Board Meeting 12/16/2025

001Okay. Welcome to the meeting of the board of education. Today is December 16th, 2025 and we're meeting at the district office located at 9361 South. The first item on the agenda is the Intrada logo and mascot update. and Mark Matias, did I say that right? Oh, good. Um, he is the adult education program manager for Ina High School and he will present this to us for your time. I got some um, you guys want to pass those down? Those are just the suite of images that um, Jeff made, which deserves all the credit. He made some really awesome logos. Um, just really quick, so I know you guys have a lot of This is actually a pretty busy agenda for you guys today, so I'll be really quick. Um, we actually were wanting to do

002a mascot right before CO happen. And I've been wanting to make sure to try to do something to unite our students. If you guys know about our students, um, a sense of belonging is huge for them. And I really want them to feel like they have an authentic school experience. and the fact that we've never had a mascot, you know, and also if you see our logo, I think Jeff's the one that ruined it for me, but he said all the coffee cup stain logo. And so, ever since he said that, I'm like, I don't want to be a coffee cup stain. So, um anyways, we talked about it and uh and we got um all the stakeholders involved. We we surveyed a million people. If I ever write a book about education, one of

003the chapters will be, "So, you think a m that's going to be fun, you know. So, uh, everyone has their own idea. It is hard to get everyone to come together to to see other ideas. But after after many meetings, many surveys, um, I'm going to give credit to our front desk person, her name is Shauna Burke, and she came up with the idea of navigators. We had a lot of things like, uh, animal mascots and things like that, and I just thought, you know, that's the kids stuff, and I know colleges have that, but I wanted to feel different. I wanted adults or older teens to feel like they were going to a serious place for adult learning. And then u we finally finished up with Jeff Peterson was a a lot of help

004and Tom Sherwood. And there's our logo. Um and sorry I'm in a t-shirt that doesn't work anyway. But I wanted to show off our brand new logo and this is all we have so far. Um, then here's a few other like there's some two-tone the idea of having maps and compasses and that kind of stuff. Now, when someone asked me what does a navigator look like? I don't have an answer for that yet, but um I was talking with some students yesterday and we actually decided that every culture has navigators in it. There's some explorer in every culture. So with our school being one of the more diverse schools I think in the district I think that some fun and you know it was really hard to come up with this to to to get

005something that made sense for our population and uh this is my 18th year doing adult education and I can tell you that as many people as I've talked to there are no two paths are the same and all these students are just trying to find their way. So navigator really run true and made not just for the students themselves find their way but we're almost like the navigator also helping them find their way to success. Um so that's what I have for you. I don't I don't know one thing we are um still working on is developing a motto. So if any of you guys have some great ideas for mods there's there's some at the back end of the thing I handed out to you. So, if you have any ideas for that, >>

006great. Do you have any questions or any comments? >> I think this is fantastic. Great job. >> Thanks. Appreciate it. >> I want to say keep thinking of Moana, you know, like there's a lot. You're right. There are a lot of different like cultural examples of navigators and explorers. I think it's a really cool idea. >> And we chose blue and green despite the accusations that another team might have had blue and green colors. >> His favorite team. >> The uh we really wanted >> I told him silver and black. I don't know why. >> How did that go? >> I was bought into the silver and black too, but uh what we wanted to do were uh blue and green are very calming colors and if we're going to do some accent, I mean

007we have enough students that are kind of amped up as it is. So, I wanted to make sure when they came in, they had some really >> great. Thank you. I'm really excited about it, too. I think it's awesome. I love and I know Karen was very excited about >> Thanks for being here. >> So, the next item, item B is the Canyons Innovation Center and Reed, director of the Innovation Center. We are super excited to hear about this. We've been a while. >> Great. Thank you, >> Holly. Can you mute yourself? >> Okay. Go ahead. Sorry. >> No, you're fine. Appreciate the the intro and the opportunity. Uh, uh, great to be here tonight. I want to first recognize uh, Principal Halenbeck. Uh, assistant. Actually, she's the CT coordinator, Emily Brown. Uh Kirsten, Mandy,

008uh Justin, where's Justin? Justin, I started Mandy early this morning. These guys have just been so integral in part of the team uh kind of dayto day almost. really appreciate all of their work. You know, every it's been kind of all hands on deck, but Doug and Emily in particular running a school and trying to plan for a new center and they're doing a great job. We appreciate all Cindy, are you driving? >> Thank you. Great. Uh just uh start out with the timeline. Um, right now we're right here uh of of the first bid package going in uh transitioning to right here and then starting construction looking to start construction uh 1 of January uh uh if approvals made and and so forth with the bid package. really appreciate MHTN and the work they've

009done uh and and again all of the district personnel. It's been uh continues to be a long road, but but it's enjoyable and we're moving along and appreciate all the work that's happened there. Just to give you an idea of the campus footprint, I've tried to kind of update the board and and so some of this will be repetitive in terms of we've tried to send out that update through Kirsten. really appreciate her work on that. Mandy in terms of refinement, but um so some of this will be a little bit repetitive, but this is what the campus is shaping up to look like tonight. Again, the the board package and the bid package is right here, the trades building. Uh these of course are existing buildings and then MHTN's filled in some some campus

010look to that. Um you know, just to give you perspective, this is the where we meet generally the conference room right there and uh uh that that's a three-story building. Um really like the the look of the campus. They're working at developing a courtyard. You know, it's such a big space that we want to try to use it all in terms of getting students to take advantage of of everything that's there. Um these are the the the STEM action center will be right in this corner. Uh in fact we'll just go to it right here. That's right here. STEM action center. This will be the uh uh the for lack of better term maker space engineering drone prototype area going down here. kind of starting with a dirty area which we call it kind of

011laser cutting panel saw. That'll be a conjunctive space with the STEM action center. Uh uh really appreciate Dan and his group getting theou finalized with them. They're going to uh participate in equipment costs and we've got a really uh good pathway mapped out with Tammy Gats and the director. This will be the classroom space for engineering drones. Kind of a drone field in between here that we can keep stationary. Uh again, partnership with the STEM action center will have access to that as well as all of our uh students. Um office space here. Uh then we'll move over into this area. This is what we call the partner pavilion. will use that space to accommodate our university partners. Um Deote has uh we've brought them in on our advisory group. They have been working with

012McKay and the principal development. Most of our principles, if you guys been to Deote, uh yes, so you know what we're talking about. Lawrence and and Jimwigley have been so so this space will be to facilitate uh partners working with our students. Um and then this will be the large meeting area here uh uh inquiry lounge with our students here. I every time I go to CEK I I mention this when I give all of our business partners a tour. It it hurts my heart to see all these kids sitting in their cars uh in between sessions. This is going to be a real nice collaborative space. Uh again, our partners can use that, but but really a good bumping collision space with our students. Uh so we're looking forward to that. Uh second floor,

013this would uh be a big our big medical area. Uh CNA classroom, lab space here. uh pharmacy tech, pharmacy lab here. Medical assisting will be here. Some s we're going to use some existing uh space for the simulation rooms with doctor's offices to facilitate the uh uh profession based training with our students. EMT, that group will be here. Our medical forensics, they'll also have a scenario room. One of the things that is very difficult currently at CEK is they have to take down set up use space that doesn't uh facilitate authentic uh experience with the students particularly with medical forensics uh and criminal justice. Uh and then moving down uh this will be the uh prehysical therapy lab space here, physical therapy classroom. move over to we're going to have one reserve one classroom for

014a university space. Uh Slick is is is our uh cooperating partner, our first right of refusal partner, they are very interested in uh helping facilitate concurrent enrollment classes. You know, if we for instance want to offer an English 2010, they'll send over an instructor. we can place them here in this classroom or uh UVU uh the U has uh had several of their vice presidents have gone through the space. So all all of them very interested in being partners. Uh this will be the business entrepreneurship classroom space here and then moving down actually this will be business entrepreneurship here. Moving down, we have our computer science and cyber security AI and uh right now that this will be serve as a another lab space, but we we expect to and and have really given Doug

015Emily and our our instructors uh teachers that we want to double our computer science and cyber security population within a couple years just because that's where The demand is we have great partnership uh developing with uh uh BD uh TI and uh uh other partners uh the bile uh Utah group that that we feel like we can really create some enthusiasm and and really accelerate that space with with students. This will be kind of a m multimedia area. The auditorium you existing that we're not going to do much with that. It's a great space. Uh but will will give us an opportunity for lecture series. Um a lot of opportunity again to use with partners as well as students. um multimedia classroom here and here animation and then this will be film studio uh CSDTV

016will relocate to this space which gives us an an immediate industry partner uh uh again a professionbased opportunity for our students with with what they're doing with CSDTV and then cosmetology will come into these spaces here. These three classrooms are cosmo uh classrooms. And then this will be the salon. Uh culinary space here. Uh uh we've had uh extensive talks with uh Slick and their uh their culinary falls under their business department. Trish Gorman's their department head. She's been out to the site visited. We're working at uh getting theou together with them. They've also committed to to financial uh uh contribution. Uh we've got to do some remodel to kind of make this a better teaching space in that we only have one cooktop located about right there. Uh but but they've uh MHTN has

017helped us with a consultant and given us some design there. Uh and you'll see that as we move further along in the timeline. This just gives you a perspective on entryway that the the uh going back the the main entrance will be right here on the south side uh on the ground floor right here. Actually students will come in here and the public will come in here and this gives you just kind of a a rendition of where that design. So the the entry would be kind of over here coming in this way. Uh again, just to kind of show you going down looking uh to the east from the entryway, this would be some of the student spaces in that crew lounge area. Again, very uh uh uh amanable to to student interaction as

018well as uh we want as much open space as we can get. So that that's kind of the physical portion of the update. new programs and curriculum development. One of the things we're working with uh uh our current programs at at CEK to develop them out. Uh we want them to take a more professionbased opportunity for our students. We'll introduce Sam here in a minute. But along with that, we're going to add manufacturing, engineering, uh uh really build out our media presence. Uh we uh with podcasting and opportunity for students to develop that that uh media influence. Uh so we're trying to work, you know, at several things. one uh accelerate again the professionbased influence in our current programs but then uh uh some of these uh partnerships again school leadership alliance that's Jimwigley Lawrence

019they they're working on a student leadership entrepreneurship curriculum with our principles they do the business chemistry and they've really done some extensive leadership training with principles and they're taking that and and modifying that and they're going to come back the superintendent and I have a meeting with them in January. Um then you know again speak Junior Achievement is working on uh some ideas we talked about about five four or five months ago. they've taken to their national group to to develop an entrepreneurship certificate. And then we've got uh Land Land an Bastian who runs the Lan Center up at the U. She's part of our advisory committee and uh we've got uh six slots secured for their summer startup program. Uh it's a a twoweek residential program. They've scholarship given us five scholarships. We're going

020to go to the foundation to supplement that a little bit because it's it's you know it's a hefty price tag but they've offered some scholarship for our students and we hope to build that out. Uh the superintendent's been instrumental in working with that as well. But Anne Bastion has been great to work with on that. Uh again, uh CSDTV is a media incubator. Continue to develop that out. They're outstanding. The work that Jeff and Kirsten and Justin have done is is going to be really ideal for what we want to do in development of our students. Uh Wonder Media is a group out of LA that uh I've worked with for about 10 years. They've uh the guy that runs it, he did the first 65 episodes of The Simpsons and produced Rugrats, uh the

021Wild Thornberries, and he's developed a real uh nice uh animation script writing program that uh we're going to work at development with some of our middle schools. One of the things that we need feel a real uh impetus to do is to develop our middle school programming. Uh you know, our our curriculum with STEM team and and our brain uh I'm sorry. >> Sorry. We like blasters. >> We really want to takes uh career and technical education and push it down as far as we can and support that uh by uh capitalizing what they're doing at the elementary schools and then really accelerating that in the middle school. Um again, Hill Air Force Base Garrett Coons is part of their cyber security group there. They they're on our advisory team. They were working at developing

022a southern site of what they do at the center and and that's in the initial stages. Uh but uh very uh good collaboration with them so far. Uh we're going to start an AI course at uh uh CEK this spring because we wanted to get a jump on that. Um Doug and Emily have worked really hard at that. Then we've got a concurrent offering. It's AI 2500 uh AI and organizations that that's going to be concurrent and UVU is partnering with us on that. Uh uh and then emergency service medical forensics. Uh medical services. again. Uh we we're going to start a a program this spring through Weaver State's Allied Health Group. Um they're going to come and teach a course from 4 to 6, Tuesdays and Thursdays at the uh CEK and it's called

023Medical Scholars and it's a really uh broad we kind of started it you know several years ago and right now Ogden, Davis, and Weber districts are their main partners in it. But it it we we developed it in with the idea that it's hard to get medical uh internship experience. So it really brings the internship to the kids in the classroom. They they teach them how to innovate. They teach them how to start IVs and and give them a broad exposure to uh uh the medical field. Uh so that's going to be a real nice addition uh this spring at uh CEK in the four to six slot Tuesdays and Thursdays. Uh Susan and Denise wrote for a healthc care grant. We're going to help uh pay for some of that for we submitted and

