preparing for this session, they're really clear about that connective tissue and they feel set up to talk about that with a lot of confidence and consistency in their messaging. And then for our assistant principles, what they'll be thinking about is how they can support their principal in aligning on those messages and making sure they're providing feedback um to their principal to ensure that the delivery of the August

048session is really strong. So, I'll pause here again knowing that we talked a little bit about what this week will look like for administrators as they prepare for that session and then what that session will look like for teachers in August. I'm happy to click into these sessions if you would also like to see a little bit what they will look like. And I know we worked closely um with our project team members with board representation to make sure that the board also had some input around the content and the messaging and scripting that went into these two sessions. Anybody want her to go into this specific slides for the presentations or are you okay the high level I'm good. I just noticed they were there. So, I'm going to go through that on my

049own time. Great. And also wondered if I could sit in as principles teach. Like, could I go to a school when they're presenting this to teachers and Sure. Yeah, absolutely. Have to watch yourself on video, but other than that, Oh, yeah. Yeah. Okay. I'll hide in the back. Yeah. Be like a celebrity cameo having you there in person. I think that's a great idea. It would be fun for all of us to pop in somewhere. Uh, President George, is there anything that you'd want to add to this? I know um that you had the opportunity um alongside our second vice president to participate in the creation of these materials. Anything that you'd add that you want to make sure um we have a shared understanding around? Anything we would add? I'm good with it. Yeah,

050I feel like you've represented it really well. I'm okay. Great. And we're excited to see that final welcome video. I know it's going to be really We just finished filming it. So, oh my gosh, it's all in the hands of our communication department to make us look good. That's awesome. Amazing. So, I know we have about 10 minutes left. So just want to pose some of these discussion questions for reflection and planning. We don't have to discuss every question. We don't have to go in the order of each question, but just want to pause here and give you a chance to look at it and then open floor to hear some ideas around reflections or planning as you consider these and any question in particular that is standing out for people that they would like

051to share some thoughts on. I'm particularly this is Suzanne. I'm particularly interested in four and five and excited to to answer those as we continue. Do you have any initial thoughts on them? Not to put you on the spot, but um well, I mean, I'd love direction on them, I guess. Um more than anything, I don't have any um specific opinions or feedback right now. This is Aaron Barrow. I was thinking about number five as well. Um, communicating with the public is a big thing on my mind that always comes to the forefront. And so I'm wondering if this is something that I might be able to portray in a JPAC meeting for our parents for their school community councils that they can then take back just to add more clarification. It's always good to

052clarify and be specific. And so I'm wondering if JPAC might be able to do something with that. I think that's a great idea. I think that was always the plan. It was just choosing the timing. So, I appreciate you going there already. Good. Yeah, I love the the framing of thinking about these questions, especially the last two, as maybe being that specific focus into next year, especially with what we've outlined around what the priorities will be for implementation next year, what the messaging will look like in terms of what administrators and teachers are receiving around the portrait of a graduate over this summer. um and very excited uh to continue to see the progress um that will come as a result as you move into your second year of implementation. Before I move into next

053steps and kind of recapping what that will look like, just want to again pause if there are any last reflections around these questions that would be helpful for us to share aloud. This is Suzanne. U Miss Barrow's comments actually posed a question in my mind which was how can the portrait of a graduate the priorities the pillars um be implemented within our committees that we're part of. I'm thinking of a couple that I'm on and it just reminds me that I should be very conscious of what are these efforts we're making and how can I reinforce that or bring it as a topic to the committees I'm a part of. I love that. And again, it reminds me of the imagery of the bridge that you'll see show up in uh the sessions that we've

054created for June and August. And then also that framing of connective tissue that Dr. Godfrey talks about a lot. And again, I apologize that my cat is all over. I thought I locked him out of the room, but he is Houdini and he is able to break any lock and get inside. So, he is he's trying to be the star of the show right now. I've just been looking at number three. What board action supported progress this year? and um thinking about the way that we chose to direct funds and the opportunity that we have this evening to vote on our budget. Um I can tie some really direct links to places that we've assigned money to progress um in these priorities. And um I'm happy that there are clear links there. I think that's

055something for all of us to keep in mind as we um as we prioritize policy and spending in our district. Can I comment briefly on number four? Where should the board focus its oversight and or engagement efforts next year? I I don't know how much we have relied on education elements to make sure that this process moves forward. I and we've mentioned a few times that this is our last meeting with education elements. Is that like a contractual thing? Is that what we're talking about that the contract ends? Yeah. So I'm I would be interested maybe to hear from staff how how comfortable staff is in continuing the process that education elements has started for us. I think that they've given us a great start and um I also think that this is not like

056milk where suddenly the plan expires. I think we're going to have to we're going to keep watching and it's a five-year plan, but I I think with maybe some adjustments, it can last longer. But this second year, the fact that the board allowed us this second year with education elements has made a huge difference because I know other districts who have only done year one, the plan and the portrait kind of languish. And so I think we have a really good launch and we feel confident. We've also talked about being very aware of when we need to re-engage with education elements and do kind of a check-in or get a consultation if something doesn't seem to be progressing the way we were hoping for. And we would come to the board before doing that even

057without the need for formal approval just because we're going to be continually talking with you about the plan and updating you on our progress. But I anticipate times in the future, even if we feel like it's going well, to have education elements come in and kind of do a check with us because they're so intimately aware of our aspirations and our feedback. So that's we feel confident. We're excited about the way this is going to roll out with principles. They'll have time to make this their own for when they present in August. Um, we're doing some very concrete things as a district, but we we don't we don't want to completely lose our connection with education elements. We think check-ins are going to be valuable. Yeah, Sarah, would you mind commenting on I know it's

058kind of putting you on the spot here, but commenting on how comfortable you and and your team is in in our ability to move forward once the contract expires. Yeah. And not putting me on the spot at all. I would 100% co-sign everything that Dr. Godfrieded said. I 100% believe that the work that has been done this year truly in partnership. you know, we just hold a container um as partners in this work. We're not making decisions. We're just helping to kind of prod conversations and questions and offer some supporting resources. Um I think we are really intentional with what that partnership looked like this year. And given what will be prioritized this week with administrators and what will happen in August as well as this ongoing understanding that we've established as a board in

059terms of priorities for implementation, I have no no worries or concerns um about um this kind of you know change in relationship and partnership that we're talking about here and and definitely echo how you know continued engagement in terms of check-ins will be really valuable. Um but uh 100% agree with everything that has been said. Thank you. Yeah. Well, to recap moving forward, this kind of synthesizes what the focus will be this summer for this week and then also looking ahead in August and then begin in fall where we will have for each of the five pillars um objectives that will be in some sort of initial or full implementation um and continuing to monitor the progress of that um in the way that uh district leadership will continue to share those updates with you

060all as the board. And I think it is almost exactly on time with the hour block that we are graciously given. So with that said, I will just end with a lot of gratitude and thank you for having us and trusting us as partners in this process. It has been just such an honor and privilege to get to work with such an innovative and deeply committed district as Jordan is. Thank you so much. Um, and I'll just add, we gave you a 10 minute delay. So, nicely done on the timing. I'll own that 10 minutes. Um, we are so grateful for the guidance that you've given us. And I can't tell you what it means to me when I hear, um, oh, he owns this or she owns that. and the knowledge that these things

061aren't just going by the wayside, that there are specific steps in action and responsibility and accountability tied to them. Uh that makes me feel like we are in good hands. So we are very very grateful for your direction in this process and so excited to um help our students excel through these efforts. So Thank you. Well, enjoy the rest of your evening. Bye. See you. Okay, let's move into agenda item B, a review of a of recommended revisions to AA414 student overnight travel. We'll turn it to Mr. Brad Sorenson. Well, thank you for uh letting me come and visit with you and share kind of a request that we uh as high schools have been looking at regarding the policy. And uh if you have noticed in in board docs what is on there uh

062moving over to number 12. Um just a little background on our suburbans. We each school has two suburbans that are available uh to them for a variety of things and the request has come uh to kind of expand what has been in policy currently is a restriction on how far those suburbans uh can actually travel which is 150 milei radius. Uh but what we're be because uh state risk allows us to actually do it all within the state of Utah, there are many groups we think that could benefit from taking those suburbans uh down to St. George as an example on their overnight travel trips. And so we're we're hoping that we can just follow what state risk allows us to do and being able to use those suburbans uh within the state of Utah.

063So, so as as you can see that the language that was that was adjusted is just taking out the cannot exceed 150 miles one way and adjusting it to suburban use for student overnight travel is limited to within the state of Utah. Talk briefly about uh state risk. What what is that exactly? Uh they're they're kind of the organization that govern everything that's allowed uh that kind of oversee us. I can't I can't I'm not an expert on who state risk. I have a document that's if you break the rules if you break the rules, they'll cover you as long as you follow their guidelines. If you don't follow their guidelines, then you're on your own. Yeah. State Risk is our insurance is our insurer and it's a government agency that through which we receive

064insurance. So, we pay into state risk management every year and then they they they pay out on claims just like any insurer would. And on when we're using our school buses or vehicles or overnight travel, we have to follow our own policies and follow their policies or else we may not qualify for coverage and we would be on our own to cover costs. So, so Mr. Yes. You're saying that making these changes, we're still covered, correct? Insurance-wise, if there's damage, we're not we're not giving up anything here. That's correct. As long as we stay within the state boundaries. Yes. Then we are covered. Our own policy had us restricted more so than state risk. If I understand this correctly, if they don't take a suburban, they're going to take a school bus. That's correct. which

065is a lot more expensive than taking a suburban. Yeah. Or even a commercial bus. So right now that's what they're taking or typically a school bus or even a commercial le bus as an example to to get down to St. George. Mhm. Now this again will only accommodate smaller groups. If you have a larger group, you're still going to be taking those buses, but we feel there are several groups that can benefit from using the one or two suburbans that each high school has available to them. The high schools have two suburbans available, correct? Each high school has two suburbans assigned to their location and they're not able to say, "Hey, high school number two, can we borrow your two so we have four?" Or or do they do that as well? They they actually

066are. And so uh there again is if you look through the suburban guy they're restricted to the drivers of each of these suburbans must be an employee. So you can't have one of the parent chaperones driving one of our suburbans. So then then you're you can only stretch so far. But yes, that is all of our suburbans are available. We even have some down at auxiliary service that are also available for use if needed. I just looked at the mileage. The north boundary already is okay. Correct. Peter city south and Moab. Yeah. Southeast. Yeah. So, a lot of those trips down to St. George are what they haven't been able to use these with. When you have a smaller group cross country, a smaller group qualifies or student government championship in St. Yeah. Sometimes you

067have a smaller team that two suburbans are going to make it a much more workable, less expensive trip. Yep. So that's it. Simple change. So question with the clarification because it used to say cannot exceed 150 miles one way. Is that because they could go to Idaho with a suburban, but we need to now stay within the state with our suburbans? Currently would they wouldn't be able to take one of our stateowned one of our own suburbans beyond the the border anyway. So they couldn't do that. So they had to stay within Utah, but this will just expand it all the way to the bottom of Utah, which will be helpful. My question is off topic, but related enough that I'm going to ask it anyway. Love it. If we ever buy a vehicle that

068is not a Suburban, are we going to have to change this policy? And can we call it something else while we're making a change? You know what? I am glad that you asked that because I was thinking very similarly. Will we have to buy Suburbans? Like is it does it have to be a Suburban? I know you appreciate brand loyalty to a particular automobile but um we also buy Kleenex too. We could we could change that. Yeah. Large capacity passenger vehicle is what it is listed as division on at risk management. So if we wanted to just re label it that I think the reason we've said suburban is because that's what we have but also because 15 passenger vans we specifically don't purchase and don't use because there have been accidents in those. So

069the suburban kind of distinguishes it from I see we are restricted to a 10 or less passenger vehicle. So, we can't go beyond 10 passengers, but we'll make we'll make that change. I think that's while we're changing it, we'll move off the brand and I think purchasing will appreciate that. Right, John? Happy to change that. Thank you. Thank you. Yeah, but willing large capacity up to 10 passengers. A lot more syllables than suburban. I know it doesn't flow. No, it it's great. That's great. Are we also going where does where do these guidelines live? There's a link to the policy. So when when you're in on the website, uh there is a link that you can click on those guidelines that are just stored on our web page. I was just curious if having specific

070names when our personnel seem to move sometimes was a similar issue. But if it's not policy and it's easy to just update, I guess it's not as big of a deal. Yep. Roxan has been helpful in uh keeping those links that are attached to policy updated when we make those adjustments. So like she updates the person you called to reserve. No, no, sorry. Yeah, when it comes to reserve, that's all done at the school level. She just up updates the link on policy that takes you to where the suburban guidelines are located or large capacity vehicle guidelines is where someone will search for suburban and not be able to find it. I mean, I'm looking at the, you know, the employees that you would call to reserve the Suburban and and so I'm just wondering

071who keeps that up to Yeah, that's my office. So, that's my office. So, yeah, that does change. That's a good point in the guidelines. So when somebody uh who's currently assigned to overseeing that checking in and checking out either gets moved or is no longer with us, then my office will update that and we work with Roxan to make sure that things are updated on that link in that policy. Yep. board members comfortable voting. Would do you need this before our next board meeting which would not be until August? It would be good to have if possible if the if you're comfortable in voting that for some groups that might be looking to use. We have a lot of groups that travel in the summer to Ogden or various places. But if if they're on

072today's agenda on our study session study session agenda and we have at times made had our votes in study sessions. Ogden wouldn't matter. Could maybe if we could just have them notify us if they need to use it, we can do that emergency meeting we talked about. Well, we could do it at our July virtual. Does that is that okay? July would work. Can we have to have public input when we change a policy? That's a good point. Not required. It's up to you. Could could we take the time to go through the formal process but give direction superintendent and make exceptions to the policy now if they're needed? I don't know how many approve it in August but grant the permission to retro implement the policy by if needed. Yeah, I like the way

073you phrase that. It's just allow allow us to use the large capacity vehicles within the state um until our August our second meeting in August until it's ratified but in the meantime make an exception to policy. Paul does you feel good about that process? Yes. That's helpful. Yep. Thank you. Brian, you'll note that for our August public session. We're not going to cover it in our July meeting then. Thank you, Mr.son. All right, board members. We do have our budget hearing this evening and we have some food here now. Would you guys like to take a break early or do you want to keep going? I'd like to take a break early because the next two items are boundary changes. That's why I brought it up. Yeah. Okay. Why don't we go ahead and take

074a break and we will resume at 5:30. They want Scott. Right. Welcome back to the Jordan School District Board of Education study session. Um it is still June 11th. We're just coming back from a short break and I will take a motion to go into a brief close session. I move that we go into close session for character and competence of individuals, property, potential litigation, negotiations, andor security. Right. We have a motion by Miss Dean, second by Miss Wood to go into close session. We will do a roll call v vote. Miss Dean, yes. Miss Wood, yes. Dr. Robinson, yes. Miss Barrow, yes. Mr. Deford, yes. Mr. Barnett, yes. All right. And I am also a yes. So that is unanimous. We are in close session. Welcome to the Jordan School District Board of Education

075meeting. Today is June 10th. Welcome to summer officially. Um, thank you for joining us. for those who are listening from home or are in attendance this evening. Um, here with us we have all seven board members. We have Lisa Dean, Suzanne Wood, Aaron Barrow, Brian Barnett, Bryce Denford, and Daryl Robinson. My name is Nikki George, and I'm the board president. Um, in addition, we have our superintendent, Dr. Anthony Godfrey, our business administrator, um, John Larson, and also our board attorney, Paul Vanman. We are going to kick off the meeting tonight with a pledge of allegiance and reverence by Miss Carolyn Goff 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. Hey, this is a a quote

076that comes from a book called The Lion, the Witch, and the Wardrobe. Wrong will be right when Alen comes in sight. At the sound of his roar, sorrows will be no more. When he bears his teeth, winter meets its death. And when he shakes his man, we shall have spring again. Thank you. We'll now move to the budget hearing portion of the evening. Um, turn it over to Miss Do you want to say something, Mr. Deford? I'm always honored to introduce the budget hearing simply because I think one of the most important reasons that public education is organized the way it is with elected officials forming the governing body over those who administer the programs is to make the public aware that the funds are being accounted for. And so one of the most important

077duties that the seven of us have is to face the public to say I am very comfortable how the funds are being used in this district. I can account for them. I can account for the expenditures um and the the the wise use of funding. So that's what we're going to do today. Now today's budget hearing is the beginning of one and the end of another. We are going to uh formally amend last year's budget. Last couple of things that we need to amend and then we will be adopting a new budget. So everything that we just voted on, all of the changes that we just approved as part of our package that we negotiated with are being put into this budget. Now, there is no way they can go through what 50,000 individual accounts

078and put the exact amount in. So, you will see that certain, you know, they're just doing a best to say we're going to put that all in this general area. And that's why we made the decision to amend the budget three times a year instead of once so that we could say, okay, we know we're going to make some changes. So, there's going to be some things that you may say, why is that budget so big? Well, that was just a placeholder for what the changes we approved in our negotiation package. And then as we move forward, we'll move them into the right subcategories. So, this is just this is a work in progress. It always is. A budget is a floating document. Um, we will amend it in December. We'll amend it in April.

079Um, so this is our opportunity as the elected officials. We as a finance committee want every one of you to feel comfortable with this budget. So now is the time to hear the presentation to thank those who have produced it but to make sure that you're comfortable. This this budget represents a wise expenditure and well organized machine that we want the district to be so that you can look your constituents in the eye and say I am very comfortable with how we are budgeting our funds. Um, so please ask any question you'd like to. You're going to hear updates about where we are. Um, I would like to emphasize it has been a source of frustration for previous board members to assume that a budget needs to be a a reflection of our finances. You

080are not going to find in this budget where we are financially. There are other places for that. A budget is simply a guide for every organization to know what are the approved limits of their spending. And so I would ask that you not impose upon the budget that it answers all of your financial questions. Um you'll find that if you can compartmentalize and say this budget is simply a guide so that we spend wisely. it is not necessarily a reflection of all of our financial situation. Um you will feel a lot better about this budget. So please ask any question that you'd like. But we have a wonderful presentation. I on I would like to pay tribute to our business administrator. I think we have the very best business administrator in the state of Utah

081and I think he has the best staff in the state of Utah. and every time everything they touch is well thought out um well planned. I think the three that are here in this room uh are some of the most integrityfilled human beings that I have ever met and I think they represent us well and their work is indicative of the honor that we as a district expect in our our financial status. So, uh, we're going to start with the superintendent who's is the chief financial officer of our district. Um, he is one of his main accountabilities is over the finances. And then we will turn the time over to our business administrator who is the business administrator. Thank you very much. John has asked that I go through the presentation tonight. I'm just kidding.

