January 13th, 2026 - Alpine School District Board Meeting

001Welcome everybody to our study session today. Superintendent Smith, I believe we have a presentation. >> We do from our CTE team and uh Ryan Neil, Muel Boss, Jess Carter, we appreciate them. And you know, there's another guy to their right kind of sitting on the end. You know, he might be involved just a little bit too. I appreciate Doug Webb also being here as responsibility for CTE and uh Ryan, I know you've got a prey uh prepared and so let's go. >> Where do you guys want me at? >> Right over here. >> Over there. >> Stand over here. >> Thank you everyone for letting me present today. >> You do have your email. >> Oh, okay. Thank you. >> You're very past here. Presentation, please. I apologize. Give me one second. Let me get

002set up here. >> Okay. So, again, I'm Ryan Niel. I'm the CT director currently for Alpine School District. Have Jess and Mccel here. They're my assistants. They're awesome. And uh it's been an eye openener for me. I've come to a few of these study sessions and um to see what other parts of pro just other programs and other uh departments in the district and what they actually oversee and what they do and it's been nice to see how we all fit together but I recognize that CTE is just one cog of this giant will of ASD. So again thank you for the opportunity to present today. So, usually when people think of CTE, they might think of just, oh, foods or welding or agg, but uh we're much more than that. And I hope that

003uh as I take the time today to kind of talk about the the complexities of CT, um but also some of the exciting things that we have with the the uh pending split and some of the opportunities and some growth we have. And so, please ask questions along the way. So here's the reason why we exist in CTE. Click on this fills up the whole screen. This is why we exist. That's our mission statement. Um we prepare students for post-secary training and successful careers in enriching their lives. Um and that's again like we are the bridge to industry and that's what separates us from other classes like your your core classes. We are truly the bridge to industry and that's why we exist and that's why we get funding from the state differently than other

004departments and I'll jump into how that all works here a little bit later. [snorts] So as we went through this we said okay so what does CTE actually offer students? This slide originally it was golly we had it like up to like 15 slides. We're like this is way too much information. Let's get down to some bullet points and um um well I'll I'll do this. You can stay focused. Just kidding. Sarah, [laughter] >> I've known Sarah for 20 plus years. We're good friends. So [laughter] >> yeah. Um, >> we're good friends. [laughter] >> Um, so these are some of the program or some of the things that we offer. You can see we have over 25,000 students enrolled in CTE classes. Um, 98.7% uh of students that have that are pathway completers. Uh, that's

005the graduation rate for those students that are pathway completers. 98.7%. Uh, I know two years ago the graduation rate was 91.4. 4%. So we believe that CTE is a hook for students to stay in in school. Um it gives them purpose. We have over 2200 pathway completers, 5,900 students in concurrent enrollment classes that are CTE classes. Um, we obtained over 1,600 industry credentials from welding to foods to um, uh, moss testing, Microsoft Office testing, a lot of different credentials again that the students can use on resumes to help them uh, get jobs. Um, we have over 338 CTE employees. Um, 329 uh, classes offered in CTE. Um, and I can click on these if you guys want to dive into that a little bit more, but if not, I'm just going to keep on going

006over. We currently offer over 30 of our 32 uh CTE pathways. Let me just click on this just for a second, kind of give you guys an idea. We broke it down by district. Um, these are all the pathways at each district. Um, and you can kind of see where they land. And I'll jump into what pathways mean here in a in a little bit. Um, go back. Um, we also offer summer a house builds, job shadows, internships, farm field days, ninth grade tours. I mean, the list goes on and on and on. And, um, but again, we thought, okay, so what are the essentials? what do we really need to talk about today? And as we went around, we visited with people across the whole entire state um with people at the state office,

007uh directors, teachers, students, we said, okay, of all these things that we offer, these are the essentials for CTE moving forward. And we said, okay, you need a support structure. Um and I'll I'll dive into these individually here in a second. You need professional development and financial support for teachers. You need academic and financial support for students and CTE classes. And you also need to create and maintain art industry relationships. And so first off, we'll jump into our support >> question right there. >> Uh may not be one of the four essentials, but what about partnering with Matt Mine Tech or other does that [clears throat] kind of >> that is our industry relationships? Okay, perfect. >> Yep. Yep. Yep. And I'll hit that on one of our slides. No, thank you. And again, please

008ask questions. Um, so starting off first with our our structure. This is the way our current structure is in Alpine School District. Um, I really like spreadsheets. I like flowcharts, but I thought, you know, I'm talking about people. And so I thought, let's break it down by people, what this actually looks like on the ground level. So this is our admin team here at the district. Um, like I said, Muel and Jess are my assistants. Uh, we also have Nicole. She's our finance specialist. And we also have Jessica Madson, and she is our uh front office secretary. Um, I'm not going well, I'll just click on this. These are some of our responsibilities in CTE. I'm not going to bore you with everything. This is we have it broken down by areas that we oversee.

009You can see, you know, what we all do. And again, each one of those bullets are presentations of themselves. I'm not going to bore you with that. And then also right [snorts] here, this is just a list of from the state of meetings, trainings, data reports, uh grants we have to apply for. All of these, this is directly from the state um meetings that we attend and oversee and that is all ran by the CT directors. Um, so that's our admin uh staff. We also have in our office content specialists. Um, I graduated from BYU in teched. Um, as you can see, with over 329 different classes that we can offer in CTE, there is no way that a CTE director can stay on top of business, health science, agg, computer science, uh, family, consumer

010science, tech, engineering, and skills and trade. So, these teachers, they teach part-time and they're with us part-time. Some of them are with us for four periods, others are only with us for one period. And so it kind of depends but these are crucial uh to the leadership structure and they and it's yeah so again if you have any questions please ask. We also have pathway specialists and workbased learning coordinators. um our workbased learning coordinators. They are out in the community every day building relationships with hundreds of local businesses, arrange internships, job shadows, career fairs. That's what they oversee. These are all 29-hour employees, too. And then we also have pathway specialists. They help with uh identifying pathway completers. They work directly at the school with students, meeting with them with one-on-one figure out pathways. uh

011supporting CTE, advertising CTE, scholarships, all of those things and that flows through our pathway specialists and again they are crucial to this work. Um so with all those people that we've just talked about, it's roughly 50 plus people that's 5.7% of our budget that we actually spend on administrative support. That's pretty good, I think, compared to some other districts. Um, we have over 308 teachers. It's a picture of all of our teachers there. And then of that, 73.5% of our budget actually pays for our teachers, whether they're full-time, part-time, hourly, we we pay for those teachers. And sometimes we might have like a math teacher teaching an accounting class. Like we'll we'll pay for that one period of of accounting. So it's not just like, oh, you're a CTE teacher. It's like, no, we have

012the whole gambit. Math, English, science, they teach a CTE class. We fund those teachers. Um, and that's again a big portion of our budget. And because of that, uh, we have these teachers that are like, you know, that some of them might come to us directly from industry. Um some of us might some of them might only be a one-hour teacher and so they don't have the credentials. So professional development is crucial for our teachers. Um 2.2% is spent on professional development and I mean software changes all the time. Um we have to keep updated on that. Um we also support summer collaboration grants. We also support new courses like right now at Pleasant Grove High School we started a brand new course in AI. We're piloting that for the state. Um we're also uh

013moving drones out. That's in most of the pathways right now. Drones. Um trying we work with Utah State. Uh getting our teachers licensed with their what is it the our 107 licensed so they can actually fly drones. There's a lot of like robotics. We work with MTech and our Mountainland region uh along with UVU to develop our robotics programs and our our uh pro our uh curriculum and things like that and which robots we're going to use and support. So, a lot of that is done with our 2.2% of our budgets for PD. And then lastly, 19.3% of our budget goes to support CTE classes. uh equipment upgrades, maintenance, and you guys can see the list here. We also supply uh support student projects and like woods classes, floral, welding, sewing, drones, robotics. We also

014um we support our computer labs. We we maintain those and do all the upgrades on that. And we also help fund CTSOs. And CTSOs is a big part of CTE. Um it helps with leadership, collaboration, communication, and just helping our students be careerminded. Um and so that's that portion of our budget helps pay for that. And then this was Rob was saying earlier that uh these relationships are crucial. These are just some of them. We have over 217 um internships out in our community. Obviously, we didn't list all of our industry partners, but again, these are crucial with textures instrument, IHC, um, and all the colleges we work alongside with. We have meetings with them, I mean, weekly with different companies and and people throughout industry. And these are crucial because again, we are the

015bridge to industry. Um that's one of the main reasons why we get our funding from the state is because they recognize how crucial CTE is in in this in this realm. So before I move on, are there any questions? >> You have student internships highlighted there. Do you have an estimate how many that >> uh we had over 600 what was it? 600 and >> over 6 close to 700 internship >> internships >> in Alpine School in Alpine School District. And this right here, this was just a list of all of our in sorry scroll over. This was just a list of all of our >> It's a link. >> Yeah. Of all of our internships that we actually offer, but we have maybe it's some students like five students in one company or things

016like that. So, good question. So, how do uh I mean the legislators been trying to cut back on school fees and one of them that always comes up is woods, right? But yes, you can't have students pay for project. Is the normal woods class different than a CTE Woods class or do you also worry about school fees? >> We do um some of those beginner classes like the woods [clears throat] one class, we fund those classes so that every single kid could take that class. It's those upper level classes where they might be building a night or like a an armwire or something bigger that they would have to then and they whether or not they choose to use cherrywood versus alder like we would hope that students would pay for that. But again, that