024got that grant. Really appreciated their work on that. Uh and then uh Inter Mountain Healthcare has been outstanding and and really uh Scott Robertson their CEOs on our advisory group as well. Skilled trades uh we've had some talks with uh beauty industry group uh coming in and doing some things with our cosmetology group. Uh uh Katie uh was instrumental with England Trucking getting a a brand new truck. Basically I I talked to Blaine the instructor. I said, "Bla, what do you think of the truck?" And he said, "Oh, it's phenomenal. We could never get something like that." He said, "The engine alone is worth several thousands, tens of thousands of dollars." And was just so happy with that. So kudos to the board. And and that was with Holiday Oil. a great partnership through Susan's

025group 12. Um anyways, new partnerships, program development, engineering, aviation. Uh we've leaned on Wacoens and the work that they do at ALA currently uh with Jacobson Innovation. They are very uh interested in being long-term partners with us. uh Waco has helped us design the the fabrication, the prototype area and just right down to the placing of the equipment, the the the electrical specs and so forth. 47G, we just finished a podcast with the superintendent that Kirsten set up with Aaron Starks, their president, and you know, he was trying to work deals right in there. Rick did a great job. uh protecting the district's interest. They're going to be they're going to be great partners. Uh and then uh again, Tammy Gets is just extremely excited about the STEM action center partnership. That'll really give us

026a great opportunity. They run K through eight through there all day long. Uh and so uh that that'll be a regional location for that which gives us a a broad exposure to a a great deal of students. Of course we'll want priority and uh Tammy Tammy will help us with that. And then uh Beckton Digson, we talked about that partnership I think a little bit right now uh with Ala uh Andy Gilchrest their PR plant manager. We had a meeting over there, 100 students, standing room only. Uh they're going to give four internships with a uh immediate pay uh three hours a week. They'll employ them in the summer for $20 an hour and then if they stay with them here, they'll pay their school at UVU. So just they've been outstanding and we they're

027very excited about growing uh as we go to the innovation center as well. Uh again we talked about a little bit Salt Lake Community and theou we're working on with them right now. Um Catalyst grant application uh Justin Kirsten Doug Emily and Mandy again our team uh they've done a great job with that. We'll probably submit that tomorrow. Um this is how it breaks out. The they ran it for 65 million. uh 42 million of it is what's called the creation to create a center. Um we anticipate and we expect that the state will hold to that and that helps us because we feel like there's only so many districts or entities that are positioned to say we're actually creating a center and in position to do that. So that's going to be 42 million

028of the 65. Then they put 11 million to expand a catalyst center. So for instance, like the GTI could apply for that and say we want to expand XYZ program and they're going to distribute 11 million of that. We've also applied for some of that because we're expanding some of our CEK programs. Then uh there's another 11 million in the enhanced CTE offerings to line with the catalyst centers. We're applying for that some as well because we're building out our programs that currently exist at CEK. You can apply for all three of these. They have another component of the grant. It's called a planning stage. They've only got two million in that and we we don't want any part of that because we're way beyond that. That's if you know you were kind of thinking

029of planning a center. But like I said, it's due December 19th. We've had we feel like we've got a really good uh solid proposal. Uh again, we're we've got such talented people in the district. They've done a great job preparing that and feel good about our submission there. Just just real quickly, you can kind of I I won't read all these. These are some of our advisory team. We've tried to hit someone in every one of our cluster areas. You can see like these guys are big time people. If you Google like Kelly Loosely for instance, he's got several TED talks, YouTube videos. He's the he started the animation department at BYU. These we've had all of these people through there on individual tours. These are people that started with the original group with Susan

030and Charlie organizing and bringing that advisory council together. Uh Zach Boyd is the director of the governor's office of artificial intelligent policy. So, we've got some really good uh opportunity with these people. You can see again our engineering uh Coran Edwards is the chief strategy officer for 47G Santana. He's uh with Paramount Machine out west. Um you know, in higher ed, this has been a real nice one. Angie Stallings just came on. She's the de deputy commissioner of Yushi and we feel like it's a great opportunity for us to develop a relationship because one of the things that that's unique about CEK and with moving to the center we have such a heavy uh almost 100% of our courses are concurrent enrollment and that gets into department heads dictating how that's going to run. And

031so to to do a professionbased, you know, model, we have to be able to influence that. And Angie already in our meeting we had with her was right on that and is going to help us there. Nicole Butler is the University of Utah's liaison for uh secondary. You know, Brian, you probably worked with her a little bit. I don't know if you um Clint, state representative. Uh again, Lawrence from uh so one of the things that we've uh really appreciate that the board did is give us the opportunity to hire a business development specialist who's going to be critical in doing that. Uh appreciate the committee that helped interview and we selected Sam Soder. Uh Sam is currently at Jordan High. Uh he teaches business finance, has taught entrepreneurship, business law, uh has the highest

032pass rate in the state on competency tests uh deck estate board and then uh has was 20 years business uh started his own business. You can see their president cog wireless. Yeah. How many stores? Sam, >> we at that peak we had about 38 stores in six different states. So if you bought a cell phone in a mall at some point in time between like maybe 2001 and 2010, it probably was was somewhere related to one of those groups up there. >> He's not still going to service it. >> No, no. Originally, >> but uh he he uh we're really fortunate that he decided to leave that uh line of work and has been teaching at Jordan High. It was interesting uh when we went to uh BD uh for their present, they had their

033whole leadership team present to these students that were interested in the internship and one of the one of their leadership team was a Jordan High student. He looked like he was a few years out and he uh had been through the Jordan High program and was so articulate and just did a phenomenal job that night. But uh Sam, we're really excited to have him. his role is going to be to continue to build out our partnerships. Um, crucial to the the success of the innovation center is going to be what we can do with student student opportunity to have profession based experience. And in order to make that happen, we have to have authentic participation by businesses. And it's going to take a lot of uh coordination, a lot of work, and and a continual

034effort. And Sam's going to head that is excited about it and we're very excited to have him uh join us. Leon, I'm gonna let you take the rest of it. >> Thank you, Reed. Great job. Uh so, as Reed mentioned, we have the timeline early slide on uh you have what we call two bid packages. So bid package one is the trades building again you saw the outline of that being the uh southwest quarter there. Okay, go back to the first slide. But uh that's that was bid package one to do that. Bid package two, they are preparing what we call the bid documents. They will be released here in January, February. That is the renovation of the main building amenities and the top two floors of all the programs that we discussed right looking

035at two big packages. again to do the trades billing. It's going to probably take about 18 months to complete. Not quite that long, but we want to make sure we have enough time to do that. So, we put that out again. NHTN designed it, gave the bid the design documents to huge contractors. They pulled out to bid uh and here the results that we got back was to bid was 146. So, this is what on the consent agenda as a purchasing bid day 14.6 again we actually round you round to the nearest thousand here the base bid is 13.4 we do have 750 designated equipment we're going to inventory our current equipment at CEK as well as remention the catalyst grant see what what we need there but again designated 750 for equipment uh We

036always call what we call contingency things that always come up. We hope we don't need it, but more often than not. Uh so we got about 283,000 for that. So you add those three numbers up, that's where we get the 14 buildings. Uh 30,000 30 roughly 35,000 square feet came back at $412 a square foot, which is pretty good. You know, we we're thinking they could get up in cost could get up at 50 range. Uh so feel pretty good about that. If you the last school we we rebuilt was Union that was 280 square foot. where the schools back 30 square foot cost of almost double last year if you approve it tonight in January construction of that here is the design of the building. So again the three main construction areas the construction

037home building here mechanics bays is that right six >> four for uh uh light not light diesel but diesel truck >> and then two are for a heavy diesel, you know, a diesel like >> if you've ever been over at CEK, we always have a problem with the yard, right? Just not enough space there. So, they have a working yard that all three share class through that is the design of the building. It does not have two floors, but they do. We did design in a couple storage spaces on top, if you will. Again, not two floors, so no one can work up in there, but they do have stairs going up. No elevator, so that's why no one can work there. >> Kind of a mezzanine set, >> but it will be used for

038storage. >> That is what we have. So that turn it over for questions for re >> one thing just on the trades building and Doug you can give the the exact figures but those are all waiting list programs and uh Doug and Emily have configured the schedule to go to an AB day format which has given us more capacity but we still uh can accommodate could accommodate more students with more space we're increasing our space what uh about how much 30,000 square feet here. So, >> so and if you've been to CEK and been in the shops, it's tight. We need that space even just for an OSHA from an OSHA standpoint. So, it's going to be really a a great opportunity for to to one grow the program a bit, but also have the

039safety combination and Thank you. So, um, do we have any questions or comments? >> Katie, >> um, thank you for the pres presentation. It's exciting to see where this is going and and to really be innovating in this space and and leading the way across the state with this education we're providing for students. Um, a couple questions. I know we're talking Aday, Bday. Uh we really need to probably dive in sooner than later talking about schedule for particularly with Brighton on this and how that's going to work. The other question I have is if we're talking about AA Bday and having kids be there mo most of the day instead of trying to transfer back and forth to school, what does lunch look like? Are there spaces they could even, you know, if they brought

040food, heat up food or like what what are that options now? At least there's a little bit more gathering space. But if a kids are there for the full day, what does that >> Yeah, it's a great question. Um, go back to the >> There you go. Right there. >> So, if you look uh here, you know, if you you think of the innovation center, uh, this is the cafeteria seating area and you come out here and like that pizza ovens in the corner here. We anticipate this area hereing a daily cafe. Uh we don't want to uh participate in a terms of a school lunch program uh for several reasons. Uh but uh you know one it's a teaching uh space not a a place but this will give us if I know the

041board visited the catalyst center. This is the cattle center on multiple steroids in terms of what we can offer uh for a food option for our students. So that's what we anticipate there. Uh just real quick on the schedule, Katie, I think we talked about getting the high school principles together and just coming up with some ideas high level, you know, to get it started. definitely going to be controversial. So, um just letting you all know, but but you're right. I think we need to start having that conversation and trying to, >> you know, figure out which direction everybody wants to go and >> and give them chance to prepare because we can't throw this on them next summer as we're going into it. Like, they really need to have a year to start to

042adapt if they've always taught on trimester or vice versa. >> Maybe Doug, maybe you could speak to our participation level students is outstanding. >> I think it's the second highest participation and you know they've kind of worked around that scheduling issue. We're dealing with a little bit more distance but but uh they've scheduled Doug and I'll let you talk to it but they've scheduled mostly in the morning to accomodate that difference. Craig, >> yeah, that Brighton kids give up less of their schedule instead of the PM and that's that's kind of an equity issue that we've been with for quite some time. So, our am classes tend to fill up kiddos, but as Amber just said, they're number two school for enrollment behind Ala. So kudos to the counselors at Brighton uh students and families

043to make it work. Done a great job. >> Thank you, Mr. Ed. >> Um so a couple questions. So you brought up food. Uh how do our students who rely on school meals eat? >> How how do Oh, go ahead. >> So it's still going to be an AM PM schedule. So the students will still only be here for, you know, a half of their day and so they'll still be able to return to the schools for the lunches like they do now. So we will have a cafe that students can purchase food from and we will encourage that um for the experience of our our students that are running the cafe. Um but regarding the full meals, they it's still going to be just a quarter of their day. So they're still only going

044to come for, you know, the first two periods and then they'll go back to their home high school and get lunch in the remaining periods of the day. Um they'll still have the availability of meals at their high school. >> Uh, and then it was brought up to pilot an animation program middle school. How were Albian and Butler selected for them? >> What's Al and Butler selected for? >> Uh, well, they no one's been selected on a pilot right now. Um, we we mostly I'm talking with them because one uh Albian has some from what I've understood talking to the middle school people they they're doing some things and uh uh Butler has a uh uh a visit with Missy Hamilton there. Uh so it's certainly wide open whoever would want to do it there.

045They're the only ones I've talked to and visited >> just by >> So any So any of our middle school >> Yeah. That's not They're they're just two that I've visited that have programs something currently in place. >> Okay. >> So, you're going to be looking at all the middle schools then? >> Yeah. I mean, anybody could participate in it, whoever would have interest. They're the only two that I've that I knew that I've got to that I knew were doing something. So, yeah, it's But it isn't it isn't develop we haven't thrown it out there yet. You know I I just mentioned them too because uh they have I've seen some development there and that was mainly because we went to the uh job fairs. >> Okay. So are we interested to let every

046decide if they want to do it? >> Yeah. as we as we develop that out a little bit. Yeah, we want to get uh something uh together. We those those are the only two that have had any contact to this point. >> Sounds good. Mrs. >> Nar, were you done? >> Okay. Um thank you Reek. That was awesome presentation. I'm really excited about all the programs and partnerships. That's really really exciting. especially like job opportunities for the kids and where to go. It's very very exciting. Um I the one thing I wonder is when will the full board be able to weigh in? This is just a piece of everything with the innovation center including plans for the remodel and renovations. This is just one piece of it. So, I I really would be I

047would really like the opportunity for the full board to weigh in for all of it because I feel like now right now what we're doing is talking about one piece and it's on the consent agenda for one piece, but I think the rest of the board it would be helpful for them to know all the other pieces. >> So, what do you want more than right here? We just went over everything, >> right? But we don't have in here like the other building and all of the other stuff. The the Did we And I didn't see it >> the cost estimates and stuff. >> Yeah, just the go. >> Yeah, I'm happy to we can do more detail if that's what but we need to know what exactly Well, I think that in our innovation

048committee meetings when we look at the budget and where we're pulling in um you know funds from different areas like this is I just would love that comprehensive the numbers sheet. You know what I'm talking about? >> I don't know what you're talking about. I mean Leon because we don't have the number down until we go out for the other. >> So right now what we're looking at and it's on the consent agenda but this is our first study session with the full board >> and this is just one piece of the project. It's not like the project's done finished and done with the 14 million. So I feel like it would be very helpful for the full board to see the other piece of it because it feels like we're just doing >> that.