082Of course, he would not ask me to do that. But um I am the chief budget officer by law and I just want to emphasize um re-emphasize what Mr. Dunford said that I have the highest confidence in John Larson personally and professionally and everyone in the department is of high integrity, high skill, a high level of dedication. I'm very very grateful for the work that they do. um they are a are really they are really at the core of of what we do as a district and um other districts ask for their help. They are they are exemplary in every way and I appreciate the work done by those who are here and those in the department who are not here. Uh this is a very complicated process. If you have worked with a budget

083before, even on a large scale, the largecale budget of a gun government entity with federal, state, and local requirements is probably even more complex than whatever you're working with. Even those who are charged at the state level with responsibility for establishing rules and implementing them have to check when we ask questions. And that's not any criticism. It's just that there are a lot of moving parts to this complexities that go well beyond a household budget or even the budget of a business. When I talk with people and they say, "Oh," and I say, "You know, if we have an opening, are you interested in applying?" They say, "No, that is that is far too complex for me to be interested in." So, it's it's really difficult work, but we get very clear answers. And it's

084important work because of two different things. because first of all, as Mr. Dunford indicated, we receive this the funds that we receive from tax from taxing um our citizens. So, it's very important that we use um that we're careful about the way that funds are used, but also when you create a budget, what you're saying, you're saying this is important to us. This is what we value. And so it's a reflection of our values. A budget is a reflection of our values. And I appreciate the board's intentional approach to budgeting. As has been said about other agenda items, what you see in the general session or in a budget hearing is a reflection of a lot of behind-the-scenes work from each individual board member, from the finance committee, from staff. So, this is the final

085product. This isn't the full This isn't a representation of all of the work that's been done. This is the culmination of all the work that's been done. So, um I'm fortunate to work with Mr. Larson and his staff. grateful for who they are and the work they do. And I turn it to John. Thank you all very much. Let's uh pull this up and Yeah. All right, I think we're good. Thank you very much. Um, as was mentioned, there's uh three members, well actually there's four members of my staff here tonight. Uh, three of which have direct help with the budget. Um, I I just have to say thank you for uh Mr. Dan Ellis and especially uh Mr. Jason Mott for their work on this. This is a a big endeavor and there's a

086lot of information here I'm going to share with you tonight that was uh we were adjusting even this afternoon and trying to make sure it was clear data, accurate data and was helpful. And really that's my intent is to make sure that this presentation is helpful for the board but uh even more so for the public that the public can understand what's happening. Um okay so tonight budget summary uh we are presenting a balanced budget where revenues and other funds that are available are in excess of the uh planned expenditures. This does include the negotiated agreements uh construction projects and health insurance premiums. Major variables I want to cover tonight include operational changes. And there's uh quite a few of those and we'll uh go over each one of them. state revenues, compensation, negotiate agreements,

087our enrollment changes, which directly drives our funding and also our expenses, our assessed valuation, and then there's uh three questions that were asked in finance committee meeting that I'm going to go over those. And these are center around uh conversations the board has had about different areas and trying to understand those areas further. So, I hope to be able to cover those well for you. First of all, operational changes. Uh these are the things that are uh set to change that were accounted for in this budget. Health insurance premiums was a large part of that. Uh health insurance has um cost considerably more in the past few years. Along with that uh the board through the negotiated agreements has uh been very generous in helping employees and simplifying the premium structure we have which is

088very much appreciated. Interest revenue is a component of the budget that we have anticipated the the uh Federal Reserve the open markets committee has indicated that they'll be reducing interest rates at least twice this coming year. So this budget is anticipating that as well. Uh we do have the Jordan Learning Center opening September of this year. Uh I'll talk more about that when we get to the capital projects budget. There are retirement system changes that the state has um uh announced and so those are incorporated. We have allocated cost increases for utilities, maintenance and transportation areas um to cover not just inflation but um some increased uh services as well for transportation. State risk management premiums uh have gone up. registration fees by statute have been eliminated and uh the board has uh asked that

089I put in budget to offset that. So that is in the budget. There is also budgeted an additional custodian at each of the six traditional brickandmortar high schools and of course we uh have increased costs for school resource officers each year. Additionally, uh budget has been included for the sanctioning of esports, additional MTSS, PBIS staff and stipens for interns, SLPs, aologists, OT's and BTS. um additional funding for UFly, phonics, and books and uh additional teachers to help address class size concerns uh across the district, but uh sometimes class size concerns that are created with virtual and DLI programs and Google Workspace for Education Plus and budget for an internal auditor. So those are the changes that we've incorporated into this budget. Does the board see its handiwork? All that we have been debating and discussing

090has now coming to fruition. So this is these are incorporated into the budget as Mr. Dunford indicated earlier. Some of them are so large that they go in in chunks and we will deal with the thousands of account codes they touch later. Um, but all of these are in the the budget in some fashion. I just want to pause there because this is really the change part. The rest of the budget is going to be going over just numbers, trends, and answering uh some other questions. So, does the board have any questions or comments on these changes? Okay, I'll proceed then. Uh the board asked uh a couple years ago if we could provide examples of cost reductions that we've had. Uh this year we had five positions that the district has reduced and those

091are on your screen. Um, so we've been able to find areas where we think we can reduce staff in when there's an opportunity as someone retires or uh uh leaves a position and try to be as efficient as we can in our staffing. The state revenue is a very large component of our funding. The state uh legislature allocated an additional $180 per WPU, which was a 4% increase, yielding about 13.6 million. They also gave a large portion of money for the educator salary adjustment increase of $1,446 per educator for $5.5 million. We do have an increase in our charter school uh subsidy that we're required to do of 400,000 which nets about an $18.7 million increase in revenues. Something I like to point out in the budget hearing is that a 1% increase to the

092WPU yields about $3.4 million. And the reason that's of interest is because on this next slide, a 1% wage increase is $4.9 million. So it's just two different bases. And sometimes people think that they should be equal, but uh it's 1% of two different sets of numbers. I do want to point out if the board's interested, page seven of the budget book has a history of the WPU. So you can see how the WPU has changed over time. Yeah. I hope that the budget book, we try to put in a lot of information. Lot of golden nuggets in there. Yeah. And I'm not going to have those in this presentation there. There's some of them will be, but uh if you can dig into the budget book. Some good information there. Um the board allocated

093and approved steps, lanes, and pay increases this year of 20 totaling 22.1 million. This uh bar chart is uh our enrollment and the changes in it over the past few years. This is of particular interest to me. um is since 2022, we're projecting a decrease of 1,469 students or a middle school. So that is very strange for Jordan School District. New um a new trajectory. Now, as we talked earlier in the year, you know that that's somewhat temporary and it's uh I think the coin the the phrase was a tale of two districts. We have some areas growing and some areas decreasing. Of particular note for me is the uh elementary numbers and the high school numbers kind of doing some different things there. And you can see as the students come through the system.

094Um but that decrease in student numbers comes at a time where there's increased valuation. And a key metric that we look at is assessed valuation per student. And you see that has increased uh the last few years quite a bit over the past uh previous years. But we're looking at next year being relatively flat growth for sure, but not as much um as in the past. This is based on the legislative estimates. Um this is a comparison of that same number. Yes. Sorry. Could I ask you a real quick question? What does valuation per student mean? Thank you. Assessed valuation is the the accumulated valuation of all the property within Jordan school district's boundaries. Uh roughly 40 I think it's 47 billion. All the property that that can be taxed 47 billion. And if you

095divide that out by uh the student the student number um this is where it comes to. Thank you. Yeah, this one this one is based on the numbers from the state board of education and uh this is based off of last year and a projection but we will always update this as we get better numbers. That help? Can I interject one more time? Yeah. If you'll turn to page 54 of your budget book, you will see how we compare to all the other districts in terms of assessed value per student. The four one two three the fourth item per line will tell you. Now what that tells you is you take the total property values divide by the number of students. So the more valuable the property the higher that number would be. The number

096the the more students the lower that number would be. So you can compare all of the Wasach front school districts in terms of assessed value per student and that will answer that will tell you a great deal about the property value within Jordan School District compared to the number of students. We get a lot of bang for our buck because we just do not have the commercial entities that bring in large property values like other districts along the Wasatch front. So that is a major challenge that Jordan school district faces. We are primarily a residential district. Property residential property is assessed very differently than business property. So that will be that's very indicative and I want the board to recognize those numbers. If you look at across the districts the difference in assessed value per

097student is staggering. Just wanted to interject. One of the gems of the budget book is to have them all back toback. Now, you got to look at 55 or 54 and 56 because there's more school districts on versus on page 55. So, you want that number trending up. You want that t the more that number trends up, that means the more money received from property for for those students, right? It's a measure of the ability of a board to raise additional funds for students. So some boards can in do a very very small tax increase and yield tens of millions of dollars and other boards have to do a much larger tax increase to yield a few million dollars. This graph that I have on the screen here is meant to illustrate that over time

098with these uh Salt Lake County districts. Uh Jordan has been the lowest among the five districts in Salt Lake County for quite some time. Uh Granite just being a little bit above us, but you can see the the substantial difference there among the other districts. And to illustrate how much money that is per student, this slide talks about what if each of the districts had the exact same tax rate. How much money would they be yielding per student? So Salt Lake School District yields $6,98 more per student than Jordan School District does. It's it's just a a phenomenal uh difference when you look at it that way. Uh granite's pretty close to us, but the others are quite a ways out there. So to compare the entire state, this graph will show that that same

099figure for the entire state. And you see Jordan's about a third of the way up. Um the average here is a simple average. But when you take assessed value per student and you multiply that by a tax rate. So here's the tax rates across the state again with a simple average in Jordan about a third of the way up but below the state average. So below the state average on assessed value but but not a lot but also below average on tax rates but not a lot. But when you multiply those we become uh the yield the tax yield then becomes quite a bit below average when you multiply those out. Let me speak normal board. That was brilliantly stated by a finance expert. Let me speak normal board member. If you have more prop,

100look at Park City's property values. They should tax the least. So these should be reciprocals of each other. So if you have more value per student, you should actually have the smallest tax rate because you don't need to tax rate because your property yields more money. So Park City is down towards the bottom of the next one tax rate. And that makes sense. they just don't need to because their property yields so much money. So these should be reciprocal. So if we're on the B if we're below average on one list, we should be above average on the other list. The fact that we're not is astounding. What that means is we don't have the higher rates we should have to account for the lower property values that we do have. That's what we're That's

101why these are so astounding is because rarely are you below average on assessed value and below average on tax rates. We need to herald that. We need to celebrate that that we have less our property values are less than most districts and yet our tax rate is less than most districts. That's astounding. And that's the history of Jordan. Doing more with less. Yeah. Well said. That that speaks to our efficiency. That speaks to our integrity. Yeah. This total tax yield includes all the taxes attributed to Jordan School District, including the state directed taxes. Now, the state directed taxes, I'll get into a little bit more later, but uh the state directs 66% of our tax rate in uh 2425. Um whereas the board has 34%. So one-third. Uh there's state ratios and guarantees and things

102that come into play here which complicate this and I hope to shed some light on that later today. the operational yield. I like to take that total yield and divide it up into categories that make a little more sense. Uh operational yield and this one is without the charter or basic levy because those two are are not directly given to the the district. The basic levy is in lie of WPU charter levy. We don't even see it. it. We have to count it, but we don't ever see it. It goes straight to them. So, this is the tax yield of our taxes compared to all the other districts in the state that we can use for operations. The orange is the um the voted in board state contribution. The state has a a guarantee amount

103for voted in board tax levies. so that uh poor districts of that assessed valuation number that we talked about earlier can receive some state uh help in uh overcoming that uh low valuation per student. So you can see some districts have larger oranges and uh than Jordan, but uh that's where we fell for this current year. Now the next one is the facilities yield. How much do we tax for facilities? Now, this one includes capital tax rate as well as the debt tax rate. And you can just see the two different colors there for the uh two different rates in case you're interested. But again, we're we're near the bottom. So, I I look at both of these charts and I I come to the same conclusion that we're we're doing pretty well. Okay. Finance

104committee discussed three questions that I'll touch on briefly. The first one is the per student cost and the Utah fits all scholarship. Uh what's going on between the two there? Inflation and government funding impacts. How does inflation impact different governments differently? And the voted in board guarantee minimum tax rate impact. Um so I'll go through those uh briefly. First I want to start with this per student cost is a very common data point in education. in order to try to do some comparisons and to try to understand where some efficiencies are or are not and try to understand uh one's operations. But I want to be clear that a per student cost is just an average. We are talking about people, individuals with names, personalities and individual behaviors and choices, desires for life. These are

105not widgets. And so I don't want uh a conversation about per student cost to ever us to lose focus on people. People have different needs and therefore their costs are going to be different. That doesn't mean one is better or worse or anything else than another because we are here to serve all students. So the range of costs can be quite significant. We could have thousands of kids that that cost a a couple of thousand dollars each and we could have a few kids that cost a lot more. It just depends on the services needed and the average is simply an average. That's all it's intended to be. It's not intended to overlook needs of others. So, I hope we don't lose sight of that. Uh so if state public education dollars are given to

106those already not in public education and if the state public education dollars given to families to leave public education are greater than their cost to public education then I come to three conclusions of what's going to happen. The first is uh the cost to the state is certainly going to increase and it's going to increase for two reasons. Um they're operating three education systems now across the state. Well, whenever you operate a system that comes with its own costs. You have public schools with locally elected school boards. You have charter schools uh that are funded on a statewide average of property taxes. And then you have this third system of paying people to not be in the other two systems. But beyond that, the cost of the states can increase because uh the state then

107is paying someone $8,000 that used to cost the system zero. So the state cost is going to increase. Number two, the lowest cost students are going to be incentivized to leave public education because if they're paid $4,000 and yet their cost to the system was a couple thousand that they'll feel the incentive to leave. Therefore, the average cost per student of public education will increase. So, I'm I'm just an accountant and I look at cost and I look at trends and I try to figure out things. I'm not a policy maker, but I I kind of look at this I I kind of wonder I have to ask some questions in my mind. If it's not if it's going to increase cost, then what's the what's the motive? What's the incentive here? And I I

108don't really know that. Um, I do have to ask myself the question, what about the zoo or what about state parks or what about other entities that we don't have a similar system for? We don't pay people to not use the state park. So, I I'm just curious. I I don't I don't know beyond that. I do know school districts naturally have higher costs on an average per student basis. Why? Because there are several things that we do um that others don't do. For example, transportation to and from school is required. Preschool's required. Uh CTE classes. We have very highly specialized and intense uh special education offerings, adult education, GED, uh school breakfast, lunch programs, and of course our class offerings of athletics, arts, advanced placement, concurrent enrollment, and so on. Uh this last one

109here is also large to me is that and we are prepared to accept all students. We don't have limits on our enrollments. So naturally our costs per student are going to be higher. So second question that we talked about in uh finance committee meeting briefly is uh inflation and its impact on government entities. There there's two basic systems of tax. uh one is a fixed percentage and the other one is a floating percentage. A fixed percentage is something like a sales tax or an income tax. It's just the percentage is fixed and so as inflation happens there is more tax yield coming in. Um, the floating percentage is like a property tax where I and I don't know that most people understand that about our property tax system in Utah, but we have a floating

110tax rate property tax system. Uh, the certified tax rate as values go up require that the rate float down to offset the increased valuation. Now, there is additional revenues that come in for new growth, new properties, new uh new uh taxes on properties that weren't there the year before, but other than that, it floats down. Values go up, rates go down to be revenue neutral. Um, school districts, we receive property tax funds. All of our other funds really come through the legislature. and the legislature has been pretty good to provide an inflationary increase on all those other funds. We just don't have it for property taxes. So, a comparison of this with a different uh tax systems with a fixed percentage and a floating percentage. I just put in here a example of sales tax.

111How if there's inflation um sales tax yield will go up and if there's inflation on income tax uh income tax yield will go up even with an income tax rate reduction. It'll still go down. uh the revenue will still go up on a floating percentage or a dollarbased tax system like a property tax. If the value goes up, the rate must float down to yield the same dollars. So I hope that kind of illustrated um the different tax systems and its impact on inflation. The third question maybe maybe one of the reasons why people don't understand that is because housing rates and property valuations have historically just gone up. Mhm. If the reverse happened two, three, four years where valuations went down and their tax rate stayed the same, they would wonder, wait a minute,

112that's the same amount I paid last year and the year before and the year before, and my house is worth less than it was four years ago. So, but the other direction, yeah, they they don't they don't pay attention to it. Yeah, I I agree. There's a lot going into the tax calculation. The certified tax rate calculation includes how much business property is being is pulling in. And if the legislature were to uh lower the uh personal property tax for businesses, the way this calculation works, that is an instant tax increase on homeowners because it is a revenue neutral princip principle. And so there's there's tons of things going into this and every homeowner has a unique situation. And so uh we look at averages to try to see how that works. But uh um

113it's not going to be a universal truth for every property owner. So is this also why our legislators have been able to reduce our taxes each year the last five or six years? It's because they're bringing in more. Yes. So if we could have our property tax collect based upon the increasing values, we would also have to be doing the same. We'd have to say here's we we collected too much from you. Here's a red reduction. But because ours doesn't h it's it's calculated different, we're not able to go back and say here's a tax break. That's right. Okay. The the third area is the minimum tax rates and state funding. School districts are very unique compared to other government entities in that we have legislated to us that we must enact minimum property tax

114rates. I don't know of any, now I'm not an expert in any other government entity, but I'm not aware of any other entity that has a minimum property tax rate they are told they have to do through the legislature, through statute. Um, and in order to get that to that minimum, you're required to do a truth and taxation hearing to tell the public, well, we're raising your rate, but we're raising it to meet this minimum as one reason. The basic levy is a minimum tax rate. the by statute the legislature will indicate what their target revenue figure is for the statewide basic levy. Um and that is not subject to truth and taxation, but we're required to levy that minimum. The voted and board levies, a lot of people don't understand or know that these

115also have a statutory minimum for them. And in order for us to keep that rate at that minimum, we would have to raise uh t the tax rate. So we were talking about earlier as property values go up, the rate naturally floats down for revenue neutrality. Well, but if the rate floats down too much, the way this system works is we would be forced to then raise taxes in order to get our state money. So we can see this happening over time as values have gone up and yet the the property tax rate is floating down that we have to keep coming up in order to meet that. So a couple of examples uh and I'm I'm just going to use Walmart. Hope that's okay. If an existing Walmart has an increase in value associated

116to it, the district does not receive any additional money because of the certified tax rate process where it offsets the the increase to the floating down rate. Um, and then I already covered this last part. If it falls down too low, then we would have to raise the rate. What what are some possible consequences if the district failed intentionally to not meet the those minimums that the state mandates? Then we would lose state funding. There's state funding specifically tied to us keeping those minimums. [Music] It's I I'll tell you it's not huge, but it would be um I'm trying to remember the dollar amount right now, but it's like $160 a student, but it's like throwing money in a garbage can. It Yes, it would. And this is one of the reasons we had to

117do the truth and taxation several years ago because we were on probation from the state. We had floated down below the minimum. Is that correct? We floated to the we floated down. And so back then there was a look back period where they would warn you in essence and say, "Hey, you need to raise your taxes." Um that warning period is now been reduced to to one year. So uh it's pretty much gone. And so if we ever get in that situation, we may be in a situation where we would be asking, okay, well, do we raise taxes or do we lose state money? And is that is that a consequence of being maybe in the lower third or of So do some of the more wealthy school districts not have to worry about it

118because they don't receive that that state funding anyway? Mr. Barnett, you are very astute and brilliant. Yes, that's exactly right. And I want to go through some examples of that because I I don't think a lot of people understand this because it isn't universal. It isn't for every district and it's not for every government entity. And so it it's pretty unique to these districts that are in that bottom uh grouping of values. Okay. So, here's here's my first example, and I hope this addresses your question. I've got a few of these slides here, but um this one is on the basic levy. So, the basic levy happens to be one that the legislature uh by statute has said needs to be separated out on everybody's tax notice so everybody can see it separate. This is

119the one the legislature sets a target balance, what they want to yield across the state. I just have Jordan with another LEA. Pick whoever you want. I mean, it's just 15,000 students versus 57,000 students, but we have the exact same taxable value. The basic levy is the same across the state. So, the yield of the basic levy is going to be the exact same, but the amount per student is going to be vastly different. The basic levy is tied to the WPU, how much money we receive from the WPU. So the state says you get $4,674 per WPU. Well, this other LEA was yielding 4,400. So the state's only going to give them $262 a student. Whereas a district like Jordan, the state guaranteed 4,674, but we only yield uh in this example $1,161. So

120the state's going to make up that difference. And you can see how much the the dollars are to the two different districts. Again, same property value, but Jordan's going to get a lot more money from the state, but both districts are going to get the same amount of money in property taxes. So whatever you receive on the basic levy, if you receive more on the basic levy, who gets more money? Who gets to keep more money? The state. Does that make sense? So if property values go up and the state doesn't change their levy amount, the state yields more money that then they can lower income taxes with. Okay, let's this next example. Same thing, basic levy, except this time a new Walmart is built, brand new Walmart. And I just assumed I I don't

121know anything about Walmarts, but I'm just is going to assume there are $25 million. So, the property value, taxable value on both districts has increased $25 million. Same basic levy. We have a different yield per student, same calculation. in both districts receive uh the same amount, although they're both receiving a little more now because now they have additional tax revenue off this new Walmart that's been constructed. So, the state is going to reduce their funding to both districts. So, the the state benefits when that happens. Okay. Now, specifically to Mr. Barnett's question here. The voted and boarded portion is the portion that's meant to help the the poorest districts in the state. Same example with the two LEAs, Jordan and another one. This calculation is based on the weighted pupil units and it's based on

122the two tax rate of voted in board. And you can see how much both districts are yielding the $94 million. But in this example, Jordan yields an additional 11 million of state revenues because of the low yield per WPU of $1343 and the state guarantee was 155. So again, if the value goes up, who who gets more money? If we construct that same Walmart in both of these districts of $25 million, both districts had an increase of $50,000 in taxes. But the but the LEA that is not subject to these guarantees because they had uh they were considered well off. They were a that top echelon of districts. They get to keep the $50,000 of additional tax revenue because it's new construction, not subject to the certified tax rate or revenue neutrality principle. But a

123district like Jordan, that new Walmart gets built. What happens to that 50,000? We we get 50,000 new taxes and the state says, "Congratulations. Now we're going to send you 50,000 less money." So the state benefits from that situation as well. So that's why we're we're in I'm very grateful for the state in helping us out with these calculations, but that what that's what puts uh Jordan District and others in our similar situation in a little bit of a weird situation that a lot of property taxpayers don't understand and I'm afraid a lot of state folks don't understand that when there's new construction here, we don't benefit like they think we do. We don't see that because the state is the one that's actually benefiting because they're reducing their guarantee that they're going to provide to

124us. This is a loaded question. You might not be able to answer it, but is our financing of education, how we fund education, is it common throughout the country or are we kind of uh different than everyone else? I'm sorry, that's a loaded question. And you can say past. Yeah. Can you say I don't know. I really don't know. I have not researched other states financing, but that might be a good thing for our governing committee to look into and maybe work to fix this. And I hope Yeah, I I uh I want to just shed light on the way the calculation works. I like the calculation in that the state helps us because we a district like Jordan needs that support from the state in order to compete as we saw earlier with our

125neighbors who all have much higher tax values. So, I hope this isn't interpreted as um a complaint about the state's calculation as much as shedding light on well, we don't benefit like others will when they do have growth. So, I I hope that helps. Yeah, that does. It's another way to say this that the school district does not enrich itself when there's this new construction and the state tries to recoup its losses or investment when Yeah. this occurs. Yeah. And the reason these minimums were put in place years ago was because the state wanted to be sure that local school boards had the phrase they used was skin in the game. They wanted to be sure that they were that local boards were contributing as well. That they just weren't saying great state fund us

126and never trying to fund themselves either. They wanted a partnership and they so they set up this calculation to try to hold local boards accountable to keeping up with them. Um, but I again I just don't think very many people locally or at the state understand this ramification of it. John, could you clarify something for me? Um, so on the current slide you're on, it says that the voted board levy state yield per WPU and then the state guarantee. But up on the slide before it talked about the basic state guarantee uh WPU. So what is this difference? Because it at first it's 4,674 and now it's 155. So what is the difference there? Would you clarify that please? Yes. Two different two different systems happening here. So the first two slides I I showed

127I'm going to go back. Um this this slide here is the first one dealing with the basic levy. The basic levy is tied to the WPU. The WPU is the guarantee value of 4,674 where the state says we guarantee you will receive $4,674 per um I'm going to make this simple and just say student per student. But the state says every dollar you yield off of that basic levy, we're going to reduce how much we send you in that guarantee. So this next slide also deals with the basic levy and those two are basic levy and WPU guarantees that are tied. There's a whole another system that ties the voted and board levy to what they call the voted and board guarantee. So there's the basic levy and WPU guarantee and then there's the uh

128voted and board levy and the voted and board guarantee. And that guarantee is $1,55 per and I'm going to make it simple and say student. It's per WPU, but uh generally speaking, a WPU is one student. So, two different system oops, two different systems, but they have the same result of uh the state the state benefits when there's growth in property tax values. Okay, I think that's pretty much all the new stuff. So, the rest of this is somewhat similar to prior years. We figured you'd probably have the same questions we had in finance committee and so we wanted John to present that same material to all of you. It's things we talk about, but to have the slides to see it on the slides sometimes is a little wow that's astounding. That's very good.