017shouldn't be a hindrance for students. Um we do support we give enough funding so that all students can access our classes and that shouldn't be a hindrance. >> That's it. Yeah, >> right. I got another question. Um since we offer 30 of the 32 pathways. What are the two pathways that we don't offer? >> I can answer that. >> Oh, thank you. >> It's agricultural production systems and natural resource science. >> Yes, >> I will. [laughter] >> Julie, would you like to present this for me, please? [laughter] >> Can I ask I do want to ask a question though. I noticed when you broke down each of them into individual districts as to wh as to which pathways they have. Um there's obviously going to be a little bit of carryover. Like I'm going to

018assume like for example when the construction program >> Yes. >> like they have interior design too help like stage the home and everything and and do the selection of everything. But from my understanding if I remember correctly interior design is taught by like a teacher at Lone Peak Lone Peak. So basically it's showing that all of us can access right now architectural and interior design but when the split happens it may be that like right we don't have access to that teacher. So um to dig into that in more detail is that why I'm clicking on like the west like each of our individual pathways to say which ones do we own versus which ones are we like doing across the board because the same thing with the construction management right like that there's >>

019essentially one person who's doing it but we have students from all over the district participating >> the support yeah exactly no thanks for that clarification >> I also wanted to know and you may not know this but Jason may know this when we talk about fees like for woodworking how many fees fee wavers do we have in CTE that we're covering the cost? The district is absorbing that cost for fee waivers. Do you is that just like something you have off the top of your [laughter] >> No, it's not. >> Yeah, I mean it's >> I mean >> each each high school is different on the proportion of students that qualify for that and and they're able to take any class they want if they have the >> Yeah, I didn't mean to put you

020on the spot. I was just curious if we knew how many cuz I know you have to pay for that but waver it looks a little different. >> It looks different but not just CT >> but we're Yeah. And we've been working on there's a a new law that has to have a a fee free path to graduation which CT classes are required for graduation. So there' be some of those that would be available at no fee to be able to fulfill that requirement. We were looking at those pathways and we started down that road. More than half of our pathways could be free. >> Yeah. >> So your term pathways is different from that. >> Yes. >> That pathway. >> Yeah. Then there's the LDS church pathway. >> Yes. [laughter] >> So >> we

021throw out pathways. It means a lot of things. And I'll jump into pathways here in a little bit. I'll go into a little bit more detail and it's going to be in your package. I'm just saying it's a term that gets >> we use it loosely. Yes. >> Yes. >> But there are there are a lot of CTE classes that are offered that don't charge fees. >> Yeah. It could be a non >> could be part of that. Yes. Absolutely. >> Brian, can I also ask a clarification? Like I know that um some of the CTE classes also qualify for a concurrent enrollment. So is that one kind of a little bit like when you're taking a CTE class that's concurrent enrollment, you're I mean essentially you're kind of double dipping. And I'm not saying

022that like in a negative way. I'm saying that a student's having access to a college level class of $5 a credit while also like there's a level of support we're getting from the state for offering that. And so there's kind of like a double level of support when it comes to kids accessing college credit for a minimal amount of money while also uh having support from the state because then they're they're industry ready. >> Yes. Okay. >> Yeah. Yep. Cool. >> Okay. We good? Love the questions. Thank you. Um, so these were some of the things as we went around and visited with all of these districts across the state. Um, we asked, you know, what was the size of your student enrollment, number of classes and CT programs or sorry, number of CT classes,

023uh, number of programs you offer, part you know, your pathways, is it like leadership structure, is it more heavy at the district level or the school level? Is it more sightbased? Like with hiring your FTE structure and our findings was we're all different and we're not saying what's right versus wrong. We're saying what's right versus right. And it depends on the culture. It depends on your communities. And that's a a big thing because what it might look like down in price, like I said, I I can't remember if I said this before, I've been repeating myself. what might it looked that like down in price will look different than up here on Silicon Slopes with Adobe and Met you know Meta and IHC and Texas Instruments that just looks different and uh and those relationships

024are different and so there has to be some nuance there and again that those relationships are crucial in CTE. Um, so but we before we jump into like what it could look like, we said we thought, okay, let's talk about funding because that's a big driver for CTE. And as much as we would like to talk about money, um, our total net budget for CTE is roughly $30 million. Um, and that's where it's generated from. We get add-on money. We get maintenance of effort. And we also get 7% of our budget is from workbased learning. And 2.2% of our budget is from Perkins. That's federal money. And so that's our that's how much money we generate currently. Then we broke it down by okay, so what are the areas that we actually generate this money

025from? As you can see here in Tenonogus district, it's uh 30.5% of our revenue is generated in Tempenogus, Aspen Peaks is 42% and Lake Mountain is 27.5%. There's a lot of different reasons for that. Um a big a big reason is obviously because uh Aspen Peaks, they have four high schools and they also have Polaris in that area. And so that money is generated in this area and um you know with out at Lake Mountain where you only have two high schools or and down south um depends on student enrollment and things like that. So that's how the money is generated. >> So is it generated by student number or by high school number? >> Uh student number with high school like they're kind of correlated. >> Sure. the next slide. I think that one

026>> so our it's average daily membership. So every single time a student is in in one of our 329 CTE classes we generate it's called a ADM average daily membership and teachers take attendance and ours isn't like in correct me if I'm wrong on this Jason but is that based off of October counts >> thee? Yes. Or the >> not sure what you're asking like >> the maintenance of effort. Yeah. >> On their counts. >> On those counts. Ours is based off of every single day a student come into class. And so every single time a student comes to class, we do a big old data download it like every quarter with the state and that generates money. And as you can see here, um, all of our students, they have to take three credits

027of CTE, one credit of CCA in either seventh or eighth grade. They take a half credit of digital literacy either in seventh or eighth grade. And then they also you have to have one credit of elective CTE and then.5 of digital studies. And these two the one and a half credits that's what generates money the add-on money for CTE and add-on money is that the state recognizes it costs money to run these programs and so they give us add-on money for that. That's the simplest way to explain add-on >> NADN. >> I'm just going to make sure I'm clear on this. The student attend the average daily membership overall or in your classes >> in CTE classes. CTE classes membership on attendance. >> Yes. >> They're enrolled in those classes. >> Yes, they're enrolled in

028those classes. Okay. [snorts] So, >> um and again this is our add-on uh funding. So, out of the right now, so this last year out of the 90,000 students in Alpine School District, we had 3,892 blah blah blah students that take CTE. And then we divided that out by the districts and that's how we generate that money. That's our add-on funding. So you get a base amount >> based on >> on it's always off of ADM average daily membership >> also on ADM and then your add-on is off based off of Y. >> Okay. >> Yep. And well and I'll explain a little bit more about the add-on. This goes into your packet a little bit. If you were to go to page to have a comprehensive high school, let me explain this a little

029bit. We generated an additional $1.3 million because of having a comprehensive CTE program. And the best way to explain this is if uh if you go to this page right here, um if you offer three CTSOs, um it generates money. Uh, if you have to have five cluster clusters, offer five clusters in one of these 14 areas. And again, I know this is a lot of information. I don't know how much you want to have me dig into this. Ask questions if you like, or if not, I'll just kind of skim over this, but we have 14 cluster areas. You have to have at least five of those. And the cluster areas are these blue classes or clusters. And you have to offer 15 classes in those core uh in those cluster areas. five concentrator

030courses, three pathway completers, and then you also get funding for having a CTE director. And that added an additional $280 WPUs for us, which was equivalent to $1.3 million, which is this. This is the breakdown by districts of what that was actually generated. So that's add-on and having a a career pathway. Um >> Ryan, go back please >> to that slide really quick. So just to cl one more slide. Sorry. So if we're if we're clarify Oh, sorry. One more slide. Okay. So we're clarifying there is more we can do to maximize the add-on funding that we receive in schools, which is why it's crucial that that's that's not what we offer as a district. That is what we offer at each of the schools. And so it's crucial that the CTE department has a

031very good relationship with our principles as they're building their master schedules because if we build the master schedules the correct way and we offer those things, then we can maximize the state funding. If we're if we're not paying attention to that and a teacher leaves and we oh, we just aren't going to replace that class, then we might actually put ourselves in a place where we're not maximizing the additional funding because we're not offering what we previously were offering or what we should be offering court in the state. >> And that's at a school level that those decisions are being made. >> Yes. Okay. which is why that relationship is crucial with the CTE director who's paying attention to that and as we have an opening or why the CTE director talks with the principal

032and says hey you want to make sure that you're doing this so that we are receiving the maximum funding that we can receive the add-on funding >> yeah can I scroll on that just for a second just and I apologize this too much but this this year we have 308 teachers the year before we had 338 CTE teachers okay we don't when we don't have that say that's what affects all these things. >> So that relationship becomes very important. >> Very important. >> So do they then compete with other like um non-core classes? The CTE classes are competing. >> Yeah. >> Every we're all fighting for the 2500 kids at each school, right? Yeah. >> Yep. Exactly. >> So you're kind of you're kind of competing with performing arts and >> world languages. Okay. We're

033all Yeah, we're all fighting for >> like we're competing but >> offering >> I would say they're offering this >> these core classes though are this is what the bridge this is like we need those classes in order for CTE to function too like we we again we >> and it gives us funding. >> Yes. >> Sorry to interrupt. >> Yes. Like we we need to work together. >> Yeah. Yeah. Yeah. No 100%. >> Yeah. But the the competing is really in the extra electives because there's certain CT you have to take this world language you have to take this or the arts but then it's the all the other electives somebody can a student can take all their other electives in CTE that helps program. >> Yeah. And it's interesting though again that 98.7%

034of those pathway completions if we have if we show that importance of like don't just drop out and you know take your third or fourth periods off like stay here take these classes like let's get you these credentials let's get you the concurrent enrollment. >> Oh yeah. >> I think we starting to see those trends going down and whether it's world language I know that they you know everyone feels like >> everyone wants to have that hook for these kids and that's why we exist and this is just another one of those hooks. Yeah. Just >> not saying we're more important or less important. >> Amazing. No. Yes. I'm I'm more talking about the FTE piece of it. >> Yeah. >> Not this is amazing. >> Um, >> sorry, I didn't mean to pull back