049Yeah. So yeah, just to be clear, so we're doing two bid. Our budget is $40 million for the whole renovation. >> That's what I'm talking about. >> Okay. So we and the whole building facility is $90 million. to keep in mind when we bought it about a year ago today is when we bought it right around December 15th we closed on it 16th clos so that was 50 million and then we always were planning on some property sales cattle grant and some ongoing capital outlay funds to fund the rest of that. >> Yes. So we're looking at a base bid or use base a total bid of $40 million. So we're looking at about 26 million for the remaining part. So we got to keep it within that budget forward. Uh so you know if

050it comes in you know again when we go out to bid bid prices are pretty good right now as we saw with this and other other districts are doing some remodels or buildings. Uh we are hopeful that again get a a good square foot bed and it comes into that 26 million. If not then we're going to have to start cutting some areas or downgrading some things. >> So far though those numbers have all been below >> right now everything that the AR we've always been strict with the architects and contractors. It's got to be 40 million. There's where we're at with that. >> Thank you. That's exactly what I was talking about. I didn't understand. >> I'm happy to bring it back, but I >> Does the rest of the board want to look

051at the rest of that part or no before we move forward with this piece? >> And I don't we have to get the bids because that's all going to be dependent on what the bid comes. And that second piece hasn't been bid out yet, right? >> It hasn't. They're finishing up the design work on that. that will go out to use and then cues will go to subcontractors, you know, electricians, uh, drywallers, plumbers, uh, rem, you know, sheetrockers, drywallers, I'm sorry, but, uh, so they'll go out to bids and get pricing for those and that'll come back to us in February. That's going we we could wait. We are a little worried though to get that trades building up and going and being ready by you know, uh, August of 27 about again, we're looking

052at about 18 months. So, we're right there. You know, you probably start in February, but you start pushing that into kind of a tighter time crunch. It's not as detailed as a school. You know, there's three big rooms, but they're still trying to do structural steel. That's a big thing. And all the plumbing and electrical that That's why we've always planned two different packets. We know that second bid coming that 40, we got to start things. >> Okay. Well, >> sorry. Go along with Paul's point. First, I want to mention that like I really like the direction we're going, right? So, I mean, I've said upfront how important this is. Um, and you know, after spending some time over at CEK, how important it is to to get a new facility. Um, you know, the

053facility had something that was mostly ready. Uh, and and I've said many times like this is the way of the future, right? Uh, and so first, I'm really really excited about the innovation center, about what it's going to mean for the students. I mean, what it's going to mean for my own kids mean that they they choose to go to do that. Um because I think the opportunities are going to be second to none. Um and uh well, I don't think our goal should ever be to be the envy of the state. That's just, you know, what happens when you're the best. Um And uh but anyway, kind of looking at this overall and looking at this um I just wanted to express kind of my frustration just to go along with Holly is not

054that this is happening but just you know with the process, right? So like looking at this coming up and I understand our timeline how we got here um but but realistically we had about uh this presentation about 30 hours um from the time that we had it to the the time this meeting started. Um and so so that for me is problematic and I just wanted to express that but at the same time again the center right just the process that we're going on um and for me as a board member we have sufficient time to review process etc as we move forward. That's on me. >> That's on Rick and I. We didn't get communicated out as we should have. So that's on us. The timeline of We try to get things posted as

055you know on Fridays happen and so that's on us. So we apologize for that obviously try to do better sure that >> I do. This is going to be amazing. Absolutely amazing. I don't think it's just on on you guys. I really appreciate your it's always great um leadership to do that. But I I also think one of my concerns is I am lucky enough to be on the innovation committee, but I really do want a little more weighin from the other board members in this process because this is such a big deal. So my thing is is um more like we we have other projects that we have first and second readings for. So it gives people a lot more time to weigh in. And I think I'm feeling a certain level of discomfort

056because I feel like I've been privy to a ton of details that neither of any of the other board members have. And they actually add up to make a big difference in the experience the kids are going to have, the cost, and a lot of other things. So, we had talked originally about doing like a roundt um sooner before this was started. I think we were going to go over some of that a little bit um way back before we and then we had so many other >> we did we had other really important priorities like with Yes, we did. And so, no no blame on on you know board leadership for not making that happen. It's just that's my biggest concern is how can I pull in? I want I want Andrew's eyes on

057it. I want Katie's eyes on it. I want Andrews and I want Karen's eyes on it more than what it is. So that's the thing. So that's what makes me nervous is like this is just one part of this big part. And I think that, you know, we're just going to okay, move forward with that one part. Now we're looking at the other parts, but there's so much more that it kind of feels feels like it would be nice to have a little more input with the full board. >> When do we We'll have a bid for the second piece >> February. >> It could be say could be end of February. Probably >> when's it actually going out? >> I have to check, but I think >> Mrs. So I want to celebrate some

058wins with this presentation because there are a heck of a lot. So one of the things I have to say is this is reflects if we go back to some of the the pictures of how the classrooms are going to be used, it reflects a lot of things. One is that it reflects a lot of the feedback from our industry partners that we've had. Um a lot of it reflects tons of coordination from the CEK people. A lot of it reflects feedback that we had from those individual programs whether it was welding and construction management coming back and saying we actually have this many people on our weight list and we actually need this size of space. I mean there has been constant adjustment right. Um and I want to congratulate all of those who

059have put the work into this final product because it is it's a ton. I mean some of our meetings we've found how many people? 30 people 40 people. I mean I I totally understand like yes the full board needs to be aware of it but this is also why we have committees because we can't replicate that much time and effort in every board meeting and it's the same thing with long range planning. We can't have that in every single board meeting. There is a practical aspect of this that if we are opening in June 20 or I mean August of 2027 there are deadlines there certain things we're trying to meet and in the midst of all this we have had discussions about school closures and other things. This has just been practically people trying

060to move things forward and yes certain goals have gotten dropped perhaps in terms of communication but I'm looking back at the innovation center updates and we've had one every month since September that person has given us and if any board member I just want to say this publicly wants to come and understand and see more of those documents and do a deeper dive like >> we could set up a separate meeting. Yes, we can because I mean this represents hours and hours just like long This is hours and hours and hours of debate, >> a lot of discussion on every single >> on everything. The placement of things like whether or not this, you know, like for instance, just even the gathering area, the multi-purpose room, there was a large discussion for a long period

061of time about whether or not we take out a portion of the ceiling above and have a twotory, right, and make it more of a like a a larger meeting gathering space. And ultimately, we looked at the the numbers and we said we're going to be able to stay within a budget and it went back to a one story >> and we needed the classrooms for all >> but I don't know if that's something that's appropriate for us to go back and forth in a public board meeting all the time with everybody like we just I if we were to do it that way this thing would not be opening for another five years like I I really believe that. So there is a certain practical aspect to all this that I think we have

062to realize like if we really um want to take a look at this we can ask questions and we can And just like I have the ability to do that with long funding or other. So, but I want I I mean this to me is a celebratory win and I have to give my hat off to to Reed and others who are applying for these grants who are going out and pounding the pavement with different business and industry partners. This is huge. like when I went and attended the 47g conference and then the AI summit or you know Katie and I had the opportunity to go visit the iHub facility down in Provo this week which is an entrepreneurship incubator when we tell people what we're doing and some of the partners that we are

063working with like they don't even know how to respond at first they're so excited and they can't believe that it's a public school district doing this and so I can't overemphasize how awesome this is. Um, one thing I do want to say and and they hear me say this and I'm just I have to say it publicly again. I want to make sure that we honor the wishes of our industry partners in teaching all of our kids. It doesn't matter what program they're in entrepreneurship principles. And I know Reed, we've talked about this and Rick and I know that they're working on that. But that is I still feel like an ongoing conversation moving forward to make sure that no matter what industry these kids are going into that they understand the principles of how

064to identify a problem or and solutions and how to bring it to market. Utah is increasingly becoming a hotbed of entrepreneurship have hundreds of high school students already who are making over a million a year off of their own companies and we have the capacity to teach our kids how to do this. And yes, I agree with Reed about pushing it down earlier into the earlier grades. We can teach kids how to see vision and how to understand problems and how to bring solutions to market to those problems. And one more thing I want to say is my best friend, my daughter's best friend at um BYU this semester as a a new freshman is a girl who went to Granite's Technical Center and became a pharmacy pharmacy tech. Ella is her name and she's

065so cute. I talked to her last night and she said, "It is literally the best thing I've ever done." She said, "I loved my public school experience, but them providing this opportunity was the best thing for me." So, she is working at Walgreens close to BYU campus, making a killing already. And she because of that, it has become a platform and a launching ground for her to study and go further into um the sciences and she wants to become a researcher, a lab researcher and with chemistry. And so there's this is something you know Rick and I had this conversation yesterday. I think we need to really figure out how to effectively communicate to parents in this district how these programs are an incredible opportunity for our kids not only if they want to end

066up for that permanently for their job but even if they want to go into a higher academic field. It is a fantastic launching spot every bit as viable as an AP or honors route and in some ways more so and I, you know, Katie and I had this conversation. I wish that I had understood this better as a parent earlier on. Believe me, I'm making adjustments with the kids that I have at home now. I wish every single one of my kids had participated in one of these programs and gone to college because it would have served them that much more. So, this is really an amazing amazing um moment in the district's history for us to be able to move forward with these types of opportunities. Like Paulie said, to be able to have

067be medical like for these kids to start working and then have part of their education paid for. That is what we saw in Lowden. We went out to visit and I anticipate it will be the first of many opportunities like that if we keep going this direction. So, thank you for the momentum that you're working on. There's obviously that we can learn about how to do better. But this is this is awesome. >> Is that fast? >> Yes, it is. >> Okay. That was awesome explanation. It is going to be amazing. Our typical process is that we it wouldn't take five months and people don't need to delve in at at the same level the committee has. But our typical process is that we have two readings at least before we do an approval like

068this. I am on the committee so I know more about what this is. But if I were a board member that wasn't, I would want to say question I would have is I would like to have details of this base bid 13 million what part is for this because we know there's another part and we're just and it's really important because we're doing amazing things all those business partnerships those are really important and that should be a focus of this update totally but I I guess what I'm feeling is we should have this update and look at these amazing opportunities we're providing for all of our kids this is the direction that's headed curriculum workbased project learning amazing Then we have this other portion called we're trying to approve a bid for $14 million. What

069does this entail? What does the next bid entail? We're approving the first portion and I understand we're under a timeline with the construction, but we but you know those two are tied together. So you know which what part does that that entail and what does the next part? Normally we have more than one reading. That is my hesitation. If Nancy Tingy were here, she would be like that's great. we need to have another reading and can we have a few more details under what is that base bid total. So that is what I'm used to and I feel like that's a good process as a board. So I don't think it has to be five months but I I think we've got two different things going on and I think the the re the presentation

070Reed just gave was fantastic and I think every one of us anyone listening would be thinking this is going to be amazing and that's an important part of this presentation. I think the other part is what's on our consent agenda and I feel like there does need to be a little more detailed but if everyone else doesn't >> just some clarity though the the main building could be completed before trades building. So the issue would be we open the main building and the trades building is not complete. >> Yes. >> That's why that's why it's the urgency is there >> and you can't sell the CEK property until they have a place to move. >> That is true. >> No, I agree with you and I think should have multiple readings on the next package

071and it has been occup the the steering committee itself is now dissolved right with NHTN so the architect will start to move out contractor will start to move in >> but to me I would recommend high quality learning is the as the committee that would take up kind of this smaller smaller details that you're all talking about curriculum or or even other questions. I mean, >> we don't want to get at this point >> start getting into change orders and those kinds of decisions can just run astronomical and it hurts. So, so the the structural piece I think that that train's rolling, but but some of these other concepts that we're talking about to me I think and especially where you three were on the steering committee that probably that makes a lot of sense.