129Thanks. The district has eight funds. Funds of the district is a a separate accounting system to be sure that restricted monies are not spent outside of their purpose. And these are the ma eight major categories that we have. And I will quickly go through each of them. Um, but first I wanted to say districtwide, if you accumulated everything together, this pie chart will show you all of our revenues and where the district's funds are received. Um, as you can see, 82.9% of our revenues is determined by the state or federal government. They they set it for you. Um, we don't have a lot outside of that. In fact, a lot of it is interest revenue here, but the the property taxes that the board controls 10.2%. It's really quite small. This is a line chart

130just showing the expenditures and revenues and fund balance for the three prior years, the current year and proposed next year based on the budget. We do know that um the budget for the current year is is going to uh overstate our revenues and expenditures because of expenditure driven grants. We also know that expenditures will be overstated because there'll be some carryover funds that someone didn't use some funds. So, we'll carry those over to next year. So, let's start with the general fund. The purpose of the general fund is is uh well, by by legal definition, it's everything that isn't in some other fund. Uh but the general fund is just mostly salaries, benefits, textbooks, supplies, utilities. is the day-to-day operations stuff. Approximately 88.8% of this fund is spent on salaries and benefits. This is the

131fund balances at the end of the budget period coming up in the different uh buckets that we would have remaining in the budget. This is another view of those buckets with last year, the current year and next year. This is also demonstrated on page 17 of your budget book. This is where the budget would show we would we would end the year if everything happened as budgeted, which of course doesn't happen. Uh interest is going to be different, property taxes are going to be different, lots of things happen. So the this next slide is a uh reflective of page 24 in the budget book, which the board asked for several years ago, which was an excellent addition. I love this page in the budget book that excludes all of these contingencies and carryovers and things.

132So, this is a more realistic view of where we may end up. And yet, the budget is going to be this this chart. So, you can kind of go back and forth here and see that. Um the major difference here is going to be one of the budget nuances that uh unassigned fund balance needs to be zero and so that has been done as required. Uh but we anticipate that will come back as we revisit this in December's budget hearing. The general funds line chart you can see uh the history here. This is the different different functions what we call functions. This is what the um federal department of education the national center for educational statistics indicates that we are to categorize all of our expenditures by. And you can see the different categories in

133case you ever wondered where some cost was allocated. That's where it's going to be charged to. This is the pie chart just showing those different functions. We are anticipating instruction, classroom instruction to be 67% of the general funds costs, maintenance and operation of our facilities including utilities, custodians, just facility repairs, keeping up things, 8.6%. Let's see. Student services. We have a lot of services provided to students including counselors, psychologists, aiologists, uh SLPs. I mean, a lot of services for students are there at 7.2%. This uh pie chart looks at it a little differently. This is the object. So, this tries to get to what is it that we're actually buying? Is it a salary? Is it a wage? Is it a utility? what is it? And if you add these up, that's where you get

134the 88.8% of the general fund is spent on compensation. So very, very large portion of our budget is spent on people. Can I pause? When the public comes at a tax, you know, a TNT and says, "You've got fat in your budget that needs to be trimmed." 88.8% of our budget is spent on people. So that means if we trim fat, we're trimming people. That's significant to remember. 88.8% of our budget is spent on people doing their job. And and if we cut down on people, what we're paying people, that would have a trickle down effect throughout our whole the quality of the education we provide. Well, and our economy because people would lose jobs. they would would being the largest employer I think has a huge impact upon that. This is uh one of

135my favorite charts. I really appreciate Mr. Mott helping me with uh uh revising this a little bit this afternoon at the last minute. Um I like this chart because it really shows what's been happening the last few years. And if we go back even 20 years, you can see it's even more drastic. But um the result of hundreds of new laws happening to public education every year is that we are receiving less and less unrestricted money and more and more restricted money which creates more and more I'll just say hoops to jump through regulations rules um people to oversee it, administration, overhead. Um that bright pink uh is increasing quite a bit. The straight the state restricted funding in 10 years has increased 10% whereas the state unrestricted funding has fallen 15%. I I want

136to call attention to the blue bar. may have to look close. That is the board of education's taxes there. Now, the gray Can I ask on that one still? Yeah. In fiscal year 18 and 19, there is no blue. It was It was so negligible it doesn't show. In fact, there was one year, as Mr. Robinson indicated there was a year that we actually went below the state minimums and so uh yeah it doesn't show. So the gray there were still property taxes. I mean, again, in the spirit of trying to shed light on this, there were absolutely still property taxes, but the vast majority of those property taxes for the general fund especially were required property taxes by the state in order for us to get the state funding that we received. And that's

137that gray bar. I'm looking at this and and I've seen this trend in previous years, the unrestricted versus the restricted. And the thought that comes to to mind is over the years either the the public has gone to their legislators complaining about how the school district is using funds across the state. uh which is forcing or which is encouraging lawmakers to do what they're doing here. It it seems like there's maybe a a lack of of trust between state lawmakers and eleas that they don't trust us and other school boards with the money that they're giving us. So, they're giving it to us still, but they're telling us how they want it spent. That that's kind of what I I don't know what else would explain that, but that's what I've determined in my own

138mind. And and I think sometimes um they have good ideas that they want to make sure every district in the state. So, I guess that does boil down to trust, but they might come up with a new idea that they want everybody to do. And so they'll allocate funds for their particular new program or I anyway, but I think you're I agree with you, Brian, that it probably all boils down to can the school districts be trusted to use the funds appropriately or do we need to tell them exactly how to? No qu. It wasn't a question, just an observation. Yeah, I'm not sure how to respond to that. I would welcome I I I would welcome dialogue and information sharing and understanding, mutual understanding and collaboration. Um, my fear is there's there's a lot

139of people that don't know this and so they're proceeding on a normal path, what they view as a normal path without knowing, well, there's ramifications for these trends. Okay, I'm moving on now to the debt service fund. This is essentially our mortgage payments for general obligation bond debt. Uh this one we're paying off our our debt rapidly. So you can see our annual payments are decreasing and therefore our revenues for the debt levy also decrease. Um, we will be pretty much near a zero balance this year as we uh paid off an entire bond series this year. Here's uh a history of our our principal and interest. Outstanding principal. Now, usually you don't say outstanding interest, but we know what the interest is that we uh have signed up to pay for. So, we've included

140that to be uh fully transparent on this, but it this is an interesting chart to me to see where we were. Uh you can see the bond uh passing the construction of all those schools and then how quickly it's coming down. This chart has always been very uh I love this chart because it it really shows I believe a restraint in in debt and it shows our wanting to keep things uh level. We're well below average on our long-term debt per student. Next fund is the capital projects fund. Before you go on, I kind of want to applaud that. That's great. Yeah. The capital projects fund is a very unique bond uh fund because its purpose is all of these construction projects, equipment, buses, lease revenue bond payments. So this is the other bond payments,

141lease revenue bond payments here. Um this fund is always got an interesting line graph to it as we see monies come in for various projects and then spent on various projects. Um, we do have budgeted here the beginnings of the West Jordan High School remodel. You just don't see the subsequent years out that we'll be bringing that fund balance down further that we'll be talking about in finance committee and I'm sure as a board in the future as well. The construction projects for this year are really two major ones. uh the Jordan Learning Center that was purchased and constructed with uh fund balance scheduled to open this September for preschool virtual learningmies, the Jordan Credit Center and Jordan Education Foundation. Um and then like I mentioned, the West Jordan High School remodel is included as

142well. Nutrition services has no property taxes in it at all. This is uh funded by state and federal uh contributions as well as user charges and there is no proposed increase to the meal prices for this coming year. Here's this funds chart and you to me when I see this I I see two outliers. One is the the revenue back in 21-22 that was due to the federal government providing a a lot of additional funds for this program. The other line that stands out to me is the uh the black line showing the decrease in fund balance as we're seeing we're you we're utilizing the balance here. But we're not going to not proposing a uh meal price increase this year. But if that trend doesn't improve, we may be in future years. Yes, that's

143correct. We had gone what 13 or 14 years. Um, it's a lot. I know. Let me see. It was 14 years where we went without an increase, but our last increase was just a two years ago. I don't think I I mean, I'm going to p I'm going to predict something. I don't think we're going to see another 14 years before we have to increase prices. John, in finance committee, you showed us a difference in the number of kids eating lunch. Could you address that? Because I think one of the things we need to understand is fewer and fewer kids are eating lunch at with lunch services. So I I'm looking at page 40. Is that where it was? 41. 41. There it is. Number of um average daily participation. Look at that. Look at

144that trend. How much of that is due to co this started in 2122. Were we still funding free lunch then or not? No, I think the next year we weren't. It was still federally funded free lunch in 2122 school year. I pretty sure I'm curious if we break that out by age group. because I feel like elementaryaries probably stay pretty steady and secondary drops off, but I don't know if that's actual reality or just what I imagine because you think more people are going out to lunch. I think I think secondary students don't even I was recently touring one of our high schools and shocked by how small it was and they were like because most students never enter the lunchroom their entire high school career. So we're building them smaller. I really couldn't speak

145to why the trend is there. I can speak to the because that trend is there. We are seeing less revenue which um is is contributing to the loss in this fund. Thank you, John. I just wanted to point that out that fewer people are are eating. The self-insurance fund is accounts for our health and accident insurance, workers compensation, disability and life insurance. This one has a similar trend down of our fund balance. Um, this I think I mentioned it at our last budget hearing that this is this is really an area that I'm uh focused on um concerned about just um an but just anxious to see how this goes. I I sincerely appreciate the board's help in this area. I think uh the insurance committee has done a good job as well and trying

146to do what we can um to provide a good insurance plan for our employees and yet keep it solvent and keep it going. uh the the health insurance balance um itself, if you recall correctly, the the self- insurance fund is composed of two different programs. One is our self- insurance and the other one is our um workers compensation program. The workers compensation program will still have a healthy balance next year. It's really the uh the health insurance program that I'm concerned about. So the balance you're seeing here is mostly the workers compensation balance. In fact, I have the number here. It's uh of the 7.2 million, the health insurance balance would be 1.5 million of that 7.2. Yeah. considering the amount of money that's going through here and I trust me I I I feel

147a weight of 3,400 families depending on this health insurance and I want to see it successful. If if you look at the gap between revenue and expenditure proposed, it's about there's a $2 million difference there, right? We're we're guessing we're we're estimating that we're going to spend that expenditures will be 2 million more than revenue. Now, most of that gap there is due to the workers compensation part of this fund, okay, that we're trying to bring down its balance. So, we have one half of this is uh has adequate fund balance, in fact, more than adequate fund balance. And so, we're intentionally not trying to pull in more on that side of it. Whereas on the health insurance piece, we we're trying to pull in some more to boy it up and and make it

148uh good for the future. This if you recall to maybe to put this in perspective here is our target balance should be around 23 million on this fund. I'm expecting at le and I would hope other board members would expect this as well some updates along the way not just till next June. Okay, gladly. Yeah, these are there were there were several plan changes made this year. This is a summary of them. Uh first one was renaming it. We've had the names traditional value and and uh star plans for quite some time. The insurance committee felt like if we could rename them to base plus and base traditional to base plus and the value plan to base, people would understand a little clearer that the base plus is a buy up. you're you're buying additional

149coverage, but you have an additional premium to offset that additional coverage. They didn't feel like the word traditional adequately conveyed that. Other changes, uh, deductibles were increased on the base and the star plans, co-pays increased on the base, out of pocket maximum. Uh, there is a district match for HSA contributions. That will be new for Jordan. many employers that have HSAs contribute. We have not done that this year. The committee felt like we should uh enter that arena and start contributing. Premium changes uh were all changed so that employees all have the same premiums. Um the the base plus premiums increased and the base and the star plans decreased. One question. Sorry. I was as I was thinking, what happens if we run out of money in that fund? What's You know, that's actually a

150really good question. And I'm going to pause right here and I'm going to go back because I in the interest of time I was trying to uh rush through some of these but the the answer to your question I believe can be answered well on this slide. the board had talked about, the committee talked about, and then we talked with the board about adjusting the general funds assigned balance for u our insurance plan. So, we do have some funds set aside in the general fund should that be necessary. The funds set aside in the general fund are meant to offset the amount below the target balance that we are in the insurance fund. So that between the two we have that target balance and we have a safety net. Okay. So we've adjusted this uh

151the assignment for personnel here has increased in order to compensate for that decline in the health insurance fund. So should we need it, we would turn to the general fund. I sincerely hope not to have to do that, but but that's the purpose of this is to say we we've we've got your back employees. We're good. we're just going to keep taking this every year and do what we can at it. Um, but if if somehow we missed the mark, we have a a plan B, if you will, which to me, again, thanks to the board. I I think that's phenomenal support for employees. I love it. Okay, the pass through taxes fund. This is an interesting fund because we don't see any of the money that comes into this fund. We never touch it,

152receive it in our bank accounts, anything. But we are required to account for it. This money goes on to other government entities. This is intriguing to me because this represents 12% of the property taxes that we're required to report. But 12% we never see. It's just off to charters and other entities because it's never touches our book. The fund balance is always zero. It's just uh we're required to report money in and money out. This is the history of the charter local replacement. This is the amount of money that we're required to help the state fund charter schools with. The uh school districts are required to contribute to help out with that state average funding for charter schools. This by no means is the only funding for charter schools. The state provides by far the

153vast majority of the funding. This is just an offset to help the state with that. The Jordan Education Foundation is our last fund. This is uh our foundation to support the district in its endeavors. Um because it's a foundation, the budget here is set a little high to anticipate donations. Oh, it isn't our last one. Sorry. Student activities fund uh has a major change this coming year in that registration fees are eliminated and curricular fees or some curricular fees will be eliminated starting in fiscal year 27. But this is where monies that are brought in directly at the school level are accounted for because of registration fees going down. You can see a drop in revenue illustrated here bringing down the fund balance. And I think we have the lowest fund balance in our student

154activities fund. Well, I better not say lowest because that's that's pretty finite, but one of the lowest uh across the entire state. So tax rates the proposed that last one. Is that a good thing to be low or is that a bad thing? It means we're spending this year's money on this year's students. Correct? Depends on your philosophy. Exactly. So, uh, of course, if you have a fund balance of 75%, is that a bad thing or a good thing? Well, it's great for the people operating the programs because they know they have lots of money, but it's not necessarily great for the people that paid into those programs that we're expecting something out of them. Thank you. The tax rates that we'll go over are uh reflect the certified tax rate that we know of

155today. The state and the county are still in this process. In fact, we still don't have the state basic levy. So, the basic levy that I'm going to be showing here uh tonight is the rate that they told us to assume back during the legislative session because that's the only rate I have at the moment. So, this process is still occurring and we'll uh get it finalized in the next couple of weeks. As a reminder, the certified tax rate is uh it's a formula based on the prior year's revenue. So, they want to take the existing values, the new adjusted existing values from last year, what's its new value this year, and how much is the revenue that was generated off of that last year? and they'll adjust the certified tax rate up or down,

156generally down to make it revenue neutral. Um there is no adjustment for inflation. Uh new construction however does bring in new revenue and that's why you'll see tax revenues increase is because of those changes or changes in the basic levy from the state level because the state can set the basic levy at whatever level they uh deem appropriate. The debt levy is just set exactly to what we need. That's it. So here are the tax rates for the past uh well I can say four years I suppose at this point and what we know about them for next year. The basic program as set by the state is anticipated to increase in its levy amount. The voted levy in order to get the state guarantees will stay the same. The board local levy portion in

157order to receive the state guarantees will stay the same. The charter local levy appears that it will go down by quad. Well, what is that? That's five zeros. Five zeros and a four. Just a small decrease there. The board local levy not subject to the state guarantees that we talked about earlier would decrease by uh triple0108. The capital local levy looks like it will decrease quadruple 052. And the debt levy appears it will decrease quadruple 099 for a total estimated decrease of triple0208. We added this line at the bottom here just to help understanding. at the percentage that's determined by the state and you see that changes each year. Now in I anticipate the basic levy will not be the the 1463. I anticipate it will come down from there but again I don't have

158that information as of tonight. So I I can't really speak to how far down. I just think it will come down from there. So I don't think this 55 is going to come about. So I do think the rate drop will be larger. So this means if this rate was displayed on this screen here, if this were to happen, the average homeowner would see about a $6 tax increase mostly due to the state piece because the state directed pieces would be going up $70. The board directed pieces would be going down $64. So, a net increase of $6. I I'll repeat though, I I do think that basic levy is going to come down. We show this chart every year per $100,000 home value, how much each of these is. The blue is the basic

159levy. The green is the portions of the voted and board levy that is required by the state for the state guarantees. The yellow is the portion of uh that we're required to set aside for a contribution for charter schools. The red is our debt levy, orange is our capital, and then the purple up top is the board's portion of the board levy. The average home value in the district is we've just but recently been told is $639,000. Now, uh, based on instruction from the board, I have reserved Bingham High School for August 5th for a truth taxation hearing should you choose to do that. However, we have not prepared outside of that for that meeting uh, depending on the outcome of tonight's hearing. One of the uh questions that was asked was well how much

160does a different tax increase cost or how much does it uh increase? That depends of course on the level. So this chart was included just so you get an idea of where that would be. If you wanted an additional $2 million, it would cost the average homeowner roughly $15 a year. and so on. This as indicated by statute, this chart excludes the basic levy, the charter levy, and the debt levy. That's why this percentage may not work for you because this percentage is much higher than if you include all the levies. But statute requires they be excluded. Certain levies be excluded from the percent increase. So tonight I'm looking for three actions by the board uh to adopt the final amended for the current year adopt next year's and depending on what the board wants

161to do if they want a tax increase or not. And then the third thing is could you please authorize us to make any adjustments necessary once the final certified tax rate is known and calculated? Any questions? I have a question. Oh, go ahead. You're fine. Go ahead. I was just questioning about you said a a bond was pass dropping off this year or next. Yes. Does that then drop the property tax? Yes. the the bond amount decreased, let's see, is $6 per $100,000 of home value. Uh, which is going to be what does that work out to be? Like $36 for the average homeowner. Well, they're going to see a decrease if we do nothing. Well, on an average, you'll see a decrease on that line item because also a new a new statute requires

162that that be demonstrated separately from the others. So, the homeowners have traditionally seen three line items on their property tax notice. The legislature has now indicated that they want four line items and those four are the basic levy, the charter levy, the debt levy, and all the other levies combined. So, they'll see a decrease for sure on that line item. Well, that line item wasn't there last year. So, that'll be interesting how the county Yeah. how the county treats that. Um, but depending on what the state does with the basic levy up top here, uh, homeowners are probably going to be about the same. Thank you. I have a question. What would the increase need to be to keep up with inflation? Or do you does that question make sense? Like what type of or

163are we already keeping up with inflation like 3% inflation? Like what kind of um property tax increase would we need to do? Yeah. Um we do have a chart in the budget book on inflation. Trying to remember what page it's on. Eight. Page eight. We don't have because we get this information from the from the US Department of Labor. We don't have the current or next year obviously. Uh but you do have a history there of inflation and I haven't recently gone out to try and find what the current inflation rate is for our area. Thank you. Um I know I sprung this question out of the blue. Yeah, it there's a lot that goes into that because although inflation isn't accounted for in that, neither is a decrease in the number of students. So

164there's a lot of offsetting things happening that go into these calculations. Yeah. And now I see that because with decreasing enrollment expenses could also decrease. Yeah. Okay. Thanks. Yeah. So, it's time for me to make a motion. Oh, well, it looked like Bryce gave me a little public hearing first or public comment and then we can call for a motion. Thank you so much, John and team. Honestly, we are so grateful for the effort that goes in and the transparency that is readily available. Um, thanks to you and your team. Magnificently done. All right. At this time, we would like to invite patron comment regarding specificly the budget hearing. So, if you have comments to make regarding this agenda item, is there anyone here? I didn't see anyone on this signup sheet. Okay. Hearing none,

165I will now take a motion. I move that we adopt the 202425 final amended budget. I second. Okay. We have a motion by Miss Dean, a second by Miss Wood to adopt the 2425 final amended budget. Is there discussion to that motion? I I would like to say something that I really enjoy about the budget book and like to look at is page 54 and 55 were already mentioned, but I um I don't know if this is the appropriate time for me to say this, but um down at the bottom, I really like looking at um how we compare with other districts. near near us um in size or location or or both. But um I just think it's interesting to look at um I mean people might look at the average teacher salary and

166think that that tells the whole story. I think that when we look at the average elementary class size, the average secondary class size, and the student teacher ratio where Jordan is um generally one of the lowest as far as class size and studenttoteer ratio. And I I hope that that improves the the quality of employment for the people who work in our our district. But I I just think that that is helpful to see what the class sizes are and how or and the average and how it compares to other districts. So, thank you. It's a great call out. Okay, other discussion. Okay, hearing none. All those in favor of the motion that we adopt the 2425 final amended budget, please say I. I. I. And any opposed. Okay, that motion passes unanimously. Is it

167time for another motion? It is. Okay. I pro I move that we adopt the proposed budget. I second. We have a motion by Miss Dean, a second by Miss Wood that we adopt the 202526 proposed budget. Is there discussion to that motion? Let's be clear that motion is not asking for a tax increase. So if you vote for this motion, we will not move forward with a tax increase, a truth in taxation hearing. So is there any chance of a truth and taxation hearing? I um what I remember is that during um board discussion in during uh previous study session that four board members were against um a tax increase and three board members were in favor and I don't think that has changed. Has it changed? We'll find out when we vote on your

