March 25 2025 Jordan School District Board of Education - Live Stream

001Welcome to the Jordan Board of Education meeting. Uh today is Tuesday, March 25th and we are joined today by board member Barnett and Barrow and Robinson and Wood and Dean. We are going to be joined shortly by Mr. Deford who is just on his way. My name is Nikki George. I'm the board president and we'll be conducting. We also have with us Anthony Godfrey, our superintendent, Michael Anderson, our associate superintendent, and John Larson, our business administrator, as well as other members of our staff. We appreciate you who are here. We appreciate those who are joining us virtually on YouTube. We'll go ahead and begin this meeting with an update from our calendar committee with recommendations for the 2026 2027 school year. Dr. Anderson, Mr. Hamlin, and Mr. Olsen. Thank you and good afternoon everyone. Uh

002we're pleased to be here today and and give you the beginning points of the 2627 calendar. For the last few years, we've really made it a point to to come approach the board about 18 months in in advance so that we have a calendar that parents and employees and and students can all rely on. And I just want to uh just express my appreciation for the good work of the calendar committee and the the efforts they've made with this. We've got parents, employees, and um teachers, administrators. We're here tonight. Also, uh we've got um Miss Angela Allen from Bingham. She's our nutrition manager over there representing the Jespa um representation on the calendar committee. Appreciate her being here tonight. And and I just want to acknowledge the the work and the importance of the calendar.

003I think if we were to look at a a site that was most hit upon on on our district website, the very first tab on the very first um top column is parents. I think that's symbolic. And the next tab underneath parents, uh, I think it's second underneath there is our calendars. And people plan their lives around them. They're more than just a grid system of numbers and dates. It's really representative of when we're going to take family vacations, when we're going to plan around uh graduation dates and major life events such as that. So, I think it can be argued that it's one of the most uh important things that we do for our communities. Um because we also know that businesses uh local schools that that are not in our district rely on

004our calendar um because because we're the kind of the anchor of of the calendar um decisions that many make uh including their their home and business. So that being said, I want to really appreciate the work that Mr. Olsen who chairs this committee that he does and a lot of prep work goes in behind the scenes and just again acknowledge the the uh presence of our calendar committee here tonight. with that. Um, oh, and I believe another parent from the calendar committee just walked in. This is Mr. Brian Call has served on our calendar committee. So, we appreciate him being here as well. Mr. Olsen. All right. Uh, President George asked that I start with a little bit of the basics of the calendar since we have some new board members. So, uh, Miriam Webster

005defines calendars that in cabinet and Dr. Anderson nearly threw me out. So, we will, uh, proceed. Our calendar process is governed by district policy which is D207. That policy does several things. First, it creates a calendar committee. The committee is made up of voting and non- voting members. The voting members include administrators from all levels, parents from each feeder system, and then JA and Jespa representatives who are uh all those voting members serve a four-year term and rotate through um so we have a variety of of in different opinions and inputs. There are also non- voting members. I'm a non- voting member of the committee as are uh other department representatives such as transportation, payroll, um different stakeholder groups who come and and provide uh advice or information. The policy says that we present to

006the board at least two options per calendar type in use. We only have one calendar type in use at the moment because we haven't had year- round school for a number of years. Then uh we bring those calendar options to the board to survey uh to get permission to survey our community and then we return to the board to provide the results of that survey and make a a recommendation for a calendar to approve. Uh board rule and state law do require that the calendars be approved in a public meeting. So we have to bring those back to you for your vote and approval. The calendar committee creates options that align with current district policy priorities and procedures. So we take the things that are decided by you all as board members and determinations of

007district administration and create calendars that align with those. Um in board docs there are a few documents that I put there for you to review. One has is called a calendar guideline document. It just has kind of an overview of the laws and rules that come into play. There is a document that lets you see the start and end dates that we've done historically. This goes from the current school year as far back in history as we can uh determine which is 1978. Tells you when we've started and ended the school year. And then there's this document that's up on the screen that I'm going to just hit some highlights off of. This document outlines if things on the calendar are a requirement of state law or board rule, if they are a requirement of

008district policy, or if they are a preference that we follow in scheduling. So, I'm just going to hit a few highlights, not go through all of those. First off, some legal requirements in Utah code actually sets the length of the school year at 9 months. It doesn't give a specific day range. It says that the school year is 9 months long. It also allows us to convert four days of school to professional development days. So, we can take any four days of the school year and use those for teacher professional development. And we're allowed to count those as instructional days. State board then through their authority takes that 9-month requirement in state law and turns it into a school year of 180 days, which is 9 months of four perfect 5-day weeks. As you may

009be aware, we don't have perfect 5-day weeks. So, when you add in breaks and holidays and things, that's what sets the length of our school year is the, you know, August to May or June that it typically is. But, we do meet a 180day requirement as that's what's set forth in board rule. question on that one. Yes. I was under the impression that it was a state law that it was 180 days, but it's it's USB. State law says 9 months. Okay. And then USB says 9 months is 180 days. Okay. In D207, this is now in where we get into district requirements. We have certain holidays that we are not allowed to have school on by policy. We have no school on Washington and Lincoln Day, which is the official name of President's Day

010in the state of Utah if possible. So, that is a day that we could hold school if it if it was necessary. There's a requirement for a minimum 3 week summer recess. It includes a requirement for fall, winter, and spring recess, but there's no length requirement on those, just that they exist. There are requirements for grade transmitt days, for parent teacher conferences with compensatory days, and for emergency closure days. Now, this is not in D207, but another district requirement that comes into play is length of employee contracts because the length of the teacher contract is connected to the number of school days and the number of prep days before and after the school year is connected into that contract. So, sometimes we have employee contracts that come into play as we discuss how the calendar

011needs to be created. We also have history and survey preference. Every year when we do the survey, we ask patrons for their preference on a variety of items and we try to keep those um take those into account as we move forward. Some of those items um are the preference of board as expressed in previous meetings, preference of district cabinet um or just the survey preference. Those things include the health and wellness day in February, a week-long fall and spring recess that has been um very popular in surveys that we've done in in previous years. two weeks for winter recess, a minimum of 43 days for quarters. That one comes into play because of uh driver's ed in high school. They have a seat time requirement and a 42-day quarter won't hit that seat time

012requirement, but a 43-day quarter will. And then graduation. Um graduation is one of the trickier things to do because there are fewer places to graduate than there are schools that want to graduate. And that will only become more difficult in a couple of years when one of our neighbors to the south splits herself in three. And now there are even more of us fighting for the same number of big rooms. So graduation and and having our graduation be possible in that time of year is another consideration that comes into play. Incidentally, that will take place in 2027. So we're this calendar is not impacted by a potential or the inevitable alpine split. It'll be the next calendar. So, any questions from the board on that? I did uh tell Angela and Brian that uh they

013needed to prepare a brief skit for you as we moved into the options and so they're ready for that. Mr. Larson's just working on the audio side. Uh they would love to answer your questions if you have questions for them or if you have questions on the calendar process, we can address those. If not, we'll move into the options. Question. Certainly. Um, has there ever been a preference or anyone request uh to have a full week for Thanksgiving instead of fall break? So, that comes up um frequently. Uh we looked at a full week at Thanksgiving in one of in in the options that we were trying to put together. It really boils down to um how a full week at Thanksgiving would impact the start date of the school year, the quarter change, the

014end date of the school year. How we typically proceed when making calendar options is we'll look at winter recess and how long that can be. Winter recess is tricky because unlike every other holiday, Christmas moves. So it becomes we're we're heading into a phase where Christmas is on the weekend and that's harder to do a twoe uh recess around. But if we start with winter recess and then work backwards sometimes when we've tried to do like a week at um Thanksgiving it makes the start date of the school year because again we have to have at least 43 days ends up with say a start date on a Friday. So that would be the first day back for school. So sometimes if there are things like that, it it just doesn't work out. We have

015uh looked at it. It also has not been one that has been super high priority in in preference surveys in the past, but it it does come up in in discussion. And and I I've heard requests for Thanksgiving being that whole week off, but not in place of fall break. I think that was your question. No. Okay. I'd actually love a shortf fall break and a week long for Thanksgiving so I can actually travel to see my family. Yeah, but I know I'm just one person and I know there's lots of moving parts and that's pretty yeah two two week long breaks in the first semester would not really work super well. So it would be one or the other is what we'd have to However, we could explore something like making those two virtual

016days. That is something the board could want to drop a big bomb down. But I mean that's there's options outside of if you'll think outside the box. When we created the calendar committee, we wanted outside the box thinking and uh there's ways there's ways to work that. I will also maybe just a piece of context when I first started teaching uh the Wednesday before Thanksgiving was a contract day and we've since um a few years back we we changed that so that Wednesday is a non-contract day uh non-eing day I should say for for students. So we have made improvements there. It leaves a two-day week which is challenging on any front but it it better than it used to be. You could start two days earlier too, I suppose, if you chose to do

017that and say we start two days earlier into August and then we do have a week at fall break and a week, but you just have to go farther back into August to do it. Yeah. So, there is a way to do anything that you want to do within the calendar, but you can't do John everything. Yeah. Thank you, Bryce. Yes. Speaking of not being able to do everything, there is always, it seems like every year we get a a request for the an upcoming lunar or solar event um eclipse. I will let you know that the next time Utah is in the path of totality for an eclipse is 2045 and I'm uh 81 I think that year and I will be here speaking on behalf of that calendar. News is it's in August,

018August 12th before school would begin hopefully and it's a Saturday. It's possible we'll be attending schools on Saturdays by then. You just never know. So inside the box. Yeah, it's the outside of the box thinking we might be going 220 days. All right. So then our goal today or my goal today I suppose is just as a reminder is I have two options from the calendar committee to present to the board and we'll be asking for the board's permission to survey. That survey will probably begin after spring recess um just so we actually get people to take it instead of forgetting about it as they head out the door. And then the plan is to return with a recommendation and the board vote to approve a calendar on April 22nd. As Dr. Dr. Anderson said

019it does may seem a little far out with 18 months to go, but we have had a patron already call and ask when fall recess was on this calendar. So, there are people ready to get this option solidified. So, there are two options to present to you today. The first is the long break option. Uh this is the option and I can say this again if I need to that has the long breaks. If that's uh unclear, I I'll try and explain in in better terms, but it is the long break option. You have a picture, you have a sample of it in board docs that you can look at. But as I mentioned or may have mentioned, this is the option with long breaks. It has a weekl long fall recess. It has a

020week-l long spring recess. Spring recess actually is a week plus a day because of grade transmitt there in March. There are two weeks at winter recess and the year ends on Friday, June 4th after Memorial Day. All of those combined together to put the start date on August 18th and 19th. High school starts a day before everyone else. Uh middle school and elementary have a professional development day on that day. So this option has longer breaks. As a result, the school year is a little bit longer. The second option we have is a short break option. This one I'm actually if I say I'm excited about it, it makes you think bad things about me. But I was very excited about this in calendar committee because a lot of times when we create an option,

021the only way to make another option is to do the exact opposite. And it turns out that we have a good option and a really bad one. This shortbreak option actually works really well. And I was very excited that we were able to come up with something that works that well. Usually a short break option ends up being kind of tough, but this one is is a very viable option. This option starts approximately the same time on uh August 19th and 20th. As we move forward, you can see in the month of October, fall recess is 3 days including a grade transmitt day. Uh winter recess still two weeks. And then moving into March, spring recess is 3 days including a grade transmitt day. This calendar option ends on May 28th, which is before Memorial

022Day, which is an option or an ending of the school year that the district has not been able to do since 1984 when I was 11 months old. So, it is not something that happens much in district calendars. There are some potential graduation implications with ending on that date, but it is a very viable calendar option and one that works rather well. We looked into a little bit of the graduation uh implications for the short calendar because it would happen to fall on a week that other districts do their graduation typically. Um we have penciled in actually options for both calendar dates. Um regardless of what happens, we have a graduation venue that year. So I I have a question about this calendar. So um May 31st, is that Memorial Day? Yes. And it says

023no school for students. Does that mean that it is a day for Is this a bad question? No, but it's it's a the boxes don't color. Well, so school ends on the 28th. Teachers always have one additional contract day after the school year ends. Okay. So, if you'll notice, June 1st is colored on that contract day. Contract. If I didn't color Memorial Day blue, I was worried people would think they had to come to work on Memorial Day. though I have said Memorial Day recess, no school, even though there's no school cuz the school year ends, but it looked weird to not say no school when all of the other recesses said I I have spent so much time looking at these that very little details matter a whole lot to me. Okay. I I'm

024sorry I drew attention to this. You're fine. You're fine. But you just have to understand you're going to get an answer if you ask a question like that. Thank you. Well, I appreciate that. Can I ask what is that? a a teacher work day that teachers are able to work ahead and um if they don't need to come that day, they can skip or do they need to be there physically? The practice has been that if they have hours accumulated, they can work with their principal ahead of time and and which day on the 1 of June, it's the last day of school, teacher checkout day, contract day. Yeah, we've allowed some flexibility with that where they, you know, accumulate so many hours, especially towards the end of the year when May is is such

025a busy month that they we ask them to log them, track them, and and they can turn them into their principal. And that's that's been a practice that we've found to be successful and appreciated by employees. Thank you. My biggest concern with the short calendar really is the Utah High School Activities Association. Every year there's some school that's playing in a state championship at the same time as graduation and their inflexibility of changing that game time has been incredible for me to watch to make kids and the school to make a decision that should I go to graduation or should I not and kids graduating out on a baseball field instead of in the stadium and celebrating a state championship with an empty stands is just incredible. to me. So, I was wondering if Mr.

026Dunford could maybe take that problem to the Utah High School Activities Association. You imagine they have the venue rendered for the day. It seems like either before or after opposite of whenever our graduations are cuz ours are pretty st, you know, set. But could you just explore that and bring back whatever you can find out? Just that is a huge concern for me because I just don't want any kid to have to make that decision. Does Utah high schools already have that on the calendar? And it is during that week. There are a couple. Okay. Lacrosse, baseball, softball. That's not the case with the long option. No, because it pushes it after Memorial Day. State is usually the last week in May. Gotcha. Mr. Olsson, I too was hesitant to express excitement about the short

027break option, but I love presenting this to our parents, especially with with getting out before Memorial Day and just to see what they say. So, thanks for to you and your committee for making that work. It doesn't always work out well, but this one worked out fairly nicely, so it's a good option. I'm curious um the upcoming school year 25 26 and then this calendar it doesn't really uh affect but have we ever thought about taking uh November 1st off like making that a no school day just because I know some elementary school teachers have issues with kids being really tired the day after Halloween and I don't know if that's ever been considered before. It is something that has come up in committee. The issue that would tends to come up most often is

028so if you look at this example for instance um we have no school on the Monday of that week. So then it would be no school on the Friday of that week making the week Tuesday, Wednesday, Thursday which is a little bit weird. I know that I know the 30th is not Halloween, but if we had done something similar, that's usually how it works out is we have either the last day of fall recess or a grade transmitter day or something on the first day of that week and then um the November 1st would either be Friday or we would have a day off on a Wednesday or Thursday which was a little bit weird. Sometimes it definitely can be weird. I just want when when it has come up, we've looked at it and

029just hasn't seemed to flow like the others. It may be something to bring up with your local lawmakers because there was a bill a couple of years ago that would have made Halloween the last Friday of October. And honestly, we've done a lot of updates and and uh with bills and things that got a round of applause from elementary school teachers when that was even introduced. So, but it was a shame because the debate made it seem like a joke and every teacher in elementary level was like, "Wait, take this seriously. We want this. Maybe we can make that one of our priorities and start talking to them now. Great. I've heard that other states do that and that it's pretty amazing. Can you tell me a little bit and we can do this another

030time if this is not the place but how fixed is grade transmitt days? In policy it says that they are the first day after the last day of a quarter. So the the following school day um which then usually means that our quarters end on a Thursday or a Friday because again we try to not have a day off and then coming back a day in the middle of the week. So but that is in policy. It's not a negotiated policy. So it's something that the board could revisit if they they chose to. um it would allow a little bit of flexibility because um most calendar options have fall recess and spring recess attached to a grade transmitt day. So there there would be some flexibility gained, but it is it is in policy at

031the moment. But that would make making the calendar a little bit easier for you if we did flex that day marginally. Okay. As a teacher, I would not be that thrilled. I asked the superintendent last year, is that something that teachers would like? And the answer was no. No. Okay. Teachers need that day. If the board would let me know, not a few days later. Yeah. Because that's when they're Yeah. They're closing out their quarter. It's a That's a very big work day. But when you say this might not be the time for that or we don't need to talk about it today, this is our moment. Not today, but right now we can talk about any of any of these questions. I don't want our answers to ever be interpreted as no, we've already