072>> We haven't met anymore because October was the last one decided and now the architects have just been working on all the details and going out for good. >> Yeah, that's true. >> So, there's nothing more that our committee is deciding at this point. But if board members want more information then I would say you can ask us. We can have a board meeting. You can quickly >> we can you know we have the price of the steel the price of the glass. You know we've never put that out there because we didn't that's relevant. Uh uh but that's what we're asking. What's on the consent agenda is just excuse me just right here. This section right there. Nothing in this that's all in bid package too. And that has to come in has to

073come into that 26 million. So that's that was that was the plan. I know that wasn't communicated because we haven't I mean the full board that there would be two bid packages but that was we have done multiple bid packages you know when we did Hillrest was three we did Brighton it was I believe that was three. So it's not uncommon for us to do >> we've done that before we've >> done when you do a big project you I approve the overall number. >> So, yeah. So, we've we've done that. Uh typically in the past, again, we could do whatever the board wants, but when we've approved these high schools, these elementaryaries, we've done this type of presentation and as for your approval, there's never been a second reading. It's been that. So, if

074you went back to look at it that way, again, we'll happy to do whatever you want. We've always that's been our practice. We did Hillgrest, Brighton, Ala, River Park, Glacier Hills. We're happy to do two weeks is not going to three weeks, excuse me. Not going to say that. Anything else? Okay, we got one minute. Um, we are going to move item C, the proposed small project. Let's move that down to item A. So >> thank you again. This is so exciting. It's wonderful. Let me let me just add this meeting to a close and then as soon as we can get in there Hey, welcome everyone to the meeting of the Canyon's Board of Education. Today is December 16th, 2025 and we're meeting at the district office located at 9361 South 300 East in

075Sandy, Utah. The first item on the agenda is to approve the agenda for tonight, December 16th. I move that we approve the agenda for tonight with uh one change which is to move item C from the study session uh proposal proposed 2026 small capital projects to item A in new business and then adjust the remaining items. >> Okay, thank you. We have a motion. Is there a second to that motion? >> I'll second the motion. >> Okay, thank you. Is there any discussion to that motion? Okay, I will call for a vote. All in favor say I. >> I. >> Any opposed? Okay, that motion passes unanimously. And I need to excuse board member Karen Peterson. She is out of town tonight. Okay, we will now be led in the pledge of allegiance by Aliv

076principal Scott Jameson and then we will hear some school highlights. Please stand for the pledge. >> Ready. Begin. I pledge aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. First of all, you probably notice there's a paper on your table that says, "Thank you for Wesley." Wesley Morgan is my new assistant principal. I just want to recognize him and thank you for uh providing elementary principles for all the elementary schools or most of them. We appreciate that. Uh Alta View Elementary is an award-winning school. Uh we're one of six international Spanishmies in the entire state of Utah. That's a partnership with the Spanish embassy in Spain for high performing dual language immersion schools. And in

077uh students who graduate from Aliv Spanish language and culture program are given a graduation certificate from the Spanish embassy. Last year we also uh won best in state for a K12 public education school. There's our certificate medal for that. And then on top of that, most recently, Alta View was named a national PTA school of excellence for 2426. Uh only five other schools in Utah achieved that. But what makes Alta View most amazing is the teachers, the support staff, the parents, the students, and the volunteers. Volunteers like our PTA president, Don Davis, and our PTA president-elect, uh Amanda Miriam. The Altiview PTA has had an amazing year so far, and none of it would be possible without our incredible volunteer community. Our fall fundraiser raised over $30,000. This money will help fund assemblies like the

078visit we had from Parolympian Zach Miller along with field trips, teacher grants, and books for our book vending machine. We've brought families together with fun nights at classic skating and trunk-or-treating. And we show appreciation to our teachers and staff all year. Students love our programs like Book Blitz and Field Day. And we're not done yet. With grandparents lunch, the book fair, and many end of the year activities still ahead, we are grateful to the Al View administration, faculty, and staff who make it a joy to serve the school and its children. >> Here's our junior coaches. >> Hi, my name is Claire and as a junior coach, I have been given the opportunity to lead Reese's by teaching games, inviting others in, and setting a positive example. Hi, my name is Logan and as a

079junior coach, I've been given the opportunity to be responsible by taking care of equipment and helping recess run smoothly and safely. >> Here's one of our safety patrol members with one of our cones. >> Hi, my name is Avery and I love that fifth graders get to help with safety at our school. It's important because we get to protect kids and make friends. I love Ruby Bridges walk to school day and our new stop signs. On Ruby Bridges day, we encourage all the kids to walk to school. They got prizes like flags, bracelets, small backpacks, and stickers. The new stop signs rock because they light up and it helps drivers see them. Al Safety Patrol is the best in the district. Thank you. and student council. >> Hello, my name is Liam Griffith and I

080am the pres vice president of the Altiview student council. The student council helps make out of view a great place to learn. We are leaders at our school and try to be good examples by following our school rules. Be respectful, be responsible, and be safe. We also help our school in many ways. Twice a week, we help our kindergarten classes clean their tables. We help our PTA with special events like putting out flags for veterans day and helping out for out of view skate night. Being in the student council means helping others and taking care of our school. Thank you for letting me share what we do at Altiew. Hello, my name is Emry and I am the president of Alu Student Council. One of the biggest things our student council does is our fundraiser

081for the leukemia and lymphoma society. Each year we hold Harry Potter penny wars to help raise money to find a cure for blood cancer. Our school is divided into four Harry Potter houses and everyone works together to raise the most money. Student council members collect money at lunch, decorate the school, help during assembly and run the reward party for the winning house. Each year at Altiview, each year Aliv raises about $10,000 for this important cause. We are proud to help others and make a difference. Thank you for listening. >> Work hard and have fun. >> Okay, thank you so much. Um, thank you for being here and I know it's December, so it's a really busy month. So, the fact that all you students are here and also PTA and Principal Jameson, it's awesome. And

082you actually made our board meeting kind of fun for for the beginning. So, thank you. Thank you so much. And please pass on our thanks to your staff, Principal Jameson. So, okay, we're going to go ahead and move on with um patron comments. Um, we have four today. So, I'm going to read read our statement. Patron comment time is limited to residents and taxpayers of Canyon's district. Students and parents of students and current employees of the district. Patrons may provide board members with written documents. And these documents must be submitted to the board secretary at the meeting and the board secretary is right over there at that desk or emailed to the office of public communications by noon of the day following the board meeting. Tonight, individuals will be given three minutes and those representing

083groups will be given five minutes. Comments made during patron comment time are part of the public record. It is the board's practice to listen and take notes during patron comments. The board of education does not discuss matters that are not on the meeting's agenda, nor engage in public comment on individuals individual students to protect their privacy or employee issues. If a patron wants to comment on a district employees character, professional competence, or mental or physical health, the board requests that those comments be submitted to the board in writing. However, if the patron determines to verbally comment on those personal issues, the comments need to be civil and refrain from personal attacks, insults, defamatory, or slanderous comments about an individual. The board of education values input on all sides of issues. To maintain decorum and respect,

084we ask that those in attendance refrain from applause or other types of demonstration during the patron comment time as well as throughout the meeting. Okay. The first person on the list is principal Elsena Seline and she is representing a group. And then uh next will be Jared Herbert. Good evening. Thank you for the time to speak this evening. I want to introduce um to the board the Canyons Association of Elementary School Principles um or CAESP. Our membership includes 100% of our elementary principles and assistant principles. We also have 100% of our elementary leaders as part of the Utah Association of Elementary School Principles. UAESP serves as a clear and unified voice for elementary school principles throughout Utah, uniting us in a cohesive and influential organization. I am the proud principal of Granite Elementary. I'm the

085mom of a Canyon's early childhood preschooler. Um, I also serve as the president of the CAESP board. Our president-elect is Shawn Walker, principal at Canyon View Elementary. Sarah Caldwell, assistant principal at Alterara Elementary, serves as our assistant principal representative. Our treasurer is Margaret Swanicki, principal of Mid Valley Elementary, and our secretary is Shad Mill, the principal at Lone Peak Elementary. Our purpose is to offer a wide range of advocacy and support for and on behalf of CSD elementary administrators. We aim to strengthen both individual leaders and our schools with the steady focus of improving student and staff experiences and outcomes. We work together to enhance professional growth, provide critical support, and foster a sense of community and purpose in the challenging role of school leadership. We want to be active contributors to the wide range

086of perspectives you're provided. We look forward to bringing our voice to board meetings to share our input and perspectives. We appreciate all that board and district leadership do every day to support us in the important work we do at our schools. We want to thank the long range planning committee for their critical and difficult work. We appreciate the transition planning team and its purpose in creating a unified school community and the staffing and facility plans to provide stability and community continuity. We also want to thank the board for prioritizing assistant principles in our elementary schools. This im the impact this has made on teachers and administrators is overwhelmingly positive. Anecdotally, teachers in many buildings are experiencing more support from administrators, more feedback, and more access to their leaders. Administrators are expressing life-changing improvements in their

087efficacy and job satisfaction. This investment will continue to pay off immensely. We are your leaders on the front lines with critical firsthand knowledge of our students, our teams, and our communities. You have appointed each of us to our positions, and we remain dedicated to pursuing the strategic plan of Canyons and greater student outcomes. Thank you for your time. >> Okay, thank you. Next up is Jared Herbert. And is the timer working? >> Okay. >> Oh, my screen is just not working. Okay. Oh, a few of the screens are not working up here, so I was not sure. Okay, that's fine. Thank you. >> Hello, my name is Jared Herbert. Members of the board, I am confused. How did the district propose closing schools before completing the very studies you now say are necessary to justify

088those closures? Doesn't that mean the conclusions came first and the evidence was meant to follow? From the very beginning, we have been telling you that none of this made sense. Each time we were told the process was sound. Each time we were told to trust you. We raised concerns about the appearance of bias involving two members of the planning committee. We were told there was no bias. We were told our perceptions were invalid. Then we brought you documented evidence, a written email from a board member acknowledging personal political consequences tied to closure decisions. That is no longer an appearance. That is an actual conflict. And it required recusal, not dismissal. And yet even now you tell us there is still no problem. You told us you were acting in good faith. You told us we

089could trust you. That trust has not just been damaged, it has been shattered. This pause is not a favor to the community. It is a correction that never should have been necessary. If you want this community's trust back, it will not come from words. It will come from accountability, transparency, and a willingness to admit where this process failed. Thank you. >> Okay. Thank you. Next we have PJ Manion and then Jake Garfield. >> I give you guys some papers just like numbers while I talk. >> Yeah, just um the secretary there. >> Hi, thanks for listening to us still. Um, so first I want to say thanks for your time and thank you for slowing down this process. That decision matters. It creates space for the data and new information to be considered responsibly. I

090was hoping to ground my comments tonight in the district's own numbers. When we compare Parklane, Granite, Willow Canyon, and Bella Vista, Parklane consistently stands out as the most stable school in this group. As of 2025 in the 2026 school year, on day 10, Park Lane had 321 students, down from in 2018, the 2018-19 year, a decline of 57 students over seven years, not ideal, but measured. Granite declined from 387 to 273, a loss of 114 students. Willow Canyon dropped from 411 to 275, losing 136 students. Bella Vista declined 248 to 203 students from a much smaller base. Looking ahead, the projections are even more telling. From 2020 to 2030, Park Lane Elementary age population is projected to decline by just six students or 1.3%. Granite is projected to decline 7.9%, Willow Canyon 12.7, Bella Vista

09112.5. There's some new information worth considering as well. Uh, Mayor Zalinsky recently announced 197 unit housing development planned for the corner of 1300 East in Seigoy which will likely add families and elementary age students particularly impacting Willow Canyon's enrollment area. That matters because it suggests there is room to keep both Park Lane and Willow Canyon open rather than treating this as a zero sum decision. From an equity standpoint, closure should minimize disruption for students and families who already face the greatest barriers. And that data and the data supports a path that avoids concentrating that disruption unnecessarily. School closures are permanent response to shifting trends. Slowing the process allows decisions to reflect not just past decline but future opportunity. Based on the district's own data and emerging developmental plans, Parkland is stable, viable, and deserving of

092serious consideration moving forward. By prioritizing the stability of our elementary schools today, we are directly investing in the future success and vitality of Eastmont Middle and Jordan. Thanks for your time. >> Okay, thank you. Now, Jake Garfield, I feel like we're old friends, Jake. >> I think so. I know I was here last week. Thank you so much for letting us speak again. I just um after the announcement of or after the agenda came out for tonight, I just wanted to come here and thank all of you and particularly the members of the long range planning committee for um the decision that I think you'll make tonight to pause this process. I think doing a holistic approach that looks at all the factors will allow us for much better outcomes. So, I really appreciate you

093listening to us and your patience with our community. I just want to emphasize how that I hope this study will will look at just the value that the the physical buildings you have of your elementary schools in our neighborhoods have for the district as a whole. Uh we know that enrollment is declining in part because of birth rates and housing prices, but a big part of it is also charter schools. There's a really intense competition between the districts, public schooling and charter schools right now. And uh there's a charter school right down the street from us and the Behive Science and Technology Academy. A lot of families in my neighborhood are they're intrigued by that school. They're kind of charter school curious, you could say. But most families, even those that are intrigued by the