168motion. So by voting on approving this budget that immediately says we are not increasing the tax. That is correct. So if you want a tax increase you vote no on the motion and then there would be a second motion asking for an adoption of a a new adopting the proposed budget with x number of dollars added. So, for example, if you wanted to um if there was anything you wanted to add in, this would be the time. There's if you want to stick with what we discussed previously, then vote yes. And and the thing is if if this motion passes, then it passes, right? But then it could be amended, I guess. But um or just not passed and then another motion is made. Well, you can make the motion different. I think that's what

169Mr. Dunford's saying. If this one fails, then we can make a a new motion. We haven't had a second. Yeah. Yeah. We had a second. We had a second and we're now in discussion. So in discussion I would be interested in talking asking the board their feelings on this. Um I've been involved in three truth and taxation hearings and in each hearing we went into that unanimously. So every board member voted in favor of going to the truth and taxation. There was one case once the truth and taxation hearing was being held they voted against it. Um, I'm not interested in going into a truth and taxation with a split vote. And uh, so if we have people on the board, especially a large number of people on the board who's not interested in truth

170and taxation, then I'm not interested either. I'm mostly interested because I believe in the past we avoided the truth in taxation to bring down our reserves and then we put oursel in a tough situation where we had to increase in a large number um because of the economy because of a variety of things and we were not getting that inflationary increase for a large number of years but I think it's hard to pass a truth and taxation hearing with a split board going into it. And that's where I have my reservations on voting to move forward because if this board's going to go in split, then I'm going to vote now. What I think I heard your concern was is that you'd like to avoid a large tax increase again in the future and would

171prefer a smaller, more frequent. Did I get that right? I'm pretty much on the record that I would love the legislators to give us two things. Number one, give us an inflationary increase on our property tax. And the other thing I'd love them to do is get eliminate the minimum amount that we have to charge, which I think is a crazy number there. So, if we don't increase it now, I think we have the funds that we could push it back another year or two, but eventually we won't. And so if we don't do it now, we do it next year or the year after and they'll be larger than if we do it now and again in a couple years. And so Mr. Larson, would you mind putting the slide back up that has

172the um percent and the amount of money it would net or did you know what slide I'm talking about? I think it was the last slide. Yeah, this one. No. So, the one that had the the truth and the truth and taxation information. Is it this one? Or can you see it on the dis? Yes, this one. Oh, here it is. It's right here. Okay. Thank you. For many years, our district chose to spend down reserves and that meant a larger increase. When I listened to my constituents, they told me in almost unanimous terms that that was more painful to their household than more frequent small increases. And at that time I made the commitment that I will never do not nearly as large of an increase as we did at that point. So if

173the board chooses a path where we are losing all of our fees, all of our registration fees this year and we are going to absorb that impact until we can no longer absorb it. and that equals a higher increase, I will not vote for it. I will only vote for a smaller increase. And whether that's this year in in a future year, that's a commitment I've made to my constituents. And and one thing that I noticed during the portrait of a graduate presentation, thank thank you so much, Mr. Larson, this is very helpful for me. um was for the sense of belonging. Um one of the things that we want to implement is student activities that help them feel connected to the school and student fees um help to fund some of those types of

174activities where you know like welcome back assemblies and um homecoming festivities and different other different types of studentrun activities. And I feel like it goes along with portrait of a graduate and sense of belonging to offset the loss of those registration fees so that our middle school like our secondary schools can continue to have the types of activities that will help students develop that sense of belonging. We haven't voted for that though, right? We voted that we were going to charge kids at the gate to offset that loss. We haven't voted as a board to fund our schools for that loss. May I the the budget was created with uh the loss of registration fees to be absorbed through additional funding through uh two the secondary schools from the district. So, there's an increased allocation

175in the general fund to the schools to offset that. Um, the I I believe the the motion you're referring to, Mr. Robinson was there was a a contingency uh proposed by the high schools in particular of the possibility of charging additional fees uh to students to offset that. But with the board's budget as outlined, my understanding is that proposal is no longer in play. Really? When did we make that change? The I I missed it then. Is one of the not a vote against the fees. One of the things that occurred with the fee discussion was the idea that someone could charge a fee but was not mandated to charge a fee. So they won't be charging that this year. That was my understanding. And it yeah, I'm getting confirmation that's correct. So, so we

176have allocated within the budget to offset that loss of registration fees this year, but as you can see in the budget, that means that there is a budgeted loss for the year, but no plans to make it up with additional fees to students. Well, thus we authorized the fee schedule because the fee had the fee schedule had to be approved earlier and then when we went through negotiations we accounted for that. But if we don't make it up through truth and taxation eventually it continues to pull on us. That's a yearly. Yeah. So the the budget would indicate that there would be a a budgeted loss for the year. How long you can sustain that with the fund balance that you have is to be determined out into the future. And could there be additional

177growth that occurs to bring in additional funds or additional WPU increases or other offsets? All unknown at this point. It's what makes it a hard decision. And I I hope I'm adding some clarity and not muddying it up. But I wanted to at least clear that that piece of it. Thank you. Can I can I ask one question on that? Did the legislature give us a one-time amount when they removed those fees? Yes, the legislature allocated some one-time funding to offset the loss of registration fees that will be declining. Uh the bulk of that money comes this next year. So there is an offset for this coming year. There'll be less of an offset the following year and uh trying to remember if it's a threeyear I think it's a three-year phase in three years

178out and then year four there's no additional funding. I believe it's 50% of the offset occurs in year one though. So just just a 50% offset. It doesn't make us whole. It does not make us whole. No. And I I don't think that we need to be completely unanimous as a board. Um once the decision has been made, regardless of whether it passes 52, 43, 61, or 7, once it's done, it's a board decision. And at that point it does become unanimous. It has become our decision. And um anyway, I just don't think that we all need to be um I don't think that we have to be unanimous or or have that be a um a deterrent for making a decision. if if not if there aren't more people willing to make the same

179decision. I'm I'm just saying I don't care what the final vote is, but every time I've had to do this, we went in with the unanimous feeling that we ought to at least take it to the voters, listen to them, and have a discussion and then vote. So my concern is we are if we go in less than unanimous and large numbers um I'm concerned with that. So we don't have to but I won't vote for it if I don't feel like I have an indication that the board is a super majority at least um going into that. I'll speak in favor of the motion. Um I something that Mr. Mr. Dunford said really resonated with me several a few meetings ago and maybe he's planning on talking about this, but he mentioned that he

180wasn't in favor of asking for more money from our constituents based on our fund balance. And and that made sense to me. I I didn't want to ask for more money either based on our based on our fund balance. it was it's currently a little higher than our target range. That made sense. Another point that I wanted to make is that we we went through the budget process through negotiations and we were all comfortable I I think we were all comfortable with the decisions that were made and the allocations of the funds. I didn't hear anyone saying, "I wish I had an extra $2 million," or, "I wish I had an extra $7 million so that I could do this." I remember several proposals that were not funded. I had I had a million dollar

181that Well, I'm I'm thinking more like $2 million worth. And there were several things that I would have liked to see um funded that were not. But as I mentioned before, once a board decision is made, it is a board decision. And now that is my decision. and I voted yes because I I feel like um overall is a good budget, but that doesn't mean that I didn't decide not to pursue things that um that there weren't three other board members on board with. Yeah, I I agree. I misspoke there. There were a lot of things that we would have liked to have done. I I agree. There were a lot of things that that board members would have liked to have done had there been funds available. I I don't know. One one question

182that was asked of me was something like, "Brian, would you ever be in favor of a tax increase?" And and and my response was something like, "If Yeah. First it was no and then it was if it's a justified expense. I I think that's the term I use and and I try to explain it by saying let's imagine we get $15 million extra from the state and and we allocate that $15 million additional that we just received and there's something left over that is critical to the operation of public education that that that that might raise to the level of a justified reason for a tax increase because we've allocated our the 15 million that we've just received. And there's another thing that costs $3 million and if we don't have it, it's it's going

183to cause some serious problems or it's a or we're going to fall behind in in some way. That's that's the other reason why I'm in favor of the motion without a tax increase because I didn't see that happen. My argument is I think we lie to our patrons when we see this is a tax increase. It's a tax adjustment. And if we got a percentage like income tax and sales tax and other things, we would not be even having this discussion. In fact, the discussion might be different. Can we give taxpayers back more money? This is a tax adjustment, not a tax increase, because I would only be interested in raising it for the cost of living. And I will say that um failing to meet an IEP, a team decision to bus a student

184is something critical to me and we're choosing not to do additional funding towards us. Thank you for bringing that up, Nikki. Yeah, I mean we do have special education students that have it in their IEP for transportation and sometimes we don't have that transportation and that is I don't want to I went you know I've learned a lot about special education and if we do not follow an IEP we are breaking the law and I don't want to break the law. And I'll just say we are we have always provided um compensation for that. So I don't want to make some sort of public announcement that we are outside of the law. But I do want to say that um we are failing to meet our obligation to those students. Yeah. I didn't mean to

185say I don't think we're breaking the law. We're not breaking the law, but if we do fail to meet an IEP, that is breaking the law. I misspoke. Do you remember roughly what the amount was that we would have needed there? I do. Um it it really depends on if you go for the whole burrito. what I proposed we could do with 1.5. I I seem to remember staff mentioning that there were things they could do and things that they would do to to to address that issue outside of additional buses or bus drivers or maybe I'm remembering it wrong. I we've certainly done a lot to try to um fill those positions and so far we have not been able to. So this was a new angle to try, a new innovation that was

186proposed by our superintendent. Okay. Is there other discussion to the motion? Okay. Hearing none. Yeah, I was going to say it might be better if I do this as a roll call vote. Um, so the motion on the table is that we accept the 2526 budget um as it was proposed. So, Miss Dean, no. Okay. Uh, Miss Wood, yes. Miss Barrow, would you like me to come back? Yes, please. Mr. Barnett? Yes. Mr. Deford? Yes. Mr. or Dr. Robinson? Yes. Okay. I am a no. I'm going to say no. Okay. So, that motion carries 4 to three. So, we have accepted the 2526 budget as proposed and there will not be a truth and taxation hearing. And and now do I make a motion to Yes. Okay. I move that we authorize any budget adjustments

187necessary to reflect funds received from the certified tax rate. A second. We have a motion by Miss Dean, a second by Miss Wood that we authorize any budget adjustments necessary to reflect funds received from the certified tax rate. Okay. Is there discussion to that motion? All right, hearing none. All in favor, please say I. I. And any oppose say nay. All right. That motion carries unanimously. Thank you again for that was a great great presentation. Thank you so much. Thank you board. I really appreciate each of you and I appreciate the good people I get to work with that uh make this look good. Thank you. Appreciate that as well. All right, we'll now move into our resolution of appreciation, Miss Dean. Whereas dedicated service to Jordan School District was faithfully and effectively performed. Whereas

188she consistently and conscientiously executed her responsibilities with integrity, honesty, and loyalty. Be it therefore resolved that the Jordan School District Board of Education and District Administration declare appreciation for the outstanding service that was per that was performed in the cause of public education and hereby our express our sorrow at the death of this valued friend Donna Elaine Spade classroom assistant and secretary. Thank you. Let's now move into board member recognitions. I'll go ahead and start. I want to express um gratitude to our recently graduated seniors. I feel like it wasn't long ago that we had long discussions about the way that students are presented at graduation. And every time I sit up on that stand, there's a little knot in my stomach. Is someone going to take it too far? Is there going to be

189something inappropriate? And I am so proud of the way that they carry themselves, of the way that they represent our district. And um and I just want to express express appreciation and congratulations to them. I find it one of the greatest privileges of serving in this office to be the first person to look a graduate in the eye and tell them congratulations. So that was a real delight. And along those lines, I'd like to um call out a thanks to those who organized the details that it takes for those graduation ceremonies. so grateful for the efforts that go into making that a respectful and a um significant day for our graduates. So, I appreciate that. I'd like to recognize the Riverton High School girls softball team who won state championship the fourth time in the

190last five years. Nice. And the Bingham boys volleyball team. I'd like to rec as long as we're doing state champs. Bingham's boys vas Bingham boys basketball or sorry Bingham boys volleyball team are state champs as well. They went undefeated until the very last match against Mountain Ridge and they lost one one uh set there. Yeah. And as as Nikki appreciated the graduates, I appreciate the graduates. And I would also like to appreciate the teachers and the families and all of the employees at the schools, everybody that puts in so much effort to get our students to that point. Um, anyway, my daughter graduated this year and it was not an easy road and I really really appreciate everyone who helped her along the way. So, and then I have something else. I I love what

191our school district does to support families and um I feel very blessed to have been able to be at the Majestic Family Learning Center graduation um and see 11 individuals receive their GEDs. And I just feel like this is a way to bless and support families in our school district to help people move forward with their life so that they can help their students move forward in their education. And not only were there GED certificates, there were certificates in English, computer scale skills, and sewing. Anyway, it was it it just is it makes me feel very proud to be part of a um board that for a district that does so much to support families and help those families support their students. So, I would just like to say that it was a treat and

192a pleasure to attend graduations. I did not know that that came with the job of a board member. So, I was a little worried about that, but it was wonderful. It was a wonderful experience. And I was able to go to Kings Peak, our virtual high school's graduation. And this year marked uh a very significant milestone for them where it was their fourth year graduating a class. And so there were students there who started with Kings Peak when they opened four years ago and did 9th through 12th grade with them and graduated uh all four years from Kings Peak. And they had 18 students who completed all four years with them and they got to wear kind of a special stole um and it's going to be the only year that that was that special

193stole was worn for those students. So it was very fun. It was great. I um attended eight graduations and uh including one day being there all day long and um I wanted to just compliment not only staff but um Utah Valley University does a really good job for us that a lot of stuff goes behind the scene. The amount of trash that's left behind in a graduation was astonishing to me that we don't even sell concessions, but I could not believe the bags of trash that they had to go and clean up and get ready and flip it over for the next school. And um so I'm just really grateful for the partnership we have with them. Um and um also just grateful for um how well we are doing in getting graduation done in

194a reasonable time on an average in our large schools. Um it takes about 15 to 20 minutes to get graduates to come in. So I guess if we're concerned about a 2-hour presentation, we could just have graduates sitting there and not recognize them locking in with their peers. And on an average um that I that I was able to kind of time um about 45 to 50 minutes for them to come up and received their diplomas because of the large numbers. But even Mountain Ridge that had 97 graduates got through that pretty pretty fast. And it didn't seem rushed. It didn't seem like we're reading them too fast. But so all in all almost every single one of them was within an hour 45 to two hours and just a phenomenal job with the speeches

195with just the flow of the whole um graduation. So I just wanted to thank administration especially that's a big task and I should thank Dr. Godfrey for coming to a graduation on his birthday, which is shows the dedication that he he has to be able to give up a birthday to go to graduation. Anyone else wanted to go that didn't get a chance? Okay, Dr. Godfrey, and happy birthday. I didn't even know. Yes, thank you. I graduated from high school on my birthday as well. Um, no, I'm I'm I will echo what you said. I'm I'm grateful for uh all of the work that goes into preparing someone for graduation from preschool all the way up and preparation that happens to make sure those ceremonies go smoothly. They go very very well. Um and uh

196the the teachers and administrators and counselors and others who are in charge of making it go well just do better and better every year in my opinion. Uh there are always policy issues for us to discuss and I think we'll revisit policy uh in the fall where the board wants to be sure to I know set clear direction on dress and that sort of thing. But I was really really pleased to um see how how smoothly things went. It takes a lot of work to make it go as well as it does. I appreciate the board's support in splitting graduation over two days. It allows for families to participate more. Um you have a niece or a nephew or other family members who are graduating from another school, there's less overlap. There's still a little

197bit. There's a lot less overlap. We're able to work with one facility and UVU has been really great as indicated. They're they're very good to work with. Um, and the students the students did a great job. They were very very well behaved and still had a great time. And I love graduation. It's it's it's a great event and it's a it's an important reminder of not just why we do what we do and why it's so important, but I love seeing the families that are there and it connects us to community and to the families that are um it's just really fun to gather everyone together who has been cheering these kids on and helping make them successful. So, thank you for your support. The board was very very visible. Lots of participation from board

198members. Always great speeches, very heartfelt from board members and it was it was just a re very rewarding as it always is. So thanks to everyone who made it possible. Thank you. All right. Um, we'll now move into the public comment portion of our meeting. Uh, I did not have anyone sign up last time I looked, but I'll double check really quickly. Um, is there anyone here that was hoping to make public comment? Okay, welcome to summer. Right. All right. In that case, I will not read my spiel about what to do in public comment. Okay. Uh let's see. Sorry, I toggled away from my page. All right. Um let's go ahead and move then into our general business. I'll accept a motion to approve the consent agenda item. Only one. I move that we

199approve board minutes. Second. A motion by Miss Dean, a second by Mr. Barnett that we approve the board minutes. Um, any discussion? All right. All in favor say I. I. I. And any opposed? Right. That motion carries unanimously. I'll now accept a motion for our one bid. got a don't we need to do accept the consent. Oh, I'm sorry. I scrolled too quickly. Um, a motion to accept the consent agenda. I move that we accept consent agenda items A through E. A second. We have a motion by Miss Dean, a second by Miss Wood that we um accept the consent agenda. Any discussion there? Okay. Hearing none. All those in favor say I. I. Any opposed? Okay. Carries unanimously. And now we'll come to our bid. I move that we accept the bid for language

200and culture services, comprehensive webbased multilingual learner program management and instructional support solutions for grades K through 12. I second. We have a motion by Miss Wood, a second by Miss Dean to approve bid A for language and culture services. Um, a comprehensive web-based mo multilingual learner program management and instructional support solutions for grades K12. Okay, any discussion? I did have a couple questions if anyone's here to that can speak to this. Great. I apologize if this was in the like the justification letter that was placed, but I was curious if this software is used on a daily basis or if it's mostly just like testing and like training purposes data. Could you explain it a little bit? For many of for many of our teachers, it is used on a daily basis because there are

201strategies that support language in reading, writing, speaking, and listening. Sorry, let me find I think that was it. So, thank you. Also, while you're there, it it mentioned that five years ago USB had uh had held a contract and we were able to take advantage of that and we're anticipating that that contract through USB is going to expire and they're not going to renew. Yes. So, we're going to do it on our own now. Yes, that's correct. My question is on cost. How much? What's is there a large cost difference between what we were getting it for and what we're getting it for now? As far as what we were paying before versus now, right? Um I don't know the the prior cost, but the the cost that we are having now is at the

202bottom of our letter and it for this next school year it's $174,000. Yes. I I saw that. I was just curious if that was a big difference from what we were paying previously due to the contract that they had with USB. Maybe they negotiated better rates, but you don't have that information. Okay. No. Any other questions? All right. Thank you. Okay. Those in favor of the motion, please say I. I. And any opposed. Right. Motion passes unanimously. All right. Up next, we are um looking at a consideration of sensitive material review appeals. So tonight's board decision and the related discussion concerns the appeal of the review committee's initial determination that three books constituted objective sensitive materials as defined by statute. So the decision of the review committee in all three instances resulted in the removal

203of the books on the objective classification and policy in state law. Since that time, we have received many appeals to that objective classification decision. So tonight, the board will be voting on each book individually to determine whether the books meet the statutory classification of objective sensitive materials. To constitute objective sensitive material, the book must contain a description or depiction of elicit sex or sexual immorality, meaning a description or depiction of um human genitals in a state of sexual stimulation or arousal, acts of human masturbation, sexual intercourse or sodomy, or fondling or other erratic touching of the human genitals or pubic region. When I call for a motion, the board will take discussion regarding instances of any such description or depiction of these as set forth in Utah code 76-5C-207. Um, and then those that I

204just referenced. So, as we are broadcasting publicly, I'd like to impress that we are mindful in keeping our comments appropriate for all audience members who may be watching. Board members may refer by page number to specific instances if they are uncomfortable quoting the text. So my request is that we try to keep our comments pertinent to the specific scope and intent of the objective sensitive material review, not personal belief as to the merit of the literature in question. Any questions on that? Okay. So I'll now take a motion regarding the book speak. I move that we Oh, how do I say this? I move that we retain speak in our libraries and in our curriculum in our schools. I will say I see Bryce shaking his head. I think the motion is whether or not

205you find it to be object objective sensitive material. That's the scope of this. It's not a final determination or instruction. And it's your it's the appeal of that prior decision. Or we could move to uphold. Right. Well, right. You either you either it's the decision or or my suggestion would be to either move that it constitutes objective sensitive material or that it does not constitute objective sensitive material. Okay. I move that the book speak does not constitute objective sensitive material. I will second that. Okay. We have a motion by Miss Dean, a second by Miss Barrow that um the book speak does not constitute objective sensitive material. Is there discussion to that motion? Maybe this is a question for Paul. As I was reading through the policy as far as the appeal goes as a

206board member, am I required to say more than yay or nay on this vote? It it sounded like I was supposed to kind of explain why I voted yes or no. I I think um you are supposed to give reasons for it, but I think the reason is specific in what you're finding whether or not it constitutes or not. If if you find that it does constitute um objective sensitive material, you probably need to say what specific provision you found that meets the statutory definition. So as as we are voting yay or nay would that be the appropriate time or during the discussion are we go do we say I'm voting no because I think you could do I think you should make comments and then make your vote. Can I ask a clarification on

207state law when it says acts of sexual intercourse? I mean there's no doubt these books had that but the way they described it was not in detail. The the definition of objective sensitive material is a depiction or elicit depiction of elicit sex. Excuse me. Um it's a description or depiction of illicit sex. And I just lost my reference. Sorry. morality um meaning A, B or C of that subsection. Um so it's not a broad reference. It's a description or depiction of elicit sex or sexual immortality and it says means and it's the specifics. Um I can reread those. It's not a broad category of just sex. Does that answer your question? kind of I guess where I'm get caught up in is how much do they need to describe it versus alluding that it's taking

208place. The statute says description or depiction of elicit sex meaning specifically human genitals in a state of sexual stimulation or arousal. B, acts of human masturbation, sexual intercourse, or sodomy, or C, fondling or other erotic touching of human genitals or pubic region. I I didn't find any of those in the um in what was given to me that was submitted for the um review and I mean there is the word rape which but it I did not feel like that was a depiction or description of be you know I found the same and and there are there are implications but none of it was a description or depiction meaning any of those A, B or C. It was an implied implication. So I did not find any of A, B or C in in what

209was given to me for this review. Can I just ask for clarification? Are we speaking of both the book and the graphic novel or just the written word? The book the graphic novel in its own motion. Okay. Just want to be sure. And also with everything that was submitted for the review for objective sensitive material, I think that it is possible that the review committee looked at more than just the passages that would anyway that like a passage about somebody smoking a cigarette and might have let that influence them and I well this is a discussion for another time about the whole policy and what can be submitted I don't want to assume what the committee was that's what I was going to say that's unfair to say what they reviewed I I felt that

210it was probably past the standard of me personally I'm uncomfortable with the books my kids reading these books without my knowledge But I don't think it reached the level of state law. That's kind of where I'm at. I wish we could have a restricted section and maybe we can in a future policy change, but um it's certainly moved right up to the law. I think this is the types of books our legislators want out, but they didn't write it to a way that would require us to move it. That's how I feel. Yeah, it's it's hard to interpret what the intention of the law was. Yeah. And I I wouldn't even venture to go that direction. But based on what we have been given, I I don't I I keep thinking about the time when

211um the Bible was reviewed in a different district and it was determined that it was not age appropriate for a middle school and removed and the legislature did not feel that that met the intent of the law. And so judging by that, I feel very comfortable saying this also did not rise to that level in comparison. And can I restate what I said? I think some legislators would want this book removed. I I think that's why the wording was softened and it doesn't meet the standard is um one one thing that was difficult for me is when you think of the word objective you just think okay it's cut and dry it's black and white that's what that's how I interpret the word objective but there is definitely some subjectivity in the objective sensitive material

212process and and that's why we're all yeah some of us have a slight a slightly different opinion on this so it's definitely not objective if there's seven of us and we have slightly different opinions on it right um I was thinking there's there there's a range of content out there that fits into the spec specifications of objective sensitive material and some of them obviously would be very obvious that that obviously fits in. They're way on this side and then you know as you slowly go toward no that doesn't fit this description. That's where I fell on this first book based on the passages that I read and based on the descriptions in the law that it was it was just outside of that range. So yeah, I don't I I didn't think it it rose,

213like Daryl said, I didn't think this particular book rose to the level of objective sensitive material based on um the criteria. The criteria. Thank you. Used in this in this law. We ready for a vote? Okay. So the motion was that speak does not constitute object objective sensitive material. So all those I think you need to clarify that as stated in the law as okay the motion is that the books that's a very different does not constitute objective sensitive material as defined in Utah code 765C 207. Okay. All right. All those in favor of that motion please say I. I. I. and any opposed. Okay. So that vote is unanimous that speak does not constitute objective sensitive material as defined in Utah code and will um now according to our policy be reviewed under subjective.