032talked about that. We have that all figured out. We can explore any of these um and and look further into anything that you want to consider changing from the from the proposal. I might be wrong, but I think if you went to teachers and asked them, would you take two less transmitt days for a week-l long Thanksgiving, you'd have some popularity with that, especially for the number of people that travel for Thanksgiving. Transmitt day was really, really hard back in the day, but now everything's updated on Canvas right away. It's really pushing some buttons. Well, as my children are piling on the stress for their teachers, the teachers are asked to extend deadlines. Extend deadlines and that really leaves them by no fault of their own grading a lot of stuff at the very end

033and especially with standardsbased grading and students having the opportunity to try and try again on assignments and tests. A fair comment. I I do think at least for me as a teacher that would put me in a pressure cooker. We did in last year's survey include a question for those who identified as teachers asking if they wanted to keep grade transmitt days or or take them out of the calendar entirely and the preference was overwhelmingly to keep them. We could keep the question about Thanksgiving or add a question about Thanksgiving if that was something the board wanted to do. I think it's worth mentioning I just took a a look at the UHSAA calendar for not not this uh well both both years 25 and 26 and the state tournament finals the last day of

034them would not be the very last day week of May this year and next it's the second to the last week. So oh cool for for example in 2026 the finals are set to be completed by May 23rd. So maybe they've maybe they've uh heard and maybe have been considered it's under consideration clearly for the next couple of years anyway. [Music] So is there a reason why or is it just because you count backwards? We frequently start midweek on the first week of school. It's just where it it falls. We typically try to avoid because high school starts a day before everyone else. Um it really means high school needs to start on Wednesday at the latest. Um it would be a little awkward to have middle and elementary start on Friday and then come

035back. Some people would like it. It it just is a little bit I don't think many people would like it. it. The beginning date is one of the things we probably pay the least amount of attention to because it just falls where it falls after we we fit in other things. Speaking from a mom's perspective, that's the week that I'm like, my kids are excited. They want to be at school. They're okay with a full week. And it seems like we always get there, have a couple of days of rules, and then we have our real first day the next week. Yeah, I've heard both arguments. I've also heard it's nice to ease into it, have a partial week to start the year, get my kids used to it, then we have a break and

036then they have a full week. Especially with young kids, I like starting kindergarten, starting first grade kind of like ease them into it. So, but There's a a question maybe tangentially related to calendaring is start times. What what do we tell a parent who wants for example high school to start at a later time? I think in I think in the past what I've heard in our discussions is the main or maybe the only issue for the school district is transportation. That's the Are there are there other things that prevent the district from letting schools start kind of at the same time rather than high school super early? having school start at the same time or closer to the same time. Yeah, transportation is the main factor. Um my response to parents, which I understand

037is not always I don't I don't mean to suggest that well I have a response. We're all set. But students can take virtual classes. If you take two virtual classes, one for first period and one for fifth period, then school wouldn't start until nine o'clock for students each day. So, they want to later start for high school. They can do that. But if we want them to be closer, if we had unlimited buses and unlimited bus drivers, we could start and end school whenever we chose to. If you start school too late, then students would in high school would miss on the tail end for competitions, for work, for other things that might get in the way. But starting starting high school later, it it's all interconnected and it's the end of the day that

038is more complicated than the start of the day. And so that's something we can explore if the board wants to look at what it would take to change certain start and end times. Even this year I asked how many routes are there at the high school. So how many routes would we have to add in how many buses and drivers would we have to add in order to move the high school start time later? I have a sophomore so I I feel it acutely the uh the the impact on high school students getting up early. So I would say transportation is the bulk of the issue and not because transportation doesn't do a great job. It's just the the laws of physics and the logistics required to have one bus serve three schools. That's really

039what it comes down to. And you've done some research on how many more we would need to service at the high school level. Is that what you said? Yes. I don't remember the exact number, but it was beyond our ability to like doubling transportation costs. And and Brian, something that I think about um this too is um and the superintendent touched on it as far as mentioning competitions, but after school programs. So if our district was the only one where student high school started at 9:00, then students would miss an undue amount of time going to meets and games, you know, because they would be starting um earlier. And also as far as practices, students would be at school until, and I know some students are, you know, until 7:30 or 8:00 to participate in

040a sport possibly. I Anyway, so I think that that is one of the considerations. But what if ours was also the only district that was scoring 33 on the ACTs and and attendance was, you know, 10% higher than any other district and just all these other things that that are, I guess, through research and studies, depending on how much credence you give those all the positive benefits of starting school later for teenagers. it. One thing, you know, we we don't have a high percentage of our high school students who take the bus. One thing that's intriguing is the idea of if we're dreaming about putting resources to that is that you could have two start times. You could have a start time for 7:30 that ends at 2:30 and a start time at 9:00 at

0419:00 that ended at 4:00 so that you had um really a staggered schedule so that people so that students had greater flexibility in when they took classes. That would also work for teachers who may have young kids in elementary. I think we'd have teachers who would be eager to be able to start later and be able to drop their kids off in the morning. So there could be a lot of advantages logistically in addition to the academic um benefits we might see from that. Do you see academic benefits? Because I taught at a school that started at nine and we did that for a couple years and we switched back pretty quickly because we didn't see any in fact if anything we saw worse. Well, when I what what I'm talking about is if we

042had both options available, I see better academic outcomes because then students are able to create a schedule that works best for them. I remember Bryce talking about his daughter adapting really well to an early high school schedule. They got on that schedule, it worked great for her and others, my son would love a later start. So just, you know, if you could were able to calibrate that, if we had more flexibility, there's more cost and more complexity every time you add a choice. But if we're talking about that's one way you could do it. You can start everything later or you can make later an option. So you could also have an expanded contract where teachers teach a longer day. There are lots of possibilities. Okay, that helps. I move that we approve these two

043calendars to go out for survey. I'll second it. Okay, we have a motion by Mr. Dunford, second by Dr. Robinson that we approve these calendars for survey. Um, any discussion to that motion? All right. All in favor say I. I. I. And any oppose? Right. Motion carries unanimously. Thank you. Did I just clarify? Committee need any guidance on the survey or is that already all that's all set? Okay. Calendar survey is set. So, we would uh plan on sending it out the Monday after spring break and it'll be open for two weeks and we will um visit you with the results on next board meeting. Can I make a quick request? This calendar creation checklist is amazing. Is it possible to share it in a Google Drive so the links work? Which link? Oh, just

044because it's a PDF. Yeah, I noticed that with the other document. I can I'll res share the PDF so the links work and also get you a drive version if you'd like. All are awesome. And thank you to the parents who I got my start in district work on the calendar committee and I understand acutely the overwhelming experience that is and and also pretty fun, right? We had year round schedules at that time. We did. It was so stressful, but we had a good time. Travis kept us really entertained on our breaks with all sorts of YouTube introductions. It was so fun. I feel I should say that we don't require committee members to run for school board just so it's But once you get a taste of the culture, you might just want to.

045Um, thank you so much for being here and for your work to both our our volunteers and our staff. We sure appreciate you. Great. Let's move into agenda item B, the advisory committee meeting dates and agendas. Um, we'll start with licensed employee advisory committee. Miss Dean, um I would like to get feedback from the board on um somebody um asked about including administrators in the LEAK meetings and I am just interested in the board weighing in on that. Will you say that one more time? So somebody um suggested that the LEAK the licensed educator advisory committee include administrators also and I am interested in board feedback on that suggestion. My question about it would be do you think they would speak as freely if an administrator were present? Is that a potential barrier in participation?

046That was my first thought as well. I feel like the intention of this meeting seems to be for that group and that if our administrators are feeling like they could use an audience, I would be interested in providing that. But I don't know that personally I would do that in Leak. Are are you getting feedback that there are administrators who would like an audience? This was just one suggestion and I I just wanted to have public feedback from other board members about this suggestion. I think several superintendants ago there was this culture built within the district. I've heard that in order the only way you could speak to the board is if you went through the administration. And so that was one of the things in creating this was we wanted to have that open

047access that administers they should go through them on many things but we wanted to be very open to allow a teacher to come and speak to us individually. So I could see a a drawback but I can see that it'd also be some positive too. So, Godrey, you work with our administrators pretty closely. Do you feel a need there that our administrators feel like they could use more access to the board? Um, I I haven't had that specific request for some that I can remember. I also don't know of a specific way that administrators directly access the board. Although I feel like with principles and cabinet members and directors there's a fair amount of interaction. Um I think it would be I think including administrators changes the nature of the meeting and limits the cander

048that we would expect. We could we could address it in a couple of different ways. I have a portion of the agenda in every principal meeting and Dr. Anderson conducts every assistant principal meeting and we could say if you are interested in contacting the board this is how you do it. This is the avenue that you have. I think I think we could either reinforce that or we could do something separate but I wouldn't combine the processes I guess. That's helpful. Thank you. Thank you. Did anybody else have anything they wanted to say about that? I'll ask a question. Why would our teachers not speak up if their administrator is there? And and I'm not I don't know if anyone can answer that, but that's a concern of mine. Why would our teachers not feel

049like they can say whatever they want to say with their principal there or without their principal there? That's I I I don't like that. If if if the case is that a teacher feels like they can't speak because an administrator is there, that that that bothers me a lot. I don't think it's an intimidation thing. When I go to an SEC meeting, there's a reluctance because I hold a higher authority and so they don't feel free to speak because someone who represents the school more than I do is in is present. Therefore, questions about my school should go to them, not me. I don't think it's, oh, I I can't let my principal know what I'm saying. I don't think that's the issue at all. It's a matter of, oh, they have the answer. I

050don't. They know I don't. And we don't want that. We want them to have the answer. So, it's a matter of let's keep the higher authority out of the room so that they feel like they are the one that represents their school, not their principal. I I think when you say something around someone with authority, what you say has a greater impact. It has more. So, I I think it's just a different conversation depending on who's in the room. I I I don't think it's necessarily that I I don't have a good relationship with my principal or I can't say what I need to say, but if you're going to say something about the school in particular, you might measure things a little bit if the person's right there versus if they're not. That's all.

051I don't I don't I I I work hard to dismantle to to give a lot of channels for people to express themselves at whatever level they're comfortable. So you may have a number of teachers who would be fine if they're principles there if they're not, but you have a better chance of reaching everyone if if you don't have administrators there. And I I some of my favorite meetings are when I'm meeting with a group that is that all has the same job or all has the same situation. Today I met with a group of students at a high school and just gave them a chance to give me feedback. They're all at the same school. They're all similarly situated. I met once with the administrative assistants from our six comprehensive high schools. And because they

052all had the exact same job, they were able to kind of play off of each other and I was able to get a coherent message. So I'd rather have more meetings with a clearly defined group than a larger meeting with multiple groups if I'm looking for really clear feedback. That makes sense. that that would be a justification to keep them out to keep administrators out of this meeting based on that justification. But we were talking about not not asking them to come because it might stifle teachers from speaking out. But if this is the justification, I that makes sense to me. Yeah. Okay. So, it sounds like um it would work best with just educators, just the I mean with just the teachers. Educators. I think that's great. Okay. Because any licensed employee is welcome

053at the right. Um, I would just add like sometimes when my boss is in the room, I want to be impressive to my boss and I want to um to leave a c or leave a good impression there. And so I might be more reluctant to ask really candid questions or to um to maybe be really honest with my feedback. And that has nothing to do with the fact that I think my boss would fire me or anything else. I just want my boss to think well of me. I'm not a Jordan employee. So this is no reflection on anyone in the Jordan school district, but I do think it just changes the nature of the meeting like you said. appreciate that perspective. I don't think it means that they can't talk though. Um, okay.

054And and another um suggestion that I received um was possibly having a LEAK meeting at the Jun at Juniper in their great room, which I I don't know what board thinks about that. It's on the far south end of our district. So, your northern schools are going to travel more. And the thing is though, like there are teachers at Majestic that Well, I know of at least one that lives in Springville. So, I mean, I feel like it's not a lot of our teachers don't even live within the district or within the boundaries of the school that they are teaching at. But by that same token, I know a teacher that I don't know if she still teaches, but lived up in in Ogden. And so anyway, I don't know how we could find a

055place that would be um equidistant for most teachers, if that makes any sense. The idea is that we rotate meeting sites. It I mean, I don't know that I would have everyone at Juniper. that seems like an extra burden for them. But are you suggesting it rotate meetings? Aubrey Munch that suggested Juniper. And so I I thought, oh, that's and I think she isn't she administrative assistant there? She's the assistant. Yeah. And so or yeah, the assistant principal. Sorry. Um and so I I don't know if it would be an undue burden, but she's she suggested that. So, or a feeling that like, oh, let's go to the nice school. I really would like to avoid that because I think every one of our schools has lovely space. Yeah. And I Anyway, okay. So it

056doesn't anybody is that mean like not necessarily have it there but just have it at the same place every time and maybe at a more uh just like at JATC or at a district building instead of at a school building. Is that what you're I'm all I was saying was I think that if you want to look at rotating sites for each meeting, that sounds fine to me. Um I would be open to just sending out a message to Leak and saying, "Hey, would it be convenient if we rotated or would that make it more confusing?" I don't know. I'm I'm fine with what they want where they want to meet. doesn't make a huge difference to me. And it doesn't make a huge difference to me either. I'm curious if you settled on a

057time yet for the meetings. If was I supposed to come back with a time? I was just curious because if you're going to have it more far south and it's like kind of after like right after they get out of school, then it would matter coming from their school. Okay. I just thought of that. So that is a good point. That is a really good point. Okay. And was I supposed to come up with a time or was the board going to come up with a time for the meetings? I did. I do have some dates that you could I have some dates, but I'm talking But I mean like a time on the clock instead of the calendar like No, I think we can probably just follow what we've done in the past. I

058think most of our teachers prefer it close after their contract. Is that right? Is that do you remember when we've what time we usually have done it? So around 4 4:30. Okay. Okay. So I do have I have a lot of dates. Um and I don't know if the board would prefer in April or in May or the first meeting. And at this meeting we're talking about feedback. So, and and the thing is I don't even remember if I should have I did re-watch the meeting, but it was like a week and a half ago, but I can't remember if um if it was going to be a noticed meeting with all the members of the board or if it was going to be three members of the board because the LEAK meeting that I

059attended um when it when I think there were six board members. It was or were there seven? Everyone was there. Everyone was there. I think that it was nice. It gave more opportunities for the teachers to speak when there were fewer people in their group than if they were divided into three groups. It seems like there would be less opportunities for people to speak. So, should we have it be a noticed meeting? And that wasn't a noticed meeting. I know. Like, we all just stood apart away from each other until we all sat at separate tables. But I think that would be determined based on the content of the meeting and the date of the meeting, how many board members are available. And like in that instance that you're referencing, that was the intent of

060the meeting was to get into small groups. And so I think I think we could probably look at that depending on the the agenda that you determine that we determined. Almost every meeting had a different format. Mhm. We never followed the same format cuz there's only been one leak meeting since I've been on the board and that was the one that I have based my opinion of the majority of meetings that we had prior to that that was a a new approach that um the one you attended but prior to that the general feel of it was we rotated the chair was always in attendance and then we tried to rotate two other board members. So there were always a variety of board members at the meetings, but they um but there was also the

061consistency of having that chair there. So if you would like to continue with that format, you're welcome to. If you want to do the other I mean we could look at it. So Mr. It's sometimes nice to speak in a full group. So Mr. Larson, what are your thoughts? Would we need to notice if we had all six board members or Mr. Van I mean yeah all seven. It it just depends on if you're all receiving the same feedback. If if you're not in a a quorum, if you're at different tables, different rooms, different groups, you're not presenting, it would not be considered a meeting. Okay. You can structure it so that it's not a a meeting. Okay. Thank you. Okay. So, what does the what does the board think? So, are you still considering

062the topics to be um feedback on cell phone policy? I I I was under the impression that the board was going to decide the agenda, right? So, whatever the recommendation and then as a group approve it. So that's why I'm asking you if that's what you're recommending. Um I I think that would be I still recommend that. Okay. So Okay. So I just wrote down a few notes in the last meeting. So I probably took more notes than what you would actually be recommending. So I said, "Oh, wait. Maybe I'm looking at Okay. cell phone policy feedback, uh, challenges and successes and attendance." Yeah, these were all displays thoughts that I had and PBIS. Yeah, those were all um thoughts I had about possible agenda items, but I feel like um personally I think that

063a more narrow agenda um is is helpful. And I do not doubt that our teachers will bring up concerns that they have. if if they have a pressing concern, I think that they will not hesitate to voice that, you know, even if it's not about the cell phones, but I feel like having a narrow agenda will you know what I mean? Like I don't I I didn't necessarily want all four of those things on the same Right. Right. That's why I was saying I know we talked about many things. Do you have recommendations for this agenda? Yeah, I I think that the cell phone policy would be I'm interested to know what it is really looking like in the classroom and in the schools. I don't know if the rest of the board is interested