094school, they stick with CSD schools partly because the the there is this magic of these these schools in our neighborhoods in on residential streets where our kids that can walk there, they can bike there, they often the teachers are part are our neighbors and it is just it's the part of the American dream having these schools. Uh but if these schools are closed down that um it it could lead a a a hole in in the public education system that'll just be like a a giant advertisement for charter schools. I follow the legislature really closely. I know you're concerned about this bill um that's will be there this next session that'll give charter schools the chance to buy out schools. I unfortunately I think that'll have a really good chance of passing uh because I

095know of the legislators who are sponsoring it and I think that's even more imperative that you do everything you can to keep schools open. Um I just I made this very small map and I should have made a bigger one. Um but it's two circles on the map. The bigger circle it shows the area where there would be no elementary schools if you were to close down Granite and Park Lane. It's a huge portion of the city. wall is this tiny little circle down here. It would have Glacier Hills. It have It would have Willow Canyon and Eastmont in a little sort of uh public school paradise. I'd love to live there, but I don't live there. I'd live in the middle of this huge area that would have no schools if you were to

096go forward with the proposal, which I don't think you're going to at this point. Um, so again, thank you. Thank you for for this change and I urge you to to think about how keeping schools throughout the district do to do whatever you can to do so so you um give as many families as you can a chance to still be part of the public school system. Thank you so much. >> Okay, thank you. Um we are now on to the next item on our agenda and that is the consent agenda and I will now take a motion and then um please read each item individually. I move that we approve the consent agendum with item A, approval of minutes for December 2, 2025. Item B, approval of higher and termination reports. Removing item C,

097approval of purchasing bids, including item D, approval of November financial reports. Item E, approval of federal single audit and state compliance audit reports. Item F, approval of Entrada logo and mascot. Item G, approval of Land Trust TSSP for Alterara Elementary. Item H, approval of Land Trust TSSP for Copperview Elementary. And item I, approval of administrative appointments. >> Okay. Thank you. Is there a second to that motion? >> I can second the motion. Okay. Thank you. Is there any discussion to that motion? Okay. Seeing none, I'll call for a vote. All in favor of the consent agenda as read say I. >> I. >> Any opposed? Okay. That motion passes unanimously. And then item number C was pulled off. So for discussion, I assume. >> Okay. Mr. Edeto. Uh so item C had two different items.

098One of them was for student travel which I have no issues with. Uh and then the other was for the innovation center which I previously discussed um my reservations solely on a uh process point. >> Okay. Thank you board. Is there any other discussion? >> U Mrs. Nyar >> I just agree with that. That's it. Keep it short. Okay. Thank you. Is there now a motion to approve the purchasing bids? >> I'd like to make a motion to approve the purchasing bids of item C on the consent agenda. >> Okay. Is there a second to that? >> I'll make a second to that motion. >> Okay. Thank you. Any discussion, further discussion to that? Okay. Seeing none, I'll call for a vote. All in favor say I. >> I. >> Any opposed? >> Nay. Okay,

099Mr. Edel and Mrs. Nyar are nay, but the other four of us are yay. So, that motion passes. Okay, we are now on to new business. And the first item will be the proposed 2026 small capital projects by Leon Wilcox, business administrator. Thank you, President Shill. I apologize for the date. Should be the obviously the 16th. Uh on that slide, uh just want to go over our proposed projects. Let me just go over the timeline that we will do this summer. Going over with you tonight. We don't have them all, but uh uh several we do have that we'd like to at least tell you about. We'll not ask you to approve them tonight because that will come back when we get the purchasing bid and then the approval. But we want to let you

100know these are the work things we have in in process. So we'll begin the design phase in January and February February to go out to bid with these projects in March and April and May and have you approve them then uh they'll be brought back and then work will start. You know, we want to have we need to have them approved hopefully by April so our contractors can get lined up because we have such a small time window because really most of them we can't begin until school's out. Uh we need the building somewhat empty and beginning on roughly June 1st and be finished by the time school starts. Uh for that some of them we can do while we're still in school, but some many of them we cannot. Uh here's the ones that

101we're looking at. Again, we're looking at also a $5 million budget. We really wish this would could be eight or 10 million as we have so many needs out there, so many buildings. Uh but as I always say, we're going always always going to have far more needs than we have dollars. So we have to try to prioritize those based on the committees and the and the trying to give something to everyone the best we can over over a few year period. Uh some of the ones that we've talked about, we've talked about extensively Jordan High School. We are doing quite a bit of renovation upgrades there with the fieldhouse, the uh uh blackbox theater, updating the auditorium coming next summer. Restrooms are just about all done. Couple other things that we would like to

102do though is the baseball field. We've, you know, we've had a a group of parents, players come with that. would like to mimic what we've done at Corner Canyon, and that is turf the infield only, not turf the outfield. That the outfield at Corner Canyon is not turfed. Uh and then update the bullpens, the batting cages, the warning track. We also need to do some irrigation upgrades as well. Right now, the we do not intend to turf the softball field. The softball field is turfed at corner. We may come back at a later date and do that, but that would not be happen this summer. Again, they'll have to play the season. Baseball triyouts happen into February. Season starts in March. So, you know, would be about that first week in June. Uh then it

103would probably take till around September, October to do all that work to get it up and going. Along with that, we'd like to look at lighting the baseball and also in this case, it would be also be the softball fields. It would take 10 poles to do that. They wouldn't be as big as lights as the football stadium lights. It'd be about half the size as the poles would be as tall, but the as many lights would not be as many on each pole. And so, we would uh look to do that. That's about going to cost us about 725,000 based on our estimates. One of the things we do not have any of our baseball softball fields with lights. And one of the things the committee feels strongly about and it's of course always

104up to the board as we look to find areas where we can really strengthen Jordan is to make this the only school with that. We know, you know, I've been here a dozen years. We know we do it one or two places. You gota the others start coming but I you know it's would be our recommendation that to keep Jordan you that Jordan be the only one with the lights and you know I think it makes sense right there on State Street. A lot of visibility right there. I'm not saying in the five to eight years from now, we can't look at doing another school or two, but for the next at least the rest of this decade and maybe even longer, we're recommending Jordan be the only one. Uh, also we'd like to look

105at, and this is something we'll get going on now, is the parking lot lighting. Uh, to match some of our other schools, we'll look to replace, we won't be adding any poles, but we'll replace the bulbs, if you will, with LED lights and dimmer. So they're on about 15% of power, if you will, from dusk till dawn, but if somebody walks underneath them, they they light up. Okay. So that's what we'll look to do there. That may come back to as a purchasing bid. It's right now under that $120,000, but we'll look to get going on that. Also, with some lease revenue bonds, we're going to try to look at the gym bleachers as well. That wasn't in the scope. and also the locker room flooring, not new locker rooms, but just the the tile,

106if you will, on the floors there. So, we'll come back with you on if we have enough bond money or if we need to look at that elsewhere, but that's something we'd like to look at at Jordan High as well. Oops, going the wrong way. Uh, so that's Jordan High. Uh, some of the other areas right here, we're going to go through these fairly quickly. uh repeater systems. That's for safe calling out to, you know, our our uh first responders. Some of the some of our schools, we just don't have great coverage. We've had to put these in at Hillrest and Ala looking to do it at Midville and Union. We've already gone out, I think we have the POS on those. Again, they're underund,000. They're basically 100,000 each uh for each school there. Uh

107next three Albian Carper View and Oak Hall, we want to update the controls uh on the HVAC systems and also being able to talk to our central control agency here at the district office. So we have that's a big thing that we are having you know as these buildings and our units outdate we needed to update the control. So that will probably be the next few years we'll have some of these schools on that as we try to go through that process. Also at Canyon View, I believe Sean was here. He's left, I believe. Left, but uh update their boilers. Way the temperatures are right now, I'm not sure they need it, but uh uh but we're looking about 700,000 there to replace the two boilers they have. Ala smaller ones at Ala and Oakdale

108on irrigation and a black backflow system and playground resurfacing at Oakdale. Also, this last meeting you approved seven elementary schools to get the new locks approved by the safety bill. Okay. Uh and those were on that list there. If you add up all these projects, including the ones for Jordan previous slide, that gives us about $3.8 million. Again, looking at around a $5 million budget. These are some of the other ones we're looking at. uh could take your input on these. One is at Alta High, you know, the foods lab, if you've been there, really hasn't never been updated since the school was built in in the late 70s. It's about 600 700 square feet smaller than our other foods labs at the other four high schools. Uh you know, 300 students use it a

109day, but there's about 700 who want to use it. They just can't accommodate. Also, at Alta, the football turf really needs to be replaced here. we need to un there's a air pad if you will that's underneath that that has was damaged and and looking back 10 years ago uh they come up with a better technology or an underllayment and so that would need to be replaced a pad underneath the the field the pad underneath the field will last about 25 30 years so it doesn't need to be replaced as often as the turf itself uh that would probably be our our top priority over Brighton which is the next one down. Brighton's pad underneath does not need to be replaced, just the carpet on top, if you will. So, that's why that's a little

110cheaper there. Uh we're looking at possibly some financing options with field turf or some deferred payments. Again, we've they've done our fields. Uh they live here on our state and on on our state contract and so want to work with us on some options there. So those are what the other ones we have. That's all I have on this presentation. We could also there's also been mention of do we do a little bit of a refresh maybe at a ridger with you know maybe carpet down the hallways or something. We're looking at rebuilding those schools. So we're always cautious you know how much do we put in to a school that you could rebuild in five years knowing that you know still five years. So that there's that issue. So that's what what we have.

111Again, we're hoping to do these, but we can meet as long range and update you on what we find out once we meet. We met with field turf. If we won't have their options back on any financing till after the holiday break, but we could bring those back or if you wanted us to pursue the kitchen, we can, but that's what we have right now. >> Okay. Thank you, board. Are there questions or comments? U Mrs. Oaks? So, I've heard from a number of parents and also the the tennis coach over at Ela High School about their tennis cos needing to be resurfaced to where they feel like they're it's actually not safe anymore. Um I'm curious like because I don't see any tennis courts on here. How how does the process work with def

112deciding >> Yeah. >> what's prioritized in terms of sports? I mean like we look at the turf versus, you know. >> Yeah. So, so, uh, at Alta, what we have are post-tension tennis courts at all our schools. Each school has eight tennis courts. All of them are post tension, which means there's c steel cables running underneath them that tighten up, put the concrete on top, and it doesn't break. It will last some 30 years. You just have to do a what we call a resurface on top. At Alta, four of the courts are post tension. The four on the east side are not. They're the only four we do not have that are post post tension. Those are the ones that have the issues. Uh we don't think they're safety issues. There are cracks in

113them. Uh we don't think there as far as a a student tripping or a patron, you know, my son plays tennis. Uh we don't think there's that safety issue. You know, if the ball accident happened to hit right on the crack, it could take a funny bounce. Uh we looked at the options and you know as we talked with the principal you know his his preference would be one the foods lab two the football field and then three the tennis courts. The tennis courts are about 600 about 50,000 to do those four post tension. The other four are fine. Yeah. >> Okay. So it sounds like part of this was informed by the local high school administration's preference. >> Yeah. Yeah. >> Okay. Any other comments? U Mr. Edel? >> Uh so I just want

114to express my appreciation. I I feel that the visibility on this is is really great. Um I'm also just want to say how excited I am too about the lighting over at Jordan. I think that it's going to help um solidify the community spaces, right? People want to be able to meet in the light. Um and uh Jordan's a popular place for its students. The students love it there. And I think that's just going to um make the environment that much that much better. So, I'm really excited about that. Um and then I know we approved it last meeting, but I just want to mention again those door locks. It seems like such a small thing. Um and I know that this is only covering a small portion of our schools. Um but those door

115locks are a huge uh quality of life issues for students and teachers in the schools. um uh with the new state restrictions on on latching doors and uh so it seems like a small thing and it seems like kind of an obscure thing um but it's one of those things that I think is going to have a a really significant impact on on quality of life for teachers and students in the schools that those affect um and then hope in the future I look forward to being able to roll that out in in all of our schools over time. >> Okay, thank you. Um Mrs. I'm grateful for this list. I I'd love to see I'm very excited that Jordan High's baseball team is going to get some of these improvements that is is needed.

116Uh I'm also really excited for Jordan to get those lights and to be the first high school to get something. I'm excited about that. Um and also the safety issue. I'm I'm grateful to be able to have things um better lit, especially in the you know, especially during this time of year when the sun goes down sooner. So, I I really appreciate that we're looking at that safety issue as well. >> Okay. Thank you, Mrs. Dolly. >> Thank you. Um, sitting on the long range planning committee, it's hard because there are lots of needs out there uh across our district. But I want to just uh highlight a couple things as we look at like this football turf replacement. The cost of those two football fields is more than we're spending on our elementary schools.