214Okay. So any questions on that clarifications? I just double checked that is the next step. We don't have to wait for another appeal or another. Okay. So now let's move on to a motion for speak the graphic novel. I move that speak the graphic novel does not con constitute objective um sensitive materials. Um, as stated in 765C207, I will second. We have a motion uh by Miss Dean, a second by Miss Barrow that speak the graphic novel does not constitute objective sensitive material as set forth in Utah code 765C207. Um, is there discussion to that motion? Okay. Hearing none, all those in favor of the motion, please say I. I. I. I. And any opposed? Okay, that motion carries unanimously. Um, and now we'll accept a motion for the story of a girl. Can I

215ask uh does this one the graphic novel also go back to the subjective review committee? Yes. Okay. And our policy says that if it is upheld so it's not objective then it it automatically goes back for a review on subjective terms. the way I read it. Does anyone read it differently than me? Okay, Miss Gooff, give me a thumbs up. Is that right? Okay, she agrees. Okay. Okay, perfect. Um, so that one will also come back for and it doesn't mean it will come back to the board. It will come back to a committee for review. Okay, I'll now accept a motion. I move that story of a girl does not constitute objective sensitive material as um defined in Utah statute 53G103 which is the one I should have said last time said last time

216well one there's a link in that one to the other one okay I'm I just want to make So 53G is the specific one. Yeah. Or according to Utah statute. Yeah. They're both Utah statute. All right. I have a motion. I'll second. Thank you. All right. So, we have a motion by Miss Dean, a second by Miss Wood, that the story of a girl does not constitute objective sensitive material as set forth in Utah code. I I don't have the other one in front of me. So, I'm going to say 765C207. Again, that's okay. All right. Any discussion to that motion? Well, so I was a little more on the fence and I'm curious if any board members would like to chime in. Um, but so let's see. So, it's I'm going to go from

217our packet we were given page 78. Um, and then let's see, where was it? Page 124 were the ones that I was kind of questioning. I just wasn't quite sure about. I wondered if anyone else found those ones questionable. If you're willing to say at 124, correct? But actually I I read through these and I did not find any of them objective like that they did not constitute according to the law objective sensitive material. I feel like they are implications things are implied but not explicitly stated. Same I thought 124 was more specifically that was the that was the one I was nervous about. The Yeah, mine was though more near the top like on the very first page, but this I was okay with. So, and and I also would be interested if we

218were doing a different review in limiting the number the age of students that would read that. Yeah. But was it a description? I I didn't feel that it was. And I feel like it was not even explicit. Like if you read that sentence alone or even read it with other stuff, I think that a 10-year-old would not have any idea what it was talking about. I mean, a lot of 10-year-olds would not even For me, it was past the limit that I'm comfortable as a parent. As a school board member, I have to uphold the law. I I have I have to uphold the law, but I wish that as a parent, this book could I could be notified my kids reading. I'm not even saying they're books I wouldn't let my kids do, but

219I would want to read it with them. I would want to have a discussion. And I I I think and by the way, I read them in their entirety. We didn't need to, but I wanted to. And so I think many of us did, but um and I thought people can correct me if I'm wrong and this is a little bit off topic, but to that what Darl just said, I think that stu that parents can be made aware of what books their students are checking out from school libraries and can even We don't have a process for that, do we? I thought that there was at one time on I think it depends if it's a digital material or not, but I do think this is probably segueing into a discussion of our policy

220and I that is on our agenda when we continue our study session. Uh so if you have ideas of ways that we can improve our policy and protect children, I'm definitely open to hearing that during that time. Yeah, I think it's within the law for me. It's within the law as the law is stated. It does pass what I'm comfortable personally, but that's not the law and so I have to uphold our motion. All right. Are we ready for a vote? Okay. So, we have a motion on the table that um the story of a girl does not constitute objective sensitive material as set forth in Utah code. All those in favor of that motion say I. I. And any opposed? Okay, that motion carries unanimously. Um all three of those books will move into

221a subjective review. I ask a question on that. Were we supposed to get public input? So, no. Public input regarding action on sensitive materials appeals. Were we supposed to get input before we voted? Stop me. I blow that every time. Well, and I did not see this myself. Suzanne was like, "Were we supposed to get public input?" Because it's apologies for not any of you three want public. I will own that. Was anyone here to speak to these books? We heard her. I apologize. That was not intentional. Thank Thanks for speaking up. Thank you for being here and thank you for pointing that out. All right, let's move on to our superintendence report. I will just say that uh we have a lot of great things going on this summer. Um services for students, meals

222for students, um opportunities for teachers that have made been made possible through funding from the board for additional training. So we keep on working and we have administrator trainings that start tomorrow morning at 8 o'clock. So, I appreciate everyone who keeps on churning through the summer and those who do not have responsibilities during the summer. I I I know everyone does work to prepare even if they're not on contract. So, I hope you get some time away among all the preparation as well as board members getting some time away. This has been a heavy season of negotiation and budgeting. So, well, thank you. And we feel the same about you, Dr. Godfrey. It's not lost on us. What a heavy season this is for you, for our communications department who does such a great job

223capturing a lot of big events. Um, and we appreciate those efforts. Okay, let's move into committee reports and comments by board members. I did just want to update the board on the USBA uh delegate assembly from uh Saturday. I did not go Friday, but I did go Saturday uh as we discussed the legislative priorities for that board and the school boards in the state. just very high level I don't have the final language but we did talk about establishing an education working group um providing for special education students at risk students incentivizing a culture of attendance um funds going directly to the eleas and an educational funding framework for the long term I know there were a couple other individuals who were there. So, I don't know if they want to chime in, but it

224was good to be there with other board members in the state and uh share our concerns and our feedback. And as soon as I receive a copy, I will send that out to the board. I could give you a copy of the draft that was discussed but not the changes made during the meeting. So if anybody wants that now outdated copy, I have it for you. Thank you so much for those who went. It sounds like it was a good discussion and yeah, that was our JLC, right? So, USBA as well as our administrators and business, not to be confused with the Jordan Learning Center, which got me very confused. We're running out of letters to make starting to duplicate. Okay, any others? So, this is just a board member comment. Um uh I was

225able to go to the Google for education presentation uh for a while and I personally I feel excited about this bid that we approved. I don't remember exactly when. Um there and Erin had a question for me like how it compares to GoG Guardian. And there are these different modes and my favorite mode that they talked about was focus mode where um if students are working on their Chromebook then the teachers can or on their Chromebooks I should say then teachers can can um engage this focus mode where only the pages and things that they've put on there can be accessed. nothing else can be accessed. And um they can loosen it up a bit. Like for instance, if they're on a Wikipedia page, they can loosen it up so that a hyperlink they could

226go to that. Um and an another aspect of this focus mode is this captioning where they can speak what they are saying can be captioned and it can even be captioned in a different language which is amazing and I asked about because I don't know a lot about goardian or land school but I had heard that teachers could send a message directly, like instant message a student um with GoG Guardian. And I asked about that and um one of the representatives told me that that was not something that would be done because the the hope was that the teacher would just stand up and go and talk to the student instead of sending them an instant message when they're in their CL. I don't know. Anyway, so I thought that that was interesting. I personally

227feel pretty enthused about this focus mode. I hope that our teachers get good training and feel confident about using this tool and are able to implement it to well its full capabilities. So, and then also I just want to give another plug for the My County Rec Pass. I found out that my daughter's friends did not even know about it. So, so if you're a resident of Salt Lake County and you have kids from zero to 18, you can get a My County Rec pass Pass that is free. And I'm just speaking to the masses here with all their kids. But um you just need proof of residency that you live in Salt Lake County and it will get you into the Accord ice sheet, any of the county w pools or um recck centers

228and and there are there are rules. So like an 11-year-old cannot just be dropped off by themsel. They need an adult there. And people who are under 18 need to be certified on the weight equipment before they can be in the weight room alone. But this is a fantastic resource so your kids can go to the pool whenever they want to this summer. So that's it. I will give a little update. I was able to attend the USBA board of directors meeting. Um and there are a few things. First of all, a good amount of our time was spent on the um the JLC priorities. It's a funny thing because their JLC priorities but final approval prior to delegate assembly comes from USBA. So it's interesting process. Um but anyway, so that was a big

229part of it. But also, um the leadership academy that I've mentioned before at Ruby's in September 25th to the 27th, um it's really kind of exciting to see some of the fun things that are coming along with a new venue. So, those of you who have attended might remember that there's a tradition of doing a 5K during the leadership conference or leadership academy. Um, and they are doing some really fun options with that this year to kind of meet every person's needs. But apparently there is an incredible um sunrise tour that you can go out. They'll have some buses that will take you up to watch the sunrise at what I'll tell you two people broke into tears when they were describing. It must be a very moving experience. So you can go out and

230watch the sunrise and then there will be a few options. You can then get back on the little bus and go back to Ruby's Inn. Your second choice, you can take a 3/4 of a mile walk. Um, not too strenuous where you'll be able to witness kind of a reflection of the sunrise, which also seemed to be quite a moving experience. And then the third option, if you choose to walk or jog back to the inn, it will be a 5K. So, um, feel free to join in on that. Um, and then we have, um, just a quick reminder about the master board certification. So, this is evolving every year and refining to be a little bit better. So they are specifying a different training for new board members versus board members who have served

231a little longer. And so hopefully this if you do your board training, you will also be doing the training that we agreed to with our ethics commitments. So a good way to kill two birds with one stone. Um, and then there was also a couple of bylaw changes made uh on with our bylaws committee. Um, so heads up on that. Also, the USBA policy webinars are continuing through the summer. So, the next one is July 2nd. If anyone is not receiving the um meeting links for those and you are interested, first of all, it's on the USBA website, but I can also get those to you. So, let me know if you're interested in those. Um it is generally just a review of policy that um that is pertinent to us and our role as

232board members. Okay, I think that is it for USBA and and I forgot something. I want to mention again the links to schools golf classic at Glenmore Golf Course. This is um how a fundraiser for the Jordan Education Foundation and that is on Thursday, June 26th and you can go to the Jordan Education Foundation website to register or be a sponsor, sponsor one of the the holes, set up a table and I don't know, advertise your business. So is that it for board comment committee reports? Fantastic. All right, we do have a few items to continue in our study session. So we will adjourn this meeting and resume in study session. Thank you for coming tonight. Welcome back to the continuation of the study session for the June 10th, 2025 board of education meeting. Um,

233we are resumeuming with agenda item C, an initial boundary change data for Midas Creek Elementary School. Dr. Godfrey, thank you. Um, we have a couple of initial presentations on boundaries that we would have put together as requested by the board. And I emphasize that this is an initial discussion really to see where the board would like us to go next. A later item is to discuss the very process of reviewing boundaries. So all of this kind of fits together. And I also want to clarify that this is not really a consideration of a boundary change for Midas Creek Elementary School per se. It's to align feeder systems, which to those listening means if you have an aligned feeder system, it means that everyone from one elementary goes to the same middle school and everyone from

234that middle school goes to the same high school. And that has become fractured over the years. And one might say to themselves, why didn't the district just figure this out? And how is that so hard? But you don't always have concentrations of the right age of students to balance things out. And actually, as is the case with Midas Creek, when we did when we made comprehensive boundary changes districtwide, there were in fact parents who wanted to be able to stay with certain high schools and middle schools. So it looks like we just weren't thinking when we met made these boundaries when in fact we were responsive to uh parent requests in many regards and there may be those who listen who say but that wasn't me that wasn't what I was looking for but there

235was a lot discussed at the time and it's good to be revisiting this and other uh boundaries that have now aged and some aged better than others. So, can I say something about that process? Cuz I was the board member over that area and they're almost like the Island of Misfit toys. If you go and sit in the middle of their neighborhood and just calculate how far you are from each high school, they're like perfect. And there wasn't a perfect fit for the whole area. And there was strong voices saying, "I want to go here. I want to go there." And they could fit in small groups, but there just wasn't a perfect feeder back then. and we could accommodate their wishes, which we did. But and that was prior also to our board discussion

236about we wanted to make Mountain View corridor a permanent line. So, I just wanted to put that on the record. As an example, just drive down 118th South and you'll see what it's like when three cities try to work together to do to fix one road. And and we do have two city boundaries within Midas Creek. So, yeah. So, two cities, three high schools, three middle schools, and and yet through our district-wide boundary changes, you could find other pockets who would feel like misfits. And when we say, "But I don't want people to cross this busy road," then there's always someone who can say, "But this school crosses a busier road." And so there's a there's a lot of means of comparison, but these are two areas that we've talked about as a board and

237this is a a good opportunity for us to have some initial discussions. I'll say again, these are uh this is a broad look uh to so that we can get direction from the board on what to do next. Can I just say one more thing about that is this was during Moab, which is what we were saying now. We want to kind of try to avoid Moab situations. And we didn't move anyone. They were already existing. So, they had been morphed into that area for a long time. Well, if I may, I think I think Moab went very well. I But it doesn't mean that that's the right approach for every situation going forward. But at the time what what what happened when we made district-wide boundary changes is there was context for every decision

238and the board changed permit the the approach on permits and we were able to move away from year round and we were able to make use of existing schools and built a school that we knew we would need but we built it faster so that we had fewer disruptive boundary changes. So, a lot of good things happened and I think it's good for us to take a fresh approach in different circumstances. When we went through Moab, there was so much happening that we really trusted board members to own their area and we trusted them. And sometimes doing it in small chunks like this, it allows board members who are not emotionally involved in the area to point out something that we would miss. So, anyways, thank and and we'll have a chance to talk more

239about that procedure going forward. Uh this is our discussion around Midas Creek and changing the boundaries for middle schools and high schools within the boundary of Midas Creek so that students could perhaps feed to two or one high school and middle school as opposed to three. So currently we have this the number of students that you see there is the number of fourth, fifth and sixth grade students. So right now there are 137 students in area 1. Now you may notice that I put area 1 2 and three instead of A, B, and C because I don't want this to appear to be boundary options or anything like that. So it's 1 2 3. So in area 1, you have 137 combined fourth, fifth, and sixth grade students. Because that's a cohort of three. That's

240an example roughly of what you might have at the middle school added in or at the high school added in if that makes sense depending on the year. Um in area two you have 145 and in area three you have 105. So if we go to the next slide then you can kind of take those numbers and plug them in. So um on the left you have the current enrollment for each of these schools. So you have Copper Mountain Middle and Haramman High School that Copper Mountain feeds into Haramman. Then you have Ochre Hills and Riverton and Ochre Hills feeds into Riverton and then you have South Hills and Mountain Ridge and South Hills feeds into Mountain Ridge High School. So when you look at the numbers on the left there, that's so nice. That's

241the October one enrollment. And then going forward, that's the number of students that are in the uh um that are in um Midas Creek right now that you would expect to go to those schools going forward. So the question is I I'll just I'll just blurt it out there in terms of numbers and the expected growth. If you said we want to propose moving students to the schools with the most space, you would move them to Ochre Hills and Riverton High because over time there will be more space in those schools. they're fairly built out. So if you want to do it based on the numbers and John eloquently expressed that every student is not a number, it's an every student is an individual but we have to start with can students fit. But then

242beyond that the board has been able to make provisions for permits and allow for students to attend a school of their choice. So this can be this is something that can be phased in. Now the one thing that we haven't done is we haven't surveyed schools to see how they feel about additional students coming to their school. And anytime that you survey parents about a boundary change, you have different groups of people. You have those who are going to be moved and they have the strongest opinion. You have the people who will be at the school remaining that people will be moved from. And then you have the people who will be receiving those new students. So the people who are moved, if they're going to be disrupted, feel strongly about where they're headed. And

243the people who may lose students may be upset that they're losing the neighborhood. They may be grateful for lower numbers. uh those who are receiving students may be eager to receive more students and make sure they keep their numbers up or they may be worried about an influx of students. So you can get varied results. But to be clear, although we have 67% of parents within Midas Creek who were surveyed by the school community council who are interested in aligning feeders, we don't know exactly which feeder they're expecting and we have not surveyed receiving schools on how they feel about that. As I said, the strongest feelings come from those who would be moved, not necessarily from those who are losing or receiving students. Question. Yes. So the numbers for mountain middle 137. Did that

244line up with number one? 137 fourth, fifth, and sixth graders on the other one. No, it doesn't match up. Okay. It's the projected total number going to each of these schools. Uh that's if we don't So just students going to Copper Mountain Middle, but they're coming from multiple elementary schools. No, this is what's projected from Midas Creek. But I just said the in the other on the other map it's what are the current fourth, fifth, and sixth graders just to give you an idea. So if we combine it all, how many fourth, fifth, and fifth and sixth graders are we sending all to the same school? Right. This is if we make no changes. Paul, is there a question on that? Okay. So the smallest impact is South Hills Mountain Ridge, right? because they have

245the smallest number. So if we move those students, that's fewer than moving other schools. Correct. Is Mountain Ridge smaller? No. Of the number of kids that are going there. Oh, gotcha. And Copper Mountain, just so you know, that 194 is this year. By 2029, it's 1348. Yeah. I there's Upper Mountain is increasing. Herman's increasing. Mountain Ridge or Mountain Ridge is increasing. Riverton's decreasing. Riverton's decreasing and Oak Hills is decreasing. Can I ask a tangential question? Do we have a sense of I didn't even give you a chance to respond whether or not I could. So, at some point we're thinking we'll have to build a high school. How far out is that? And would it impact any of this? Wow. This move could push You wanted to ask a big question. Well, I'm just trying

246to think down the road as we're keeping everything in context, how how close might this these neighborhoods be impacted again? We don't we 10 years, 15 years. It's going to be a long time. I I'm watching for a board member to disagree with me, but I think based on our recent discussions, it's going to be a long time before we build a new high school, if ever. Well, and Okay. So, it's still questionable. and making this this decision can help make that longer. Correct. That's right. And and and so let me say it this way. It'll be a long time before we have more students than seats. To to to Mr. Robinson's question um or to his point rather if we move we we can delay that by moving more students to the schools that

247are declining in enrollment and don't have areas of growth and yeah so so not a current worry say if if if you if you wanted to one reasonable approach and I'm not trying to push this forward. This is a little different from the way that we've done it. So, I'm just trying to put an idea out there. If you were saying to yourself, I don't want to accelerate the need for a new high school. I want to align feeders, but I want families to still have some flexibility because it'll be a while before there's so much pressure that we would have to build. Mhm. I will put that I'm going to move students to Ochre Hills and to Riverton because there's space now and there'll be more and more space instead of less and less

248with that means that there would be busing to those two schools and I will be flexible or we will be flexible as a board to allow people who had anticipated going to these other schools will give them permits over a defined period of time so that we meet the current expectations and there's a long runway before people have to compete with others for a permit to the school they were expecting to attend. That was my proposal from the very beginning. Does that make sense? Yep. A phased approach and sending them to the smallest schools. Numbers-wise, that's what makes sense. This doesn't really matter, but it also aligns all these students with their board member in one going to one school. So that it actually aligns the board member boundary also. And what it does also

249and this may seem obvious but it creates unity within the school. Uh it means that you get to in large measure go with your friends to the next levels. It makes communication much easier when counselors are coming to register students. When we're bringing students over to see assemblies and get excited about programs, it means that they all get to be excited together. So, it's the be united part of our motto. It's been so hard for Aaron to have the three different high schools request to come in and make a presentation. And and when we opened Haramman High School, we had one couple come to comment about the change in boundaries. One couple. And we really had to coax them to say something because we really felt like we wanted a public comment. I believe the

250reason for that was that there were choices. It created building Haramman High School created enough space at every high school so that over a period of time you had the chance to permit if you wanted to permit to a in my opinion if I may offer it. I think that giving that same level of flexibility to phase this in as Mr. Dunford referenced and has referenced previously takes any bite out of takes a lot of the bite out of a boundary change. Is it fair to say under no circumstances we would move the whole group to Haramman or Copper Mountain? That would go against that would be foolish. That would go only question really is do we want them in Riverton or do we want them in Mountain Ridge or do we want them split?