064in feedback on that. I if we're doing cell phone, I'm curious if it would be a better conversation dividing secondary and elementary. Isn't that what we did at the It seemed like that's what we did at the that one LEAK meeting that I attended was we've done a variety of approaches. So you you can have them all together if the agenda lends itself to that. To me, this agenda seems like it might be a better conversation separated out, but I'll defer to the experts on that with that. Do you feel like having them all together would I I don't have a preference. Okay. So, I'm sorry. [Music] I missed the last thing that you said. I was just asking if if they had if our staff had a recommendation in terms of whether it would

065be a more productive conversation by level or I think it would be more productive by level personally. Um I yeah I would agree with that and I think the cell phone policy would be a timely discussion especially because we're going to ask parents as well and that would give us a broader picture. Oh, is that the J? Oh, yeah. So, it could give us a really good idea about the hearts and minds in our district. You can always, you know, leave 45 minutes at the end or however long it's going to be, like 30 minutes for questions, right? Say, "Hey, is there anything that has come up that you'd like us to look into or whatever, you know?" So then they could bring up their other things and it's not just one thing. I don't

066know. Okay. Does that make sense? Yeah. It's okay to leave time for questions, I guess, is what I'm trying to say. Okay. Um, so it sounds like the agenda will be cell phone policy for the whole meeting. For the whole meeting. Is that worth having elementary there? I just don't know that an elementary teacher is going to have a lot to say about a cell phone policy. So, you're suggesting a second topic or a different topic. I just I don't know what we're going to hear from them. We've had levels before where we just invite one level to a meeting. So, we could just do secondary. I mean, I think they can talk about the challenges they have with parents wanting their child to want to to wear a watch or to I just don't

067think we're we're it's a worth gathering all of them together to ask elementary teachers about a cell phone policy. So, if we separate them by elementary and secondary, the secondary could address cell phone policy and elementary could have a separate topic. I'm curious, do you feel like elementary teachers would like to provide feedback on cell phones? I was surprised when I talked with elementary principles how many concerns they had. I felt like, well, this is much less of an issue in elementary and it's a different issue and it is less of an issue. I don't think you would want that to be the only topic for the evening. I think you would want more than one. You want more than one topic, but you want the most important one first and then you see how

068the time goes and go from there. If you break up into groups, one advantage now, I said I didn't have a preference, but now that there's been more discussion, if you do break into groups, then you can spend some time but less time on cell phones with elementary and maybe the next topic is something that speaks to them more. So, I agree that it's not going to be as important for them, but I think they'll have some things to share. It was interesting the questions from elementary principles. What about on the bus? What about after school out on the property? Because that's where we have problems where kids are filming each other and taking pictures of each other and teasing with that. And as as Bryce mentioned, the watches are a big issue. and parents

069who are watching the location and you know how the location isn't always super accurate. So they look up the location and they think that their child is in the ditch behind the school and not at the school. So they're calling the school and there are some false alarms that happen that way and there were lots of heads nodding when a when an elementary principal brought that up. So I would say there will be some issues. They won't say why are we talking about this but it won't be nearly as long as the secondary issues. And I think the high school issues at the high school level, the cell phone restriction is much more complex. That's where as I've met with groups of students and talked with teachers, we've heard the most concern about how much

070easier it would be if we could just take a picture of if a student could just pull out the phone, take a picture of their work, submit it, and then be done as opposed to trying to do it with a Chromebook or so. So, I think high school would have the most to discuss, middle school would have a little bit less, elementary would have still less, but some things to talk about. So, if you divided them up, you always want to have multiple topics and see how far it takes you. And I'm curious if it would be if we met somewhere that had this space available where you could meet as a group and then divide out. I do think where this is a welcome back to LIAK, it would be nice to be all

071together at some point in the meeting. That's just one perspective. Remind me what were the other topics we had discussed? Absenteeism, PBIS, was there one more flag? Well, so absenteeism was actually JPAC. That was my my mistake. I was reading the wrong agenda. Do you know one one thing that I was interested in was um successes and challenges with um as far as attendance attendance. You're right. Elementary, middle, and high school. I'm I'm really interested in what is working and what the challenges are. Yeah, that's a good point. I wouldn't mind us addressing bullying at some point or another, whether or not it's here or somewhere else. That's an issue we need to kind of get in front of. It's increased significantly. It would be really interesting to me to bullying. You said bowling. Is

072that an issue about bowling? Herman's building bowling alleys everywhere. It's bowling prevention. Yeah, it's bullying prevention. I mean, it's right up Daryl's alley to talk about that. Oh boy. It's every We're buying up every empty store around and turning into I'm curious. Bullying. Bullying might be an interesting one to have following a JPAC topic. You know, like do a two-part series, hear from parents what are they what are their perspectives and then reflect that in a future leak. I'm not sure any of our meetings are worth one topic, especially a cell phone because we've gone down this road and we have seven board members who had seven different opinions. I don't think any of us agreed at all and you're going to get that same thing. But it was interesting to hear today we had

073a SBO lunch and the last SBO lunch of last school year. I think I was sitting next to you when we started talking about cell phones and it was like everybody wanted to talk and then today we mentioned cell phones and all of them kind of went and moved on. They didn't have a lot to say. It won't be a mass overhaul of the policy. We have to have a policy. It's going to be a tweak here or there. And so it just depends on how much do we really want to open up the wounds again and dig through because you're going to have a good number of parents especially that will say we shouldn't have a policy but we can't do that. We can't do that. So so and so a followup I really

074like how you have that with the legislative update because you can bring that in and that can be a transition. Okay, we have to have one. this is what we have. What do you what what's been your experience? So, um, does anybody have a good kind of agenda item that would maybe address or a good question about attendance and or behavior that um could I I don't know if that would be something I think teachers like to talk about the challenges they face in both of these and the successes they have in both of these. these areas. I mean as a second part I mean because I feel like well anyway and then we could have these two topics. One could be the cell phone policy and one could be attendance andor behavior seems seems

075a little backwards the way we're approaching IAK and JPEA. My my my impression when we were talking about them a few weeks ago was we want to give parents and teachers a voice, the ability to talk to the board, but now we're saying this is what I want you to talk about. We're we're giving them the topic. This is what we want you to talk to us about rather than them telling us what they want to talk to us about. Do we know what the teachers want to talk to us about? So, something I would like to do is have a suggestion box where they could write down what they would like to talk about at future LEAK meetings and and then the board could review those and make future agendas for LEAK meetings from

076the suggestions from the teacher from the the teachers. What do you think about that? Yeah, I would like to talk about I would like to have the meetings. I envision something um with I I want to get a good understanding of a narrow topic. you know, I want to have a I don't I don't it's easier for me to understand something when I get a lot of points of view on one thing rather than a lot of points of view on a lot of different things in the same meeting. And so my hope is that these meetings will be a lot of points of view on one or two topics. Does that make sense? So, I would rather get suggestions for future meetings, but have the first meeting be um directed by the board what

077the agenda is. I I don't think it's unreasonable to have an agenda, right, with the specific things, especially on our first one where it is more of like a welcome back to Lak and let's discuss these things, but send out along with like we're bringing LiAK back kind of a survey say, hey, what are things you guys would like to discuss at LEAK? But I yes, I agree that I think you should have structure so that it's not just a free-for-all every single meeting. So, and I think it would be wise to start out this meeting with a little bit of a orientation, right? Welcome. Here's why the board wants to meet with you. Here is what we hope we'll accomplish during these meetings and teacher speak. Lay out your learning objective at the beginning,

078right? Set those parameters. Here are ways that you can add to our agendas in the future. And then I think it's totally appropriate to say to get us started, here are a few items that the board would love to hear your perspective on. Um and and then the time would be around 4 4:15 430. What was there a consensus about the time the start time? I think four o'clock is probably I mean it's probably fine for our teachers at an elementary level to be traveling here during contract time. I think some Is that the case? I think some elementary schools get out around 350 even don't or what is the latest that elementary schools get out are dismissed to look I think it's 33. Oh, it's 3:35. We've done them in the past at 4:00.

079I just looked on my calendar. Dr. Anderson, did you Okay. Okay. Yeah. So, I'm just thinking logistically because it's hard when you feel like you have to fly. Oh, last kid's gone. Go. So, because I do want to make sure that all teachers have enough time to safely arrive. You want to keep the high school teachers there too late because they they got out an hour and a half ago, right? Well, they got out. Yeah. Yeah. But then don't most high school teachers need to like contract hours is 3:00 or is that I think so. I don't know. Anyway, so it'd be an hour later than their contract time. Okay. So four o'clock. Is that four o'clock? Sounds great. And then the would we want to have a meeting in April or in May? Because

080I have dates for both. I'd like to narrow it down so I'm not just reading 20 numbers to you guys. Okay. Are there any thoughts on this? Other than having heard an eagerness among teachers to get this started again, I Okay, May and May gets super busy for everything. Okay, true. May is chaos. Good point. Okay, so these are the dates that I can do in April. The 17th, 21st, 23rd, or 24th. [Music] I would suggest not the 17th. What is the 17th? It's when we're planning our JPAC meeting. Oh. Oh, but I guess it is two different uh No, but two board members at yours. I would like to get at least two board members to my Thank you for bringing that up. Okay. So, 21st, 23rd, or 24th. Is there any preference for

081having this meeting before our board meeting in April? Is there an urgency to it or could we wait till after to the 23rd or 24th? I I don't feel like there's an urgency. The 21st is Easter Monday, which is a day off of work for some probably spouses. I don't know if that's an issue for anyone. So, do we So, Wednesday or Thursday, the 23rd or 24th, I would like to have um at least two or three other board members so that we can break out into if I attend the 24th is easiest for me out of those dates. And reverse, I'll be at a USBA board of directors event on the 24th. I have no life. I can come to everything and I can come to nothing. I'll I can also go on the

08217th. So I think either one of those I work at night. Not a reflection of the quality of your life. I mean and I didn't mean to shut down the 21st. It just I was just throwing out whatever I noticed on that date. I could come the 23rd. 24th I could probably make work, but it's not my first option. So, Miss Wood, your I can't make the 23rd or it would be sticky. I could try to make it work. And you know what? My schedule, we can try to make it work with however many board members are able to attend. That's right. Do you know what I mean? So, should we just shoot for the 23rd? Okay. Okay. And location. This is I had no idea when I was made this committee liaison or chair

083or whatever it is the amount of discussion that it would require. Well, I I mean I think my suggestion would be try to have it centrally located for the first one. That will tell us right away if teachers are stressed getting there at 4. Okay. And I do not even know what is available or how to schedule a room or I don't know anything about that. Leave that to us. Okay. So, so can I just say, hey, [Music] administration, is there a room that could accommodate this that is available on the 23rd? And if so, could it be reserved for this purpose? Yes. Could you choose the central like central location? Are there two or three schools that you could look at for availability that are Yeah. And I'm fine with a school or a

084district thing any we'll find a spot that works on that date in time. Thank you. I appreciate that. And I still won't ever know how to check availability or That's how you do it. That's how. Which is fine. I feel okay. Well, we don't want to teach you to fish because we always want to fish for you. Thank you. Thank you, Christine. Do you because fishing isn't all it's cracked up to be when you're looking for a room in which to meet with a large group. Yeah. Yeah. Do you want to put the kaibosh on this building? The kaosh? I feel I feel fine about meeting here. I feel fine about meeting here. Well, I'm just thinking if you're dividing any place is fine. Yeah. If you're dividing by level, you need a building with

085two spaces that could accommodate that, which it might be easier. Unless they're dividing to tables. Yeah, you could divide into tables. So, won't won't rooms be available at kind of anywhere because we could possibly have like the secondary out here and elementary in here. Exactly. I was just thinking if you want a room where or we could have one room. We will find room for the big group for the small groups. Okay. We will. So, you'll let us know. Thank you. Thank you. Okay. Location to be determined. And I would just recommend maybe some guiding questions within your agenda items. I feel like sometimes if you say cell phone go, it's going to go all over town, but what do you want to know about cell phones? Yeah. And maybe have some specific questions in

086mind. So, if any if anybody would like to send me an email with questions about cell phone policies, like if you have something specific and um or about behavior or attendance challenges that teachers are facing because I feel like that question could also determine a future agenda item if we find out about like if there is a common theme in behavior and attendance that might help us have other questions too. And so I'm open to whatever questions you want to send and we can just make a hand out for teachers. Then will you guys let us know who from staff wants to be attendance is planning to be in attendance? you can talk later and let us know, but yeah, that'll be helpful. Thank you. Um, and then maybe just like AV equipment if we

087need microphones or whatever, you'll handle all of that. That's great. Karaoke machine. Okay. Board members, who is able to attend, wants to attend? I'm a maybe. I can probably do it. Yes. For the [Music] 23rd. Would you where we're dividing out, would it be helpful to have more than three? So, it it looks like there will be at least four um with possibly Suzanne and Brian as like possibles. And so I think four would be I am happy to come if you would like me but I'm also happy to step back. So whichever you I would I I feel like the smaller we can make the groups the more opportunities that people have to share. You know are you planning on dividing out to small groups like as much meeting? Yes. As much as possible.

088good to prep board members if they're doing this one-on-one. So, yeah. So, that that would be the format. We would start out with the questions and then go into as small of groups as possible depending on how many board members we have and then the board member just have their group and listen and ask questions. So, then we're going to be going from big group to small group to big group to small group. No, I was just thinking maybe from Well, I don't know. Could we maybe just go to small groups as far as um your This is something I might need to think about. recommend coming together in the beginning and then dividing people an opportunity to talk about some of your intentions for the group as a whole as well as your intentions

089for that meeting specifically. Okay. And then divide out. But if you're talking Okay. So then once you divide out, you would like the board member who is with a small group to cover both of the topics just in that small group. Yes, we never want a large group discussion not to go back into it. Okay, I did not understand that from our previous discussion. So, thank you. Let me just throw out some ideas that have worked in the past if you want to think about it. Like it it it sounds like this meeting is just listen and then come back with a whole lot of notes and that's great. Other formats have been what are your top three? And so what we would do is we would break into groups and then each group had

090a responsibility to come up with 10 items and then we put those all those items on a board and we gave everyone a stick or two stickers and said you go vote for your top two and then so each group narrowed it down to 10 or something and then everyone was given a sticker after they heard the other group. Oh that's more of a concern than what my group came up with. And then they put their sticker on the the board and then we were very quickly able to see visually, okay, we we heard 1,500 items of feedback. We can't that's too much. We've narrowed it down to three main items. And so rather than just a listen session where all we do is take notes and then everyone comes back to the board with

09120 pages of notes. and I don't know exactly how to move forward because I don't know how many felt that concern that was brought up. And so what we've done in the past is after we've identified a handful of concerns, which one do you want the board to focus most on? And then they voted for that and then we came back and said, "All right, here's the result from LiAK. They would like the board to focus most on these three things relative to the cell phone policy." So that may not working with attendance that may be beneficial rather than every board member is going to come back with five pages of notes and I don't as a board member who wasn't there. I don't know how to deal with that because I don't know how

092many people feel that way about that item. So just a thought about format. That sounds like an excellent idea and I I would love to employ that at a a future meeting starting, you know, like next year in the 2526 school year. I I think that that sounds like a really helpful way to concentrate on, you know, what is really important. So, so where we're not looking to write a whole new policy on cell phones, I hope we're not starting from scratch after this. I'm not sure how you could do that with cell phones, but attendance maybe you could say. I don't Anyway, think about it. You can come back and let us know what you would like our roles who as attendees to be. So, if we're not willing to adjust the policy, then

093why even ask them? Well, I I didn't mean to say we wouldn't be willing to make adjustments. I'm just I think we're not making wholesale. Don't want to start over. It's going to be maybe a modification or should we not modify it. I think that's what it comes down to. But that's why I don't know that it really if you were to ask Leak like what's their top 10 phones might not even be in there. And um I think if we're committing to this topic or any topic as a board, we're also committing ourselves to have a conversation about it at some point afterwards. Yeah. We can't solicit input and then not talk about it as a board afterwards. Yeah. Of course. All right. Unless they come back and say everything's fine, we have other

094concerns. Yeah, that was interesting the direction that went. Okay, anything else on Lak? Thank you. Looking forward to that. All right, Miss Barrow. Okay, I attached or had attached to board docs the JPAC agenda. Uh, I got with Mike and we decided on a date and a time and a location. Um, I feel good about our topics. We're going to have our legislative review because the last three school community council meetings I've gone to, lots of parents have had questions about what happened in the legislature and how is it going to affect us. So, I think this will be timely. Um and then just getting feedback on our cell phone policy. Just uh three specifics, the schools andor those parents specifically, any positive, negative or neutral observations or experiences that they've been having with it,