035four slides. >> No, no, that's I didn't even talk about those. I'm rambling. >> Um, and then this was the breakdown of that extra money we talked about. So, our recommendation uh moving forward, we would highly recommend that the superintendent hire a CTE director in the spring. Um there's a a lot of things that happen behind the scenes to make all this happen. And I didn't go into all the details of all that, but there's there's a lot. Um we'd also asked they'd have a finance specialist. Um, you can see that, you know, with over $35 million flowing through CT, it's important that you have those those people on board. And again, content specialists, workbased learning coordinators, and pathway specialists. It's interesting. Every single district that we visit with, they all have these titles. It's

036just that some might be doing other things. >> Okay, that's that was my question. It's when you visit, how many hats is one person wearing? >> Depends on the district. Um, for instance, like Park City, I know that that city CT director is also over counseling that helps oversee counseling. >> Um, I know like some are over facilities. Um, again, it depends. Some are over concurrent enrollment. Um, it just depends. And again, I mean, it's Well, yeah. >> Depends on the skills of the person. >> Exactly. >> We're talking about. >> Yeah. Exactly. So, that's our slide deck in a nutshell. >> I have a question. So, when we're talking about the district split and we've we are offering around 330ish classes, we're not going to duplicate those classes throughout districts. For example, if I'm

037an ORM resident and I have a student that is really great with woodworking and he wants to go to the Lehi program. So, do we allow are we going to be having students jump district to district or how is this all going to look if you have a kid that's involved already? He started, you know, >> a decent program. >> He's wanting to do the aviation program but he lives in the Mountain View area. I'm just wondering how this is going to look because we're not going to duplicate those all those services. So, how does that look with the split? >> Same way it looks today. >> That doesn't help me, Rob. >> You have one automotive program, you know, at Mount View High School. It's not duplicated. You have one aviation program. It's >>

038Yes, but we're in the same district. >> But my point is, if a student is going to attend that program, whether they're in we're in Alpine together right now, but let's say it's a Provo School District student that wants to come to Mountain View High School. Jess, we have those. >> How many do we have? a handful on occasion, right? >> On occasion. >> So, so Sarah, my point, my point is that has happened. >> It can can happen. >> It can happen and it will happen because those students when they find that niche or that opportunity for them to connect with their future, there's a ton of opportunities here. They're going to find that opportunity that best connects for them and their family to make that work. And if that's offered at in the

039Tempanogus district or the south district, they're going to connect with that, want to enroll in that. If that is out at Cedar Valley because it's the only aviation program that that's they're going to want to connect with that. There are some limitations, but that choice is something inherent in the way Utah has structured its policy relative to parents choice for the education of their students. There is going to be some choice. >> But you but you what you're saying and I get that. I understand it will look similar to how it is now, but as as far as like the 329 classes that are offered through CTE currently, >> it'll look different and there could be fewer. That'd be my guess. >> Um I I want to also the reason I asked Ryan the question

040about, hey, what about Mountainland? I didn't see it. And he clarified on that partner. That's one of our higher ed partners, our industry partners. We made the choice decades ago as Mountainland started to build its offerings not to compete. There were programs in Alpine that we chose to discontinue because Mountainland picked up those and we wanted to as a as a system we want to be as efficient for the dollars spent but provide as many choices for our students and the families as possible. That's a win-win situation. So, not duplicating all of the equipment and competing, if you will, one entity versus another. You run these programs, we'll run these programs. And I think you've seen that that manifest in a lot of the things that we do. I think that will continue to happen.

041And you look at those three districts. Again, automotive diesel uh in uh at Mountain View and aviation are the two easiest examples, but there are other examples that you have that other districts duplicate even though they have a technical college that offers the same program. >> Yeah. >> So, we've chosen not to do that. We want we want to maximize that and partner. We're much more heavy on the partnership. And I think it's it's been a good thing. I think that's the reason why we're able to do what we do. There's it's a g it's some give and take there. I agree. >> Yeah. For sure. >> So, yes. >> So, when when are students first exposed to the CTE pathways? >> Uh, seventh grade C7. Well, depending on the school, it should be seventh

042grade CC classes or eighth grade. and where the Tanovas area is potentially looking at having to move our ninth grade into high school. Well, how is that going to impact CTE? >> Uh it it affects the funding. Uh right now we're able to fund nth grade classes like we're able to buy equipment like for a a woods class in 9th grade and we know that the CCA classes, the tech classes we'll use in seventh or eighth grade that are not funded. We recognize that and we we currently we are funding CCA classes even though we're not getting funding from the state. So those are some big decisions. That's another reason why we're saying let's let's hire a director as they start to see their budgets and see like what can we do working with their

043new school boards working with new superintendents to say >> CCA I don't know what that's >> oh sorry college career awareness that's our seventh and eighth grade introductory class to to CTE. Sorry about that. >> We throw out all sorts of acronyms that way. >> So that can potentially make some funding problems. >> Yes, it yes it could. But there's also some other things that are out there that are available, grants and things that we can offset those and how we use Perkins money and things like that. So we just have to rethink the way we're doing it. But I think there's there's a lot of opportunities. You know, Ryan, I have a question if the board's thinking maybe of other questions. Um, our our building program is something that's been really uh awesome for

044our students and for our our our builders in the community um that utilize a lot of our students um >> and uh hire them. and uh we we had one uh instructor uh leave and so I think we're down to one if I remember correctly. >> Yeah. >> Um what are some of your thoughts um in that particular program as we're supporting three districts? I know there are some we have lots in two of those districts. We don't have any in the West at the Chamber of Commerce lunchon this week. That was something that was brought up. um what is your plan [snorts] um for this for our students? And um there were a couple of builders um that were attending and they wanted to know this is a great thing for our workforce because

045we see what you're doing building that capacity and then we hire those students to help do this work. So what are some thoughts you and Jess and Muel have talked about relative to providing supports in those in the three districts for building? One of the biggest obstacles is finding a teacher that can teach you because you have to have your G, your general contractor's license. People don't come out of college with their general contractor's license and say, "I want to be a teacher." They go into industry. So, we're bringing people in from industry to now get their teaching license. It's doable. As you saw though, this last year, like I hit up BYU, I hit up UVU, and I went and talked to these these students. I'm like, "Hey, can we recruit some of you

046guys?" They're like, "No, I'm going to go to industry." Like, "Okay, maybe next year." So, I'm waiting for a downturn in the economy. But in the meantime, [laughter] in the meantime though, there's other like up in other districts we visited, they built tiny homes and uh there isn't a huge cost. I mean, right now we're spending just shy of $300,000 for lots. It's a chunk of change. Um out west there's there's a lot of lots out there. I think you [laughter] can continue to build. Sorry, did I just land? Did I step on something? >> He's like, "Are you sub tweeting me in the middle of this?" [laughter] >> Um, >> are we doing two this year? >> Oh, one. >> We're doing one. >> So, one. Yeah. Yeah. We're building in PG right behind

047PG Junior High. >> Okay. >> Yeah. Um, other districts, they're they build the satellites for the districts. >> Classrooms. >> And like that's another way to save money. So, they work with our with our trades people. We also have internships where we can get we this last year because we shut down one of the programs, we sent a lot of our kids to MTech. My kid was one of them that did the uh construction uh civil engineering class. Um there's there's a lot of ways to still and not only that like when you go to MTech and take that take that class, they guarantee you a job. WW Clyde, Geneva Rock, or SunPro, they they came and met with those students said, "Hey, once you're done, we'll hire you. you'll be making 25 bucks and

048a half. Um, so there there isn't just one way of saying you got to build a house in order to learn these skills. There's a myriad of ways and depending on each district. Um, they'll just have to look at it. We were even looking at buying older homes and flipping them. Um, that might work in some districts better than others. >> And to clarify, Ryan, all three districts will still have the same access to MTech because MTech goes under certain counties. And so that's their service area. Yes. >> And so all three districts will still have continued access to MTech programs. >> Yeah. >> So good question. That's that's been it's been something we've been worried about thinking about, but it's just not the time for us to make that change. So any other thoughts

049or questions? >> I'm good. Let's go, Owen. [laughter] All right. >> Hey, thank you. Thank you. Thank you. >> Look forward to meeting with you guys more. >> Thank you for preparing. Thank you for the information. Um, thank you for the handouts. Uh, Muel Jess, thank you as well to your team. Um, board members, uh, that's the report we have tonight. So, President, back to you. >> Hey, sorry. Is this going to be a joint uh topic or is it by request? >> Joint learning. Um it's not currently. So if it's something you'd like to dig deeper, >> it either be a study session for request from one of the boards or have uh your president reach out to Julie and uh request that as one of our joint learning sessions. >> Okay. >> I'm

050sorry, Julie. >> No, you're good. Okay. So we are adjourned until our meeting at 6. Thanks everybody. class. >> That was great. the CC. >> Yes. our board meeting today. It's January 13 of 2026 and it is 6:00 pm. We'll be starting um our board meeting. First item on our agenda, we have the pledge of allegiance that will be led by Eric Woodhouse. Followed by that we will have an inspirational thought by Carrie Cooper. I aliance of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. >> Hello, my name is Carrie Cooper. I'm the principal at Traverse Mountain Elementary. And for an inspirational thought in January, I've been thinking a lot about gratitude. And we're teaching the kids that when you when you seek

051to feel grateful, you see more opportunities than obstacles and your brain just works better. You're better at solving problems. So, I've been pondering gratitude and I want to share with you some of the things I'm so grateful for coming back from winter break and re-entering my school and seeing all those children again that I hadn't seen for two weeks. and our teachers and staff. Um, first of all, I need to let you know that I feel like being an elementary principal is the best job in the world. Not everyone would love it, but for my personality and his personality, of course, Julie Van Dyke, it's the best. I can't imagine doing anything I would love more than this. One of the things I love that I'm grateful for is I have Oh, there's Cynthia, too.