117And I'm hearing uh frequently from administrators at our elementary level that they're they always get left behind. So, I think it's something we need to continue to look at is how much money we're putting into our high schools, particularly high schools that have been rebuilt and looking at making sure we're we're taking care of our elementary schools, particularly because we paused a lot of these projects when we're looking at some of these consolidations. And um so, just wanted to highlight that and bring that out in a public meeting. Um I agree with the money putting towards Jordan. it where it's it's boundary by State Street and the tracks line and the conference the convention center that we really have to be concerned about safety there and that is the lighting is a safety thing. It's

118not for athletic benefits. >> Okay. Thank you. Um Mr. Lewis >> uh just wanted to first say thank you for the uh repeater systems that are going to be installed at Midville Middle and Union Middle. heard con constantly about how none of their radios work in either of those two buildings. That's going to be a massive lifesaver. Uh I do want to echo what Katie just said about um investing in our elementary schools as well. This is an extremely vital uh update at Jordan. Uh however, there I do think that there are we should be looking at elementary schools as well. Um particularly just in my own case, East Midvail. That's all I have to say. >> Okay. Thank you. Um I do want to just echo what other board members have said in that

119I'm excited about the Jordan um baseball field and getting lighting. I think that is important. I do have a question about the Alahigh Foods Lab. So, are we expanding that as well so we can have more students? It doesn't really say there what what >> it would be expanded. Yeah, they have a wall if you a classroom on the other side of the lab. So we would remove that wall or portion that wall so they could walk back and forth between the two. Yeah. So that that would be part of it. Other part is just uh cleaning it up, you know, upgrading it with more of a single line >> student demonstration teacher demonstration area like we have at the schools and then student uh cooking stations that we have at the schools as well.

120They have those, but it's just >> they're just so much smaller. Yeah. I do remember I went to visit and I saw that and it it looked like high school when I went to high school. So that was a long time ago. Like it's literally has not changed. Um okay, Mrs. Oaks to speak to Kay's point. I I I know that football is a really big deal for high school and I know we have some amazing teams, but there is a part of me that looks at this through a title N lens. When we consider football, it is primarily a sport played by by one gender. And when we look at Title N, we're supposed to really be considering all genders in all sports. And so I get a little bit uncomfortable when we're putting

121so much money into replacing football turf and not considering um whether or not it's balanced and what members of the student body it's serving. Now, with that said, I recognize everybody goes to football games and it is a lot of fun and um it does serve the community at large, but I do think I I just wonder whether or not we should consider a different kind of rubric when we're making decisions about what kinds of sports surfaces are being prioritized other than perhaps a personal preference. Um anyway, just something to think about. I'm curious if any other board members feel similarly and when we're talking about being transparent. I think that this is an important thing to discuss and I do also want to echo like I am very excited for Jordan's baseball team. I

122think this is an awesome thing and it's it's long overdue and the safety piece is definitely important. So, >> okay. I want I mean I understand what you're saying, Amanda, but the football turf is a safety issue. It definitely is. So >> we went over those I think a what October time frame on turfs last about 10 years 10 to 12 years. So >> Brightens was put in 201 I think Amber just joined the board. >> That's yeah >> and Alas were done >> that year as well. Jordan's is is in Ala we Jordan's is okay you know it has another year or two. Alto is we wish we wouldn't have to do it. I we'll be honest. Uh but uh it is in pretty bad shape. We we'll have to say that. Now, could

123we play on it another year? Maybe. Yeah, we think we can play on Brighton's. We know we can play on Brighton's another year. Uh it's just, you know, if you have five turf fields and five, you know, five turf fields, you about got to look at doing one every other year to really go through the cycle process. They are heavily used. Keep in mind they're heavily used for lacrosse as well. They also do play soccer on them. They do some have some gym, you know, in the spring and some I mean spring and fall. They'll do some uh sock I mean classes on them as well as uh you know of course you also have chair. They're not chair and drill don't do a whole lot of damage on them but or wear and tear

124but they do use them. Yeah, >> that's fair. That's Thank you. I appreciate those perspectives. Um, the other thing I want to bring up is that part of our last bond, a big chunk of that was set aside for elementary school upgrades. Even though it was like the light, I mean, the board may be forgetting the Yeah, we did lighting. We didn't rebuild any. >> No, we we built we built Provian Park and Glacier Hills. We did u >> Mid Valley. >> Oh, Mid Valley. Yeah. >> So, >> okay. So, there has I mean, we haven't totally ignored >> Yeah. elementaryaries. But yes, we know we have a lot. >> Yeah, we did. We did the lighting at everyone. So, they'd all have skylighting if they didn't have windows. And then we also did the

125front office at seven of them. So, >> yeah. And we've done safety vegetables at all of them >> and the safety of >> So, but yes, I but I do understand what you're saying, Katie. We know we we we we had our great elementary principles here and we they've expressed that concern to us as well. Yeah. >> Okay. Anything else board? >> We wish we had again we wish we had the eight to10 million dollars we could do this. >> I know. >> I agree. Okay. Mrs. Ner, >> a lot of what I was going to say has already been said, especially with Lyanna addressing. We actually do have soccer and lacrosse teams that also play and like women's soccer. I just um we always have the women's soccer always plays actually on that field.

126Um as well as you know the dance team and the drill team and the cheerleaders. Um so it's it's used by a lot of people and the recommendation is really to replace it every 10 and it is a safety issue. So I think if we're replacing it in 20 years or however how much was that? Let's see. It was 2015 10. Okay. So 10 I think that that's appropriate and fair. I think um as far as um elementary school goes um thank you for bringing up the things that we have done for the elementary schools. I'm grateful that you know we have to flip to the other side but actually in this package there's some things we're doing for some elementary schools as well. Write the slide before so we should maybe there we go.

127So that's got we've got Copper View, Okalo, which I'm very grateful for, Canyon View, Oakdale, and then the seven elementary schools for the door locks, which Andrew mentioned. Um I think it's it's probably very difficult um when we go through all of these these budgets, especially to for the business administrator because we do have so many needs and we have a lot of elementary schools. So, I think the nature of it in and of itself because we have so many elementary schools and we only have five, it's kind of hard because in every capital uh small capital funds um presentation I've been on in the last 5 years, we always have some elementary schools in there. They just can't be rotated as quickly as the high schools because we only have high five high schools.

128So, I think that's something to keep in mind as well. Also, I just wanted to point out that foods class. Did anyone else notice there's a waiting list of 700? Let's just give a huge congratulations to whoever is teaching foods. >> She's a she's we met her. She's >> she must be rocking it. If there's 700 other kids that want to be in her classroom. So that's high quality learning. Thank you foods teacher at Alta. That's pretty impressive. >> Yeah, she's she's very impressive. >> Okay, thank you. Okay, I think um thank you Leon for this presentation and yeah, we look forward to >> why can't we if it's okay we'll look get some pricing on what field turf can do on a couple of these get more updates on this out of foods lab

129and maybe even look at some elementary you know little I'll call a little bit refreshing and bring that back at least to the committee okay >> we're meeting in January and go from there that's okay >> okay that sounds great okay the next item on the agenda is the longrange planning committee update and Leon Wilcox, business administrator, will present this as well. >> Thank you again. Uh we did get the date right on that one. So, uh again, you know, we've we've heard a lot, you know, since we started this process back in September. And so what we're doing is re we're using the term recalibrate the boundary study, you know, to do a more holistic look at the feeder systems. We know we're never going to get our feeder systems perfect. You know, we

130do have, you know, a handful of schools, elementary schools that feed into more than one middle school. Uh, you know, Glacier Hills is a prime example. Everybody, you know, one of the talks out there was the Glacier Hills was a a slim issue, but it wasn't because it does feed into two middle schools. Half of it goes to Mount Jordan, half of it goes to Eastmont. So, and we do have a handful of other elementary schools that go out there. We want to look at the health of our secondary feeders and uh continue to look at our priorities and and our timelines moving forward on this. Uh so with that, we are not going to have the public hearings at the December 2nd. We said we would have public hearings at the end of January

131at Park Lane and Granite. We are not going to have those. Again, we have to give 30-day notice when we do have those. So again, we still may go forward with the uh proposal in 2026, but we will say we will be actually resetting the 90-day process and all that and open up that window and give out timelines for when the public hearings will take place. We are expecting declines. Uh we do make projections every year. We we're going to be working on those. We always wait till we get the open enrollment projections or the open enrollment uh permits done before we start making our projections because a lot of it goes off that. We also look at the birth rates. We just got those uh this week, excuse me, last week uh for the

1322024. The good news is we were up about 60 births in our zip codes. So we've seem to maybe have bottom out there again. But again, we still have that issue of the incoming kindergarteners are just not nearly as many. Almost a thousand dollar I mean almost a thousand students less than the outgoing seniors. And so that's a problem that we're going to have for the next couple years. Uh and so, you know, they factor in the birth rates into our projections. Again, it's more it's the elementaryaries, you know, as we look out five years for that. And so we want to look at, you know, long-term capacities and fetal patterns. as I said and as we also as mentioned with the small capital as we look at making significant facility investments and I wouldn't

133say that's just carpet or lighting but that's really a a new school if you will uh you know how does that align with the boundaries going forward how big do we want our elementary schools or how small do we want our elementary schools moving forward you know we have some out there Draper and Sunrise who push 650 or more and then we as we said we have several that are just in around that 300 range. Uh so again we're going to look at expanding the boundary study to look at the secondary feeders and we'll give a new pro uh priorities and a projected a projected timeline keep the community in informed as we move forward with that. So oops I was going the wrong way. I apologize. I thought that sounded weird. Uh, but here's

134our study. Uh, again, we'll continue to study it through this winter and spring and possibly in the fall of 2026, bring forth some more recommendations or they may still be the same recommendations that we have now and try to refine our our proposals based on the feedback we get. and we whether or not we want to take another recommendation a year from now in winter 26 we can look at that. Uh also want to give you a quick update on the Bella Vista Ridgerest transition planning. Uh our most important thing is our students. We want all every one of them to feel welcome wherever they go to school. And we know there will be about a hundred who will be transitioning down to east from Ridgerest into East Midville and all of the Bella Vista

135students transitioning into the Ridgerest building. We want to preserve the strengths and traditions of both schools and we want to of course uh you know minimize any disruptions as well as provide updates to family and staff. Uh so with that, we want to announce that we don't have it on there, but we will be keeping Sarah Allen as the principal at Ridgerest. We feel like she is the best one to hit this transition forward with it being a DLI school uh moving forward. So she will be the principal next year. That does not need to be approved because she already is the principal there. Uh we will also be keeping Amy Sandrren as the principal at East Midville. She's she's been her this is her first year. She's done fantastic. We will be uh recommending

136you the placement of Barbara Winder, the current principal at at Bella Vista uh in January, probably the either the last second meeting in January or that first meeting in February. With that, uh, Kirsten and the principles have been drafting a communication that will go out tomorrow, uh, or not necessarily tomorrow, but before the end of this week, Wednesday, Thursday, or Friday. It will be from Sarah to all of her community and from Amy to her community as well as the new community there in U that will be going to East Midbell. So, that will be coming out later this week. So with that uh we will be we are still working. We want to emphasize a lot of our employees concerned about the the staffing and the transfer process. We will be following our policy

137on that as we said as we stated and it's basically based on seniority going forward. And so we have those uh policies. You can look at the QR code there and list find those if or any of our staff are interested. We've also want to guarantee as we said we guarantee every contracted position that's all our teachers be our we have any counselor social worker psychologists uh speech language pathologist they will all have jobs we've guaranteed them a job and same with our contracted ESPs that's the lunch managers the custodians the uh head admin assistants in the front office as well so we want to make sure that has we said that last time and that you know that is our promise going forward with with this. So with that happy to answer any questions

138comments you may have with this. >> Okay board are there any comments or questions and I also think the board just needs to have a discussion about this proposal because this is from a committee and really it's up to the board if we want to go along with this or if we want to change this um proposal or what we want to do. And also I do think if we decide to go along with all or part of this uh we need to have a motion and a vote. I think that's what would be most transparent and so that would probably have to happen in January or one of the January meetings. So anyway, any comments or thoughts? U Mrs. Marbar, >> I'm very grateful for a pause, especially with the Parklane Willow Canyon. Um,

139I think that is the right call. I think that when we're um taking measures that have so much such such impact, I think it's it's prudent to not move too quickly and to really study um this out a little further. Uh I also um I have a lot of um reservations regarding what will happen with potential growth in the future in those communities with the more affordable housing. Um as was just pointed out in one of the patron comments about some new new developments going on. But so I think that's great. Um, one concern I do have about pausing on the Granite Elementary is we did hear from a number of parents that were saying they would like a change because they do feel like their school doesn't have enough numbers to support all the

140programs. It seemed to me when we went to the community input meeting, the biggest concerns were staying together and keeping the ECC with them and then protecting their feeder pattern. And I'm not saying that I advocate to move forward with closing granite at all. Um, but I wonder if because once we made this announcement about the new study, I think we only I went back and looked, we only received one email of someone concerned by it and we did have some positive feedback from some of the granite community. So, um, I I want to hear more from them. And so that's my largest concern is if we think we're doing them a favor if if if the majority of them say, you know, I I just remember some families standing up and saying, "Yeah, we