095just so we kind of know how it's going um and that we can, you know, see how it's going. Um do you guys have any questions on the agenda? And I would like at least two other board members who would like to attend that evening. I I I'm pretty sure I can attend also. Okay. I will commit to that. All right. I've got Darl and Lisa. Did anybody else feel strongly about coming? I am also very strongly about coming. I just can't. Okay. I'll be bright that night. I'm also available that night, but again, if you're trying to keep it at 3, I'm happy. I am okay with more. Um, maybe just keep your distance. Um, so I do want us to break off into elementary and secondary. We could do middle school or just

096secondary. Um, I was kind of envisioning since we're going to do it here at the South Campus that we'd have chairs set up so that we can see the projector for the legislative review and then um set up in such a way that we can easily like people could pull their chairs and just make a quick little circle through two or three circles so then we can all talk about the elementary and secondary experiences. Does that seem reasonable? Yeah, absolutely. Okay. I I think if we're going to make cell phone policy such a big issue in both these groups, I I would also like to have administration report back of what they're seeing and how they're feeling about it. Um because they are also a pretty big constituent. So I I don't know if that

097comes before or comes after. I don't know when the best time, but I would love to have their perspective also of how it's been to administer this policy. Can we have access to them during the summer when we don't have access to teachers? And I would a lot of that and I'm I'm okay with that. I just believe that they're also a constituent with that. Is that a topic that's coming up or come up already at principal meetings? Which topic in particular? Cell phones. Oh, yeah. We've talked about cell phones. You could probably give us a rough sketch whenever. Yeah. Would you like that before or after? I don't care. I I don't want the comments to predestin the other feedback too. So maybe after, but okay. I also don't want their feedback to skew

098their um their opinion too. We just need a balanced approach between all of them. So then I maybe Bryce is exactly right. Like it comes in the Can I say something? I just barely looked at my phone and I got a text from a teacher that says teachers have a hard time getting to our meetings before 4:30. So, and this from a high school teacher who would, you know, get out at 2:30 and contract time ends at 3. So want to change it to 4:30. Could we change it to 4:30? Do you see any problems with that? Yeah, I was just thinking if it is at 4, I would be late. So, I think you'll get a variety of reactions to that. Could Could we change it to 4:15 because they you can change it

099to 7 p.m. if you'd like? I we we should do we try for 4 I'm not taking away from what that teacher said. I'm sure that's entirely accurate for their situation. They don't have to wait for the end of contract time to travel. Okay? But they do have to sometimes meet with students after school, but others might say, "If I have to wait to go home until after a meeting that doesn't start until 4:30 and my contract time ends at 3, then I'm no longer interested in attending the meeting." So, you just have to decide how to balance that out. Is it better to air on the side of having it later because 4:30 is what you've heard from this teacher and and it's better maybe for elementary. I I I think it's really I'm

100okay if people show up late. It was 4:00 in the past. I feel like four will 4:30 is the request. You can do it at 4:30. I'm not I'm not objecting. I'd rather do it at four. Personally, you can say four. You can say 4:15. We'll clarify that people can leave at the end of contract time. Like I said, that that or at the end of class time. I know that's complex. There are kids who need to see you there. Yeah. Every minute of a teacher's life is busy. So, okay. I guess what I'm saying is if you do it too early, there will be those who say, "I can't get there yet." If you do it too late, folks will say, "I can't wait that long." Okay. In between. So, let Yeah, I think

101we can just keep it at four. Maybe that's something you bring up in your introduction at the beginning. Does four o'clock work for everybody? And I I like superintendent said, nothing's going to work for everybody. You know, we could in our initial email, we could ask what time works best and give people the choice. So, I I feel like this first one, we can just set the agenda. We can just set the time and the location and then we can seek feedback from there on out for how we will proceed for the 2526 school year. And we can let people know if you need to come later, please still come. Yes. Okay, great. Any other questions on this agenda item for anyone? Fantastic. Let's move on to agenda item C, a discussion on board policy

102GP104, board officers and appendix procedures for the election of board officers. Mr. Larson. So, I made a very extensive PowerPoint for this topic uh that's three sides long. Um what happens when we're electing board leadership if the vote goes 331 or any of these scenarios on the screen. The policy uh indicates one thing. The appendix to the policy says something else. So this agenda item meant was meant to try to address this when we're not voting on it so that it's done well in advance so it's uh not an issue later. But in any of these circumstances there's not really a bottom uh group to deal with. So the question I have is should a second round of voting take place when there is not a clear winner on the vote. We have to have

103a majority to vote for somebody to be in leadership. But if there is no majority in these situations, what do you want to take place afterwards? So the appendex indicates that there would be a second round of voting take place and I think it would it I think the intent there was well someone may withdraw because both the policy and the um appendix indicate that that uh the person receiving the fewest votes would be asked if they just voluntarily withdraw. Um, but both indicate regardless of whether they voluntarily withdraw, there's there's a next step that will take place. The appendix indicates that there'll be a second round of voting. The policy says we'll run to we just go straight to a runoff vote. So, the appendix has first a second round of voting, then a

104runoff vote if needed. The policy says no, just go straight to a runoff vote. um someone could withdraw, someone could change their vote in a second round. Or if you move immediately to a runoff vote, that's that means the people that receive the fewest number of votes end up going to their own mini election of well, who's even going to be considered in the final? But if that's the case, what happens if the if the vote count that didn't yield a majority is 331? Well, who's the runoff between or what happens if it's Now, I realize these scenarios are pretty out there. This has never occurred, but I just want to clean up the policy with the appendix and get your thoughts about how which direction to take on these. But if the if the

105vote count was 2221, I don't know who the runoff is against. So, even though these are extreme cases, they're they're plausible. So, um, policy doesn't have a second round of voting. Appendix does. Both have a runoff. Do you want to insert the second round of voting or just leave fix the appendix to say no, we're just going to go to a runoff election? If we do, I'd like some clarification on how you would like that treated in these unique circumstances. Because when this does I mean when when this time comes up every two years I make myself notes of what to do if and uh I like to be prepared. So any direction you might be able to give me on what you would like and I can I can try to then fix it

106and bring it back to another board meeting or if you want to just think about this for a while. There's not a rush on this agenda item at all. My recommendation is that the appendix is secondary to the policy, that the policy is superior. So, I would recommend that the appendix match the policy, and if there's any suggestions that would improve the policy, I'd recommend you bring back a proposal, and I'd love to hear it. That would be my suggestion. So right now the only place where it's addressed that there would be a runoff is in the appendix, right? You need that added to policy. Both discuss a a runoff. The appendix discusses a second round of voting before the runoff, but neither address the issue of a runoff in the case where there is

107no bottom two candidates. You have a recommendation? Um, it's it does seem I tried to figure out, well, why would this occur? I think it might be wise to have the second round of voting in case someone does withdraw because that just solves your problem. Then neither of them have to have a runoff or deal with that. Or someone could change their vote. In the case of a 331 situation, I could see somebody among the board saying, "Well, I think I might change my vote." Or I could see the person getting the one vote saying, "I I'll just withdraw." Um, so it seems like the second round of voting is wise. What I don't know is what and what I don't have a suggestion on is what should happen if this very rare unique extreme

108circumstance happens where the numbers don't come out to a bottom two. meaning one person gets three and then there's single votes for other candidates. So a runoff technically then would say the person with three votes would therefore win. Is that what your concern is? Well, if the vote is three for one board member, three for another board member and one vote for another board member, who do I have the runoff between on the B? because that both of them indicate the bottom two. So there's one that has one vote, but who's the second one that goes to the runoff to see who is included in the final? So I misunderstood runoff. I thought runoff would eliminate the individual or individuals with the least amount of votes and then the most votes would have a runoff

109between them. Is that a misunderstanding? That would be clearer if that was in the policy. So in other is if the policy were changed to indicate uh in these circumstances the person receiving one vote is just excluded. I'm not I'm just giving you an example. There could also be a a second nomination process where you say, "Okay, well, now we're going to pause this one and we're going to go eliminate um a a person and then have a nomination process of who the second nominee is even going to be to run against the other nominee. And again, not critical. We have a year and a half to think about it, but and it's never come up before, but I've noticed that the policy and the appendix don't agree. So, I'd like to fix that. And

110then I've wondered about the situation where the a runoff as indicated would not work. So, we would have to redefine the runoff. And if you I hope this isn't too b if you want to just give me the assignment. go figure it out and bring back a proposal. I'm okay with that. I would love that. I would love for you to make a recommendation. Okay. And even unifying the two. If you think one is superior to the other, I just want them both to match. So unify, make a proposal, and then they'll end up both being the same. I will say I do like the idea of a second vote. Yeah, that I think there's some wisdom in that if that's helpful to you when you provide a new Okay, I will. Yes. Um I

111I think I I agree. I I think it would be helpful if we like kind of hand it over to you and you can kind of uh combine the two. I think they definitely both should match and I do like the idea of a second vote. Um, and I feel like there is a way we could word it so that we could give leeway. Like if the occasion occurs, we could either do a second vote or a runoff. Like, does that make sense? And so I I have faith in you, John. Okay. I just didn't know if that would be too This is very kind of a personal uh area. I didn't want any of the board feeling like I was jumping the gun on that. But if that's okay, I will do that and

112come back with a revised version. Quick quick question on that first bullet point. Someone withdraws or someone changes their vote that so so let's say we go through the voting and someone says I'll just drop out or someone says well maybe I'll change my vote. Does that mean we're having a second round of voting at that point? Yeah, because whoever is changing their vote will have to declare it. It it doesn't mean that we're erasing the vote that just took place. Nope. We are having a second vote. Yeah. Right. Yeah. Exactly. It's um I think it just gives the board an opportunity. For example, if someone voted for somebody, but they didn't even vote for themselves, it gives the person who voted for that person to say, "Okay, I'll I can change that. I can

113I can work with that." Um, and they can you guys can read the room and and kind of see, well, this is who I would prefer in that position or this is how I'm feeling and how others are feeling. I I'm guessing the board and and you all have for years now come to a consensus on these things. I I think it's fine. I'm just uh worried about these weird situations where I didn't want a board member to say, "Well, wait a minute. Policy says this and John, you just did that." Or uh or then these weird vote situations where even what policy says, I I don't know how to implement it. My thought too is, and take it for what it's worth, is if we have a policy that states after the second vote,

114if it's not determined, the two individuals with the most votes will have a runoff, that may help people decide on who am I going to vote for for a runoff versus Yeah. Where I'm leaning now is that the runoff is not defined as the two lowest, but whatever has the similarities. If it's the two most or the two lowest or I see then that becomes the runoff, then we vote between those folks. That's where I'm leaning right now. Okay. And and there may there may be a situation where everybody votes for themselves. You you may need to address what happens if nobody's willing to budge because you need to have these positions filled. what may be going to a casting of lots or drawings drawn. Yeah, there is a flip of the coin. Yeah, there's

115a flip of the coin to indicate it in there, but it's under a very specific circumstances, not the circumstance you've indicated. So, I could maybe add that in there as in this rare if we're revisiting it. Yeah, you might want to because what if everyone votes for themselves and it's a sevenway tie and nobody will draw. I don't want to serve on that rocks. I wouldn't want to serve on that board either, but it would be wise to put something in there. The battle royale royale hopefully. I hope we never have that problem. Oh, yeah. I I agree. I am curious. Um, is there anything in it already about like someone changing their vote? Because when we did it, I I felt like it was very official, right? We voted. That was your vote. It's

116locked in, right? So, I didn't know like, oh, we could change our vote if we wanted to. Like, do we need to list that in the policy? I think that was Mr. Barnett's point is that that vote is locked in, but there was not a declared winner. So now because no one received the majority, therefore we have to do something to proceed further beyond that and take a second round of voting or something else to give opportunities for people to change a vote, withdraw or change or uh have a different process in place. But yeah, that vote is still there. That happened. Yep. Okay. Thank you. Thank you. All right. We have a few minutes. We could go into a close session or have a longer break. What is the appetite of the board? I'll

117take a motion to that effect. I move that we go into close session for character and competence of individuals, property, potential litigation, negotiations, and security. Second. All right. We have a motion by Miss Barrow, a second by Mr. Denford that we go into close session. Um, all in favor, please say I. I. Any oppose say nay. All right, we're in close. Welcome, welcome, welcome. Testing, testing, testing, Mr. John Larson. Okay, now it's working. Our our our mics weren't working. Welcome to the Jordan Board of Education meeting. Tonight is Tuesday, March 25th, and we are excited to have a full room tonight. Thank you for joining us, and a welcome to those of you who are joining on YouTube. Um, present with us this evening, we have our board attorney, Mr. Paul Vancoman, Miss Dean, Miss

118Wood, Miss Barrow, Mr. Barnett, um Mr. Denford, and Dr. Robinson on the school board. And I am Nikki George, the board president. I'll be conducting tonight. We also have um Dr. Godfrey, our superintendent, our associate superintendent, Mike Anderson, and our business administrator, John Larson. We are excited to welcome the students of Ochre Hills Middle School this evening and we'll turn the time for the pledge of allegiance over to Maxon Perry Tucker Cook and Max Watson who are all PTSA students at Ochre Hills Oh, will you just push the button on your mic? We are about to present the colors of our country. May the audience please rise and salute the flag in proper manner. Color guard attention. Forward march face. Face. Please recite the pledge of allegiance. I pledge allegiance to the flag of the

119United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice. Uh, post colors. The audience may be seated. Color guard dismissed. Thank you. Nicely done. All right, we'll now have our reverence offered by Harvey Moody, the 8th grade student body president at Ochre Hills. If you think you are beaten, you are. If you think you dare not, you don't. If you like to win, but you think you can't, it is almost certain you won't. If you think you will lose, you're lost. For out of this world, we find. Success begins with fellow's will. It's all in the state of mind. If you think you're outclassed, you are. You've got to think high to rise. You've got to be sure of yourself before you can ever

120win a prize. Life's battles don't always go to be to the stronger or faster man, but sooner or later, the man who wins is the man who thinks he can. By Walter D. [Music] Winel. Thank you, school board president George, esteemed members of Jordan School District Board, Superintendent Godfrey, and other district leaders. My name is Elis Molen. I am the ninth grade student body president at Ochre Hills Middle School and I am very excited to to be here to talk about our school. Every December, our school does a yearly charity fundraiser called Ochrefest. This year we have chosen the Christmas box house. Um a short-term emergency shelter for children and teens removed from their homes due to abuse, neglect, trafficking, or homelessness. Our three-week long fundraiser included many fun activities such as food trucks at

121food trucks at lunch, uh, family fun night, numerous dinner nights, and even a highlight on Fox 13 News. We raised over $17,000, which is ambitious for a middle school. And with the money we raised, the Christmas Box House was able to buy clothes and supplies for the kids staying there. As an extension to Ochrefest, the Christmas Box House was so grateful for our donations that they invited the SPOS's to on a field trip to the Christmas Box House. On this field trip, we really got to see what we raise money for. We were able to see what happens when the kids get there and the activities the Christmas box office offers. Um, our school has many different fun clubs and groups that students can be a part of. One being Chamber Strings. They've made state

122and got to perform at the Capitol building. They've earned superior ratings at an orchestra festival they attended and Chamber Strings went on an elementary school tour and recruited many students to join them next year. Ochre Hills also has a robotics group that can go and compete. Our robotics team was one out of only a few middle schools that got to go that qualified for state. At the state competition, they placed eighth out of the whole state and even won a judges choice award. We also have a science Olympiad group. They go to two competitions every year, one at Snow College and the other at Southern Utah University. They have taken home several medals and took third place overall. Science olympiad will be attending state at the end of the month. Ochre Hills also has unified

123sports. Unified sports is a program through Special Olympics where students with disabilities get to play on a team with students without disabilities. Ochre Hills is one out of two schools that have received recognition of being a unified champion school. We've won the unified champion school because of three components. Who whole school engagement, inclusive leadership, and unified sports. Ochre attends many tournaments and competes in different sports. Every semester, we have town hall meetings. At lunch, students can go to the boardroom to have town hall. At these town hall meetings, we talk with our principal, Miss Jackson, and our assistant principles about what is going well and what we can fix and improve. Overall, Ochre has seen huge success in school spirit and involvement in the community. We are grateful for the staff and students who are