052Um Oh, yeah. I see lots of people. Um, I have this upclose, firthand opportunity to witness children showing that they're learning not just the academics, but they're learning the soft skills. They come out of my office sometimes because they're crying, they need help, sometimes they're in trouble. And I get to hear them process and use our vocabulary that they got angry and instead of checking their emotions and asking themselves, wait, what would my best self do? I I overreacted, but I won't do it next time. And I get to watch them apologize to each other, make a to correct it. I love telling them, "You're not in my office because I want to get you in trouble. I'm here to get you out of trouble. Let's work together." I find that a real privilege. I

053also um love being able to witness the compassion and goodness in children. I went into a fourth grade classroom recently to talk to the class about why their classmate hadn't been here for a while because that little girl's hus or that little girl's father had passed away. And I was so touched by the immediate reaction from that classroom of 10 year olds. Really humbling to get to work with those little children. I love that I'm part of a system that's continually working to improve build the capacity and protect our children and that I can see them growing academically and socially from our growing and and improving data. Nothing quite as exciting as that. Um, you'll hear when my beautiful preschool teacher is honored tonight that I'm grateful that I work with people that when something

054goes wrong, they just think on their feet and they solve problems. We had a gas leak at our school very unexpected of course in October and had to evacuate 830 students and everyone kept us such a calm head and were such good examples of we'll be fine. Let's just follow instructions. There's nothing to be afraid of and Muel was a big part of that. So that's that's very humbling to work with people like that. Today I got to go to one of the literacy trainings at Valley View Elementary that the district's providing for all of our elementary teacher teams and it was fantastic. I went with third grade and the quality of that training that the district's providing there. I don't even know how to put a value price tag on that or a value.

055The teacher teams come away with so many materials that are already prepared, already sorted out for them. and they're ready to just hit the classroom um running and do an excellent job. So, thank you for that. And um let's see, what was my last one? Oh, my community. Being back now, I've been able to work with PTA, my school community council president this week, and I'm so grateful to work with a community that's involved, wants to partner with us to help us build and protect children. It's just truly an honor. So, I love being an elementary principal, and anyone who has power over that, I'd like to stay. Thank you. Thank you, Carrie. We appreciate that. As the board of education, is important for us to recognize various accomplishments made by students, employees, and patrons

056from throughout Alpine School District. As we honor the individuals and groups this evening, we acknowledge the families, and others who have helped them achieve their goals. Thank you for the support you have offered to those we recognize at this time. We appreciate your attendance here tonight. After all the recognitions are completed, you're welcome to leave if you have other obligations this evening. Alpine School District is thankful for so many teachers and staff members who excel in making a difference for students, parents, colleagues, and others. Tonight, we would like to recognize nominees who have been selected to receive the Alpine School District Rise Award. Remarkable, inspiring, selfless, encouraging. Board member Peterson. All right, we would like to invite Stacy Fry to come up, please. Um, she was nominated, um, she's a teacher at Aspen Elementary and

057she was nominated by Allison Frell, who's a parent. Um, and we invite Stacy Allison and principal Julie Van Dyke to come forward. Allison wrote, "My daughter has selective mutism, which makes it difficult for her to speak to others outside of immediate family. Having her in all day kindergarten made us worried if she would talk to um anyone or feel safe and comfortable. Mrs. Fry has really worked with us to understand selective mutism and how she can help our daughter feel comfortable and succeed. She is now talking to other kids and teachers. She even recited a poem in front of the of the class which we never thought she would be able to do. This is all due to Mrs. describe being remarkable, encouraging and loving towards our daughter. [applause] I'd like to invite Muel Ellen

058and Principal Cooper up. Mikuel was nominated by um Janessa Clark, a parent. Is Janessa here? All right. Janessa wrote, "Traverse Mountain Elementary had an evacuation due to a gas leak. As the teacher of the preschool group, Miss McCuel did an excellent job soothing students fears and anxieties. The students were unable to take their backpacks with them, which caused many and my child distress. After school hours, Miss McCuel handd delivered each backpack to the students homes with a treat just so my little three-year-old and others could rest easy. She has her own family to get home to, but she was exceptional in managing the little preschoolers emotions and went above and beyond in taking care of them following the event. Our next nominee tonight is Carolyn Carter. Um, we'll have her come up. She's with Springside

059Elementary and she was nominated by Rachel Lindsay. And so we invite Carolyn Rachel and principal John Leair up at this time. [applause] Rachel wrote, "Miss Carter takes time to individually celebrate each child and build up their confidence. She sends notes of gratitude to children for their contributions to class, and she sends little notes of praise celebrating the efforts and wins in class. A few of my children have had Miss Carter as a teacher, and it has been pivotal in their confidence and success. I wish more teachers had the passion and care for their students that Miss Carter has. Bravo. [applause] Okay, I would like to invite up um Alex Stevenson who is one of our great bus drivers from East Transportation and he was nominated by Kendra Stewart. And if Kendra, if you're up here

060as well, got Rex up here. Thank you, Rex, for being here. Kindra wrote this. Alex is a bus driver for special education who is far more than a bus driver. He always gives 110% and plays a vital and compassionate role in the daily lives of our students. He treats everyone with the utmost respect and kindness. His patience, warmth, and optimism set such a positive tone for the students day uh especially when that can be a struggle for many. Alex always goes above and beyond to ensure the comfort, safety, and well-being of our students and to make them feel recognized every day. Thank you, Alex. >> [applause] [laughter] [applause] >> Excuse [laughter] me. I'm so sorry. Skyidge High School teacher John Brown has been selected as the 2025 Theater Educator of the Year, an honor awarded

061by the UHSAA Distinguished service award committee. Since joining Skyidge in 2016, Mr. Brown has directed more than 50 productions, inspiring students, and elevating theater education across the school community. Congratulations, Mr. Brown, on this well-deserved recognition. [applause] We are grateful for our partnership with Synergistic and for the strides we are making together in energy efficiency and environmental stewardship across the communities that we serve. We are pleased to welcome the Synergistic team. We have Carrie Deose, Aaron Emmens, Lynn Pace and Art Dominguez from Synergistic. Carrie will be making a brief presentation and recognizing the schools that have received the 2025 Energy Star award. Carrie, thank you so much for being here. Thank you very much. Uh, good evening board members and district leaders. Um, we're here to celebrate Alpine School District's energy conservation partnership that began in

0622018, a partnership sustained by your wisdom and foresight for over seven years. These achievements wouldn't be possible without your leadership and the daily commitment of operations and facilities, staff, teachers, and custodians turning vision into measurable impact. A special thank you to Eric Woodhouse, Frank Pulley, and the HVAC team. Their support and collaboration are especially uh especially impactful. We would also like to recognize Next. We would also like to recognize your three energy specialists, uh, Jim, Stacy, and Kenyon. They do an amazing job here. In the last 12 months, they've conducted over 4,500 on-site audits, 87 per week, pinpointing opportunities and optimizing performance districtwide. Despite their uh rising utility rates, electricity has gone up 26.7%, natural gas up 8.9, and water and sewer up over 52%. Your performance and savings have offset significant costs to keep

063resources focused on students. Um, Alpine's current energy use intensity, which is energy use per square foot, stands at 44, reflecting a 21.6% reduction in energy use since the program began. A clear quantifiable sign of sustained improvement. The energy you didn't use from electricity and natural gas would be enough to run every building in the district for the next 1.82 82 years. Environmentally, these reductions are substantial, equivalent to over 1.5 million tree seedlings grown for 10 years and nearly 103 million pounds of coal not burned, demonstrating Alpine's real contribution to cleaner air and climate stewardship. And now I would like to turn the time over to Carrie Deose to speak about a special achievement for Alpine in your schools. Good evening. Energy Star is a program that's run by the EPA and the US Department of

064Energy and it promotes superior energy efficiency. So just for your background, for buildings to be Energy Star certified, they have to be performing in the top 25% nationwide and they also have to be meeting a strict set of ventilation guidelines that are set forth by the EPA. Typically, buildings that are Energy Star certified use 35% less energy and they create 35% fewer greenhouse gas emissions and they're less expensive to operate. So, due to all the hard work and the efforts of the energy specialists, the leadership, the teachers, the staff, the students, the facilities and maintenance and operations teams, uh Alpine, we are proud to say has 72 schools that are getting recognized with Energy Star certification. So the schools that are listed on the slide will be receiving a decal that goes on the front

065door of each building so that when visitors come through that front door, they see that that building is performing a superior job with energy efficiency and they are committed to sustainability. So thank you for your hard work and your dedication. [applause] We'd like to take a picture with the board with you all with the plaque. Can we get a picture? >> [applause] >> Next up on our agenda, we have Community comments. We now have up to 30 minutes set aside for public comment. This opportunity is allocated for patrons living within the Alpine School District boundary. A signup sheet was available prior to this meeting, allowing up to 10 patrons the opportunity to speak. Those living outside of ASD and those who were unable to sign up before all slots were full can submit written comments

066at alpineschools.org/schoolboard. Scanning the QR code in the lobby will also direct you to the form. As you are called up, please introduce yourself by stating your name. You'll be given up to three minutes to speak. While the board does not engage in a discussion during the public comment period, they may arrange for a staff member to communicate with you later. Personnel issues are not appropriate discussion items for an open meeting environment. If you have a personnel concern, please contact a member of administration or put your concerns in writing and address it to the board of education. We have two public comments tonight. First up, we have Victoria Bahorovich. Um, and she will be followed by Becca Jane. Wait. So, um, is that right? >> Okay, Victoria, we'd love to have you join us. Trying to