141we are worried about this. We we want to have multiple classes for our kids to go to and not just one teacher per grade and things like that because their number is pretty um you know, their number is pretty low. So um that's my only concern. Maybe maybe some of you can speak to that. >> Okay. Thank you. Does anyone else want to say something? Mrs. Oaks? >> Um, yeah. I have similar feelings to Miss Nyber. I mean, honestly, I was a little shocked and surprised when I saw the new proposal. I was like, whoa, this isn't about face. And um, and I similarly am concerned because the feedback we've gotten, not just from Granite parents, but also from Granite faculty and admin, is that this is not sustainable and it's causing a lot of

142stress for teachers. Um, and you know, just like Mr. Nyber said, we really tried to listen and and talked about finding a solution for the EEC units to stay with them and for the feeder patterns. And it was actually the suggestion of the community that they should be combined with Quill Hollow. I think I don't know why we wouldn't move forward with hearing from the community or the community more about that. It seems like a natural solution to me, but um maybe there's something I'm not understanding. The other thing is and and I'm not altogether opposed to moving forward and looking at that with percolane as well. Um I know that there's some discussion about do we you know build a school in future. I recognize this idea or concern about having a large geographic

143area without an elementary school in it. I'm not opposed to you know looking at that. But um I have a couple questions and and a comment beyond that. One is um I know there are a lot of parents who are nervous about having their kids move to a larger elementary school. It feels very unfamiliar. You know, they're concerned about busing. They're concerned about just it feeling larger than what they're used to and what they're comfortable with. But I I need to tell you, all five of my children went all the way through Draper Elementary, which has been the most populated elementary school the whole time of the district. It was awesome. It was like it was it was awesome. It was it's a very high performing school. They had a lot of additional opportunities because

144of it. Lots of engagement and involvement from the PTA. And in fact, when we were delivering um gifts to principles this last week, I had a chance to go in and meet with Ronnie Mullen, which anyone who's listening from the Granite community will recognize that name because she was principal at Granite Elementary directly before she went to Draper Elementary. And if you ask Ronnie how it's going, she's like, "This is awesome. There are so many things about having a larger population that are fantastic." And I I'm going to tell you right now, as a parent who had children go on the bus, I know like it seems like like a terrible thing from some of the feedback we've gotten from people that it is the most magical thing known to a parent. Like my kids

145would walk out the door and magically make it to school and they would walk in the door magically home from school and they would have wonderful stories. They had a great experience. I think it's there's a large tendency for us to fear the unknown or the unfamiliar. But for us like having a larger elementary school and having busing was an amazing experience. And I don't know if we can make long-term financial decisions for the district and also like the quality of being able to support classrooms based off of just those factors when the truth is there's pros and cons to both sides of that. So I am reticent to accept this current proposal just because of of those reasons. And I guess I have an additional question for the committee of can you outline specifically

146beyond what has already been studied or what would be studied in the 90-day period that we already set what sorts of things you believe you'll be able to get through and analyze differently than than before. So that's that's my question. I want to better understand that. >> Okay. Uh, who I think you guys both raised your hands. So, okay, Mrs. Dolly, >> thank you. Um, just to let you know, this is just a pause in that we're not going to vote in 90 days on these elementary proposals. It doesn't really change the timeline because we haven't voted by December. Nothing is going to happen fall 2026. We still have until December for to implement something for fall 2027. So that doesn't necessarily mean this is changing the timeline for granite and park lane. It's just

147allowing us instead of voting on that proposal right now and then coming back and tweaking it as we look at these other items. It's just allowing us. We're going to let that sit for a minute. Why we because one of the things that has come out as we've talked to this and I spoke with Parkland parents um last week is their number one concern now is Eastmont and Jordan and so we want to look at how are we strengthening that feeder and maybe that comes back and impacts those elementary boundaries a little bit. The other thing is as we have made this new proposal I call it like dominoes. So we knock down those first dominoes. Well, there's other dominoes that fall with that, particularly as we look at the other small schools that were

148identified previously. And this area is a little bit more tricky than Bella Vista in that all these schools sort of run into each other. We had uh Willow Canyon, Parklane, Granite, Qualhollow, Brookwood, Oakdell, and then as you look at some of the other neighboring schools like Provian and Silver Mesa, their numbers look great because of their special programs, but when you look at the neighborhood programs, those are small also. So, we have to really look at all of those pieces. And then as right now we're addressing elementary because those numbers are dropping off. Well, those numbers are going to roll into our middle school and in our high school in five years. Well, what does that look like? So, we're really looking at creating a holistic five-year plan that we think based on projections what

149those numbers are going to look like and then overlaying our sped placements and our new school buildings. You know, as we're building some new elementary schools, where is the the best places for those? And so that's that's what we're looking at with this new plan, why we're putting this on pause, and to make sure all of those pieces are solid going into this. >> Okay. Thank you, Mrs. Dolly. Mr. Edel, do you want to add more? >> Yeah. So, I'm glad Miss Dolly went first because you can see how fantastic it is to work with her on the long range planning committee. Um, and I I do want to say how much I appreciate working with everyone. So, there's a there's a fairly substantial group. Um and it's been uh really really difficult but uh

150really fantastic people and a lot of different things that we've been able to look at and uh and have great discussions. Uh I also want to say that I appreciate the discussion here and I'm glad that we're giving more input. So just let's have a great discussion here. Um because I think uh and I had mentioned it in our long range planning committee that uh I think we're at a point right where we need some board discussion so that we can have some whole board direction as we move forward. Um so I'm glad that we're having these conversations. Uh I I do want to point out since Karen's not here to point it out for us, uh that Willow Canyon's 10-day count was two more than Granite. Uh and so that's a a fairly significant

151concern as as we look at it. Um Molly addressed a lot of the issues as to what are we hoping to see. Um, but I think one of the other major things that these all lead to is um what uh if any elementary schools are we going to replace? Um and if we want to go down that path, we we need to have more pieces identified and what the impact of that is. Um and we do need to make sure that we have that looked at at um across our whole ecosystem. And so Miss Oaks, you you had asked like what are we hoping to gain? And and to be honest, from my perspective, um I think that's one of the biggest items is uh if we're going to be um replacing some of our

152aging elementary schools, what does that look like? because it doesn't make sense to to shuffle populations um only to reshuffle populations. And I I think that nobody wants that, right? Um shuffling populations once um among uh a generation essentially is is is a lot. And so I would I would hate to do that more. I think in a perfect world, we would just like move some elementary schools up and down and across the map and redraw some borders and it'd be super easy and everybody be happy and be on their way. Um, we know that's not that easy and so uh we can't we can't just do that. Our community demands that we don't. So, from my perspective, I think that those are the really really big items. And um you know, I've had some

153differing opinions um that I've shared in the past about um Granted and what that should merge to. Um I do want to express my support for what we've looked at right now with Granite and Quail Hollow. Um but also uh acknowledge and support some of Miss Dolly's reservations of making sure that we have the full picture of the other elementarymentaries especially in that that loop up there. Um and what does that look like in the future? So while I think this makes sense, uh we need to press forward with it. Um, I also think that it is fair to kind of look at look at that whole line and what does it look like in the end, right? Um, with those schools uh and the I mean the Holies bench is is having some some

154population issues right now. Um, and that's what this has all come down to. So, I feel like I've babbled a lot, but I I hope I've kind of addressed some of the questions that we've had. Um, and hopefully too you understand that I I feel like as a whole we seem to be fairly on the same page. Um, just different spots on the page, right? Um, and but I'd love to hear your continued feedback maybe with some of those gaps filled in as well. And then I haven't heard from Jackson. >> I know. Mr. Lewis, do you want to say anything or or not? You're the last person. >> Not right now. Okay, then I will say some stuff. Um, so I'm I am hesitant as well because um to at least push pause. I'm

155wondering if we can't at least look at granite. I mean, but I I want to hear if you don't want to do that, I want to know like why we don't want to do that because I feel like right now we've stirred a giant pot, right? And if we're just going to push pause, that's gonna like I'm 100% not okay with doing this in a year. like I want to do it in the spring because I just don't think it's okay to leave the communities like with not knowing what's going to happen for that long. Like I've recently talked to some Bella Vista um patrons and what they said is the hardest part was the 90 days of not knowing. And I feel like if we're just pausing and say saying, "Oh, it's going to

156be next December that then it's like a whole another year of unknown for for them." So, I would rather just make a decision or say we're going to look at this in two years. You know what I mean? That's personally what I would like to do. Um because I do think I mean as a board we started a process and I think we need to finish it. I mean we love to talk about process up here. So we did start a process and um you know it's not easy. It's not easy. Um but it was our commitment as a board to make a decision. So, so I don't know what what is everyone's thoughts about that or what did long-range planning decide about not doing granite right now? At least doing granite right now when

157they came I mean they came to us a year ago and said please do something >> to help us right parents did and teachers did and also we've we've had emails about it. Uh, and I I Katie and Andrew if you want to comment as well. I think I think Katie hit it uh pretty direct in that we can't do anything for the fall of 26. And so it have to be the fall of 27. And so I think that was the idea of continue to look at proposals moving forward. We still may go back with this Willow Canyon Parkland granite quail hollow uh proposal that we have out there. But uh again continue to make sure we are you know one of the things we are concerned about is is that e east side

158you know when you have uh Brookwood on the other side of Highland but then on the other on the east side and then on the west side you got several Mesa and Oakdale all with shrinking declining enrollments and then further down you get into uh East Sandy and then into Provian Park as well as Sandy. And so where you know where does you know making sure everything's aligned as as well as our sped population too. We heard a lot about that. You know most of our schools have a unit now and if we how do we continue to decline where do those if we consolidate where do those units go because we just you know placing them is has been a challenge for Terry and her team. So that would be the main thing is

159we do have that year but you know obviously we'll take direction from the board and if you want us to come back with a proposal that we could have by the end of this school year we can do that as well. >> Okay. Thank you. Um okay Mr. Edel >> oh I was just going to say board like I mean are there a majority of us that want to go with this like we just pause and study further for now like Mr. Edel first then M >> sorry I guess I just I was going to give my opinion to something similar to that and and I would love to hear it from everyone else and um I I want to just just reiterate some points just to make it clear. I feel like coming off

160the long range planning committee um I'm at like a point of privilege and I don't want it to seem like I'm speaking for the committee, right? I'm just speaking for me. I also don't want it to seem like we've got lots of disagreements. I think we just have lots of discussion that we've had happen and um and I've mentioned several times how much I appreciate uh working with the different members of the committee. Um and I I feel like we work really well and and we've done a lot of great work. Um, so from my perspective, um, acknowledging that that there are some more items to look at on that east bench, like at this point in time, I would be comfortable moving forward with uh, merging granite into Quell Hollow. um acknowledging that there

161there are other pieces that we're missing, but I I think that for that community, um that would be the right thing to do right now in in my opinion, right? Um, I would also be comfortable, I don't know if delay is the right word, but taking our time to get um the park lane, Willow Canyon, etc. area um along with its feeder system right um and that might mean we don't make like we don't bring back a proposal in 2026. Um, I I would be comfortable with that with the reservation of I I am concerned about Willow Canyon. Um, and I I think that there's I don't know. I I kind of feel like Willow Canyon loses. So, I guess that's my reservation on that end um for that. But at the same time, uh

162I think as we look at the the Jordan East Theater, so I've I've brought it up a few times, right? And and and Mont Jordan's in there as well. Um but but Mount Jordan's not struggling as much as Eastman is at the moment. And I I think it's really important that we don't rush to anything and that we're able to do that correctly. Um I would and I've brought that concern up before which is my concern that we we rush into to anything. And so, um, I think President, you had brought up like not getting into it this fall. I would be comfortable if we didn't bring back a proposal for Willow Canyon Park Lane this fall as well. Again, my reservation is with Willow Canyon. Um, and with that, I I do really would

163appreciate uh hearing others feedback and kind of what they would be comfortable with as well. >> Okay. Thank you, Mrs. Dolly. >> Just to give my opinion on this as far as these, my personal opinion with these two proposals is I'm very comfortable with both these proposals. I think we're just want to make sure all the other outlying pieces are solid before we go forward with these proposals. So, we don't we're not trying to keep people guessing kind of thing. Like I think these proposals are still sitting there. We're just looking at these other pieces to make sure that's still the right thing. >> Okay. Um Okay, that makes sense. Um Mrs. Oaks, >> I appreciate the conversation and I love um the varying perspectives I hadn't considered before. I just do want to caution

164us on a couple things. One is that we have taken up when we talk about saving on cost. We have taken so much time, effort, and money just even as a district to be able to run through the 90 days that we had previously. We've had an amazing amount of staff time dedicated to this. We've had mailers go out. I mean hundreds of additional hours and that's not free. I mean that is cost that's involved, right? The other thing is for as much as there are a lot of people who don't want change um and they feel you know we've heard comments made like you're yanking my chain. I I can't help but feel like if we don't move forward in some measure that the community can also feel that way because we've informed them