124making this this year one to remember and are we are excited to see what the rest of the school year brings us. Ochre Hills is a great place to be. Thank you for this opportunity to share this information with [Applause] you. Wow, it sounds like an amazing school. Thank you so much for being here and representing. I'd like to take just a minute to recognize those of you who are here supporting a student from Ochre. If you're a parent, will you please stand? If you're an employee or an administrator, will you also stand? Love to give you a round of applause. Thanks for your support. And any students that are here from Ochre Hills, will you I know some of you are still standing. I'm sorry to tell you I'm about to invite you back

125up, but will you stand up and let us give you a round of applause? Students, sounds like some awesome things are happening. If students, if you would please come over, start at Mr. Vancoman at this end and make your way across. We would love to shake your hand. And we also have a little pin to give you to remember tonight. Grab a pen. have options. Thanks for coming tonight. Great job. Thanks for all you do at your school. Thanks for coming. Thank you for being here tonight. Great job. I want to come to a town council. I mean, what did you call it? School council. Thanks for coming tonight. Thanks for all you do at your school. Great job. Thanks for being a leader. All right. We always love having people in attendance at our

126meetings, but we will not be offended if you need to step out when your part is finished. So, feel free to do what's right for you and your family. Great. Let's go ahead and move into resolutions of appreciation. and Miss Dean. Whereas dedicated service to Jordan's school district was faithfully and effectively performed, whereas they consistently and conscientiously executed their 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 performed in the cause of public education and hereby express our sorrow at the death of these valued friends. Rusty Martino Reev, electrician. Carol Chimnant Soya, teacher. Kelly Tobin Nichols, teacher and substitute teacher. Thank you. Let's now move into board member recognitions. Can I go first? Okay. Um

127I have invited uh Miss Rachel Henderson tonight if she would like to come up to the podium so we can all see her beautiful face. I am very pleased to have her her here tonight um to tell you all that Rachel Henderson is the Beverly Taylor Sorenson visual arts educator at Westale Elementary and she is being recognized by the Utah State Board of Education to receive the 2025 Soreny Legacy Awards for Excellence in Arts Education. So, Uh, Miss Henderson is one of nine Utah educators receiving this prestigious award that recognizes outstanding educators and administrators who promote the arts and student development. This award underscores the critical role of arts education in Utah schools and honors educators who excel in integrating the arts into their teaching. Miss Henderson has been at Westale since 2014 in multiple

128roles before becoming the visual arts teacher. She builds strong relationships with students and collaborates with teachers to ensure the core curriculum is integrated into the arts in intentional ways. She also organizes a large community art event every spring where students, teachers, and families come together at Westfale to celebrate the accomplishments of all students. The work she does with her students is inspiring as she builds students curiosity and love for the arts. We are so grateful to have Miss Henderson in Jordan School District and thank her for her hard work and congratulate her in this award. Thank you. Can we shake your hand? Will you come up so we can shake your hand? Oh yeah. Do you want to say anything? Are you The award is a huge honor and I am so very honored to

129be here as well. And while I'm here, I just need to put in a plug for my wonderful school, Westvil. We are such a great family and we are such a good, tight-knit group of teachers and students and it is just the best place to work and we love it. So, don't close it down. Congratulations. other board members with recognitions. I I I do and I want to say I've been to Westville's um art show and it is amazing how it's all integrated with the curriculum. Anyway, so and I also want to mention that Majestic Elementary Arts Academy had their art show on Thursday and um Suzanne and I both went and it is so fun to see what students do that is with art and the curriculum together. Anyway, so I really appreciate the

130art teachers in our school district and I have I have a couple more. So, as a part of 8th grade at West Jordan Middle School, each student has the amazing opportunity to participate in the We the People Project. This is part of a nationwide project that encourages students to conduct research and conduct um and construct responses to topics related to the United States Constitution, the founding period of the United States of America and responsibilities of citizens. And I was honored to be a judge at West Jordan Middle School. And I realized that a lot of um students participate in We the People in our district at other middle schools. And I am so proud of them. And one thing that is unique about West Jordan Middle School is the um uh Alexia May and William

131Shields. They are the eighth grade uh social studies teachers. every single eighth grader participates and I feel like that is a huge endeavor and it gives all the students the opportunity to um learn more about the constitution and how to make a speech and give an argument and work as a group and learn more about just the start of our country. And then I have another thing that I um I was invited to a musical at Midas Creek Elementary School called Don't Say No to the USO. And I was absolutely blown away. And I um I asked the principal um Megan Cox for a little bit more information about this whole production. And I'm just going to read the email that she sent me. The sixth grade musical is a right of passage at Midas

132Creek. However, the past few years, we haven't had a director to help organize and put it together. Robin Michaelelsson has always done the costumeuming for the musical, and it held a special place in her heart. Before the beginning of this year, she knew that she was going to take on the role of director to bring the musical back for our students. In addition to planning, preparing, and teaching sixth grade, she began to plan and prepare for putting on our musical. She has easily spent thousands of hours discussing details, getting teacher and parent volunteers, helping to oversee the schedule, get props, rent sound equip equipment from the city, and purchase spotlights. She also hands sewed the student costumes. The costumes were amazing. And I thought that I had walked into the 40s. It was Anyway, okay.

133I mean, talk about sharing your talent for our kids. Our musical is a full student production. With the guidance of adult volunteers, they create the sets, run the sound and music, run stage crew, and of course, perform. Because of the musical, I get to see shy students shine. Students who might not have been close friends prior to practice become each other's champions. In addition to Robin, we have Chris Goodman, who is a retired Midas Creek teacher, come back to help direct as well. She spends her early mornings helping make the musical a reality. Our Beverly Taylor Sason music teacher, Ariadne Watson, and third grade teacher, Kathleen Leau, also put in hours outside of contract time, helping teach the students the songs. They both have even taken annual days so they can help with the musical.

134We have parents who have spent so much time supporting the musical. The main being Merrily Pack. She's not an employee at Midas, but with as much time as she puts in, she should be. And I just want to say how much I appreciate the efforts of our our teachers and our parents to make sure that our students are able to engage with the arts and it makes their public education so much more fulfilling. And I I just love this whole email about Anyway, I I just wanted to give a shout out to Robin Michaelelsson and all the other people who helped put on this production of Don't Say No to the USO. I have a couple. Um, can my exchange foreign exchange students come up? I as you know last year I my family had

135I always cry on these things. Um the opportunity to host some an international student from Argentina and what a wonderful experience to have them not only in our homes but also in our schools come to the microphone. Um so last year we kind of invited everyone in our district but today I wanted to highlight a couple individuals. We had a couple more that were supposed to come but they didn't. These are uh students from the Aspect Foundation's international scholarship award. So this comes this is a state US state department funded scholarship that's kind of based the Kennedy lunger youth exchange and the future leaders exchange and so they searched the n the world to try to find the best students and I think if I remember right 50,000 students applied for this scholarship and 2%

136were awarded it and several of these students are in our district. It's kind of like winning the Sterling Scholar at a state level and going on and winning it on a national level. That's how amazing these students are. So, um I wanted to invite them and thank them for first of all coming to our nation and more importantly coming to our schools and um and I'm phonically challenged and I acknowledge that and there's no way I'll get your names right. So, I wanted them to um introduce themselves and tell us something you like about America and something you like about our schools. So, and tell us what school you're attending. I know that one of you attends Murray and and the other is Mountain Ridge. So, go ahead. Hi, I'm Barry. I'm from Egypt and

137I go to Murray High School here in Utah. And the best thing I think about Utah here I've been doing is cheer at the school. I really like American high schools. They're so good. And what I also really like are the mountains. Just mountains everywhere are so pretty. And one thing I miss about home is probably the food. It's like, yeah, but that's it. Thank you. So, in Egypt, you have better food than we do in America. Um, not necessarily better, just different. Thank you. Thank you. Um, good evening. Um, I'm from Pakistan and I'm currently in Mountain Range High School. Um so I have been here like for seven months and I think both my host family and school they have been like really supportive so I'm like placed in a family like they're

138like really kind and from the very first day they like accepted me like I'm their own like daughter and I have like never feel any challenges and in my school I have like made a lot of friends inside I was like kind of scared cuz you know you're in a new school and you went out of your country for first time but then suddenly I realized like the people here are like really like helpful and friendly So like I find really good friends and then uh the one thing interesting we don't have like clubs back in Pakistan. So that was the first thing that I tried here and I like in five clubs. So that was kind of amazing experience. And then I think the education system here is also really good like I came

139to like learn I'm like interested in computer science. So I have like a lot of subjects related to computer science and like I have like got a lot of amazing opportunities here. So, I'm like really thankful to the Aspect Foundation like for giving us such an amazing opportunity. Thank you. Thank you. You've blessed our lives. Thanks for coming. Um, stay here. Can we have their host families stand up if there if are there any host families here? Thank you so much. And before you leave, can you come and meet the board? And we have we'll send you off with a pan. Thank you. And there was a couple others that attend our schools that couldn't be here tonight. [Laughter] You got one. Thank you for coming. Um, I have one more group. Um, the students

140from Foothills Elementary. Are you here? There you are. Come on up. Come on up. So, we lots of times get in the pattern of recognizing high school students, I've noticed. And I just found out these amazing comp you can come to the microphone both of you. Um these amazing um students and what they did at Foothills Elementary. So Aver and this will show you how uh phonically challenged. Let me see if I get your name right. Isa. Oh, see I told you. Go ahead. Tell us your name. Estita Whippy. Whippy. Okay. Um it was fun to have my exchange student last year teach me. So um thank you so much for coming tonight. First of all, these students um have been part of the battle of the books. And as far as we could tell,

141no student ever at Foothills Elementary has ever read all 40 books. And we sent a message out to other schools and nobody responded. So as far as I know, you're the only two students that read all 40 books in Battle of Books. By the way, I had that as a goal and I haven't come close to accomplishing it, but one day I want to be like you. And so I just wanted to recognize these amazing students then and their success in reading all 40 Battle of the Book books. So, and can we have their parents stand up if they're with us or friends if you have mom's video? and we'd like to meet you. Can you come up to the board and we'll give you a pin. So, thanks for coming tonight. I think they're

142scared of Paul. Gets better the more you come down. There you go. fourth grade. So the battle of the book, did your group do good? Thanks for coming tonight and uh congratulations on reading all those books. So thank you So fun. Thank you. And for those who are done and want to leave again, we will not be offended. Okay, other board members, I have just a quick shout out. I also attended Midas Creek and I will just echo the praise. It was amazing. Um, but also West Hills Middle School put on the Little Mermaid. It was incredible. like just every detail down to the dime. It was such a great show. So, I would be remiss if I didn't mention. Okay, let's go ahead and move into our next agenda item, the superintendent's recognition. Thank

143you very much. Um, I will say I went to Mrs. Henderson's classroom just by chance as I was walking through the school and ended up doing a podcast because the classroom was so inviting. So, no surprise that she won that award. And I did the same thing with Don't Say No to the USO. I saw it on th or on Wednesday and recorded a podcast on Friday with them because it was so compelling. So, so many great things happening out there. Um, I also wanted to thank the foundation for creating that opportunity for us to honor outstanding educators in every building. We have a few reschedules remaining, but they arrange for family to show up. They arrange for cash and other prizes for those teachers. Uh, they collect nomination forms that help teachers feel appreciated.

144And I love getting the chance to visit. It's great to be able to visit classrooms in every one of our schools. And I I'm it's really exciting to see this the teachers be surprised and to say a few words about them, but it's especially fun to see the students very excited to see their teacher win an award and to see their enthusiastic support for their teacher. So that's been a blast and thank you to the foundation to making it possible and thanks to all the incredible teachers who are working so hard and making incredible things happen. So thank you. And can I just add I don't know how many superintendent visit every school in their district in a year and Dr. Godfrey has done it in two weeks. That's pretty impressive. An impressive amount of

145time. and as I had an opportunity to go to just a few of those, he has something personal to say to every person. So, thank you for that. Okay, let's go ahead and move into the public comment section of our agenda tonight. Now, tonight is a little different. We have an agenda specific topic. We're going to hear public comment on fees and then we'll move into our general public comment. So, just in case that's a little confusing, first of all, we'll give an opportunity for the public comment on fees. Um, and then I'll start calling the names that were on the list. And as we get started, I'd just love to remind you that the board of education encourages public engagement. We value the input from our residents, students, and employees. Just remember, the board

146will not take public comment on personnel issues or statements regarding the character, professional competence, or physical or mental health of an individual during our board meetings. If you have concerns to that end, please feel free to email board members. Um, comments need to stay age appropriate. The board does not discuss issues that are not on the meeting's agenda. The board may ask staff to follow up on issues raised or may address them at a future meeting. So silence by the board on an issue does not suggest support or opposition to the message that was given. The board will take public comment on it. Um let's see. We'll we'll listen to in-person comments first and then we'll follow that by comments received electronically. and both in-person and emailed comments can last a maximum of 3 minutes.

147So, please try to be respectful of that time. When you're called to the podium, please state your name. So, we'll now open up public comment on our proposed fee schedule for next school year. I don't see anyone who signed up to speak to this topic, but I just want to give an opportunity in case there's anyone here. Okay. Well, that was practically painless. All right, we'll go ahead then and move into our broader public comment. Um, and we'll start out with Joe Gorman. H, and then he will be followed by Colton Pashelle. So, Joe, go ahead and come on up. Well, thank you so much for listening to me speak. Um, my name's Joe Gorman. I've been teaching at Riverton High School for six years and I'm also the wrestling coach and I absolutely love

148all the opportunities that this district has given me and the support of my principal, athletic director, um administrative team and of course the kids. We have a really awesome community. I think you guys would be proud of uh the culture we've built within our wrestling team. Um athletics are the reason why some kids get up in the morning. Athletics are where kids learn critical life lessons like teamwork and overcoming adversity. For some kids, it is the best thing for their mental health and what keeps them going. When I took over this team in 2019, there were only 25 kids and we were one of the lowest in the state. We now have one of the best. We now have the best team in the district for three years in a row with 60 kids on

149our roster. This year, we're the only district school had a state champion in boys wrestling. This is because of our culture, our work ethic, and the kids' dedication to the sport and each other. Today you will be hearing from myself and a few other members of our wrestling community with concerns we have regarding athletic facilities at Riverton High School and in the district. I had a really good meeting with Brian in January to make him aware of some of the problems we encounter and he was totally unaware of some of the problems we encounter as I'm sure many of you are. So that's why we're here to try to present um you know the problems and hopefully work together to find some some solutions. Um in 6A we are falling way behind in terms of

150facilities when it comes to athletics. If you look at Canyons, Alpine, Davis, etc., they are all building up facilities with things like field houses that often house large wrestling rooms. Wrestling rooms come in all different shapes and sizes. And while this is niche, um I can tell you that our wrestling room can only fit 30 athletes safely, which is one of the smallest in the in the state. Um having a team of 60 is a problem. We have had concussions and broken bones due to kids falling on top of each other. We have had to battle skin infections because of the cramp space. I may be one of the only coaches in the state who runs two practices a day so that every kid can have a practice. Other rooms can fit up to 80

151kids. I printed off a few examples of other rooms in the state and shared these with Brian when we met. Where it gets really frustrating is local families and athletes see the discrepancies in athletics and facilities when comparing our district to others. So much so that top athletes from Haramman, South Jordan, and Riverton are choosing to leave their boundaries and enroll in other school districts, high schools because they believe it gives them an athletic advantage. This has gotten really bad for wrestling, but maybe even worse for sports like football. If any of you have Instagram or Tik Tok, you might have seen our team go viral in January for wearing these shirts in solidarity with each other to support one another in being homegrown. We went up against a team not within our district, but

152who had half of their lineup of kids who live in our district. And I think we can all agree that we want Jordan district kids to go to high school in Jordan district boundaries. I can only speak to the sport that I coach, but I've talked to many other coaches in our district and they feel the same way about the lack of facilities and how it hurts our district and our kids. I'm hoping that both you here today can get the ball rolling on possible solutions and building something wonderful for the for these kids because they work so hard and deserve it. Again, I am so grateful for everything this district has done for myself and my team. If I wasn't comfortable with my community and everybody up here and everyone at Riverton High School,

153there's no way I would be I would be speaking um to you guys right now. So, I'm hoping more can be done in the future and give the kids the best possible student athlete experience in the state. Thank you so much for your time and for listening. Thank you. All right, we'll now hear from Colton Pashelle, followed by Michael Moody. Uh thank you for this opportunity. Uh my name is Colton Pashelle. Uh I am one of the state places at uh Riverton and I have been wrestling for this program since the first grade. Uh I would like to address some of the problems with our ath uh athletic facilities especially the wrestling room. Um so for safety so uh while wrestling like uh like coach Gorman said we only have uh we can safely fit

154uh 30 uh kids in the wrestling room and even without we are still falling on top of each other and being hurt. I've been kicked in the face in other places many times and it's not the best. Um, I've also uh talked to other wrestlers from other schools and they think it's crazy that we have to split our practices just so we can all um wrestle without not uh falling on top of each other all the time. Um, since I've been in this uh program since first grade, I've seen uh how the I've seen how uh the room has changed and the only thing we've recently gone are new mats that uh we had to help pay for. Besides that, we I haven't really seen any other changes with the wrestling room in our facilities.