251That's really the question, right? One or two. Well, you want them in one school. One feeder everyone or split between the two? And if so, what school? I still need some clarification on these numbers. So, okay. Um, so for October 1st, 2024, 137 students from Midas Creek Elementary went to Copper Mountain Middle. No, didn't go to were assigned to go. They lived in the boundaries of Copper Mountain Middle. They are currently sixth, fourth, fifth, and sixth graders. So, this is fourth, fifth, and sixth grade. No, the pre the previous one is fourth, fifth, and sixth. This is sixth. Let's go back to the previous one. Let's go back in time. Hold on. Wait. I So I understand this is fourth, fifth, and sixth, but on the other one, are you telling me that there were

252like 300 students from Midas Creek that went to middle school in the fall? That's what I feel like the other slide is showing me. And okay, probably misunderst maybe maybe I'm not explaining it correctly. Let's take a look. And it looks like the numbers are the same from the previous is on this one. Okay. So, middle schools, this this is a this is a three grade cohort. Four, fifth, and six. You're still fourth, fifth, and six, right? That's right. Slide as well as the previous slide. That's right. Okay. That's right. Thank you. You clarified that student. So, this is this this just shows what happens over time. Okay. Got it. Thank you. the the the the bot and and we hesitated to put two specific numbers out there, but the bottom line is Riverton and

253Ochre is what makes sense. And one thing that you could say rather than options is just say how do you feel about this option about doing this and this is why it makes sense. It seems to me that Mountain Ridge also is very very low as well. But do we expect a lot of growth in Mountain? Yes. Yes. Not as much as Haramman, right? But if you look at the graduating class for Mountain Ridge, it was the largest in the district. That's true. Yeah. 2746. West Jordan, I think we've solved. So now we have three very crowded high schools and two growing undercrowded high schools. Oh, sorry. So the general the general movement needs to be from the three crowded to the two uncrowdeds. Mountain Ridge is the largest, 25746. Haramman is next, 2521. But

254they're both growing. And the smallest, which is 232, Riverton High is growing smaller. Growing smaller isn't helpful. Is getting smaller. So the smallest school is getting smaller. Ochre Hills is not the smallest, but it is getting smaller. I wasn't looking at the full enrollment. I was looking at these numbers going to the right. I like but they're so small. I try I tried to cram a lot on to one slide so that you could compare and see. But yeah. Okay. I got it. And I'm just thinking geographywise that's not it's not super far from these schools. Midas Creek to Ochre Hills or Riverton. I don't it's possible. I as I looked at it when I drove around the neighborhood I think I did it from Midas Creek Riverton I was surprised was the closest of

255the three but I do believe and I don't work for transportation that there would be people that would qualify would not qualify for busing that would have to cross Bangador in that neighborhood but I don't know we'd have we'd have to have transportation look at that are there do we know what this would do busing. Let me take a look here. I do have that information. Um, under the single feeder concept, um, all of the walk, let's see, let me make sure because I've got under the single feeder concept, there may be transportation cost increases with walk eligible students in area C becoming bus eligible to Ochre Hills Middle School and Riverton High. So, I think that they would become more students would be bus eligible. Yeah. And that's in area C. If you don't

256mind going back one, however, I think everyone's busible in that area now. I think so. I think we when we looked at it number three that is. Sorry. I don't think you I don't think you're asking someone who has a bus to now walk. That's right. I think that was the reality. No one who currently has a bus, if we changed them to Ochre Hills, would suddenly have to walk to Ochre Hills because you're only adding school people who are further away from Ochre Hills. Yeah. To Ochre Hills. So in other words, if you were to change to the two schools that will have the most room over time, you provide busing for everyone and you could as a result phase in a choice for folks. And if you allow them to permit, of course,

257then they don't get bus to wherever they permit. But it would be my proposal would be we move all of the sixth graders and not the seventh and eighth. So we'd have a two tricky years where sixth graders would be bust to one school and seventh and eighth graders would be bus to a different school and then the following year it's sixth and seventh and eighth and then the third year they're all bus to Ochre Hills but parents could opt in to have their seventh and I heard from a lot of parents saying well if that's the case I'm just going to permit my child to Ochre Hills now and then qualify for a bus later. Do you have a sense of concerns some parents might have about Riverton and Ochre Hills? The biggest concern

258people have are athletics. They're already in a Haramman athletic feeder system. And so that's why if we start now when it's not, you know, we've got time and we phase it over time, then they can just simply say you you you just choose to stay. You go to Copper Mountain and then go move on to Haramman. Eventually, we can phase it so that oh, I'm going to start my child in a Riverton sports feeder system because we're going to go to Riverton. So, what is the what is the deadline for permitting your student to change schools? January. January. So, like a parent couldn't decide right now, oh, the board's talking about it. Maybe I'll just go ahead and move my student in the fall. There are two deadlines. There's one deadline for the lottery and

259when you when you meet that deadline which I believe is in February. Okay. Third Friday in February. The it starts in November, ends in February. If you apply within that window, then we allow for those permits based on building capacity. After that window, we allow permits based on staffing. So you could come you could come after the school year has started and permit to a school if our staffing ratios allow for their even with our staffing ratios if there's space in classes. So but but if we have we may have four empty classrooms but if every one of our classes is full we don't have to add a teacher in order to accommodate permits. So, there's a window for permits based on building capacity and then there's a window for permits that really is an

260open-ended based on staffing. But it's rare that after the school year starts that we still have space. So, if if this is the direction we end up going, would we be targeting this for implementation in 26 27 sixth grade? any changes would take place a year from fall at the earliest for sixth graders. So next year's sixth graders would move alltogether to Ochre Hills. And are you saying only Ochre Hills and Riverton? You would just give one choice. That would my be my proposal based on long-term numbers. Yeah. I mean it makes the most sense. Do we do more than one choice or do we just do this is your choice? Because we've always given a couple. I think if we survey, we offer three options. Do nothing, move everyone to Ochre Hills and then

261Riverton and then split between I think we take Haramman and Copper Mountain out of the equation. Yeah. And if South Hills, you you you could give the numbers are perfect. You could give the choice. You could give the choice to make no change or you could I mean that could be the choice. Either we move everyone or we don't move anyone. Yeah. I don't know that the disruption is worth it to then still have everything split. I think that's right. I agree. I think we either because then you say, well, how come they get to keep going to Haramman and we don't get to keep going to Mountain Ridge? Based upon the information we get, we could come back and say, no, maybe a split ought to be examined. But do it second. Yeah, maybe.

262I think I think we offer A and B. A is we A is we move everyone to Riverton and Ochre Hills. B is we do nothing. I like it. I'm concerned with allowing buses to go to these other schools once we make that decision. We've always grandfathered and allowed, not always. There's been circumstances that we've grandfathered a school saying, "Hey, you can choose this year and next year." But I'm concerned with providing buses to Haramman or or Copper Mountain and South Hills if our intent is to move them. I just think that maybe that becomes the I want to keep my kid in that school becomes a parent's responsibility then to get them to that school. I just don't want to pull them out of their current school. We I don't think that there's no

263need to do that. So, if you're currently going to Copper Mountain and you're a sixth grader this year or a sixth grader next year, I don't want them to stress about, oh, now I have to go to Ochre Hills. But if you're coming out of sixth grade and going into you're not leaving a school. So that's why my proposal is yes for two for three years it's going to be confusing but that's better than telling a seventh grader you have to leave your middle school and go to this this middle school when there's nothing actually pushing that need. My concern is when that third year comes then all of a sudden you have maybe eight kids going to Copper Mountain still and we're running a bus for them. That's my concern. You're not saying they

264can't keep going. You're saying continue go. So next year seventh grader can continue go all the way through 9inth but then can they go to Mount Herman also? Yeah. Then keep going. So we phase it to we phase it to Ochre Hills right now and then six years later we phase it to Riverton. So does next year's seventh grader are we guaranteeing them a bus for six years? Qualify. So then they're a permitting student and permitting students don't get a bus. So that's what my question is is when do they become a permitting student and when I think the first year we do it. That's what I think. So not providing busing but they can still go to the school they started at. That's what we do with other permitting students. That's the question on

265the table. I don't know. I think I would rather shoulder the busing. I think we can accommodate. I think we can take a little bit longer route. I would rather accommodate busing than suddenly say you you no longer you've been bus and you no longer qualify. You've been bus for a year and now you're going to go to the same school but now you don't have a bus. Make that decision later. Yeah. I I need to bring transportation into that question. Do we have enough buses? Is that going to be crazy bus routes? That's there wouldn't be a separate bus route just for students from Midas Creek. It would just be one more Riverton stop or one more Mountain Ridge stop. So they're close. They're not the transportation logistics that's a that's an important question.

266But I think the initial question of do you well when you ask the question you do need to provide context for parents and say but this is what we plan to do from a transportation standpoint. So I think we just need to study transportation more. We could bring back the transportation information. I told Mike to look into it. He just wasn't going to have time with his schedule and we don't have to make that decision till we're not making a decision tonight. I think this is just let's look at it. What more information do we need for the next time? I just didn't want to go from June to August without at least having some direction. What I'm hearing is the board is open to offering two choices. Make no changes and send everyone to

267a feeder system. Now, what information does the board need between now and August for a further discussion? Transportation is certainly one of them. Area three is already in that special busing permit with Riverton City. Area three is already in a special busing arrangement we have with Riverton. I I think knowing that knowing the questions about transportation and knowing that those are the two options you're looking at, I think we can work from there and bring back more information in August. I think that gives us direction to I think we got the information we needed tonight. I I need more context around the the grandfathering in or how we might slow fade. I need more information on how that would look like if we want to go that route or if we don't want to go

268that route and just say we're all switching right now. We can talk about that and we can say this is how hard it would be for transportation to do that because what Mr. Robinson pointed out is is accurate. It would be six years. And we've we've done things kind of like that before, but it's rare. But we could also we never had the luxury of open schools to be able to do it like we can do it now. Is one possibility a three-year roll out or do we have to look at a six? I was wondering the same. You have to separate middle and high or else you're going to have the se at some point you pull someone out of a school they're going to or you have to separate middle and high. Well,

269we can give them the permit though. We can say you're out but you can permit back to that school. Yeah, but what you're you pay for transportation. You're all of a sudden saying, "We've been transporting you, but now we're not going to years. Everybody is in their right school in that middle school, but not the high school. We're not changing the high school boundaries for the first three years." Because otherwise, people going to a high school within Midas Creek's boundaries would change high schools. So, we're not changing high school boundaries for three years. We're only changing middle school boundaries right now. Well, three years later that we need to agree with it a different way. Yeah, I would change them all at the same time, too. Okay. But what you're doing is you're telling a

270you're telling a current high school student, you now are boundaries to another high school rather than phasing them for years. No, I think what we do is we tell in a current high school maybe I just need to see it Yeah. mapped out because you're only in high school for three years, right? You're in middle school for three years. But what middle school three years you're done? What high What middle school will this year's ninth graders go to? So he's saying that next year's seventh grader is going to go to Copper Copper Mountain even though everyone else is going to go to Ochre. Well, after three years, he's he doesn't want to go to Riverton High School. He's not going to go from Copper Mountain Middle School to Riverton High School. You want to go

271from Ochre Hills? He could. We would force him to if he But if he doesn't want that, then he can go to Ochre now. Can Can I? It's always a boy. A girl wouldn't need to think that. the I I think I think for for for three years you could say let me see if I can express what I'm trying to say. You could say we are not going to move anyone from their current secondary school. So, or in the fall, you would say, "We're not going to move you." But what you're trying to avoid with the six years is that someone doesn't end up going to a middle school and then be switched to a high school that that previous middle school doesn't feed into. The whole point is to make a feeder system

272so you don't go to Copper Mountain and then be forced to go to Riverton. You go to Copper Mountain and then you go to Haramman. you go to, you know, you you go to the if you started at Copper Hip Mountain, then you get to go all the way through to Haramman is what you're saying. If you go to Copper Mountain, you go to Haramman. And so I don't want to say, well, we're going to send you to Copper Mountain and then at the same time, we're changing high school boundaries, so you're suddenly boundaried to Riverton. I I think you could just put a grandfather clause in it. Just say you're all going to Riverton, Ochre Hills, but if you're in a current school, you want to stay, but if you leave that school, then

273you can't come back. But I think you could put that phrasing. And the question is, do we provide transportation to that? That's the thing is I think we need to if you go to Copper Mountain and are bust, you should be busted to Herman unless you're not within the boundary. I don't think it's fair to say, okay, we're okay. You go to Copper Mountain because that's where you planned on going, but suddenly you lose the busing to Haramman that you would have had. Busing they have in Haramman is a special permit busing and area number three is also special permit busing. Now again, I know that's not tonight's discussion, but I think it my proposal is a six-year proposal. And you know, I agree with Darl on on this and it it seems like we

274don't force anybody to go to any school, you know, through the permit process. I mean, they might not be able to go exactly to the school they want to, but it seems like people always have a choice about which school they don't want to go to. They can permit to a different school. You can't permit to Heramman and you can't permit to Mountain and and that's what I'm saying. But nobody would be forced to go to Ochre or Riverton because they could they could permit to um I don't know Joel P. Jensen or West Jordan High School. Do you know what I mean? So like nobody would be forced to go to a school. They might not be able to go to the permit to the school they want to, but nobody would be forced

275to go anywhere. Their school, their boundary school is not the one they planned on going to. And and also as far as athletics being part of the discussion, what percentage of students are participating in athletics? I I don't think it is more than 25% of the total student body. I think that there are a lot of students who participate in a lot of sports, but I I don't know that that should be um a large determining factor. I think sometimes as a board we have to make um difficult decisions. Um why why because of size? We don't have to do that. Now, that's my point. We don't have to. There's no, "Oh, it's too crowded. We have to kick you out." That's what's unique is we can't think the same way. We can't say, "Oh,

276we have to make a difficult decision because there's no room in the school." That's no longer the case. There is room in the school. And so, saying in five years there will still be room at Haramman and Mountain Ridge with the students going there. No. And and so also what what I mean to say also is will we need to have this same type of discussion every year during the six-year roll out or would we make a decision um that would last for six years? Yes. And what it looks like is this year sixth goes to this school, seventh goes to this school. Next year, sixth and seventh go to this school. Eighth goes to this school. The next year, all of them go to this school. The next year, the ninth and tth go

277to these schools. Everyone, 11th and 12th goes to this school. The next year, ninth and 10th go to this school. 12th goes to this year. The next year, all 12 go to this year. All 12th graders go to this year. Say, here's what it's going to look like for the next six years. We don't need to have a discussion every year. And I feel like I interrupted our superintendent and I apologize. No. So, say what you're going to say, please. No, I I I was saving it up. I'm good. I I'm I'm just trying to clarify what the questions are before us. And I think question one is what options do we want to put out to the public? And it sounds like that answer is either no change or move everyone to Riverton and

278Ochre Hills. Do we not want to entertain a split uh school like area 3 is right across the street from South Hills? Well, that really is the question is do we do we want to entertain three options or multiple options? Sometimes we're criticized because we give too many options that then split people and are confusing. I'm not interested in no change. So like I'm not interested to those Herman people to continue going to her. So let me rephrase the questions then because I thought the first one had been settled. So let me go back. I thought it had to. So So question has So question number one is what options do we want to put out to the public? Can we ask that real quick? Should we? I think you should. Can I ask the

279three? Can I can I list the three questions and then we can come back to the three? This is just how I view it from the discussion. One is what options do we offer. Number two is to what extent do we grandfather in permits? Because you can just say you get you you can permit to the middle school and high school you were expecting to go to and you can say for how long that is in place. And number three, do we provide transportation to support those permits and for how long? So what are the options? How long do we grandfather permits? And how long do we grandfather transportation? I think those are the three questions. In that order, so succinct. Thank you. In a nutshell. So let's go down that list. So what board

280members are interested in providing more than the twochoice option? So meaning no change or everybody goes to Ochre and Riverton. Can I make a statement about that? I'm not interested in allowing anyone to stay in Herman High School. Me neither. So why that should not be a choice. Can you can you expound on that? What we're saying with no change is we're okay with them to be in three feeder systems. What about Mountain Ridge? I'm okay with us to consider that. But I mean, if we want to understand what I feel like surveying to get the feedback of the community, we can offer these two options. It doesn't necessarily mean that that is exactly where we're going to land. But I think that that is a good starting point for surveying. Isn't that what it

281would be? You only offer choices that you're interested in. So what you're saying is we're okay with three. saying feeders option number if we choose to offer no choice it needs to be no change right now well I'm not going to if they say no choice no change I'm as far as I'm a board member it's done I'm never going to come back to this like to me is do we want to get rid of a three school feeder system I say yes okay which is the school most likely that we need to get kids out of to take care of our long-term plan that's Haramman High why are you not adding mountain ridge to that because Mountain Ridge is going to be just as Mountain Ridge is pretty big and so I'm in favor

282number one of moving a model one school but under no circumstance there Mountain Ridge is not going to be nearly as big as Haramman. Oh, it is the same. Can I just point out might I It's kind of built it's kind of built out. It's built out. Yeah, it's they're the exact same numbers. But can I point out we are not we're not discussing this because capacity has been triggered. This is not a mustdo. So if we do nothing, we do something when the capacity is triggered. So I'm okay with not doing anything because we're responding to constituent request, not to our formula for we're going to break. So, my concern about offering three choices is then we'll have a three-way split much like it seems the data they that we got previously from from

283families at Midas Creek. So, I'd like to know too in hopes of clarity one way or the other so we know if we need to take action now or take action later. Eventually, this area needs to be out of Mountain Ridge and Haramman's boundaries. Eventually, those students, we have got to we are going to have to carve students out of Mountain Ridge and into Riverton and out of Haramman and into Riverton and Bingham. There is no escaping that. So, the only question is, do we do it now or do we do it later later? But I if you're saying under no circumstance does this group forever remain at Haramman, I would add same thing to Mountain Ridge. Well, the only difference the only difference with Mountain Ridge is one of our priorities is if you

284can walk to a school, we wanted to make that. So this boundary is literally across the street from South Hills. So that's the only reason why I would consider a two district split is they're three is walkable. We're special busing them, but they're walkable. And that's the other concern about providing long-term busing is they're in a special permit right now. Sometimes could terminate this year or next. Sorry, I didn't mean that. No, you're fine. Sometimes when you want to make use of the space that you have in a school with diminishing enrollment, you have to bus. Yep. to to to to to make the most of the space you have, you have to bus, which is true busing with my area that lives closer to Fort Herman, we're busing the South Hills because that's where

285we have space. That's right. But I don't know. I'm just saying, do we really want to give them an option of making no move at all? I I'm in favor of looking at this and I would move it either to a one feeder system or two feeder system to to what to a given the earlier comments I think that this is not necessarily this is not a move that is right now being made because we can't fit kids for sure right now it's being made based on what parents are requesting that they would like an alignment and if they say no change. What they're saying is I think not don't ever change me ever. It's don't change me just for the sake of aligning boundaries. If you have to change us to shift enrollment so

286we can fit in a school, that's one thing and we'll address that another time. But don't don't change it just because we want to make it neater. That's why I want to offer the no change right now option. For me, the two ch the two options are no change right now or align the feeder to Riverton and Ochre Hills. Those those would be my two choices. So maybe we're at a point right now where we just need to hear everybody's choice instead of debating it. So can we just each say would you like to have two options or three on the survey? Paul, what I'm hearing is um is it more when is the change? The not change now is do you want it now or do you want it later? Or if you phrase

287it that way, maybe that's clear to who to to the to who's whoever's answering these people are moving. They are. This area is moving. These people may not, but this area is moving. I would caution against that actually, Paul, if I may, because one of my first assignments as a board member or as a board member, one fine day, as a as a cabinet member was to follow up on a promise that had been made previously that we were going to change the boundary eventually and the board took no action because it was so controversial. Memories are not long in this sort of thing. So, I would just say, do you want to change it to align feeders or not? And if you set it with that specific purpose, do you want to change it

288to align feeders? That's different from a future purpose to balance enrollment. That's a good point. So, but when we had that, if you state the purpose, I think it accomplishes what you're talking about. It's not in opposition to what you're talking about, but it's just in the phrasing. When we talked about that long-term bu uh building plan, we all said that we would make these bold decisions on boundary changes to free up room in those areas so we don't have to build high schools. And that's what I think we're doing. Be honest, I would give them one choice and that's you're all moving. That's that bold decisions that we all agreed with because long term we need to do that. We we need and it's great to the graduated approach and stuff like that. I

289can give a little on transportation if everyone wants to. But long term, if we don't want to build a high school, we said we'd make bold boundary changes. This is a bold one. So maybe the choices should be two choices or one choice. The choices are will you go with a smile on your face or will you be So I I am in favor of surveying on two choices. Okay. I am as well. I'm as well, but it would be two different choices. Okay. So, I'm gonna call you a no. Call me a no. Yes. Yes. I don't. It's your area, Brian. I don't think we give them a choice. I think we say this is what we're doing. This is different than a boundary change. even though the even though it didn't trigger enrollment,