067keep my nerves here. Uh, good evening members of the school board. My name is Victoria Bhorovich. I'm a citizen here in Pleasant Grove City. Um, I'm going to get a little emotional on this because our community is really struggling right now and we really need the help of the school board. Um, and I want to start with the hard truth that kids in our neighborhoods are getting hit in crosswalks by cars going to school. Um, and they are doing exactly what we have taught them to do. They're walking to school. They're following the rules. They're trusting the adults who designed the designed our streets and managed the streets. But those things are failing them right now. Um, I personally know in the past eight months in Pleasant Grove nearby within about two miles of my

068own home, I know one death, two traumatic brain injuries, and four other kids hit in the past eight months alone in our community. Unfortunately, two of those were just this very last Wednesday, 24 hours within school going back into session. These are not rare, unavoidable accidents either. They're predictable. They're preventable. They're crashes that appear in places where we know kids are going to be present. Our school zones, our crosswalks, and our pickup areas. And while the cities technically control the roads, the schools are not powerless in this conversation. And we need you. The school boards have a moral authority and influence and responsibility to advocate for the safety of the students entrusted to them. When a child is hit in a crosswalk, it's not just a city issue. It is a school safety issue. We

069have school crossings where drivers are traveling too fast. Our crosswalks are faded or poorly marked. We have no crosswalk signs altogether. In some schools, our sight lines are blocked by parked cars. There are trees in the way. There are no flashing beacons or active warnings and kids are expected to cross multiple lanes of traffic with nothing but some paint on the road to keep them safe. The school board know I don't know a timer on my time if someone's okay. Um I'll try and skip forward. Um um and this is where the school board matters. You approve our school sites. You oversee our student safety policies. You speak collectively for thousands of families. Your voice carries weight to our city leaders. And I'm asking you to use that voice. I'm asking you to help ask

070cities to formally evaluate our school zones. Ask them to treat school crossings as high-risisk locations. By default, their children crossing the street. Ask them to implement proven safety measures now, not later after children are hit. Ask them to also report back publicly on what they're doing to protect these students. Did you know that under MUTCD law that are three minute finished are road laws that cities are legally expected to do an engineering safety review after any child is struck in a school zone. These are not happening. Did you know schools also expected to update their school safe routes and their school plans so that they can be coordinating with the city to make that area safer? Again, these aren't happening. These key these kids keep getting hit over and over again. Safety should not depend

071on whether a parent is persistent enough or a tragedy has already occurred, which they are. Every child deserves the same level of protection regardless of their zip code or the street they're walking on to go to school. Vision Zero, which is a national program, teaches us that traffic deaths are not inevitable. They are a result of choices, design choices, policy choices, and priority choices. And I'm asking you today to choose differently that we choose one of prevention because we've had too much happen already this year [snorts] and that we can choose to act before another family is forever changed. Thank you for your time. [applause] Victoria, I am gonna ask Eric Woodhouse if he'll if he'll meet you in the lobby to follow up with you and then I'll make sure we share the QR

072code. Okay, thank you. Um, and next up we have Becca Jane Wait. >> Thank you so much. Um, I'd like to echo the safety. I think that's so important. Um, my name is Becca Jane Wait and I live in Lehi, Utah. I'm a librarian at North Point Elementary, but I'm also a board member of the educational support staff. I'm sorry. Oh, I can do that. Okay. [laughter] Sorry. I'll start over. My name is Becca Jane Wade. I live in Lehigh, Utah. I'm a librarian at North Point Elementary, but I'm also a board member of the educational support staff for ASD. I wanted to make a public comment about Danette Chug, the kitchen manager at North Point Elementary. Recently, we had a few new students move into our school, and Danette knew their names when they

073came for lunch. And we know when students move midyear, it can be a real challenge. And she knew them and welcomed them. Um, it's hard to adjust and to feel welcome and finding your place. And Danette is a great example of how valuable the educational support professionals are in our schools and in our district. She is one of thousands in our district that help our students be successful in their time in our K through2 schools. Thank you for your time. [applause] The next item on our agenda is the approval of minutes. Do we have a motion to approve the minutes? >> I move that we approve the minutes. >> I'm sorry. Jinx second. Okay. So, it sounds like I have a board a motion by board member Baitman and a second by board member Wilson.

074Is that what I got out of that? Okay, >> that's correct. >> Um uh any discussion? All in favor, please say I. >> I. >> Any opposed? That appears to pass unanimously. Superintendent Smith, >> you received the claims for the month and I would recommend the board accept the claims. >> Do we have a motion to accept the claims? >> I move we accept claims. >> Second. >> Okay. So, we have a motion by board member Clement and a second by board member Peterson. Any discussion? Seeing none, all in favor of approving the claims, please say I. I. >> Any opposed? >> That appears to pass unanimously. Superintendent Smith. Next item is routine business. This month, uh there is one unique item. Um but for the public, routine business includes a budget summary, the Alpine

075Foundation board summary, personnel hiring and releases, as well as LEA specific licenses, and this month we have PBI uh PBIS, school grants, and you received that uh information from my assistant um earlier. So given that uh routine business items would recommend you approve the routine business items for the month. >> I move that we approve the routine business. >> Second the motion. >> Okay. So we have a motion by board member Bon and a second by board member Clement. Any discussion regarding the routine business? >> I'd like to point out in our budget summary that um our business department has now uh created accounts for three different school districts. And I just noted that as I reviewed that and I just wanted to mention that that is happening and that the uh those funds are

076now going to the skeletal districts. Um do you have any comment on that, Jason? >> Yeah, so we have um new funds set up, one for each of the new districts. Um that's where the $60 per student allocation on January 1st went for budget and those new districts are able to use those funds. they'll get an additional $60 per student next January for that. >> Okay, any other discussion? Okay, seeing none, we have a motion by board member Bon and a second by board member Clement. All in favor, please say I. >> I. >> Any opposed? Okay, that appears to pass unanimously. Um, next up on our agenda, we have an action item regarding a potential elementary boundary adjustment in Lehigh and Saratoga Springs. Superintendent Yeah, we'd like to invite uh our executive director of

077operations, Eric Woodhouse, and his sidekick and the um amazing Derek Farns. Appreciate you, Derek, so much. Um they're going to talk about uh potential boundary adjustment for Lehi and Saratoga Springs. >> Uh thank you, Superintendent. We uh are glad to be here. Actually, we we are getting very good at these. um we've done quite a few, but we can always get better. And so sometimes what the public doesn't see is all the work in the background that goes into the consideration on whether we bring this to the board for an actual study. So sometimes they might say, well, why didn't they even consider our school? Just because we haven't done a formal boundary study doesn't mean that we aren't watching every one of our schools to look at that enrollment. And then once it gets

078to a certain point and we recognize that we need to take action, we also look at the timing of that boundary study, too. And sometimes it we know that we've got to do something, but it's just not the right timing. This is one of those that we've been watching for some time. And we recognize that the timing for this boundary study needs to be done now. And the the challenge in this boundary study is going to be doing a boundary study that's going to converge over two districts. and we want to make sure that that boundary is going to last a lot longer than just a band-aid solution. So, that's why we've been kind of wrestling with this one for a while, but we feel like the time is right. And I know that Derek

079is uh and my team and I appreciate them and all the hard work that they do behind the sidelines. They they really are the backbone of doing these boundary studies. And so, Derek, why don't you walk the board through what our timeline is and what we are recommending to do. Thank you. And I'll I'll be Eric's sidekick any day. Eric's a a great man to work with along with the rest of the team. Uh through these boundary studies, I think to add as well, uh it's important to note that the team grows uh as a a boundary committee. The principles are involved. uh different uh district departments are involved, physical facilities, transportation, business services and with enrollment projections, uh communications uh and and board members are involved who are over the area uh let alone

080obviously you as a board making the final decision. And uh we get parents involved as well on the committee as well as getting feedback throughout the process. And we've left you on this one slide like almost in suspense as we've talked through all the other slides just about. So it won't take long to get through the rest of this. We know that Dry Creek is growing. We we hope to hold out, if you will, until the district split because, as you know, Dry Creek, as you can see on the screen, uh straddles the Aspen Peaks and Lake Mountain district boundary. And so, we were hoping as part of in 2027, some of that would resolve itself. I know easier said than done, but resolve itself and alleviate Dry Creek. We've recognized we need to accelerate

081that timeline and they need relief for next school year as they're projected to grow from about 1150 to over,200 kids next year. So we are proposing a boundary study that includes Dry Creek Elementary and some of those students that are in that that area of Saratoga Springs that would potentially move out of Dry Creek uh is closest to Springside and there may be some domino effect if you will going to Saratoga Shores, Sage Hills and Harbor Point. Uh it's kind of interesting looking at the map and saying, "Well, Derek, why aren't you including other other schools that are north of Dry Creek?" Well, those are in in Aspen Peaks boundary and the the students who would be pulled off with the district split anyway would be in Saratoga Springs. And we want to create a

082long-term boundary and working with the boards of both Aspen Peaks and the Lake Mountain School Board that uh we can create a boundary that will will last long term. So the timeline is as Eric mentioned we're tonight that first part we would begin the formal boundary study that would begin with a notification process to families an email and postcard sent out to to them. Online feedback would be be available immediately uh from both now as well as once boundary maps are are proposed uh and posted online. We'd have committee meetings with that that team we talked about that boundary committee and uh and those options being posted online in February. Uh we recognize some people are are anxious to see well great you're opening a boundary study what does that mean what are the proposals