155Uh thank you for your time. All right, Michael Moody, followed by Garrett Bracken. Hello, my my name is Michael Moody. I appreciate the opportunity to speak to you today. I love wrestling. Um, I'm biased, but it's the toughest sport out there. Um, I started wrestling in high school, wrestled year round following that time. I wrestled in a high school that had a program that had 144 wrestlers on the wrestling team. We had a huge wrestling room and and I had the chance to wrestle uh with the best kids safely. I was able to go on and wrestle at BYU. Uh I have two sons that wrestle at Riverton. Uh my sons have wrestled since they were three or four. I've seen most wrestling rooms in the state. We are clearly amongst the smallest. That may

156have been sufficient in the past, but our team has grown. My sons were asked by other high school coaches to go to other programs uh inside and outside of the district. As mentioned by by some others, we are homegrown. We want to stay here. I do have a couple of concerns. My first concern is safety. I'm an assistant coach. I see firsthand the injuries and very close scares that arise from limited space. My second concern is that of equal access. My daughter began wrestling last year and will wrestle in at Riverton High School in the future. The girls can't even wrestle in the wrestling room right now as there is no time or mat availability. So, they are wrestling in the tech atrium. Um, that's a problem. The interest has grown. I I want young

157men and women to have the opportunity I had to compete in college or apply the skills that they learn in the wrestling room throughout their lives. So, what I would ask is we would love to go ahead and see this uh discussed to look for possible solutions. Obviously, not this summer. I know those things are are uh are set up well in advance, but we'd love to have this discussed as uh as those meetings take place in in the summer of 2026 to to look for possible solutions so that number one that we're addressing those safety concerns and number two that we're making sure that we have equal access which I think is important as well. Appreciate your time. Thank you. Thank you. All right, we'll hear from Garrett Bracken followed by David Bracken. Uh

158my name is Garrett Bracken and I want to first thank you for uh uh listening to me. I am extre extremely grateful to the Jordan School District and the entire board for the opportunity to get an education and to compete in sports. I'm a sophomore at Riverton High with straight A's and place fifth at state this year at this year's wrestling tournament. Many people don't understand the sport of wrestling. Wrestling is a very difficult sport that takes a lot of hard work, grit, sacrifice, and dedication. Wrestling simulates difficulty and an otherwise easy life. This adversity is necessary to build emotional resiliency and mental toughness. Halfway through this season, I suffered an injury where someone stepped on my hand during a practice because our small wrestling room was overcrowded. I ended up breaking my finger, which

159required surgery. This could have been the end of my season. While this surgery could have been avoided with extra space in our wrestling room, I had to rely on emotional toughness and dedication. Wrestling has instilled in me to come back from this from the injury. I did overcome this challenge and was able to return to competition. I was able to reach my goal of being a state placer. That's why wrestling is so great. It's not just a sport. It's a way of life that builds warriors on and off the mat. My goal for the next next wrestling season is to place first and be a state champion for Riverton High School. Any support that you can give us as student athletes to compete at the highest levels is greatly appreciated. Thank you. Thank you, David

160Bracken. And then Connor Laden on deck. Yes, I'm David Bracken. Um and uh Garrett Bracken is my son. Um, I wrestled in high school. Um, and following graduation, I was able to assist uh coaching at Logan High School while attending college at Utah State University. This background allowed me to uh pay for some of my education and allowed me to uh to gain that wonderful education. Um, since then, I have coached at Riverton High School since 2014. I have seen wrestling uh grow to include all types of individuals and people. Girls wrestling has also been included and added as a fully sanctioned sport by the Utah High School Athletics Association. Yet nothing in our district has changed about our size or room. One of the greatest things about wrestling is that no one is cut

161from the wrestling team. All are invited and welcome to participate creating a sense of inclusion that is rivaled by no other sport. However, there are some concerns as have been mentioned including the equality between districts where athletic regions cross multiple boundaries. Some school districts put extra emphasis on their programs and spend extra money creating better facilities. This leads to some of the same teams dominating year overyear while others are left uh left behind. I would love to see more equality uh put between behind the the athletic programs and teams to see support so that these young individuals can accomplish their athletic goals and dreams. Thank you. Thank you. All right, Connor, go ahead and come up. And George Lopez on deck. All right. Um, my name is Connor Loen and um, I'm a sophomore at

162Riverton High School and most of my uh, opinions have been voiced already, but I would just like to reiterate um, how Gorman said um, it helps people's mental states and I'm not sure where I would be at without this sport because I've been struggling with stuff in my life. So, I would just like to reiterate that. And then I would also like to say how I'm one of the biggest guys in the room, me and my partner, and when we roll around, there's a great chance of us hitting people and injuring someone. And it's happened multiple times in our room. And then I would also just like to say um I've been wrestling for two years, which is less than most people, and I've been able to qualify for the state tournament with the help

163that I've had at the high school. And it's not exactly easy to qualify for the tournament. And I would just like to say that this is a great community that we have and I've beencome closer with all the wrestlers and the coaches as I've wrestled and um that's it. Thank you for your time and yeah, thank you and congratulations. All right, George Lopez and he will be followed by Kai Mike. Sorry if I killed your name. Thank you for the opportunity to allow us to be able to speak here and um I would just like to say good afternoon everyone. My name is George Lopez. I'm a wrestler for Riverton High School. I am currently a junior and I've been wrestling since freshman year. I just like to say I love this sport so much.

164Um I don't know where I I don't know where I'd be doing right now if it wasn't for Joe Gorman right now. He he's made me love this sport so much. And I want to bring up a concern about our practice space. With so many athletes on the team, it's becoming increasingly difficult to find enough room to practice effectively. It feels cramped and I believe it limits our ability to improve and work on our skills. When we're all trying to practice at the same time, it get it can get chaotic and it can get it uh it's tough to focus on what we need to do. I really think we should explore options for a larger space and uh it would allow everyone to uh give the room that they give their best effort in

165practice. Having enough room would not only help us develop our individual skills but also improve our teamwork and communication. It would make a huge difference for all of us and create a better environment for training. I believe sports bring families together, friends and even teammates. I see my wrestling team as a family. How can we be a family when we have to practice separately? How are those first year wrestlers going to know if they're cared or loved if I don't even know their first name? Us being able to practice safely in a bigger room would fix this problem because me and other previous wrestlers that have wrestled before would be able to introduce ourselves and be able to meet them and make sure that they're loved in their in the wrestling room. I hope we

166can find a solution to this issue soon. Thank you. Thank you. Okay, we'll invite Kai up and then Kai will be followed by Shellyley Reachman. All right. All right. Uh, good evening. My name is Sai Miyak. I am a You're good. I am a history teacher and the uh, head coach for the Riverton girls wrestling team. First, just want to say thank you so much to the board for this great opportunity and just a little bit of a reason why we need to advocate for a larger wrestling room and a larger emphasis on athletic facilities in the district. So, first want to tell you wrestling saved me. Now, I didn't come from a broken home or, you know, a really underprivileged background by any means, but as someone as a young person who started wrestling

167in high school, which is a lot later than some of the other uh fine individuals we've had speak today, it gave someone who didn't really have a direction in life a good way to focus and a good uh challenge that will always be presented to me um in the past, present, future. So, it's one of the great things about this great sport. Now, uh, going back to my just my own high school experience, I grew up in Southern California and I went to Diamond Bar High School and the great way that they're able to manage together having such a large team, we had about 80 90 in our roster, was we would split up our JV and varsity and our specific wrestling room and then we just look for any sort of option that we

168had around our school and that was the uh, football team rooms that they were using in the winter anymore. And doing that provides a good uh space for both teams and provides a space for all the athletes. However, there is that sense of are we a secondass citizen, are we not good enough. The same thing that we have seen for our girls team this year is been reflected in that uh previous statement that I just made. We have been relegated to wrestling in the tech atrium on Bday practices which is about half of our season that is a few months long. And I've had many complaints uh of my athletes saying that you know why do we have to wrestle in this room when we could you know all potentially be together and I've had

169to tell them many times that unfortunately due to the space constraints that is not possible. Uh other schools as well in the district could benefit from this because as most of you are aware most of the high schools in the district I have the exact same plan at Riverton and I know that if we are able to be given this opportunity of expansion maybe this would also reflect in other schools as well not just looking out for us. Uh just some facts I want to share with you for the growth and expansion for women's wrestling. Uh at the 2021 6A tournaments, which was the very first one ho uh sanctioned by this great state. Uh in one of the common weight class of 130, there were nine wrestlers out of a potential 16 uh girl

170bracket. Now this year, we had a full 16 bracket with also two extras in case one of them was injured or couldn't make weight for that day that was hosted at the UCCCU Center at UVU. And I forgot to mention that at the 2021 tournament, it was hosted at Westlake High School. So, this shows the immediate growth of the sport. And if we want to attack this challenge head-on in order to provide a better opportunity for student athletes as we continue to grow this great amazing sport of wrestling, um, Riverton High School and additionally all the other schools in in the district would benefit from an increased athletic funding. Thank you for your time. Thank you, Sai. And I apologize for my poor pronunciation. All right, Shelley and then Maria Johnson on deck. Good evening.

171I'm Shelley Reichman. I'm a speech language pathologist in Jordan School District. Jordan School District currently employs approximately 93 speech language pathologists and speech language technicians. We learned recently that speech language impairment or SLI is the most common classification in special education for our students. This does not reflect the reality that students with other classifications are often also receiving speech language services. You may or may not be aware that our district receives financial reimbursement from Medicaid for speech language services that we provide. I'm not sure what is done with those funds at the current time, but I was told in years past that they were used to fund the district nurses. Every year, our district has difficulty recruiting and retaining enough speech language professionals to cover the need in our district. This contributes to the burnout

172felt by remaining clinicians who struggle to cover services for those students whom our district is legally required in the IEP to provide. The speech language pathologists in our district are the second lowest paid of all the districts in Utah. We have lost good SLPs to greener past greener financial pastures in other districts, the medical field and private practice. We are paid on the teacher salary scale but not given all the financial benefits of a teacher such as access to the former TSSP funds which are now known as the shine funds and having our national certification the certificate of clinical competency from the American Speech Language Hearing Association recognized monetarily in the same way that national board certification is recognized for teachers. Davis School District pays at a master's plus 30 level. We apparently don't get

173those perks because we are not really a teacher. We are therapists. But we are not paid on the same salary scale as a PT or not. We respectfully ask to be treated completely as a teacher or a therapist and receive the financial increase that will allow our district to fill and maintain our critical needs for speech language services. Thank you. Thank you. We'll now hear from Maria Johnson followed by Jordan Blasovique. Sorry. Hi, my name is Maria Johnson. I'm here to speak also on the need for improved athletic facilities here in our school district, specifically Riverton High School for wrestling. Um, as most of them already mentioned, we definitely need more space. Um, a couple other things I want to add to. Um, this last season we had probably about 80 boys, 15 girls on

174our high school team. And we also do a fourth to eighth grade team that runs during the season and we had about 75 of those boys. And um, we also run a kindergarten to third grade group also after the season's over. And um, my I have five children myself and all of them have been able to participate in these programs, including a freshman daughter that tried this year and then my son that's a junior is a two-time state qualifier. Um, and my husband is also a volunteer coach and helps out. So, we are very involved. I'm the team mom and have been for three years now. Um, in addition to safety that they've kind of already talked about, just if you haven't been in our wrestling room, there is a pillar right in the middle

175of the room where the boys are trying to wrestle. Even that in and of itself is pretty two pillars. I'm sorry, two pillars. I stand corrected. Um, and um, there definitely has been not only Garrett's injuries, but other injuries as well. and that is not acceptable. Um also um wanted to comment um I'm also an academic adviser and employed the Jordan school district as an and um so mostly specifically work with ninth grade with freshman athletes. I try to especially watch out for them, but um specifically have seen hands-on how much it has helped how excited that they are to be a wrestler and how much it's helped their confidence and how much it's motivated them to perform well academically, that they have a good group of friends, um and also benefit from the physical

176training. I know as a mom, anything to get my kids off the screens is a good thing. So if they're out there exercising and practicing and even in the hallways of the school, I'm telling boys all the time, save it for the mat. Um kids, boys and girls both need that good physical outlet of something that we can do. And so that um it's a good thing that we should be putting more resources and funds into into wrestlers and not only just wrestlers, but just all athletes in general. I think it's kind of been brought up there's many schools that have a have a really nice fieldhouse. We live in Utah. It's cold all winter long. Um and so to have more facilities, not only are we competing with wrestlers, but we're competing with basketball.

177We're competing with competing with spring sports. Um practicing in the gyms. We don't even have the gym space. We're confined in the in the in the small wrestling room. Um, another possible solution too is um if just school funds are not available for this. Um, maybe perhaps city funds or county funds could be pulled for um a city of Riverton rec center or something along those lines. I know um Tony Mccay, who's the current Riverton city council member and currently running for mayor has mentioned that our need for a recreation facility here in our community. Um, thank you for your time. Thank you. We'll now hear from Jordan followed by Hannah Larson on deck. Good evening board. I am Jordan Bllovich. I'm the speech pathologist at Bastion Elementary. I have been there for five years

178and it's been an honor and a privilege to have been there. Uh I'm also the SLP at Haramman High School. So, I serve two schools and with those two schools combined, I see on my case load 101 students, which is quite a lot for one person to do. Um, so I would like to echo a previous speaker's comments about the need for additional funding for speech pathologists uh in our district at a time where there's a critical need or shortage in the schools. Certainly, I would love to see all 101 and give them the proper um services that they need. After all, all of these students are on IEPs and all services should be individual. That's the IEP. But sometimes it's hard uh when those services are affected because of high case loads. One of

179the proposed solutions that me and my colleagues have um asked for and are approaching the board for to for tonight is um an increase in SLP pay to help our um profession flourish here in Jordan School District to be competitive with other school districts. comparably uh Jordan School District in terms of pay for SLPs pays the um second least amount in terms of um pay for our SLPs. So in the remaining time I'd like to propose a few things. Um the first is if possible to match us with our colleagues with our OTS and our PTS and our psyches. As a previous speaker said, we are not teachers. We are specialized. We have gone to school. We have master's degrees that are required for this job. So to have the proper pay would help if

180if possible. We'd also like to have um things such as the the national national certification stipen. We as SLPs are certified through ASHA. access to shine funds which we have been left out for since the initiation uh under uh TSSP and then supplementary pay for uh for people who take on larger case loads. In the remaining time, I'd like to have all of the SLPs and SLTs here tonight stand up because I think it's important to recognize all of these people here tonight who have sacrificed their time to be here to talk about really an important issue. So, with that, we respectfully ask for your consideration on these matters. Thank you. All right. Thank you. We'll now hear from Hannah Larson. followed by Greg Hazard. Hello, my name is Hannah Larson. I'm a freshman and

181this year is the light on on your mic. Yes, it is green. It is. Just come closer. Sorry. Thank you. Okay. I'm a freshman. I took state this year in for wrestling and um my notes just died, but we'll try. Um we go to p the wrestling room and a lot of times it's full or being used and so we have to go to the tech h room and um move all the chairs and the desk like desks and everything bring out giant mats and like set it all up do practice then like move it all back the way it was. And so I'm going to be here the next three years and it would be wonderful to see some improvements on the facilities and the wrestling room and to be able to be in

182one big room as a team would be wonderful. And my sister like my sister was here three years ago. She now is at Snow College. She got a scholarship for wrestling. Anyways, um in her beginning years there was like only only a few students and um only a few girls um wrestlers. So they often times have to go against guys. But now the numbers have skyrocketed and we hope to have a full lineup next year. And um it would be wonderful to just have everything we needed to like be able to have like be able to have the room and be like the other girls teams. And yeah, thank you for your time. Thank you. Okay, Greg Hazard. And that's the end of our list. So, good evening. Um, I'm a former elementary school teacher,

183resource specialist, and vice principal in Southern California. Um, our family moved to South Jordan and became part of this district just uh earlier this year. Um, I'm coming to you as a daddy today. Um, I have a large investment in this community. Um, I'm a landlord for the Texas Roadhouse in South Jordan as well as the Raising Canes and do a lot of philanthropy for this district. Um, the greatest concern I have is I have two special needs children, autistic children that are non-verbal and for 18 times this year, transportation has said to me in a parent square at six o'clock in the morning, "The driver for your students bus is not available today. We do not have another driver. We are asking if you can please take your student to and from school today.