290the only reason we're talking about it right now is because parents reached out. Um, so my concern would be maybe they won't ever reach out to us again for for fear that we're going to be so severe because just a handful of parents were concerned. Good point. And and I feel like we do not need to be unanimous on this to move forward. More information, right? That's what we want. We're not committing to move forward to the next point. Let me let me see if I can define a few things. So if we were to ask staff to come back to our August meeting with information on a possible survey either allowing so we could potentially survey for two choices according to the majority of the board. Um we would like information on a timeline

291for how far out to grandfather in. So, if you could show us a scenario with a three-year grandfathering or a six-year grandfathering, right? And then if you could lay out implications for transportation, I think that would be the next phase of this discussion. Can I ask for one more thing? Okay. Um, under law, what how many days do we have to give on a boundary change? 30 days. Is it just 30? I just don't want that clock to start until August. And I'd like to give more like 60. We're not notifying any community right now. Do some math for life. And can I just while he's drawing that out, can I ask um Miss George, it seems to me like part of the survey would be important to know, are we talking three or sixyear

292when they consider their vote? And that's where you're you're headed. That's what we do is just survey on what would you rather a threeear or a six-year roll out. I like that. So would it be then three option? Would it be three options? Do nothing, threeyear to all to Riverton or sixyear all to Riverton. Those options are so I feel like we're getting ahead of ourselves maybe because I think that we want the information first and then we can um talk about if we add those to the survey. I agree. the class of 2026. We'll call if we make this change. Go to Class of 2026 here goes to class of 27 both here. I'm sorry. go here. At this point, after three years, there is no one in these schools that came from my

293screen. Is that right? If we just send them all to I love what you're drawing here. So 27 28 after three years it the system has solved itself. I don't That's why I don't understand that this sixyear thing because we're not asking anyone who is here to go to a different school, right? But I feel like we are considering that. Are we considering saying this is your new boundary? You could permit or you can now go to Ochre and then Riverton. I agree. Why is Copper Mountain an option for Midas students or South Hills? I mean, it always could be for permitting, right? Well, if they have room for permits, but I'm not looking to give them a special per Let me do it differently. The grandfathers come in, right? Right. So, in 20 in

2942026, in 2026, Middle school boundaries change, but we're accommodating seventh graders that go there. If we change high school boundaries at that point, then these students have to change based on who's there right now. You're thinking about the group that's coming out of Midas Creek. But if we if we change high school boundaries in 2026, you've got a whole bunch of students here that would be boundary to there. But they would have three years to but their grandfathering their boundary school would be Riverton. So we're saying a seventh grader next year can finish their schooling in their feeder system. That's what I'm saying. I'm saying just take that concern off the table and whatever school you start seventh grade here, you will feelish that feeder system. You have a not boundaries. We're not changing your

295boundaries. that if we change high school boundaries in 2026, these people panic. These people panic. Let's take that panic off the table and say we're just changing middle school boundaries. Three years later, we'll change high school boundaries. But three years later, we're a different board. And and also I I feel like most of this I appreciate the illustrations but I feel like well I just want to say I would like to move on to the next the next part of it. I mean because I think that when we survey about you know no change or uh you know two like every anyway but the also when we get information about transportation and other things I think that could give us more clarity. I agree and I I feel like we're not going to convince each

296other right now with So, let's pause this discussion. Staff has been given direction. They'll bring we'll bring this back in August. And was there something else, Dr. Godfrey, that you mentioned that we should consider? There were the three things and I only remembered the first one. I wrote them as he said them. Yeah. What options do we want to give to them? Do we want a grandfather on permits? And do we want a grandfather on transportation? Okay. And I think we can lay out what it would look like if sixth graders were not grandfathered or if they were and what that creates going forward. And I think that will be important for us to communicate as part of the option that we put out there. Now I think it would be confusing to say here

297are the two options and then here are the options within the option. Yeah. Ideally the board says if we change your boundary to this is what we're willing to do. So this is the total package as opposed to here's the package and then here's the alternate package because I think it will we won't get meaningful information from parents unless we give more clarity about the choice and and I'm not trying to cut people off or stop free discourse or whatever, but I just feel like we're not going to convince each other of our points of view. And I would really appreciate the clarity that um will come with with some information. I agree. This helps. Um I'm going to take a picture of this and this helps the two it's the three and the six-year

298plan really outlined here. And we'll put that together so that you can see what it would look like for parents. And I think that will hopefully help the board determine what to send out. You might it might be nice to say Midas Creek sixth graders each year. Midas Creek seventh grade, you know, whatever. So they could identify that if I'm in that group, then I would follow this path. Yeah. If we had enough colors here, we we we have staff. I just know that as soon as you change a boundary, if you don't have a plan and clarify, you panic a lot of people. And and I I also think that a lot of people don't panic. I think it's just that the people who do panic can be very vocal. You haven't been through

299as many boundary changes as we have. So I look forward to what you create on Canva. Are we ready to move on to agenda item D? An initial highlevel discussion on a potential boundary change for students at Sunset Ridge Middle School. The the issue at hand is what could we consider as potential boundary changes to alleviate the enrollment numbers at Sunset Ridge and make use of space in other schools. I appreciate what President George just said about the highlevel general initial discussion. I do too because uh got out of the weeds. No, I I I think every bit of our last discussion was very helpful because this has been confusing. We've talked about it for a long time and I know exactly what we need to do next on Midas Creek and exactly what we

300need to bring back to the board. So, I appreciate every bit of that discussion. Sunset Ridge. The reason I preface it is because I have I'm pulling in the feeder system issue again on this one. So, I have before I even reveal it, there's there's one and two. There are areas one and two and then there's option A because it relates to something totally different. So, one 2 A if that's not confusing. Okay, here we go. Let's take a look at this slide. First off, you see the use capacity for these four schools that would potentially be under consideration. Remind me how many uh portables we're basing our use capacity off of in these numbers. Yes, I can pull for Sunset Ridge. I don't think we need to for the others. Yeah, let me pull

301up the number of portables at that school. They don't need them. They may have them. Pull up the portables. Great thing about a Let's see. I just tried to boil it down to it to its essence here. Okay. Okay. The current portables at Sunset Ridge is 10. So that's the current and the current portables at West Hills is seven. So we could we need to knock this to six portables, right? That's what the board agreed on. And is that are those portable numbers reflected in the use capacity? That's right. That's right. Can you tell me what is the use capacity difference between six and 10 portables? The use capacity each portable we count as 25. 25. Thank you. Okay. So, we'll knock 100 off of Sunset Ridge. So and 25 off of the use capacity

302is the purple column. October 1 of 2024 which is the the date that we use is the yellow column. So you have three columns into the past and three columns into the future to say this is what the October one numbers were for Sunset Ridge and this is what we forecast that they will be into the future. Same for West Hills, Elkridge and Joel P. Jensen. So these are the numbers to which you can add 200 or 300 or subtract 200 or 300 students based on what you do with the areas we're about to look at. So let's go to the next slide. The next slide shows area one that is in the north on the north side there east of Mountain View corridor. That's 300 students. So let me just describe generally what could

303happen. If you moved the 300 students from area to West Hills Middle School, then all of Sunset Ridg's boundary is west of Mountain View corridor. Well, the Sun Sunset Ridge and West Hills both go to Copper Hills right now. So, it doesn't the elementary schools I Yes. I didn't look I I now Hayden Peak is getting divided. No, Falcon Ridge is getting divided, right? Falcon Ridge is divided. Sorry, I was still looking in the second in the high school direction. So, but if you move those 300 students to West Hills, then you simply transfer the issue to West Hills from Sunset Ridge. So, in so in turn, although West Hills is steady, they're not growing. Let's go back to the other So if you add 300 to West Hills, they are not growing. They are

304steady, but you still put it pretty high. So you are correct. It doesn't grow, but it still stays pretty heavy. So if you go to the next slide, although you could do that, there is capacity to simply move area one to West Hills and not have an additional move. If you were to move 300 student What? I'm sorry. Sorry. I'm talking myself. Okay. No, no. If you move 300 students from Sunset Ridge to West Hills, you could move 200 students south of 90th South either to Joel P. Jensen or to Elkridge Middle School. So, that could be the domino effect of moving from Sunset Ridge and then moving from West Hills. Some of these moves were considered as a part of our district-wide boundary changes and were unpopular with the residents in those areas. Um,

305any questions about one and two? If Joel P. Jensen becomes West Jordan, then that becomes a very long drive. If the board were to close Joel P. Jensen. Obviously, it would not make sense to move 200 students there, but that's not a decision that has been made. And the 200 students going to Joel P. Jensen, if we go to the previous slide, would then put Joel P. Jensen in the 900s. Okay. So, let's go back to that next slide. So in area one and two you had vocal groups. The most vocal which one are you saying was the most the two students possibly going to jump each other? Yeah they they felt very strongly about that. So if you move the 200 to Elkridge, then if we go back to that previous slide, then you're

306moving two then you're adding 200 to the Elkridge numbers and the Elkridge numbers are going down and that would put you at 1,200. So Elkridge and Joel P, lots of space going down in numbers. Do those numbers make sense? Do you have questions about those? So it shows you the three years into the past, three years into the future. Okay, let's go back to the map. Any other questions about one and two? And then I'll talk about area A. Let's talk about feeder system. So, Elridge goes to Bingham. Yep. And the A area of Elkridge goes, what does that mean? That goes to West Jordan. that goes to West Jordan. So, Elkridge is split and you could move that A. Well, depending on what you what the grade configuration is. I just put A. You

307can ignore A as soon as I finish talking about it because I don't have numbers for it or anything like that. I just wanted to point out since we're talking about feeder alignment that that a area if it went to Bingham that would mean all of Elkridge goes to Bingham. Does that make sense? Yep. Okay. That's just a little That's just something to put at the back of your just brought in. But we would move them too, I hope. To Bingham. Uhhuh. Oh, great. I love that. Isn't that far? Compared to how close they are to I mean, look, there's Copper Hills and we're moving these people to Bingham. Well, Scott brought you all your souvenir maps so you can grab your uh this map is coming in clutch tonight. So, the reason that I

308restated that this is a high level discussion is not to prevent detailed discussion. I'm very open to that. I appreciated it on our previous school, but for the public, this is not like the decision meeting. This is a talk about the areas, talk about the numbers, consider the possibilities. I would love to pull from Copper Hills into Tell me more about that. Me? Copper Hills has been so hard to alleviate because this industrial area right here, the airport and Jordan landing make it so hard to move from Copper Hills into West Jordan. We can't move Copper Hills into Harold. That's just insane. So this is logistically hard. So we have stressed over Copper Hills for years but not not knowing where to put them. But if we could take that group right there, I mean

309there's Copper Hills High School and we'd be moving these people to go to 104th and 22nd West. That's a stretch, but that for the first time alleviates Copper Hills and pushes a crowded high school into what's going to become one of our most empty schools. But but again, it goes against one of the priorities of walking versus riding a bus. Yeah. Because Copper Hills is right there. If you want people to be able to walk, just so you know, over moving them to a school with space, then you want to say, "I want you to walk to a full school instead of being bus to a school with space." And sometimes that's the choice you have to make. Just so you know, that's my house right there and my kids go to Bingham and we

310don't have a problem with that. And you're Are you bust? Yeah, you're bust there. So these kids would actually go walking to Copper Hills to being bus to Bingham. But but it's exactly opposite what we're trying to do as a facilities department, right? To add bus drivers, but it's also exactly what we do want to do as far as alleviating I'm not saying that high enrollment and um avoiding spending money on building a school that might not be necessary. I'm just I'm not saying that at all. All I'm just saying is we have two different groups trying to do two different things that oppose each other. I'm not saying we shouldn't be looking at these, but our our facilities is doing exact opposite, but I'm not saying which is right. I actually like this move.

311What percentage of our high school students drive when they could be bust? Do we know? Good question. I can't give you a number, but I can tell you that. Can you guess why we have parking problems? I I I would I I would I would I would shift the and Copper Hills the question a bit. How many drive or get a ride from a friend? Yeah. And the vast majority drive or get a ride from a friend as opposed to taking How many are using our transportation? Can I You mean this area to go here, right? No. Oh, to to Bingham. It's not a middle school boundary change. It's not a middle school boundary change. Can you stand on the other side only so I can see? If you were to align that's why it's

312a instead of one and two. Okay. So, so a that arrow from a is saying instead of feeding into West Jordan you still feel feed Oakidge but after Elkridge you go to Bingham. This is what you could do. You could say area one goes to West Hills. Area two and copper hills as they do now. Area two goes to Elkridge and now gets switched to Bingham. And while you're at it, move area A to Bingham so that all of Elkridge goes to Bingham. Does that make sense? I see how that makes beautiful. Otherwise, if you don't do that, then if you just moved area two into Elkridge, now Elkridge feeds into three high schools, right? And while and so you can fix only the area two and not move area A to Bingham. But while

313you're at it, in the spirit of our Midas Creek discussion, what if everyone from Elkridge went to Bingham? And we would have done that. Again, that this is not personally Dr. Godfreyy's recommendation. I am simply talking about building blocks and where they could end up. Does make sense. I'm just talking about the numbers from section reach out because they went to Terinda and then they went to Elgridge and then they went to West Jordan High School and I had no idea we had a crazy section like that. So, and and Right. And so then if it gets fixed then it gets fixed long term and you're able to say yes this is yet one more change but now that's that's a sustainable change that won't have to go back and forth. Yes. Yes. But it

314is dependent on decisions about West Jordan High's alignment, about Joel P. Jensen's future. All of that plays into it. But all of this is out there just for consideration because I do think they're related. If you move one and then you move two, then a makes sense because now lots of things start to make sense. Yeah, I agree. But then there are implications for grandfathering. So if we're grandfathering over there, how are we grandfathering over here? I'm understanding better the complexity of this because I know we've asked for how can we have more efficient busing and maybe save some money and yet there are other yeah there are other priorities to consider. If you take only busing then you say why are we busing kids away from a school they could walk to. And unless

315you look at a broader context, the answer is I can think of no earthly reason we would do that. But then if you look more broadly and you say, why do we have 3,000 kids at this school and 1,700 at that school? Well, it's because you get my point. I think it's maybe money to transportation or money to a new school. Why would you lose students? That's why we really need it. There more information, more slides, or is this it? This one and that one? I was just curious. I hope it's not disappointing, but this is it. I just wanted to make sure we weren't holding you up on this slide and there was I know I'm teasing. No, I This is This is I tried to boil it down to just the two the

316two slides on each presentation so that you can tell us what you want next, where we go from here. And this is good timing for us to talk in June and then that gives us time between now and August to to gather that information and then as soon as school starts up we're ready to to ask the questions of the public. So what are the next steps with this? I think I would say that you don't necessarily have a transportation question but you have a two. You've got a you've got an option question and a timing question because I think we could alleviate a lot of concerns by saying we're not necessarily going to pull you out of Copper Hills and send you to Bingham, but we're going to start this group at Elkridge and

317we're going to and that group once they go to Elkridge is going to go to Bingham when Yeah. So timing is an issue, but I don't think transportation is an issue unless you want to say how many walkable students to Copper Hills do we now have to bus to Bingham, right? I mean the there will be transportation implications for sure, but I don't know that the the transportation issues don't necessarily seem to change our decisions here, but you may want to ask them. But the for me the two main questions are options and timing. Okay. So let Oh, sorry. Go ahead. Do we have parking room for these students to go to Bingham? There's not parking room for them at Copper Hills. We already don't give sophomores permits at Copper Hills. Okay. So they have

318a sophomore lane just like Bingham. So we're not changing anything with that. One city is more unhappy about it than by the time I would imagine if we time it right by the time the kid these kids get to Bingham Bingham's enrollment has dropped by the 200 students we're sending out we're sending them either way. Let's think about our options. Would there be an appetite to say area one goes into West Hills and that's the option? That would put West Hills at a steady number of around 1,400 students for the next five years. Is that something we would consider? What that does is it switches if you put the 300 from Sunset Ridge to West Hills. That's something you can absolutely do. We can accommodate it. What it does is it changes it just what

319it it just ends up changing who has 1400 students. Exactly. And it doesn't solve compromises. And that's why I'm asking is that an option we would actually consider. I I don't think I would. It it changes it changes middle schools. Yes. But it doesn't change the Copper Hills Bingham. Yep. Overall grand picture. And I think both scenarios is really the all what we're trying to do is o is the overcrowding in the high school big picture. Yeah. Big picture. So to me both of them should just be one. We're going to move you. Do you want to go now? We have a clear solution at both schools. We do and they're great solutions. The question to me is do you want to move now or later? Right. So timing is can we do trans can

320transportation? What can transportation withstand what we would be throwing at them with this? because we're talking about a lot of bus routes don't currently exist don't have to provide trains if they actually bus if they actually bus one approach would be to give options like we've talked about but as Mr. Barnett and others have said if you feel like well and and as Miss George just said if this is the option you can also say this is what we want to do you have this time to give us feedback are there things we haven't considered so you get feedback on one option as opposed to surveying which do you prefer I like that that's another that's another that that's not what we've always done but you can say this is what makes sense for these

321reasons and and you may have a reaction that says you always give us a choice and we're not even given a choice and it's harder because then you're just reading through feedback and a rating and so it's not one or the other. But that's that's an alternative that you have that's something you have available to you if that's what you want to do. So then do we need to consider timelines for grandfathering in because we would be changing only middle school and high school in this scenario. Tell me if I capture what you were talking about earlier. There's a you can say we're not going to change the school that you're currently attending or you can say we're not going to change the school you planned on attending and the school that you planned on

322feeding into. That's the more that's the sixyear plan. But the three-year plan is to say if you are starting next year at Elkridge Elkridge plan on going to Bingham. We're not going to pull you out of Elkridge, but you should plan on going to Bingham next where wherever you are. This one only needs three years. Yeah, we can we we can answer all the same questions for both of these. It's just helpful to know, are there any options that you would eliminate that we aren't researching? No, but this is the first time I actually feel good about Copper Hills's future. I've always thought they had a good future, but not capacity future. You didn't think that when we sent them to West Jordan. No, I actually did. I voted for that and I voted against

323taking the bus away. So, okay. What do we need to hear back? We need to hear implications for transportation on the Sunset Ridge decision and timing proposed timing. But I think there's only a three-year roll out, right? It wouldn't make sense to go more. I don't understand the question about timing. Is this whether or not we will do it in 16 months? Are you talking about the grandfathering? The grandfathering. Oh, okay. So the timeline for rolling it out. So you can either move now or you can finish at the school you're in now and then come. Yeah, I think you're right because we're dealing with elementary and then So there's only a two-step process here instead of a three-step process because that group you either go to you either grandfather to West Hills and then

324Copper Hills or you move to Elkridge and Bingham. So depending on which middle school you choose, you're choosing the high school you go to. There you go. That's it right there. That's it. So just transportation implications for the next meeting. Transportation and the grandfathering. One layer grand three-year grandfathering instead of sixear grandfathering. I think so. Okay. Anything else I'm missing? So three and six on Minus Creek and three on Sunset Ridge. Can I understand just kind of procedurally here? So come August, we get this information, the board makes a decision and should the board want to consider moving forward yet again, we would then have public comment one time on this. No, we have open houses. We have to have three opportunities for public comment, but we do have a openhouse requirement as well. We

325would give we would give notice We would give notice. The only thing required by law is that we provide notice that you are being considered for a boundary change. And so we would notify not just the people being moved, but everyone at that school. Like I talked about at the beginning of the presentation, there are those receiving, those who are losing students, and those who are actually being moved potentially. So we have to put everyone on notice, all the potentially involved schools, like you might be getting a boundary change. And then we would put out surveys. We hold an openhouse generally where people get to interact with the board and staff and have questions answered and then multiple opportunities for public comment in board meeting and a decision ideally by the end of the calendar

326year. But we haven't been having those open houses and that was one of my concerns. And so I have a couple concerns. West Jordan. We didn't with that last boundary change. We didn't go to school community councils. We didn't go to PTAs and we didn't I did the boundary but I did individually indiv. Well, usually we don't do open houses until we have options. We had options. Which one are you talking about? Last boundary change when we froze my area and said we're not going to make any moves. We'll make the apartment moves. We never we had we had that opportunity for them to zoom with uh with our staff but we didn't have an opportunity to meet with the with the board. You're right. Um let's rectify. So I think the problems that we

327have and one of them it sounds like you're working on it is I don't know that we have our process for boundary changes nailed down and I don't know that we have our priorities because these two these two options are working directly opposite of what the facilities committee is currently working on where we're trying to get oh you can walk there then let's make that boundary change and so and I'm not saying that that's wrong but what we did in the past on like school capacity um things like we did like a red line green light. What are we willing to do if a school school gets too full? Are we willing to go to double sessions? So, we always had like a priority list. And that's what I think we're missing here is what's

328our priorities? what what's the least resistant to the most severe like the continuum and then number two is just a tightening up on the process which I think you're ready to bring to us or working on it or maybe it's on the agenda and we have a document but it might not be the night for it but it we did we did say that board members could present their proposals for the changes so yeah I um I'm okay moving without them, but I just think that's what we're struggling with. I think what you just pointed out is the difficulty of setting priorities that apply comfortably to every situation. It's more like here are all the things we want to consider and how does that apply to this particular situation? Because it's hard to say if

329someone can walk, we want them walk into that school to save on busing. It's easier to say we always want to talk about that to see if it makes sense to save on busing as opposed to saying we must save on busing and we see what happens after that. It it's just it's every every boundary is unique. And question is should we save on busing or build a $200 million school? Then that's a pretty simple math problem, right? You save on busing. [Laughter] But we're looking at proposals in this and you finally get paid off 40 years later. Getting the version of John after the budget consideration is not priorities. All right. Are they priorities? Okay. Well, maybe it's time for us to agenda. I think John has something he'd like to I'm sorry. No,

330please go ahead. I thought he was just at the mic to harass it. As someone who very much wanted to look at reducing busing because if someone can if if there is a simple boundary change that alleviates that and you can save money, makes total sense. But what we're talking about here is the saving of a whole construction of a facility, all the bond payments of it, plus all of the operational costs that go into operating a new school that may not have been needed to be built. My guess is the operational cost on any one of these schools would pay for the busing. Plus, I'd also like to point out that actually this number one area, my hunch is I'm really looking forward to the the transportation detail, but my guess is the this

331number one area does both. Saves on busing and saves on a school. So, to me, that would be bit of a win-win. Well, then at what point do you give them a choice? We're doing this because it meets our needs. That's the question. That's for next week. Oh, the suspense for a future self. We got that for a couple months. Okay. I am I am more than happy to wait for August for E as far as I'm concerned. With that, I did receive let's see one I think Suzanne sent me some edits that she Oh, I didn't remember that. I should have sent it. I didn't expect it. I don't think it was a requirement. Okay. I'm ready to I I came prepared to present, but but we can wait. Yeah. I didn't know how

332many people actually had input there. So, Suzanne, Erin, I think that's going to be a lengthy conversation. Why is anyone uncomfortable with postponing that conversation until our next meeting? No. Okay. And then maybe we should send all of our edits to facilities and I did too. Well, I don't think it was explained. I just did it so it was off of my mind and on your side. Yeah. Maybe I can grab all of those and and pull out the common pieces and and try to Yeah. Okay. Do we need a motion, Paul, to postpone an item? Okay. Okay. Okay. I just sent it to you. And do you want to say for August or you want to have that discussion tonight? Tonight was really of what have you learned in the process that we need

333to that policy committee needs to take into consideration. So shall we move to agenda item F the schedule sharing for school events. I think this can be a fairly quick discussion. The first thing is okay so board members had mentioned that there's a level of frustration with feeling like they didn't hear about an event at all or in enough time to manage their schedule so that they could come. And so staff has been gracious enough to offer to help us with our calendaring. But um if we were to get invited to every activity event in the district at every school, it would be overwhelming. I think we can all agree. So what are the priorities that you have that you don't want to miss an invitation to X? So, for example, maybe you never want

334to miss it if one of our schools has made it to a state level competition or maybe you would not want to miss a high school musical. Um, whatever that is, throw them out and we'll try to make a list. region championship and state competition of any sport or any activity including clubs. Yeah. Okay. If they're competing for a region championship or competing at state, I'd like to know. Everyone competes at state in certain sports or almost everyone. I mean at least in the beginning of the tournament and is that sports and activities activities. So if you wanted to see the first round of a particular sport then we just share that out and say here are the first round state games for football and here's where where everyone plays. Yep. What about unified sports?