083that'll come in about a month from now and so if as the the patrons have patience and and recognize the team hasn't hasn't created those yet this is just the beginning of this study we'll have an open house uh anticipated to be in in February potentially February 11th uh public hearing on February 24th and uh the final committee meeting in March with a a final decision anticipated at the March 10th board meeting. So, we flew through uh that. We recognize it's just the beginning of the boundary study, but we also recognize that that you guys have been through this before as well, but any questions that you have in the the process. >> I appreciate the smiles that you all responded with. Thank you. >> I know what you're thinking. This is bananas. Julie has

084a question. Um, will you go back to the Dry Creek boundary really quick, Derek? So, I noticed there's a little carve out of Lehi. Um, or is that is that Sarah? Okay, I'm confused. >> Are you talking about the west part? >> No, the very north part above the line of where Dry Creek is >> north of Is that is that from the is that in the snow springs boundary? >> That is in the snow springs boundary. It is uh part of Saratoga Springs and part of the Lake Mountain. uh boundary and so it's a a cleanup that would need to happen along with a couple of other cleanups that would occur with uh boundary lines between districts. >> So if you would like I know we just closed a boundary study with snow springs

085included. No, >> we could reopen with snow springs. >> Okay, first off let's say I have recognized the challenge I have that I am very very bad at maps. I'm struggling. That little piece outside the Dry Creek boundary on the north side, right? That's technically that's in Saratoga Springs. >> So, it's in Saratoga Springs. There are no homes in that area. Okay. >> Uh if you're familiar driving west of 2300 West on Pioneer Crossing is where a mink farm used to be. Some of the structures still partially standing on that north side. There there are no homes in that area currently. >> Okay, that solves that for me. Sorry, I was I'm trying to color coordinate between the different colors and the dots and some of us it takes us a little bit longer to

086get there. So, um Okay, thank you. And then um so we're sending out information to families tomorrow, everyone that basically could potentially be affected and we're only looking at this in an elementary level at this point. We're not looking at secondary and if we choose to pursue that, that would be an additional boundary study. Correct. >> Yes. With a secondary. Yeah, that this is just elementary. We're not looking at the secondary system at all this time. >> Correct. This is just elementary. We anticipate the secondary boundary adjusting potentially along with the new high school boundary in that same process, recognizing that we're going to have a new high school boundary uh adjustment uh in the near future. >> So, can you define near future? >> Well, we recognize we we know I don't know if

087Frank's back in the room. He's going to promise us it's opening in 2028. it's on on uh on time. Uh and so our anticipation is that a boundary study would occur uh this fall for the the new high school boundary. >> So for families who are concerned that like hey I have some elementary students, some secondary students were the assumption is that we would potentially resolve both of these this calendar year as far as if we do and I'm talking about a calendar year not a school year calendar. I need to differentiate between you because if we do one now for elementary and then potentially one in the fall. >> Yeah. Secondary. And with the secondary, we recognize some of the nuance of it with the district split. And so when I say conducting the

088boundary study in the fall, we recognize the new high school would open in 2028. There may be some a piece of that where a portion of it changes. As part of that same boundary process, we can still do the same notifications and have the same committee, but some of that boundary could be implemented in 2027 and then the final longer term boundary in 2028 as the new high school opens. >> I'm also guessing that part of the delay in the secondary process is also because of the protections provided in SP 188 for students to attend the secondary school of their original location for up to six years. And so part of it is there's not the same time frame attached because of the protections in the bill. Correct. >> Yes. >> Awesome. I love when

089we think the same. >> President King, I have a question. >> Yes. Board member Lincoln. >> So, I know we have no homes in that um Snow Springs boundary. Do we legally still need to include it in the boundary study where it affects no students, but it does affect the boundary? The short answer to that is eventually yes. Now that eventually is coming quickly because that would be by 2027 it would need to be implemented. Uh we also know there there we we can we can make that adjustment now with part of this boundary study. We could make that adjustment. I say we very liberally. Uh boards uh districts could make that adjustment to be implemented in 2027 along with other potential boundary studies that uh that the districts decide to do. Recognizing that that

090with this there are no homes in that area currently. But at the same time any boundary study by state statute we have to notify everyone in the in the school that a boundary studies occurring. And so trying to balance that of it's a quote unquote easy cleanup, but at the same time, can we can we be clear of what that cleanup is when they get a a postcard and an email saying, "Hey, your school is having a boundary adjustment." So that's that's the balance and the and the challenge. Is it insurmountable? No. But it's a challenge either way. >> So your concern is that we would alarm a community unnecessarily. Well, yes, we're we're we're looking at this uh this area. I think with some other nuance that Snow Springs in the area just had

091a boundary study that was completed. There's also the the question of of with that boundary, how long-term is that boundary with discussions I know that that are occurring with Cold Spring and uh what's the the future there? Is there a a a build in the near future? or is it a longer term boundary that's going to be stabilized? And so with some of those unknowns, our recommendation is to not include that portion right now, as easy as it seems to clean it up, but to to wait and clean it up with potentially some other things, or it may still be a we're cleaning it up and we need to notify Snow Springs and that's the only piece that's changing a year from now is is one possibility. This is this was a thing that came

092up during the campaign season. It's something that's been talked about. I don't think anyone especially we're talking about families in Llman and Northshore. I know Llman in particular has been very active about this and so I don't think this notification is going to come as a surprise that this is being discussed and something that we want to resolve in in collaboration with the families in this community. So, I do think it might be catching some of the southern schools offguard that they're being in the boundary study. So, I think North Creek was expecting it, but some of the others it may be a surprise to um Dry Creek, yes, I think was anticipating it. Um I think for those who live in the Springside boundaries, I'm not sure what the level of awareness is. I'm

093going to look at John. We're gonna communicate that. Like John, is is it something that you're you're good? Okay. He gave me a thumbs up, so we're fine. Um I don't know. Like I actually was going through some docks over the holiday break because there's nothing better that says a Christmas season like going through documents from six years ago. But I came across a boundary study we did I believe in 2021 that targeted Saratoga Shores, Sage Hills, Harbor Point, Springside because right we were doing this thing of Sage was too big and we were kind of divvying out. Essentially what we're looking at is kind of shifting everybody potentially south because of how um large Spring Creek or Dry Creek is, but then Springside at the same time is not exactly underenrolled. But we do

094have some smaller numbers a little bit lower in Saratoga Shores and Harbor Point. So we're looking at, you know, as we talk about things like stretching tax dollars and being careful stewards, we're trying to see if we can find a balance that serves everyone longer term. Um, at the same time, anybody who lives in Saratoga Springs or Eagle Mountain is aware of our growth. All you have to do is hang it on Redwood any time of day. Um, boundary changes are going to be a long-term thing for our community and um, I don't think anybody is excited about boundary changes because everyone loves their school, which is the greatest problem in the world to have is that nobody wants to move because their school is the best. Um, also we have a reality of of

095what's happening in the area and we need to take care of our our students and take care of our teachers. And so I appreciate that staff is being um focused and intentional about this to make sure that we can try and reach a long-term longer term solution knowing that with growth there is an inevitability to this >> and I appreciated what you commented. Nobody wants to leave their school because their school is the best. But that means that nobody wants to leave their schools because all of our schools are very exceptional. So, we do feel confident that even though we are being a little bit more aggressive with boundary studies, it's imperative for us to be able to save taxpayer dollars. I mean, even every one of these schools that we build is a $40

096million decision right now. And so if we can offset that by being a little bit more aggressive with boundaries, making sure that we're uh getting better at that back end of once we make these decisions, can we help these students transition better? And can we make that a little bit uh better of a solution for these students in a process, then I think that it it makes it a little bit better for those kids to transition. So, if we can continue to improve and how we do that, then I I do think that it's it's in our best interest as a district to continue to look at these boundaries to make sure that we're making appropriate adjustments. So, with this one, I feel confident in our approach and I would like to recommend that we

097proceed. >> Okay. Do we have a motion regarding the notification for potential elementary boundary adjustment? Do we need to say the schools that are involved? >> Yes. in Lehi and Saratoga Springs impacting Dry Creek, Springside, Sarat Oh, okay. Do we have a motion to initiate the notification process to parents as required in Utah State code? The school board is considering a school boundary change for Dry Creek Elementary, Springside Elementary, Saratoga Shores Elementary, Sage Hills Elementary, and Harbor Point Elementary. Do we have a motion? I move that we begin notification to initiate a potential elementary boundary adjustment in Lehi and Saratoga Springs to include the following schools. Dry Creek, Springside, Saratoga Shores, Sage Hills, and Harbor Point. Do we have a second? So, we have a motion by board member Lincoln and a second by board

098member Baitman. Any discussion? Read all the discussion prior to this. Um, seeing none, all in favor of approving the motion, please say I. >> I. >> Any opposed? Okay, that appears to pass unanimously. Grateful for your team and the work that you've done. >> Thank you, Eric and Derek. Next up, we have a discussion slashaction items. I'd like to invite Craig Brinkerhoff um to come up to the mic and he's going to review the five different policies for board consideration, discussion and action if you so choose. >> Thank you, Superintendent. Um our first policy that we wanted to propose to you is an update to policy 5410. The update was required from HB 333 which made some additions to the anaphylactic shock uh options, medication opt options, one being a nasal spray. And so that

099was the purpose for the the main revision of this. Um there was a couple of things stricken from the policy that that we talked about in policy committee today. um we felt like we had enough in there that it was still uh acceptable. There was some concerns about um the use of EpiPens in emergency situations. And just to talk to that a little bit, um we're happy to take it back and and revise it if the board wants us to do so. Um this policy really reflects closely HP 333. um some of the emergency exceptions um are not spelled out in HP 333. Um that doesn't mean that we can't put them in there. They're just not part of the statute. Um and so our policy is pretty close to what the statute language is.