184If this is not possible, please call us at accordingly. I bounced this off a couple of dozen of my colleagues and all of them agree that um this reads like we don't have a driver for you. We did um on two occasions uh solicit a driver from the district and they came at 9:30 in the morning. So my both of my students missed 30 minutes of educational time and then they came home late. So usually 30 to 40 minutes late. Um if you don't understand children that are on the spectrum, they are very much part of the routine. And uh some of the situations that they've had is just it changes the dynamic of their day. It changes their ability to do efficient instruction at school. Um, on Thursday and Friday we had this situation

185again. I've collaborated with Paul Berry, your director. I will tell you an asset to your staff is Scott Thomas. Is he here tonight anywhere? Okay. So, we've had several discussions and he is fantastic. Not only is he smooth talker Betty Crocker, but he really is just trying to understand and meet the needs of of our children. You can't see this from here, but um this is this is blood on a a transportation window from one of our school buses just yesterday. This is what happens when my daughter who's on the autism spectrum um has her day disrupted, sees her brother go late to school or he's not home when she comes home. These are just the little things that kind of affect someone with autism. Um, my point is there are multiple state and federal

186laws that have been violated and broken. Um, I've been very patient. I've collaborated with Scott at least three or four times. Um, I've collaborated with district officials like Paul at least a dozen times. Um, IDA, FAPE, FBLA, multiple have been violated. Parents are uh disrupted as well. I've had to change flights. We had to hire a nanny. So, a variety of different things. Um, I am asking this board to consider this very, very seriously. I've tried to, as a former educator, just collaborate with the district management and solve this, but nothing's being done. 18 times to take my children to school or pick them up is just unacceptable. I would ask the board to look for funds to facilitate this and meet the needs of my special needs children and all children because it's not

187affecting just mine, but multiple children. Thank you for your time. All right, that concludes our listed speakers for public comment. Is there anyone here who intended to speak but missed the signup sheet? Great. I believe we have a few emailed comments. Sarah Cisneros. Dear board members, uh, school district board, I hope this message finds you well. My name is Sarah Cisneros and I am a parent of two children in the district. I currently have a daughter in first grade attending Aspen Elementary and I also have a daughter who is registered to enter kindergarten for the 2526 school year at Aspen. I am writing to express my strong interest in having a dual language immersion DLI program implemented at Aspen Elementary. As a parent, I believe this program would greatly benefit not only my children but

188also the entire school community by fi fostering bilingualism, cultural awareness, and academic excellence. I kindly request that the board consider making the Spanish language option a part of the DLI program at Aspen. As I believe Spanish is a valuable language for students to learn given its global importance and relevance in our community, it is very important to me that the program is implemented by the time my younger daughter enters first grade. And I hope that this request is taken into consideration for future planning. I would like to take this opportunity to thank you for your ongoing commitment to providing a quality education and for considering my comments. I truly appreciate the hard work and dedication of everyone involved in making our school district such a wonderful place for our children to learn and grow. Thank

189you again for your time and attention. Sincerely, Sarah Cisneros Jenny Kofanau. Dear Jordan Board of Education, I'd like to thank you Dr. Godfrey and his team in the Jordan Education Foundation for your unwavering commitment and support of Jordan's unified uh schools coming off of the Special Olympics unified basketball tournaments and the tremendous joy and camaraderie. I I will skip that word experienced by all students and parents involved. I'd also like to thank our teachers and administrators for their unparalleled enthusiastic embrace of our unified students. I'd also like to take this opportunity to share with you a perspective you may not have heard before, that of our non-disabled general education students. In and outside of the classroom, our special needs students fill a role for our student body that cannot be duplicated by anyone else. The

190profound impact these students have on their peers is pure unadulterated happiness and fosters beautifully symbiotic friendships. Here are some snippets of letters from gened uh peer tutors shared with permission. I wish I could tell you quote I wish I could tell you how much the class makes me want to come to school. It's kind of weird like I can't explain it. These kids are just so good. They gave me a reason to come to the school in the morning. I love how they just love me and treat me like myself. I want to be like them one day. I have learned to just be myself. As a middle schooler, you are taught to be like everyone else and just follow the trends and rules. By being around the kids, I have learned to not to

191not really care what uh people think and just be myself. End quote. Number one, student number two. I love interacting with all the students and playing with them. They've helped me brighten my day and always know how to help me make me laugh and have a good time. They are all wonderful students and I'm grateful I was able to be part of this class. Uh, student three, I've learned how to teach and be there for them. I've also learned patience and that has helped me with my younger siblings. This class has shown me how capable these kids are and how smart they are even with their disabilities. Number four, I have learned how to interact with boys and girls with different disabilities. I learned a little bit of each kid's personality and it helped me

192help them. Not only did I help them learn, but I totally learned from them. I learned that it's okay to be different. It's actually supposed to be a good thing. And we should love that about everyone. A quote from the fifth. I have learned that being kind is one of the best ways to live. Some people are just so nice and watching them be nice to everyone. I have learned to be nice no matter what. And the last one, my favorite experience in this class, honestly, just becoming friends with all the kids in this class and just having somewhere I can be myself and having people around me that actually care. And the environment is so different from all the other classes I have. But honestly, Finish. But honestly, my favorite You have to hit

193the reset button. There you go. But honestly, my favorite part is just the kids in the class. I get to come hang out with my my most humble appreciation, Jenny Kofanau. Uh Wendy Barrett. Hello, this is Wendy Barrett, one of the speech language pathologists in Jordan district. I am one of the SLPs who has come to the last couple board meetings and made some comments about ways to recruit and retain speech language pathologists in our school district. Over the last couple of months, Suzanne Woods on the board has be has been very gracious in learning more about the role SOPs play in our district. She suggested that I reach out to you to see if you need any specific information. As a group, we have proposed options to help ease the chronic shortage year overyear

194by enticing certified SLPs to come and stay in Jordan School District. Numerous JSD SLPs will be at the board meeting tonight to advocate for our plan. In November 2023, we shared a slideshow which documents the critical shortage of SOPs and has information about our proposal to attract and retain talent. We are currently updating this presentation with the most current data. We'll be happy to send this updated presentation as soon as it's ready. Thanks, Wendy Barrett. Thank you. We appreciate those who have commented and again you're always welcome to stay but please feel free to step out if you have other things pressing this evening. Um we'll now move into our general business and I'll take a motion to approve the consent agenda. I move that we approve the consent agenda items for A through C.

195I'll second. All right. I have a motion by Miss Dean, a second by Mr. Barnett uh to approve the consent agenda items A through C. Is there any discussion? Seeing none, all in favor, please say I. I. I. And any opposed? All right. That motion carries unanimously. Right. I'll now accept a motion to accept the consent agenda. I move that we accept the consent agenda. Items 5 A through E. Second. Thank you. We have a motion by Miss Dean, a second by Mr. Barnett to accept consent agenda items A through E. Is there any discussion? Seeing none, all in favor say I. I. I. I. And any opposed? Mash. That motion passes unanimously. Now accept a motion to approve the bids. I move that we accept the bid for Bingham High School HP Chromebooks and

196licenses. I'll second a motion by Miss Dean, a second by Miss Barrow to accept a bid for Bingham High School HP Chromebooks and licenses. Um, any discussion? Couple questions. To whom do I address? Rodney can't make it, but he could be accessible by phone if he needed to. Okay, that's fine. I'm happy to do that before you vote. You want to You can Yeah, it's not going to change my vote. Questions and if we can't answer them, we can follow. My questions. So two questions were I just wanted to make sure my assumption that the licenses are always attached to a Chromebook and not to a student and then my second question was the standard life of a Chromebook in the district. Um we do have five years pretty standard. We do have two members

197of our information systems department including the director of information systems that could probably answer that question on your beh okay on the school's behalf if you're willing to Sure. Yeah, that's fine. Thanks, Mr. Heaps. Thank you. Thank you. Uh Mike Heaps, uh director of information systems. Light is on. See if I can get Is that better? Okay, let's see. Your first question was license. Yes, the management license that schools purchase is tied to the Chromebook. So, like at an elementary school, it doesn't matter how many uh elementary kids touch that Chromebook, it's attached to the the device itself. Great. And then the the lifespan of our Chromebooks, is 3 to five years pretty standard? Um, that one's a little more tricky. Um, you can get five or six years out of them. It really depends

198on how they're being used. So, if you take a look at an elementary school where the Chromebooks stay in the classroom, um, then you can get maybe five or six years. you know, when we started sending Chromebooks home with the kids and they're carrying them around in backpacks and transporting them to and from school, you know, that reduced the lifespan on those. Um, so it it wouldn't be unusual if you got maybe fewer years out of it. Thank you. Do do high schools or maybe secondary schools, do they rotate like a third of their inventory or do they do it all at once like Bingham High here? Is this replacing this isn't replacing all of their Chromebooks, is it? Is it just a portion of them? I don't know that I know the answer to

199that. Um the schools have their own funding. Um a lot of times it's either based on the Chromebooks are um getting old or damaged and need to be replaced. Sometimes it's just that they come to the end of life and that they need to replace them. Um I would think that Bingham would not be replacing all of them in one big chunk. That would be a very large purchase. So, a school like that probably is rotating through them. Can I ask a question? And maybe you know the answer to it or not, but I was wondering if all of our high schools have different variations on their Chromebooks like do some let the students take them home during the summer? Do some do not? Do they check them in at the end? And would that

200increase the life expectancy of the laptops if we or Chromebooks um if we switch it up? I don't know. That might be a difficult question. Sorry. Yeah, I might not be the one to to answer that question. What about the warranty on a Chromebook? Do we have a warranty when we purchase them? Uh typically it comes, I think, with a one-year warranty. Um, we have these things and because the schools purchase the Chromebooks, but information systems repairs them. So, we have these what we call them Chromebook parties during the summer where we take all of the Chromebooks that are getting surplus and we strip them for parts. And so, then we use those parts to try to keep as much life in our current inventory of uh Chromebooks out there until there's just kind of

201no life left in them. um they're um such a lowcost device um that you know sending them out for repair it's cheaper just to replace them by the time they hit the end of life but we do our best to try to keep as many in stock and repaired as we can. Sounds like a fun party. You should invite me. It it is a good party. Other questions? All right, let's go ahead and call for a vote. All in favor say I. I. I. And any opposed? Okay. Passes unanimously. Um, I'll take a motion. Feel free to couple together bids that in your motion if you feel so inclined. Want me to make the white paper one or does someone else want the privilege? I'll do it. I'd like to make a motion that we

202um approve the white paper copy paper for 94,88640 cents for three months of white copy paper. I second motion by Dr. Robinson, a second by Miss Wood to approve our white copier paper for central warehouse bid. Um any discussion? That was cool that we're teaming up with the Granite School District on this and it was cool to see the breakdown of how much paper it was. Yeah. Which helps those people think that we're just on computers that we have a good mix between that. All right. Those in favor say I. I. And any opposed? Okay. Passes unanimously. Oh, I can do the next one if you want or someone announce. I think we could do DE and F facility services in one unless someone wants to break them out. So, I'll make a motion that

203we approve facility services items D and F. Second. Oh, we need to read them out. Did you say D and F? All the facilities D E and F. Emergency welding services agreement parking lot C in there. I was confused that you skipped C. That's why I Oh, sorry. My problem. Um, we can go C, D, E, and F. Custodial services. We can do the rest together if you unless someone wants broke them out. I do have individual questions, but you can lump them together if you want. I'll I'll make a motion that we do uh items C, D, E, F, G, and H. I'll second. Okay. We have a motion to accept bids C, D, E, F, G, and H. Uh, by Dr. Robinson and a second by Miss Barrow, oh, Miss Wood, sorry. Um,

204and those are for custodial services, utility vehicle replacement for three schools. Facility services emergency welding service agreement. Facility services parking lot edition at West Jordan High School. Facility services partition door replacement at Riverside Elementary School. Information systems APC Schneider data center upgrade and information system qualitative business system. Any discussion? I should have read those out. I'm a rookie at lumping together. I do have some questions about a few of those items. Uh could I'll just start in order. So, regarding the UTV replacements, I'm curious just to know a little bit more information about the need to replace them and how long we expect these to last. Okay. With uh I'm Steve Pier, the director of custodial and energy services. As far as the UTV, um the reason why we're replacing these three is they've continually

205broken down and needing repair. And when you have a snowstorm and it's not working, it um requires loading up another one or borrowing from a one of the secondary schools and and can sincerely um lower the time of cleaning the snow and removing that. Um, some of the ones that we're replacing, the one at Bingham has over um almost 14,000 miles on it. Um, you know, most dealers won't even resell anything over 10,000 miles. So, that's a enormous amount of miles for a UTV. Um the others I didn't have the mileage but their hours are also very high when you consider um the the job that they're doing. Um push and snow is considered heavy heavy labor on these these vehicles. So we're we're planning on replacing those those three. Um there is also a

206a fourth one at um Riverton that we're hoping that we can get it parts and and fixed to make it running as we kind of canalize the the ones that before we ser um surplus them. So um and then um the smallest of them was the one at um West Hills Middle School. It's just a kind of a mediumsized one. We find out that they they wear out faster. So, we're kind of upgrading that one. And that one we'll use probably as a as an emergency vehicle for the rest of the the district. So, any other questions? No, that was my same question. So, thank you. Okay. All right. I I did have one question. Um I How What do these vehicles look like? I'm I'm a little confused. What type of vehicle is it?

207Okay, it's um they're they're not the high performance Razor type UTVs that you see. They're more like um the they're the farm workhorse type um utility vehicles. Um they have a bed in the back um a cab on the front. They'll have a plow uh and a spreader that can come on and off during the winter. Okay. So, and you know, a bench seat, it's not the it's not the sporting type um of a UTV that you might more popular see driving around the mountains. Not the ones with the with the roll bars and the the double. Uh they do they do have rowars, not the not the the seat. The the rowar is just there to hold the the roof on. So um I don't believe that we've ever tested the row bars. So

208and I hope we never do. Any other questions? Okay. Thank you. All right. Do you have questions about the emergency welding? I'll ask it while you're on your way up if that's okay. So, I see that the estimate is for about $60,000 a year. Can you tell me a little bit about our history and how you came to this number? And then my second is that it seems like this they will charge us hourly. Um, and this isn't a contracted amount. We're guaranteeing them for work regardless of how much we use them. Is that right? Correct. Yeah. We had a, by the way, Dave Rostrom, director of facility services, we had a similar contract a few years ago for welding and so a lot of it was based off of um our previous experience. It

209really varies. That's on the high end of it. We want to kind of give you the worst case scenario. A lot of it just depends on what uh what failures we have in our heating and cooling system. You know, some years it may be as low as 5,000. Uh but in previous years we have we have seen it get up close to 60,000 in there. I also have a question on this one. I know that we have a welding program that our students work in. Are there ever opportunities for students to receive real life experience with jobs within our district? Uh we we've had some some conversations uh and and a little bit of interest in that as well. Um as of today we we haven't participated in that. Um, we do have uh in-house

210welders as well in our general trades department that handle, you know, a lot of furniture repair and some small stuff like that that could potentially uh benefit the students. This contract is more for specialized welding that we're requesting. And and kind of back to your second question, yeah, it's just an hourly rate. There's no there's no contractor any guarantee that they'll have a minimum amount for them. Um, can I ask a question? How often do we have emergency welding situations? Like last year, how many times did we need to bring in someone? I'm curious. Yeah, it's like I say, it can vary. you know, we we've run into it where we had uh we had some issues where we had the JATC North and u actually Riverside Elementary was both in the same year. That

211was the year that we we ended up uh getting close to the to the 60,000. But on the most part, it's just a onesie twoosies um that we that we run into and have to come in and make some repairs or if we're doing some uh some tanks in our boiler rooms and that. So, it's it's really fairly minimal. Um but like say, we just want to give you the worst case scenario. Thank you. Let's see. I do have parking lot questions if we're done with the welding piece. Okay. So, with the West Jordan parking lot, which by the way, I think it's a great idea. Um, so the bid is for everything that's required from beginning to end or will there be some additional expenses anticipated after the portables are removed? It'll be very

212minimal. everything is included other than uh we're not striping the parking lot stalls at this time. So, uh parking lot stalls will have to be striped and uh there could be a couple of stop signs or any um you know like reserve parking in the school request, but very minimal. Okay. And those things aren't included in this bid. They're not. No. Will anything Sorry. Will anything like be laid down for like electric and stuff within the parking lot itself that will need to be covered or removed? Yeah, it'll all be underground uh conduit that'll be fed. We're actually having to set another transformer and there'll be an actual electrical meter out there on the corner um that'll be in place until the work is done. And I have a question. And um is it is