335What things do you want to hear about for unified sports? I'd like to hear them all. Everything. Anything to do with unified? Yeah. Anything with unified, especially if it's all of our schools gathered together, right, for an event. I'd love to go to those ones. Um, place something the school considers a special event that they would like a board member to attend. If the school is going to invite me, I don't want to miss it. Can we create like the Apple calendar or whatever where I click on join it and then as it's updated it'll just I'm fine with my calendar being blasted could unfollow some of the calendars. Does it need to be Apple or can it be a platform that plays well with all friends? Google like Google. I like Apple. Of course

336you do because you have Apple. I mean you'd have to probably most people do it for both. I would like to know about plays, musicals, and like obscure little like poetry night or something like the fun odds and ends like that. Is there a way to create it so we can click on how do I write that fun odds and ends? Can you We'll we'll listen to the discussion. We'll capture it. You don't have to you don't have to type it out. I'd like to know about JATC events. So, CTE events, performing arts, state and regional athletic competition, and anything the board or the school chooses, something the school considers significant enough that they would like a board member there, even the foundation events, these some of these annual events. So, what I'm seeing happen

337right now is we are saying everything. So everything that Aaron goes through odds and ends, I'm interested in, but I'm probably likely to attend those only for the schools I represent. If there's a fun end, then that's where I would go. I don't know that I need to know about everyone at every school. And I think that part kind of plays into your relationship with your principal, right? Hey, please invite me. If there's something awesome happening, I'd love to be there. But we're asking, what do we want the district to inform the entire board on? Right. Well, can I ask how does our communications team become aware of the events and can I just tap into however they're finding it out? Uh, no, you can't. Okay. Because sometimes they happen to be at a school

338and they say, "Hey, why is everyone walking down to the gym?" Oh, we have our big competition going on. Okay, that happens to me all the time. I'm there to record a podcast and I say, "What's going on?" And then they post it and and then you and I both may say, "How come I didn't know about this?" And communications would say, "We didn't either, but we were there." Okay. And we saw it happen. So although my response is facitious truly that's why it is difficult because sometimes it's just coming at you um I've done a I've done two podcasts in one because I was there for one podcast and something else was happening and we recorded another. So I think what we can do is provide I I think like performing arts we will

339probably be able to tell you at the start of the year this is when all the musicals are this is when the plays are this is and I think at all three levels I want to be able to do that because I have felt bad that I've missed out on elementary or middle school in particular. And then I would say this. We're going to give you a performing arts calendar and then here's my little trick that you say, "Oh, especially at the high school, I wish I could make that musical, but I can't make it. Are you performing for the seventh or eighth graders during the are you are performing for the middle school students during the day? Do you have a dress rehearsal I could go to?" But but I won't give you here's

340all the dress rehearsals and here are all the times they're performing. But just know that you can contact the school and say is there is there a dress rehearsal I can come to or are you doing it during the day? And elementaryaries will do that too. Sometimes this is for the kids. We were performing it for the school during the day and then that evening we perform for parents. Sometimes that gives you an extra opportunity to see things. No. So, we'll give you the baseline and then you can say, "All right, is there another time I can come see it or can I if that makes sense." And with athletics, we'll know we have to get paired up. It depends on who wins and who loses, when the next game is, but we can tell

341you when the state finals will be in advance of whether we're going to be there or not. We can just say the 6A boys basketball finals is this day and time. If we're there, that's when it's going to be. Does that make sense? So, you can reserve the time and say if we've got a team in the finals for this sport I'm interested in, then I'm going to know in advance when those finals are and I can make sure that I have the availability to be there. Does that make sense? UHSAA at least on the volleyball when I went and looked at it, they had a whole bracket times when each level of play was going to be. Yep. And who did it say? Who did it say? What schools? Well, or just the current

342seated you can pick the date. Does it get updated then once they Oh, okay. See the dates today right now. Okay. So, I don't necessarily want to create more work. I don't mind going to the school calendar if I know it's comprehensive and just putting stuff on my own calendar. Why don't we put that together for you though? Are you sure as a starting point? Okay. Cuz I don't mind the CTE calendar. If they've got one, I can go look at it. But that was my point with the um with the description of how music how I sneak into a musical rehearsal sometimes. Let let us give you that as a starting point. Okay. So that we say here are the performances, here are the finals, here's the and then you can say I can't

343be there for the demonstration of the internship when they talk about their internships, but I really want to know more about that. Is there a time when I could talk with the coordinator over internships and get a sense for it at a time other than when you're showcasing it? Does that make sense? So it'll be a starting point and then we can help navigate because it does take I ask for help in the same way because it if you're focused on volleyball, you can go in and find it. But it is nice to say here are all the spring sport title games. This is when they're going to be played in case someone makes it that far. Can you also in your August meetings just remind principles that we'd love to be invited? you can't

344come to everything, but I a lot of them just remember to invite me like a day or two after it happened. I mean, they they do it good out of their heart, you know, and like, oh yeah, I should have invited you to that. And but I think sometimes we're not invited because they think, "Oh, I know you're busy." Yeah. And but that's the one night I have nothing and I'd love to come. Same thing happens with me. So, um, a reminder in the August trainings, language and culture services put out a whole calendar. So, um, in the past, Darl, that leads me to the next question that I had. In the past, board members felt pressure when they were receiving invitations from all schools to all board members. Sometimes it's hard for schools to

345say, "Who should we invite?" They have a part of my area, and it's easier to invite everyone. Will it put undue pressure on you if we just say to principles you can invite the the board members that you know are over your area or you can invite everyone? Are you good? It will that create levels of guilt if you get invited to things that you might not be able to attend because before members yes I can help you through it. Well, board members said please don't invite me to everything. I you know then I feel compelled to go. If we can just invite you and you go to what you can then great that's great. It helps to know that that's the intention with which we're invited. Come if you can. Okay. So from past

346experience when when my wife and I were the booster when really my wife was the booster president for the marching band at Riverton they host the Wasatch um invitational which all the schools in the district marching bands come to the event including the others and it's pretty impressive to see the entire parking lots full of buses from all across the state and from other states. I mean if you wanted to do something like that those are those are the kind of events as well. any event that has multiple schools, please let me know. That I've gone to that every year. It's one of the best events. And we have a swim event. We have a swim invitation where if you go to that one, you catch every school. But that one in bowls, we will

347get I love it when we can cheer for everyone and we can't lose. Let me ask you this. Is it okay? And you can say no. Is it okay if we send this more as an emailed list of dates and places and events as opposed to trying to make something that's compatible for you to add to calendar or populate your calendar with? Can we just email you a list and send you an updated list or create a Google document that you can click a link? But I don't know that creating something that interacts with your calendar directly is going to be helpful. Maybe a Google sheet that we can update. Maybe something like that. But it but anyway, okay, that this is very helpful actually and I think that gives us a good starting point

348and this is good timing for us to jump in. And if you have and if you're curious about anything, don't wait to hear from us. Just say, you know, I I saw them practicing this and I wonder how that works and we'll connect you with people and we'll get you the experiences you're looking for. Thank you. Why this is reminding me, but how long has it been since we put out our quarterly board newslet? Five quarters. Been a little while. It's been a little while. Let's make sure we we'll we'll do a back to school edition. How's that? Perfect. What clothes to buy your kid and what not. Yes. How to support our cell phone policy modeled by the board members. Look, elbow to elbow. I'm good. Or armpit to armpit. All right, let's move

349into agenda. Agenda item G, a review of administrative policy, AA440, library media selection and review. Miss Borrow. All right. Thank you. So, uh, it is late. Um, so we are going to keep this short and succinct. I don't want us to go off on too many tangents. So, if there's things you would like to contribute, um, be uh, succinct with your comments as much as you can. So, um, we don't want to debate. We don't want to debate. We just want to hear the issues. Yes. So, what else? we can add and subtract what the majority of the board is interested in adjusting in this policy. So, there were public comments, as you'll remember, and emails about possible issues with our review policy, and I know that we all took this review very seriously and

350are serious in making sure that we have age appropriate material in our schools. I met with Carolyn Goff to get history on this policy, how it was written, when it was written, history about board discussion and comments by legislators that kind of uh directed this policy in regards to the Utah code that was written. I have attached um on board docs my redline version of it. And so I will just point out a few things in it. You'll notice in 2E I did not recommend changes to the initial threeperson determination um because I felt like the big issues were in the full review objective and subjective committees. So I changed the full objective committee to from three persons to eight persons and the full subjective from 5 to 7. And then I also added the

351phrase by a supermajority vote on 2F6 and 2G8 because there was no real clear clarification on a vote if it was just going to be you know one over 50% and so I felt like we needed to be very clear on having that a large vote because it is serious material that we are discussing. If you if you Google supermajority vote, I was curious what the percentage was and it's ambiguous at it can be 60%, it can be 75%, it can be Yeah. So I would rather specify a percentage here than a super majority vote unless we want to define what that means somewhere else in the policy. Okay. Yeah. Okay. Um but yeah, so this is my rough draft. I would love to hear if there's anything else we should be adding uh to

352this adjustment, but I feel very passionate that we do need to have more eyes on these documents. So the material a couple of things. So first of all in G1C where it talks about parents of current students at the school I felt like we had tried to pull this away from school level and making it a district level. So I know this wasn't a change you made but I'm not sure what we mean by the school. Are we bringing it back to the school where the initial uh complaint was made or can it just be current students without the school parents of parents of current students I think at the level don't need yes at the level I think that would work and then uh when we're talking about a subjective sensitive material. I think

353that I I may be interested in expanding that definition outside of pornographic. I think there are other things to be concerned about. Um, as I was conducting my review, there was some pretty strong language that I was like, "Oh, I wouldn't want my kid to read the f-word that many times in a row." Or drugs or violence. I'm just curious if there's any appetite to expand what could constitute a subjective sensitive material. And those were just a few that I threw out. But does anyone have interest in expanding that at all? I do not. So go ahead. Um, I believe it was something called the Miller test or something that was mentioned uh at public comment and I'd asked Caroline about that and she said that we basically follow that. We just don't call it

354that. So, we can get clarification on is that the one that they use they used to use for uh movie ratings? No, it's it's the it's the Supreme Court definition of pornography. Um, so First Amendment is protected um under the Miller test and and that's why when you get into things like the F-word or things like that, you're likely not going to pass first amend amendment scrutiny. And and if you look further in G9, it says the subjective sensitive materials committee may also perceive book challenges based on developmental appropriateness, including considerations of violence, pervasive vulgarity, self harm, etc. that are not a part of the state's definition of sensitive materials. And I really do not want to extend it past that. But let me ask a clarification. That's when we remove it. But could we

355have a different filter about what comes in? I don't have to approve a book based on first amendment rights. I am limited as to whether or not I take it out based on first amendment rights. No, but this is this says the subjective sensitive materials committee may also receive book challenges based on these things. So what I take that to mean is for a subjective sensitive materials review, a parent or an employee or a student can submit a challenge for a book if it has any mention of self harm that they perceive to be uh not developmentally appropriate for the grade level that it's at or violence that they perceive to not be appropriate for the age level that it's at. That's what I That's what it looks like to me. I don't know. Maybe

356I don't understand what may also receive book challenges based on these things. No, I think you're right. I I thanks for that call out. That's so I think what Bryce was saying though is that selection not wondering if there's a different set of rules we can apply to books coming in. This this applies to books that are already in our our our school libraries. And I think that's addressed on page one under Roman numeral 2. Yes. 2A. That's where I would if you make a list, that's where I would want to see the list there. I would like librarians to take into consideration some directives from the board. The board would like you to consider not selecting books that blank. So, we discussed all this for like a year in a subcommittee in a um

357and that's not what the law is asking us to do and that's not what the board was interested to do just a few months ago. I'm okay with all of this, but it's such a late hour. I would love us to think about it during the summer and and take some time. I mean, I appreciate that Erin's redlinining. I don't think she means that. Hey, here's a final thing. But I'm super uneasy and kind of like at 11 o'clock at night after book review deciding a lot of this stuff. I think what we're doing right now is throwing out what you would like to consider coming back. Do you want to assign it to an ad hoc committee? Do you want to assign it to the policy committee or like where it seems like it's

358already been assigned to the policy committee. Policy committees never met. Committee kind of took it. Oh, it was never assigned. Oh, okay. I think we all know that big changes need to h when little changes need to happen. What we're asking tonight is what areas do you think those big changes need to come in? If we've spoken, then we're done. If there are other big areas, great. Speak up. But we're not we don't want to debate the merits of those areas. We just want to know in where in this policy would you like a second look? Can I ask we got a lot of feedback at our last public meeting about the policy itself? I did not take handwritten notes on all of it. So do you feel like we have addressed those concerns that

359were voiced in that meeting? These changes represent that. My personal opinion is yes that we address it. And I also will point out F1E, which is if the material in question is already on the approved literature list, the full review committee will include as many members as on a literature selection and review committee as stated in policy AA424 because these books were already approved by our literature committee. So, I felt like that was a weird oversight that somehow we didn't have as many eyes as before when they were approved, which was a few years ago before this new code. So, we did need a new review on these, which was legitimate um because they were reviewed at a different standard, so to speak. I added that in so that if they've already seen a full

360review, they should get that many eyes again. I'd like that change. I have heard talk of like books that are restricted in some way. Maybe flagging parents that sends out an email if a student checks out a book that is on a restricted list or something. Is that something that board members are interested in the committee reviewing? So that'd be a policy change or just like a practice change at the school level or I think we would have to make it a policy change to say because otherwise it would be Hilter Skelter. What what would go on that list? I just think that would be one of the potential results of a subjective review. It could be removed from specific levels, retained but restricted or removed. That might be opening up a very large job

361for someone to go through all those books and put them on a filtered list. Why can't we just I know that I have gotten emails of my kids who've checked out books at the elementary school, but usually it's a hey, their book's coming due. This is the book. Have you seen it? Kind of. So, what if we just send out emails to say, "Hey, your kid checked out these books. This is when they're due." Almost like the Salt Lake County Library does. And then we cover all the books. It's just an idea. to be like, "Well, then why is it in the library anyways?" Right? And so I I don't know. Well, I think the example of tonight's book is a good example. I think it maybe should be in the library, but as a

362parent, I would have wanted to know on the front end, not when it's due. But would you from the title of the book know that it came to me as a restricted book. You would need something that triggered it as a a book with an issue. And it's really not an issue. I would just want to read it with them. Your daughter just checked out. I wouldn't want my kids to read any any of these three books without my knowledge, although they could go to the public library and check it out. So, do do you dis restrictive? We've got the issue. We'll we'll we'll discuss it and bring it back. We've heard the issue. We just wanted to make sure there are other issues you want looked at. And just as far as 2A selection

363of materials, I have personally have no interest in taking um making restrictions more than what is already here. I think that this is a good list for our media center specialists and librarians to uh select books for the media centers. I have just a little bit of feedback. I know it's late. My first concern was that the changes that are redlined here are dealing primarily or almost exclusively with language that has only been in this document for a short time. And today was the well these book reviews were the very first time I checked with Carolyn Goff this was the very first time that this new language has been tried. So I we didn't even have a book last year did we? I was I was wondering why we're changing a policy that has never

364been tried except just now and these changes had been made prior to the process even completing. We completed the process just now with that appeal. So I would I would want to go back to the people who are saying I want these changes. I want these changes. I wonder if they're still saying this policy is flawed. How can you judge if a policy is flawed if you haven't even seen it through to completion? They were saying it was flawed before we had completed the the process, but it wouldn't have come before the board potentially. So, we may have cut out one step. Well, the concerns I remember hearing were that you don't have to read the book. You can make a complaint and it just gets pulled because one person made a complaint and and

365maybe we need to make it not so easy to pull a book off of our shelves. That was kind of the general sentiment. Yeah. But that's part of statute too, I think, is they were also saying ignore the law. Don't follow the law. Well, and and something I heard as a recurring theme was um it's inappropriate to only have three people make a decision for the entire district and potentially the entire state. This change does answer that, which seems to be the only change they requested that isn't already required in statute. And honestly, our policy says a minimum of three as it reads. There's nothing limiting the ability to expand, but I like the transparency that it gives to add more people and I like having parents involved. Anyway, that was my first concern. I

366I didn't feel like it was the right time to start making changes or proposing changes to policies that had never actually been tried yet or maybe just one time had been tried. That's fair. The other issue I had was with uh change in F1. Are you debating the change or are you proposing new changes? I I really don't want to necessarily spend time debating her proposed changes. If you're concerned about Erin's proposed changes, let's save that for another day. If you've got another area, then let's hear it. Okay. I I don't have another Okay. I would like to leave the policy in place until we've had a few opportunities. That's what we needed to hear from you. That's what we needed to hear. And and I have a question too. Like um down at the

367bottom I 1A where it says materials review request form. Is that kind of purple instead of blue for a reason? Was there some kind of change made to that or? So it's the very last section I communication and so it's I1 A and it says materials review request form and I don't it's not a link but it's copy but it's purple request form and so I'm just wondering if the request form was if there were changes on the request for Okay. Well, um, the one thing we did change is that we took off D because Paul said that that was not in consideration and Carolyn did not know that. So, I let her know that. Uh, okay. So, that might have been a change for Okay. So, D shouldn't D was on the material review

368request form. I went through it with just like and you're talking about like the trying to see what would happen if a parent, you know, what do you have to fill out? What questions do you have to answer? And that was one of the options like does does it say D. You shouldn't be able to review if the law does not require that. So I just let Carolyn know that that needed to be fixed. Okay. Okay. I think we have and I I can work with um Erin because there if we're going to revisit the statute there have been code section changes so we that we should update like chapter 106 isn't there anymore yeah they reumbered so uh is the board comfortable assigning these considerations to policy committee Yes, we will look at it

369again at a future future date or not. Does everybody want to look at these changes again? And if you Well, I mean, if we're assigning policy committee to look at it, I I realized I should have rewound and asked Brian's question first, which is should we even be looking at this after one instance? We know how many books were challenged last year. Was in the fall, but it was in elementary school. I believe is what Caroline told me and it didn't make it just went straight to subjective because it didn't pass the initial objective review. Gotcha. Does there need to be a motion about sending this to policy review which would then trigger it to come back? I don't I don't think it needs to be a motion to send it to policy committee. I

370just think the board made an assignment. So, um, board members, I'm sorry to get your hopes up, but we do need to do a very, very brief close session following this meeting. Sorry. I do have one more question, Nikki. If the board has assigned this to the policy review committee, but there are members of the board who don't want to bring it back, then why are we looking at it? Should we establish that there is a majority of the board who wants us to review it and then bring it back? Is there anyone who does not want this policy reviewed at this time? Okay. You have I'm okay if you do it, but I'm not in favor of it. Does that make sense? Uhhuh. So to not going to object, but you're not going to

371object, but I'm not supporting it. So it looks like you've got a majority even if you count Daryl's as a no. Sounds good. Thanks. Great. I Lisa, go. I move that we move into close session for property. Second. Right. We have a motion by Mr. Barnett, second by Miss Wood, that we move into close session. Roll call vote. Miss Dean, yes. Miss Wood, yes. Dr. Robinson, yes. Miss Barrow, yes. Mr. Dunford, yes. Mr. Barnett, yes. I'm also a yes. We are adjourned. Just reminder it's just reminder it's Barrow. Barrow. Thank you, Miss Wood. The later it get