100In our discussion today, we we one of the sections we talked about was section 4.2, sorry, 2.4.1. 4.1. Um, and we received a notification and counsel from our professional nurses that the language that we had struck should not be struck. So, we are recommending retaining um the language that says in secondary schools grades 7 through to 12. And instead of the we're also adding any exceptions for grades K through six must be defined in a health plan. This is regarding nonprescriptive u medications that are uh sent by parents with per parent permission. Um so we were notified that it would be better not to give blanket permission for that to happen in a K6 setting. >> Yeah. And that was uh with in consultation with Kimlo, our district nurse. So she recommended that we not

101strike that that uh section. We have the part of the reason it was stricken in the first place is we've had some parents in the past want their to send their students with um a vitamin for example or something that wasn't a prescription and our school nurses won't administer that. And so um that's why we wanted to try and consider opening it. Um but our we also wanted to follow our school nurses direction or excuse me district nurses direction. And so um that's why we've said well let's put it back in potentially and then um if we have a health plan in place then we can accommodate for those vitamins etc. Is there any discussion from board members about >> um so I do have some pieces about this I'd love to bring up. Um

102I appreciate that in this 3.6. Did you guys >> Sorry, finding it. >> 3.6. Sorry, it's on page 85. It took me a second to find it. I appreciate that you that the language was struck out in 3.6. As a parent of a child um who has a life-threatening food allergy, I have really been frustrated with the section of the policy from before I was even on the board. Um I don't Epinephrine is not a narcotic. I mean, you're not going to sell it if the idea that a student is in anaphilaxis and another student potentially offers their EpiPen and we potentially have that child violated under drug policy. Not even kind of the same. Um, so I really grateful that we struck out this piece of the policy. Um, and the same in 4.6.

103I'm a little bit curious as to why we didn't strike it out in 2.6 for asthma. I get that epinephrine is generally two doses. It's either a child dose or an adult dose. And I get that asthma medications are not the same. But once again, I'm you're not taking asthma medications. It's not a narcotic. And I'm wondering um if that was an oversight um because I get that, you know, access to insulin, access to epinephrine can that's life-saving medication. Um students can also die from asthma. And so I'm curious as to why that was not stricken out in 2.6, but it was in 3.6 and 4.6. >> It may have been an oversight. We can go back and look at that and make sure that it's consistent. We for sure want to be consistent throughout

104the policy. Um, but if that's something, and again, we we would defer a little bit to Kimlow, our district nurse, and see if she has certain reasons maybe why she would want it included or not want to include it, but we're happy to take that back and look at it. >> Okay. The other request, um, I know that it talks about how basically the student has to be able, like if you're going to self-administer, you're basically as a parent, you're saying, "My child can self-administer. They have the ability to do that." I would prefer that we add something in the policy that says something along the lines that like nothing in this policy prevents an individual from assisting a student in accessing emergency treatment for life-saving medication. um whether it's a student having an asthma

105attack or um having a diabetic concern um having anaphilaxis at some point those students lose the ability to self-administer depending on how extreme that situation becomes and I would not want the interpretation to be that a employee could not assist that student or could not um another student could not assist that student especially if they're experienced with the condition um I wouldn't want there to be any kind of thing that like, oh, your child can self- administer and so then I can assist with that. I would want to make sure that there's a lot there's a clarity there about emergency situations. >> Okay. Um, and one of the things from HB 333 that I was just looking at is part of the immunity from liability comes from being trained, being a qualified adult, which includes

106that training. So it doesn't mean that they wouldn't be covered, but they would be covered under something that would be more like the good Samaritan coverage versus like statutoily covered. So the qualified adult is statutoily covered for assisting, but if you were a good Samaritan, then there would be different rules. And so that's fine. There's still coverage, right? It's just not real specific and spelled out. And I just wanted to point that out that that's where the difference would be when we're talking about um students that can get the assistance from a qualified adult and a non-qualified adult that hey this is an emergency. I'm going to help them no matter what. Right? So there's just a little bit difference in what protections we can promise them. But certainly we should address those and put

107them in there because we want to protect the student over not That was Oh, sorry. >> Go ahead. Sorry. Um, this doesn't address Narcan. >> It does address Narcan. >> Sorry. >> Not It doesn't specifically call call out Narcan. No. >> Okay. Can you help me understand what section it's in? >> Yeah, it has a there's a section on opiates and it's down in the bottom. I think it is. >> It's subsection I I swear I read it here. So, let me find it. >> Opiate an antagonist at 7.2. >> Yeah. Um, this kind of piggybacks off of my comment that I was going to make about the policy and I really appreciate that there's training provided for both Narcan and um, EpiPens and all of those things. Um, I would just like to see

108it explicitly say like if there is a child who is experiencing anaphilaxis, I mean, I don't care if it's a trained dog that gives it to them. I just want them to get it. And my concern is that we've taken we've said that that we can't our staff can't use needles for our kids. And I don't want for there to be a question if there's an emergency. I want for everybody to know they can take care of what needs to be taken care of. And you know >> in our section >> seven because we talked about that Emily 7.1.1.5 exceptions could be made in life-threatening situations where a staff member may administer an epinephrine auto injector. >> So part of the reason it was taken out where it was is because that section was diabetes.

109And so um with that section and syringes like certainly we don't want employees that are not trained administering that type of medication because of the measurement and things like that with an EpiPen is different because it's a single dose. So that was one of the reasons we took it out of that section. Um so but we're we're happy to again reinsert it in a more appropriate section um as as the board wishes. >> Thank you. Thank you. Um, Craig on it's on one of the copies that we have on this it it says 7.1.1, but this one does not. >> And you did that at 5:30 today. So, I don't know why the other >> Oh, >> yeah. >> Okay. Yeah. Are you looking at the policy policy one? >> No, I don't see it.

110>> My apologies, but that's the one I'm looking at. And so, that's why Emily didn't see. >> Okay. So am I assuming that the needle thing also because Narcan I get that most people do the like the nasal spray but like I know a lot of the libraries offer Narcan with a needle. So are we saying that the way this is written that if you have the Narcan dose with a needle you can't administer it? Again, I can go back and look at that, but if it's not a single dose that's previously measured, like there would be some risk in saying, "Here, give them this needle and you got to put in this many millimeters of substance." >> Sounds like we need to consult with our professionals about that. >> I I think as long

111as we can show that it's a single dose and it's prepped, then I wouldn't have that concern. Oh, sorry. I was probably supposed to are So, from what I'm gathering, there was enough feedback that this was just a discussion and we're not anticipating action being taken on this and so we're good with the discussion. Does anybody have other discussion about policy 5410? >> No. Thank you for the feedback. I think this has been a good discussion. We did have a pretty robust discussion today. And so if there's anything you didn't think of tonight that may tonight, later you think of, please email us or email Craig and we can figure that out for next time. We'll be prepared. Thank you. >> Um, next up we have the combination of policies 4713 and 4721, professional development

112opportunities. >> Yes, these uh two policies were very short. Um, and so we we felt that like they were related enough that we could combine them into a single policy. And so we've done that and we would propose that you adopt the single policy, which is the combination of those two policies. And then if that is in fact approved by the board, then we would invite you to retire the the policy number that uh we've combined with the other. So retiring the 4713 and and combining both of them into 4721 and um just real quickly we added a statement of policy and then we changed one word from convention to conference. I think typically all the professional development that people go to are called conferences nowadays and not conventions. So we made that uh small

113change. Everything else remain the same other than combining of the two policies. >> Um Craig, can you tell me down in rules and regs in 1.2.4 it says and the approval of cabinet we don't use that term anymore. Correct. Can we substitute? >> Yeah. We're happy to substitute that. >> So along that line Craig in 1.2 two where it talks about administrative and supervisory officers of the district shall be permitted. I prefer that we change that to May. I think we have basically kind of suspended national travel with exceptions and so I think we need to change the language from a shall to a may. >> Yes, good catch. Okay. So, just to summarize what I've heard so far, we're asking for the shell to go for a to a May in 1.2 and then

114one in 1.2.2 and 1.2.4. There are references to cabinet. Are we changing that to district leadership team and advisory or just district leadership team? District leadership team. So, do we have a motion? Um, >> oh, yeah. >> Do we have a motion to combine policies 4713 and 4721? I'd like to move that the board approve the co consolidation of policies 4721 and 4713 into a single policy designated as policy 4721 as presented with the changes that were mentioned uh previously. >> Okay. So we have a motion by board member Wilson. Do we have a second? >> Uh wait did you say and retire policy? that policy 4713 be retired. Thank you. >> Okay, so we have a policy by board member Wilson. Do we have a second? >> And a second by board member Bon.