213it asphalt or concrete? It's asphalt. Yeah. So it'll match the back but not the the north parking lot. Correct. Yeah. It'll have curb and gutter. Uh we'll have uh parking lot lights included in there. That that area up there is kind of an underground or excuse me is a storage for our storm water. And so part of this bit, you'll you'll notice it'll get dug out and there'll be some underground water storage uh underneath the parking lot. So, but contributes to the increased cost of the project. Can you explain why there's a there were three bids and between the low and the high it was three times? Why would How does that happen where where one company bids X and another company bids 3X? Yeah, good question. You know, I think a lot of it

214is is supply and demand. Uh, you know, and you know, sometimes you'll have contractors that are that are really hungry for work and they're going to they're going to do it for as as cheap as they can. You may have some other contractors that are pretty flush uh with work, but they they want to put a bid in and you know, if they can make uh good money on the project, if it happened to get awarded to them, they would they would take it. That's that's my best guess. I I really don't have a a great answer for that. But we, you know, we feel like we get good competitive bids when we when we put it out. You know, that's uh that's always a plus where you could be able to see where where

215the prices come in. Are we ready for the next one? Okay. So, this is about the partition door bid. I'd like to know more about the flooring in Riverside Elementary and just the reasons we're wanting to replace that as part of this bid. Yeah. So, it's all the all the new doors now are are all hung from the ceiling. Uh back when Riverside was built, they put it in and there was a track in the floor that the door ran on the top and bottom. uh as part of this new one, we would like to remove that track and repair the tile. The tile is uh you know 40 years old, you know, so it's it makes it tough to try to match it or make it look decent. So it's a good opportunity for

216us to to upgrade it while we're removing the the track in the floor. I just wanted to add that my children go to Riverside and I got to know our janitor there, Bill Flint, very well and I heard him talk about the partition door many times and how much he dislikes it that it doesn't work. So, I'm grateful that we can that we have the funds to replace it. It's unusual to get be able to get 40 years out of them. So, it's the original door. Got to be safer, too. Correct. Yeah, I'm sure in the mechanisms they're they're a little bit heavier um than the existing door and that so they have to go in and reinforce the trusses. So some additional steel will be added and a box built around them. So it's

217always a little bit more work than meets the eye, but that's uh that's the style of door that's available for us now. ready to move on to information systems. I think that's the le last facility services. Thank you. Thank you. I'll I'll go ahead and begin my question as you're on your way up if that's okay. I'm curious regarding and you've already introduced yourself so um sorry for jumping right in but how old is the UPS solution and what is the expected lifespan of the replacement that you're proposing? Good question. um our data center is located at the district office. Um the current solution was installed when the districts split. So as that building was put together and the new data center was created there at that building, this is the solution that was there.

218So by the time we replace it'll be about 17 years and then we're hoping to get at least that out of our replacement. And then lastly with the skyward migration I just want to confirm my understanding that this will not impact students or or parents directly. This is just good question because sometimes there's confusion because we have two Skyward systems. One's our student system, the other one's our business or finance. So this um transition to Skyward cumulative would be for our business one. So parents do not currently have access to that and the only students that have access to it are those that are employed with us as like sweepers. They use that to clock in and out. Is it a battery based UPS? Is that Yes. And and the nice thing is it's the

219new lithium ion battery. So we're hoping to get, you know, better performance, better life out of those. Right. Any further discussion? Just one comment. when the subject uh came up about the skyward movement, the skyward need, um this board was a little concerned that there really wasn't another entity that we could turn to. So, you tasked this the staff at doing due diligence to come back and say, is this really the best way to move forward? That report was given to finance committee and finance committee unanimously agreed that this is we all feel good about this bid that due diligence was done. This we really feel like we're getting a a good product for a competitive price and we all the three of us all recommended that we move forward with this Other discussion? Okay.

220Uh those in favor of accepting the bids C through H say I. I. And any opposed? Great. Motion carries unanimously. Okay. Let's go ahead and move into our superintendence report. Nothing else really to report. Just uh we're entering quarter four in after spring break, which really blows me away. That's it. Thank you. It's exciting. And thank you to those teachers who are receiving pleas from students this week. Please let me I need to resubmit. All right, let's move into committee reports and comments by board members. I have a report from the Utah High School Activities Association. We have completed our winter sports. Um, and I want to report mainly to Mr. Gorman's point that of all winter sports team, I'm not speaking individuals, Jordan school district had a school place in every single winter sport

221except for one. Can you guess what that one is? Boys wrestling. Boys or boys basketball, Haramman took second place. Girls basketball, Copper Hills took second place. Drill team, Bingham took second place. Co-ed competitive cheer, Riverton took second place. All girl competitive cheer, Bingham took first place and Mountain Ridge took fifth place. Boys swimming, Mountain Ridge took second place. Girls swimming, Bingham took fourth place and Mountain Ridge took fifth place. and girls wrestling, Mountain Ridge took first place. Now, that's not the individuals. Those are just the teams. But in every single winter sport but one, Jordan School District had a school place in the finals. Thought that was significant. Will you send me that? Sure. Senator, I have a report. Um last Thursday I met with the state charter school board um with Salt Lake Academy

222which we've been their charter. Two things were in front of the state uh charter board. Number one is the request to have the state charter um Salt Lake Academy and that was approved. So that was a I didn't know this that was effective immediately. So we no longer have a charter school in our district. And then the second thing that they proposed is the closure of Athel's Academy and they'll reopen that um July 1st with uh with Salt Lake Academy being a K12 campus school. So um that will dissolve our uh need for having board members on um on their board. I'm going to continue to serve on that, but I'll serve as a community member. It does go with our election cycle. So, Brian will consider whether or not he wants to continue to

223go because our bylaws would allow him to or whether or not he will resign and we'll find a replacement. So, we won't be reporting on Salt Lake Academy anymore. uh government relations advisory committee. We did meet uh we are in the process of preparing to meet with our individual local some of them legislators now that the session has ended. Our intent is to debrief uh pros and cons um as we see it from the session and also decide what we would like to ask of them. So my my request of board members is if you have anything that you would like our committee to consider, please send them to me. I'd be happy to include that in our consideration. Not much to report from facilities. We are working behind the scenes on trigger points or

224boundary change discussions. um staff has provided um kind of a their their first draft and as a committee we're reviewing those hoping to iterate on those via email and then next time we sit down we'll hopefully have something solid that we can present to the board. Could I pitch an idea to facilities committee to bounce around? I wonder if we should go out for a bond for field houses at all six of our high schools. Put it in the hands of the voters and say it's up to you. Do you want to build filled houses? Then pass this bond. Then the question's done. We don't have to wonder. We don't have to have people come and say, "Hey, we need bigger facilities." There's no way we're going to be able to build filled houses with

225summer project money. There's no way. And with all the schools we have to build, our capital budget won't cover it. So I wonder if facilities should start talking about going out for a bond for facil for filled houses. You're saying filled houses. So not like a central one that the district school would share. Six field houses at each of our six schools. And here's what the cost would be. Here's how much tax. And we just we answer the question once and for all. Will the taxpayers approve a bond for filled houses? Because schools all new schools all over the state of Utah are being built with filled houses. And you've heard patrons come and say, "Our students are being left behind because we don't have field houses." Well, there's just no way we'll build Phil's

226houses with summer project money or capital funds. There's just no way. The only way it goes forward is with a a bond. No, we're not bonding for schools. We don't have to. We're just simply saying to the voters, here's what's happening with our athletics. Here's what other schools are doing. If you all would approve a bond and increase your taxes this dollar amount, we can build six equally designed and beautiful filled houses at every one of our high schools. And then we can answer the question once and for all. Facilities would love to do that with the approval of the board. Can I just ask one question? Are there are there any steps we would take before that? For example, to make sure we have enough land or we have enough land at all that

227would be part of that would be part of it. Okay. So, I think it's more complicated than that. I think you have a swimming community that would be up in arms if we build field houses without considering swimming pools. You also have a performing arts that would just go berserk because every district is also building new performing arts community. But I do support this. I think that what we need to do instead of just field houses, we need to wrap up a facility kind of strategy. And I don't know if it's at every school. I don't even know if we have room at every school. Uh or if we do like a north district and south district one or fe, you know, a two school share a facility. We do three facilities. I would love

228to have us consider that, but also go out to the community and, you know, maybe do some lighthouse surveys or something more complex to really see what are our facility needs and how can we accomplish them. I also don't want that bond to be so high that it sinks a a bond that we need to pass later on. So, there's some complexity to it all, but um I support um exploring it and we certainly if we don't take some steps to step it up in that area, we're going to be significantly behind other districts. So, I would also wonder that if we, you know, this is all hypothetical, if we build field houses, would that then detract from some of these schools that need facility updates? Are we then gonna kind of let that fall

229by the wayside, which we I don't think we should, right? But would that get lost in the weeds if we build big field houses? Just a thought. I appreciate Riverton saying, you know, give it a year or whatever. I think a year study or even a six-month study or something. I would love to explore because maybe there's some other ways we can um meet these needs immediately and then have a long-term plan, build it into our long-term future. But we certainly need to address this. We've we've considered it in the past and it would be interesting to see if a bond would pass for these facilities. I think all of those are questions that the facilities committee would have to answer. Is is a bond the only alternative we have? No. I just don't foresee

230any possible way given the schools we have to build in the next 10 years and our capital budget that we would ever have funds in our capital budget or summer projects budget which is part of the capital budget to build filled houses. It it would just be a super slow roll out. Yeah. Yeah. However, we could ex explore that option too. just it'd be nice to look at a lot of options, but this is something that needs to be but I think I just I think we need to not kick the can down the road anymore and we need to start having that conversation as this becomes a very real reality in school districts around us. I think we need to have a response to say we're going to put it in the hands of

231the voters. They're going to answer the question yes or no. We support this or we don't. If the answer from the voters is no, then we can go back and say, "Okay, then what would plan B be?" You don't want to look at a plan B just in case like simultaneously look at other options. You I believe so. The Gordman Sports Center might be a great facility. I mean, I think we look at a lot of options, but that might be the only option, but you never know. You might stumble into something else on the way, including getting investors to help us. and you know people in the community. So I think there's lots of things to look at. I think that what Mr. Deford's saying is probably where we're going to land in the

232long run, but I would love to explore everything. I think just just for context um we've we've talked about this a little bit in facilities this idea of field houses and I think there was a kind of a general number thrown out about 15 million per just for kind of your generic fieldhouse. Um, you know, so times six, what is that? Close to 100 million, 90 million. I I haven't ever been involved in bonding yet. Is Is that a crazy amount to bond for? No. So, it might not get too much push back. Oh, it'll get pushed back, but it'll you'll I mean, this is where you say to every athletic team in this in the district. This is if you want this, you need to get vocal and let your voice be heard by

233the community so that they know. I mean, we have the we have the voices that will speak for because there will always be anyone, you know, when you ra when you raise their taxes, they're going to speak against it. But this is something that a whole lot of people will speak for. Can I make a mention of a couple of things? Uh, as we analyzed, we had a failed bond that was 500,000 or $500 million. 495. We really tried to trim it back. That was many years ago. As we analyzed the reason that failed, one of the reasons it failed was that we were trying to do so many things with that bond, there was not a clear message. We had signs out in front of every school. There'll be a roof on this school.

234We'll redo the parking lot here. There wasn't clarity. The next time we were very clear, these are the specific buildings we will be building to alleviate these issues. And the bond was successful. So just from going through those experiences, I think clarity of purpose allows for what Mr. Dunford described, and that is kind of an up or down vote as opposed to a mixed message. This is what we hope to accomplish. Is this important to you as voters? Even before the district split, one theory is that we saved money by only building buildings when we had to and not investing as much in older buildings. I'm not suggesting that that's necessarily the case, but that was one narrative. Had we put that out to the voters, would they have sent a different message from that?

235Again, that's one of the narratives we heard. So rather than saying voters probably wouldn't vote for this, the theory here would be let's give voters a chance to tell us whether this is important enough to them to raise their taxes because there's clarity around what would be accomplished. Something that we didn't offer with failed bond many years ago. The other thing that has changed since that $500 million bond is that the trend is not to drag out the bond process over the course of an entire calendar year. It's to come in, give a lot of information, give time for input and for understanding, but not build that over a lengthy period of time. So there is an opportunity to act more rapidly than we thought was prudent in the past. Again, not taking away an

236opportunity for input or good information, but having a more condensed timeline so that the message really is impactful and more easily understood than if it's dragged out. So th those are that's a little more context for the work the facilities committee will be doing. Out of curiosity, does anybody have a time frame when let's say ideal situation? Yes. Yes. Yes. Go from go to completion of six field houses. Are we talking 10 years? Are we talking two years? Could it be anywhere in there? It wouldn't disrupt students, so we don't have to wait for summer. We can, you know, and I think Dave Rostramm could do it over a three-day weekend, all six of them. I believe in you, Mr. Ros, and be within a couple dollars on the estimate. I think we need to

237answer all those questions. And and I think it's important to um define what would be included in the fieldhouse and make sure that there is equity between all of the teams that they don't just become the property of the big three or the big two or whatever at the school and and I I feel like those are important important things also. What would they look like? Yeah. and how would we ensure that all the teams would be able to use these facilities and they didn't just anyway and I also want to mention that Riverton boys actually did place in the top 10. They were number seven I mean as far as placing in state. So we'll be top five next year. I don't doubt it. I don't doubt it. Is there anyone Oh, go ahead,

238Brian. I I just wanted to make sure if there was anyone opposed to facilities taking that. Can I call for a vote? Can I make a motion? I move that we direct the facilities committee to begin looking at a possible bond for field houses in Jordan School District. I'll second that agenda item. It's a but it's just a correction. It's just administrative. So you're not like it's just the committee action, not the the whole board. We're not voting on a definitive. So we we can vote on it then. Well, I mean this is the same kind of stuff that we vote on in study sessions. So it's not like the board is taking an action other than directing the committee to do something. So I can do we need to have a vote. I mean

239I don't know. Is that your question whether we need a motion for it? Yes. Okay. But it's fine. We have a motion. Did you It shows our enthusiasm. Well, given I just say that because given Brian's response previously that he would like to move forward with things the board takes action on, that's why I'm responding this way. Now, we are giving him an official take action on this. So, we have a motion by Mr. Dunford, a second by Mr. Barnett that we direct facilities committee to begin a study on a potential uh the potential possibility of a bond that would allow for a fieldhouse at each of our six high schools. Is there a motion to that discussion? Can I can I just speak one more thing to it? I do think with that study

240we need to we need to look at who has them and who doesn't with other districts because I think although we think everyone's building them, they really aren't. And I would also like to look at their current use, what those other districts are using those facilities for and how effective um they're using them. So that should be the study should be more global than just we're going to do this. We need to see how others are using them and and where they are. Could I add something to the motion just to to add in not just the field houses but also possible plan B options in place of field houses or does that need is that implied? I think that's assumed in their task to look at. Okay. Would would this just be filled houses

241or are we looking at facilities because I think your performance performing arts people might have something to say about this. That's assumed in the look into this. So, it's a facilities update rather than just a field house. So, I'll just add in that I am willing to have it studied. I am deeply hesitant to put a bond out that has no educational piece attached to it. I worry about the messaging that that sends to our community. Um but I'm willing to let you study it out. Okay. Other discussion? Okay. All in favor, please say I. I. I. I. And any opposed? Okay. facilities. You have your marching orders. That motion carries. Other reports or comments? I have something for Leak. Um, so the first meeting for the licensed educator advisory committee will be on the

24223rd of April at 4:00 and um location to be determined and um more information will be [Music] forthcoming. I have some committee reports. Um, so for JPAC, our Jordan parent advisory committee, we have a date on that and an invitation has already been sent out to SEC chairs for April 17th. Um, and it will be here and they have been made aware of that. We've gotten a few RSVPs. Um and then I was able to attend the PTA regional meeting today. And just one thing from there is that uh Utah PTA in general is going under like a restructuring update uh of how PTA is structured in the state that is supposed to come into effect this uh this summer. So have terrible implications for our district area, right? Uh no, it won't be too

243big uh of a switch for our region. No. Uh just a head um for your information, JLC will begin meeting to begin discussions on legislative priorities. Um if you have specific items that you would like represented there, please feel free to reach out to me. When do their meetings and things start back up again? So the meetings between sessions are a little different. They're for the the voting member of JLC. They meet monthly and then the delegate assembly is where you'll vote on the priorities that are hatched in those JLC meetings. Thank you. Any other comments? All right, that brings us to the end of our meeting. So, I will take a motion. I move that we adjourn. I second. Right. We have a motion to adjourn. A motion by Mr. Barnett, seconded by Miss

244Dean. All those in favor, please say I. I and any opposed. This meeting is adjourned.