115Any discussion? Okay. So, we have um a motion by board member Wilson, a second by board member Bon to retire 4713, pass 4721 with the edits and amendments that were previously referenced in the discussion. >> All in favor, please say I. >> I. Any opposed? Seeing none, it looks like that passes unanimously. >> Did you get those changes? Yes, they're they're on the record and we'll go back and listen to the >> Okay, we're good. >> The next one that we have for your consideration is the combination of 4732 and 4720 with the retirement of 4732 if the um consolidation is approved. Again, this is two policies that were related um and that we felt like would be better combined than single sentence policies or single paragraph policies. Uh the only changes that we made

116is we took 1.1 and made that the statement of policy and then we removed the language that talks about certificated administrator salary and classified administrator salary um and just left it with what we now use which is just a single administrator salary schedule. That was the only change. >> Go back up to the top of that. Please statement policy. We did just for your information. Did you say this part because I didn't hear you say this part that we cross that we're going to Okay. But just so they're they're aware, we're taking out the the >> Yeah. So, we talked in policy committee about removing one section in statement of policy, which is where it says that school district administrators represent the board of education. So, we're going to strike that they represent the board

117of education and just leave it that Alpine School District administrators carry leadership responsibilities. So, if if you agree with that, then um we would encourage you to make that part of the motion to approve. I move that the board approve the consolidation of policies 4720 and 4732 into a single policy designated as policy 4720 as presented and removing the language represent the board of education uh from the statement of policy and I also move that the board retire policy 4732. >> So we have a motion by board member Bon. Do we have a second? >> Second. >> Okay. So, I love that I get to repeat this policy back. It's my favorite. I didn't get the cheat sheet. So, the uh what I heard in the motion by board member Bon and second by board

118member Wilson is that we are retiring we're consolidating policy 4720 and 4732. That's we're we're combining those into policy 4720 as presented and removing the language represent the board of education and from the statement of policy and that we're retiring policy 4732. Did I get that? Okay. All in favor of what I just said, please say I. >> I. >> Any opposed? Okay, that appears to pass unanimously. Thank you. Thank you. >> Oh, so I guess we just kind of did four and five in the midst of all of that. That was fun. Okay, so next up we have a membership report. Superintendent Smith. >> Yeah, just a couple of things to highlight uh from the membership report this month. Thanks to business services for putting that together for us. Uh the total number of

119students uh K12 is down 140 from October 1. Um and that breaks out at the elementary level down 88. Just wanted to note two of the schools. Parkside Elementary is down 14 and Forbes Elementary is up 15. And so just was kind of interesting those two schools with those significant changes uh since the last report. Um, junior high is about uh even and since October 1 and then high school, which is typical, high school's down 79, but if you look at the numbers a little bit closer, uh, American Fork High School is down 54 um with some movement in the other schools up and down. So, also just wanted to note what we see at the high school. You'll see numbers decrease. Um and you'll look at our special schools and you'll see numbers increase.

120And so again, just to note, Summit uh high school, one of our special schools is up 35 students. And so as some of our high school students go down, Summit often or Polaris will increase. And so those are normal patterns at this point. And that's just a few points from the membership report. Then superintendent. Um legislation uh potentially new legislation impacting this could be this this could be pretty open-ended. >> This could be open-ended. I would hope that the board would have thoughts on this as you're working very actively on this board uh board president. Um and then if uh Craig wants to talk about legislative uh items as well, I can highlight a few uh if needed, but I'll defer to the board to go first and then I'll fill in the blanks. um

121SB97, there is a bill um being sponsored by Senator McCay that talks about capping increase in property taxes at 5% annually. Um, I have spoken with Senator McCay and um have reached out to several individuals um some of our financial managers um other individuals across um other districts about potentially looking at some language. We have some proposed language that we're willing to submit to Senator McCay um that would give a carve out um that would include things like um consumer price index like we're looking at inflation and then another piece that would um not make it apply for areas that need to increase by 5% to hit the uh number they need to have in increments to hit the match they get from the legislature. So, a couple of pieces we're working on with that.

122Um, I think there's going to be several property tax bills that come forward, and this is just one of those. Um, I know there's potentially one that's also going to look at changing the percentage of property taxes that are, um, waved or abated for a primary residents. Um, uh, yeah, it's I think it's going to be a busy session. Um, I know that I've given feedback to uh, Representative Kristofferson on his bill regarding construction and some of the pieces that I think can be tweaked. um have pro provided also feedback to um Representative Peruchi about um right of first refusal and and some potential pieces with that and and how the right of first refusal when it comes to us surplusing school sites could be given to charters over m municipalities. So, I've given some

123feedback um regarding that and I'm hopeful um so far at this point discussions have been really open and really great and so I'm hopeful that that relationship continues and that we continue to um have that relationship not only with our legislators in ASD but other legislators. Um, I'm appreciative that we had so many of the of them attend the legislative breakfast we had with all three new school boards and appreciate the attendance that that they carved out and made that a priority um with the legislative session starting in just um a few days. >> Thank you, uh, President King. Uh, just a couple others I'd like to highlight. Also like to say thanks to Craig Brinkerhoff and Naomi for coordinating the ledge breakfast. Um, we had the we had more legislators attend the breakfast this

124year than I remember if ever a long long time. And so, thanks to our senators, our representatives, and also our mayors that came. We had quite a few of our mayors come and thank you to them. Two other bills I wanted to highlight. Senator Filillmore SB65 is basically the same as SB37 from last session, which was vetoed by Governor Cox. um that's back. There's just one little tweak to the bill and so that's one to to watch. And then also Senator Stratton has an education commission bill. His intent with that bill is to decrease the number or vet the education bills so that fewer education bills actually hit the legislature and are passed. That's his intent um with that legislation. He spoke to that at the breakfast. So, those were two I wanted to highlight.

125>> I also just wanted to mention there are multiple attendance and cell phone bills out there. So, we'll as we move through the season or legislative session, which is a season, um watch that coales to see which one's going to come out. >> There's no other um just want to hit Alpine by the numbers. Uh Rich, if you'll click on that link. Uh, thanks to Joel Perkins, Dr. Perkins, and Jason Croin for pulling this together. I want to celebrate some things. I've been waiting to talk about this data. It's been embargoed till just recently. And uh, anytime we can talk about some of the great things students are doing, our teachers are facilitating, and parents are supporting. It's exciting to me. So on this first slide you can see um vision for learning. We talk

126about next level readiness. Um going to highlight uh some of the things when we talk next level readiness you at the junior high level uh on track at the nth grade for high school graduation. There's some other things AP concurrent enrollment but I want to hit on graduation tonight. So next slide. Um when we talk about graduation here are the required credits. We have a 24 credit diploma, 28 credit diploma, and the graduation rate for this latest cohort is 92.7% or nearly 93%. As you heard in the study session in the CTE uh discussion, the number that Ryan Neil used from last year was 91.4. So that's a significant increase. So I'm going to talk about why that increase actually happened. In this chart, you see the state of Utah, its graduation rate over the

127last five years, and then you see Alpine's 92.7 is the highest we've seen in the last five years. And it's exciting when you understand that there are some students who simply will not graduate with some of our special uh education students and so forth. When you break that data down, why did we make some of those gains in our multil- language uh students? This is one that's pretty significant. nearly an 8% increase over the last five years. Uh 5.6% above the state average when you look at uh the 2025 data. Significant number uh of students that achieve that uh in that student group. The second our special ed, our special educators, I think they're going to have a ticket right to heaven. Um I cannot believe the great work, the patience, the longsuffering. I just

128my heart um in our special education, our special schools, they do amazing work and have small gains, but here's one really to celebrate. Almost a 4% increase over the last five years. So that's really exciting from where we were. Now, if you look at the state of Utah, we have opportunities here to even get better and we will. Next slide. Here's the thing that's really exciting. And if you look at all of our high schools and you look at that far right column, everyone is in the green, everyone had graduation rates that exceeded the prior year rate. So kudos to our secondary teams, kudos to our special educators, those that work with our multil- language learners, um, and our leadership team, the training that goes on, and the effort by teachers, the commitment from students,

129and the support from our parents. Just exciting stuff. Thank you, Superintendent Smith. We really appreciate that and for pro providing that information. Um, it's essential for us to share this kind of data with our community and be cognizant of the um the needs of our students and the strides that our staff are made making in that those areas. Um, next up, board member and superintendent reports and information items. We had a really good USBA conference. It was fun this year to just see the new boards. There were 20 well close to 28 of us up there. Um and um we had some wonderful classes this year. I think we learned a lot. Um I happened to sit on the MBC board and trying ba basically that's a master board certification for um board members and

130it's important because kind of like my philosophy with my kids. I wouldn't expect my kids to do something that I wasn't willing to do. Same kind of principle when it comes to professional development. And we have expectations for our teachers to embrace um their profession by involving themselves in professional development to be better teachers, better educators. And that's the same with board members. And so that's what the MBC program is all about. And so we had some new members of boards throughout the state that came to that class. And um we have some wonderful new changes uh where it will be easier to access because right now the website needed professional development and so it's [clears throat] going to be much easier to access and so um thanks to Mark and his efforts. Uh he

131was recognized as um the USBA board president and he did a wonderful job. It was it's been a really good year and we appreciate all his efforts there at the state level. Thank you Mark. So, it's about the season when we are getting the midyear data um for our schools, which means it's super exciting to be in those meetings and to see um what our teachers are doing. So, I wanted to give a shout out to River Rock as we were going through some of the literacy data. We have teams that have already hit their end of the year goals at midyear, which is incredibly phenomenal. Um it's been fun to watch them over the last five or six years and watch as they've kind of changed their intervention time, how they work with that.

132And so I just wanted to give a shout out to the teachers, to the aids that support them, to the coaches that help drive that. Um and to the SEC's that that put money into intervention. They're just doing really phenomenal work and it's exciting to see. Um and then I also wanted to share a few things about um Bear Hugs at Christmas. So, thank you to Becky White and team. Um, we had students who were able to take um our high school students who took elementary student shopping to be able to get things for their families for Christmas. And um the thing that I think is most amazing about that is that our drivers donate um our bus drivers donate their time and district personnel and other leaders um just a fantastic day to help

133our students. Um and then also through the United Way we've been able to do um the caring at Christmas and so various board members um Always um will take a group of families um like the information and go ahead and shop for them and it's it's really a beautiful respectful way to do things um to meet with the parents to be able to hand off the gifts um to be able to to celebrate those families and so I wanted to say thank you to our foundation director Tyler Bigu and Karen Madson and everybody who um makes that possible. So um we were able to service almost a thousand um students which is truly remarkable. So thank you to everybody that was part of that. Okay, superintendent, anything you need to share? We good? Okay. Um

134do we have a motion to adjurnn? >> We adjourn. >> Second. I'll second. Okay, we have a motion by board member ML Clement and a second by board member Peterson to adjourn the meeting. All in favor, please say I. >> I. >> Thank you. Appreciate you. And we close at