165that there is a strong possibility this may happen that we're going to meet and then in the next moment they we're not going to meet. I mean it it becomes very confusing and difficult for them to trust the communications that we send out as a district. And so that is a concern for me is what kind of precedents are we setting? And of course it's important to listen to the community and I feel like in large measure we have done that and we've responded and we have pivoted. I just want us to stop and consider the expense that goes through, you know, we go through as a district every time we decide to change um the plan or or you know, run another 90 days or study it and also what it's like on the

166receiving end and the amount of confusion that can cause. >> Okay, thank you. Any other comments from this side? Uh, Mr. Lewis, >> I want to partially echo what Andrew has already said. Uh, I am also very comfortable with moving forward with the granite and quail hollow consolidation. It doesn't seem overtly controversial and it seems fairly straightforward. Um, I also am comfortable with not seeing another seeing a return of the Park Lane Willow Canyon proposition. Um, my thoughts on it thus far is I'm not sure that I've seen enough to support closing Park Lane and in favor of Willow Canyon. So, I would love to see that debated further if we are going to continue debating it. Um, otherwise, I I I have no issue with not seeing a return next year. >> Okay. Thank

167you, Mrs. Nymar. I I mean I started this with saying I would be interested in moving forward with doing the community input with granite. I think the home um prices in that area um are such that I think we're it's pretty likely there won't be a lot of young family and new growth in that area um right away. I do very much agree with what was said in patron comments. I do think we need to be very prudent and really think through these steps because that is true. The very best thing we have to offer in public schools is that we have a neighborhood school. That's what people like about going to public school is they get to go to the neighborhood school. And I do think that when we close down a school, it

168has a lot of effect on the community, on the property values, on those things. Um, I'd be very interested when we're looking at the um, for for me, I feel like any elementary school that's in the 200s is something we need to really look at. I think any elementary school that's in 300s or higher is something we need to say our eye is out for it. If there's market correction with just interest rates, clearly property values aren't going down anytime soon in Utah. And that's a good thing in in a lot of ways and speaks highly of our economy and and that our state's a great place to live. But there could be some market corrections with mortgage rates which would make a difference with some of these other areas that you know the numbers

169are lower. So I am I am more than happy to say with Park Lane and Willow Canyon to go ahead and even do a two-year pause. That would be fine with me. I think with granite I think this new proposal does it it did come from the community at their suggestion. It protects their feeder pattern. It keeps them together. I know there's this little sliver that goes to Lone Peak. I would like I would be interested in in get going to the community meeting and just hearing what their feedback is and what they have to say and if they are adamant that they don't want that and they're so happy and that they want to continue in their small school. I just don't feel that's the feedback we've received. So, I don't want to do

170anything that negatively impacts. And I have also talked to I I also have heard reports from the teachers and the sports staff and the administrators in that in that school building that it is difficult. So, >> okay. Thank you, board. Um, okay. Okay. So, I think there's a majority of us, but I do want to ask Katie that we want to move forward with the current 90 days and having at least the hearing for granite. I mean, Katie, is is that okay with you that because that is what I'm hearing from a majority of people. >> The reality is I'd like to just wait and do them both later on once we look at these other pieces instead of trying to split these off as two separate things. Okay. I I don't know what to

171do, Bard. It's hard. Like, it's hard because I know that is your area, Katie. So, um I don't know. Bard, are you okay? Just I guess pushing pause on both of them. No. >> Um yeah, Mrs. folks. >> I would be okay pushing pause if we can get some feedback from administrators and and faculty at Granite like like how that would impact them. >> You have a listening tour coming up. Yeah. I mean I I feel like >> and maybe maybe we delay the decision on that part in particular after we get a bit of feedback from them. Okay. Well, I'm I I do agree with that board. Are you guys okay with that getting feedback from Granite? >> Yeah, that's true. >> M Mr. Edel, I feel I I feel that a key component

172of how I feel about it came from Granite. >> Well, it is it is telling that we haven't received any emails from them. We have >> sorry, not from the community. >> Oh, from >> From admin, right? From admin, from teachers. Actually, from parents that came a year ago and asked for us to do something, right? So, >> okay, Mrs. Dolly, >> I would hesitate. Well, when we haven't put this on to actually have a vote on it tonight, but I would because this is the first time this has come forward. I haven't had the chance to go to my communities and both Parklane and Granite to see what their feelings are on this. I worry again we're creating an issue that we're pitting communities against each other because one is has worked with us

173and has been very willing to, you know, understand the process and one's been a lot more vocal and so what kind of message are we sending a little bit that way? So, I think it's important that we get feedback on this new proposal before we make any decision on going forward with one and not going forward with the other and while we're still seeking out information that really could impact th these others because one of the, you know, as we roll into Brookwood and those other areas, is this still the right granite and Quill Hollow, making sure that is the right thing is we're still looking at those other areas. Again, it doesn't change the timeline for either of these. It's just only we're making decisions sooner rather than later. I get the waiting and

174we've heard that from the administrators like the dragging it out. Um but I think understanding that this is still sitting there. We're just making sure looking at these other things in the process while we're still within our timeline for fall of 27. >> Okay. Um can I just say one thing and that is like what kind of feedback do we feel like we need as a board? I mean um Mrs. Nai were >> Yeah, I was going to talk about that. I think if we're pausing and going to get feedback from the school, I also want to get feedback from the community for sure. Um, you know, and and that's why I I'm interested in doing the community input meeting because it was a different proposal than what it was before. Before it was really

175not a good proposal. Granite was being splintered too much and it was ruining their feeder pattern and they were feeling very divided. This is a different proposal. I'm fine with not moving forward with the community input meeting and instead just doing a survey to the Granite families and community too because that that's my largest concern is just because we haven't gotten any we've got one email but I I don't I haven't seen any other emails from anyone in the granite community that was frustrated or upset with this current proposal. So, I think a survey would be great and um to see, you know, what they're thinking, too, because we already have heard and we can still ask the school, of course, please do, you know, and I know there's teachers that wanted, you know, I

176mean, there's teachers that came and spoke here that are really interested in keeping Granite open, but I think if we're going to seek input, we definitely need to seek it from all stakeholders, including parents and families. >> Okay, any other comments? I do think a survey is hard because if we ask do you want like should we keep your school open everyone's say yes. I don't I guess we could ask like just for your feedback on the proposal. Yeah. Mrs. Nyar >> I'm sorry. Okay. The thought that I have is, and this is so hard to survey, but my concern is we do a two-year long study and then there's a different proposal for granite because it is small numbers, but it's something they like way less. That's something that they have major concerns with

177and they say, "Oh, but we already, you know, we wanted to do the quail hollow and that protected our feeder pattern." So that's that's an outcome that we we wouldn't know about it. But but that's my hesitation is my concern is I feel like this proposal comes from the community and we listened and my concern with pausing it is next time around if we have this global look all of a sudden are all these families going to be like man we almost had it. We almost had it exactly what we wanted and then two years later they came back and they changed us and now we don't like it at all. That's the thing I'm worried about. Okay. Well, this has been a really good discussion. I mean, this is really the first time like

178the board has been able to discuss these two proposals. So, um I mean, we're not making a decision tonight just because we're not going to vote on it. Um so, I think we can just continue to think about it over the holidays. Um and then I assume we'll probably have it on the agenda in January. And for now, I guess we're just going forward with what was on the presentation for now, right? Okay. Okay. Thank you, board. Um, now we're going to go on to the next item on the agenda, which is the K12 math curriculum adoption proposal, second reading, and Dr. Amber Rodrik Lanward, director of ISD, will be presenting this. Good. I am excited to be here for the second reading for our K12 math proposal. We have a number of things to

179discuss tonight. So, I will walk through some information so that we can reserve time for questions. So just as a quick point of reference, we are proposing a district-wide primary curriculum for elementary, middle, and high school. The curriculum at the elementary level is called Amplify Desmos Math. At the middle school and high school, we are proposing reveal math from McGra Hill. When we met at our first reading, there were some questions and a request to come back to talk a little bit more about the STEM connections within the curriculum and to dig a little bit deeper into that. So, I wanted to really start by making sure that everybody has the same frame of reference for the STEM connections that are intentionally built into the math standards. So since the math standards have been revised

180every iteration since about 2010, there's been a real intentional lens towards thinking about how we can look at math as that foundational language for STEM. Uh particularly when we think about the problem solving, the inquiry and the uh most recently the continued emphasis on integrating the mathematical practices as well as a greater focus on data science. And I want to just give you a little bit more specifics about what that means. So with this current proposal of standards by the Utah State Board of Education, they have taken the math practices that have previously been kind of adjacent to the standards as those best practices and been very explicit about what that looks like then at every single grade level. So you can see I've listed the math practices here on these slides. These are now

181organized with specific skills defined for each grade level that are now part of the standards. Simultaneously, they've also strengthened and been more explicit about the data science component at each level. And so, as my team has mentioned to me, this is not just uh statistics, it's like statistics on steroids. So, it's really looking at that statistical literacy and what we need to know as citizens across the K12 spectrum. So with these two things in mind when we're looking at curriculum because these are part of our standards we are looking for curricula that directly aligns to these specific components and that's what we've got in the programs that we are proposing to you uh right now. So looking a little bit closer at what that means for elementary. I just wanted to highlight again and and

182you've seen these in the slides, so I'm not going to repeat them, but this just notes some of the um key components of the elementary program that really focuses on beginning each lesson with that moment of inquiry. And one of the things that all three of the programs do do really well and what stroke struck all of us in terms of being a huge benefit to all of our students is that deep connection to relevance in terms of the real world and seeing something consistently across an entire unit. So, for example, in the elementary program, you see here that in the fourth grade unit, they're really looking at um they start out with a literacy component and a specific real world story that then connects across every lessons that gets them deep, deep thinking. Oh

183my gosh, sorry, it's late. I'm like tripping over my words here. I apologize. But it gets the students thinking really deeply about how to connect beyond um just mathematical equations. And so for this particular unit, they're looking at um the component of looking at how fish are hatching. They look at the um a number of statistical components in addition to the mathematical application. You can also see then that they carry those stories into both the investigation but also into the hands-on applications within the lesson. And then within every single lesson structure and across the unit, there are specific open-ended components for extension to be able to support students with going even deeper into their reasoning and critical thinking into the real world related to science, engineering, and technology. When we move into the secondary math

184curriculum, similar to the elementary, uh the program, every lesson begins with an inquiry component and really focuses the students on what's happening in the real world outside of the classroom and that continues throughout the unit. they move through the lesson and are guided into specific opportunities to dig deeper into problem solving through inquirybased prompts both in dialogue but also through their use of technology tools that are embedded in the program. And so one of the exciting things about some of these components, I know we've had some qu questions specifically about technology and the digital tools, the thoughtfulness with which these programs that we've selected to propose for our district-wide curriculum have specific technology tools that really enhance the instruction versus making it a crutch for both our teachers and our students. And that really comes

185through in the structure of the lesson and how you can utilize some of these tools. So the advanced opportunities that our students have to look at not just um graphing calculators but other statistical analyses components that you simply can't do without technology and those are thoughtfully embedded across the units. So again, just um here's another example of an interactive presentation that the students can continue to access, which is also a strength of our secondary program because students can access these at home outside of class should they need more support in completing their homework or preparing for um additional demonstrations of mastery that they need to do during class time. So hopefully that gives you just a little bit bigger picture of what's happening in terms of those STEM connections. In our high quality learning committee

186meeting, two weeks ago, a week ago, they all run together. We talked a little bit about some of the things that are happening with regards to the mass standards and discussion at USB. and um the members of that committee thought it might be helpful to integrate those discussion points into tonight's presentation because I think that they're going to continue to come up as USB moves forward in making decisions about their standards. So, we learned recently that the USB board is considering um switching from the integrated pathway which we have had since 2010 as a statewide model to potentially moving back to the traditional pathway for high school mathematics. The traditional pathway for mathematics is a sequence of algebra, geometry and algebra 2 which is different than what we are currently doing which is secondary one,

187two or three. They are considering switching uh statewide or there is a lot of talk right now and um seeming u favor to letting districts choose which model they want to implement which means every we could be doing something different than our neighbors in every direction. Um it would also mean that the state is then running two systems of accountability both for the districts that are running the integrated model and those that are running the AGA model. So, I outlined some of the um information in terms of what you need to know with regards to that pathway. One of the things that I think is important for our patrons and all of our educators to understand is that regardless of the pathway, the standards that have been revised remain the same. They're just organized and

188sequenced differently within those courses. So when we hear a lot of um questions and concerns either from parents or educators related to um liking one model over the other particularly because they um see the traditional model as being the way that they learned and it not being as confusing as this new math that new math component actually doesn't change because those are the mathematical practices that are evidence-based in terms of the most effective math instruction. So, those are just some distinctions that I think are important to note. We um are continue uh to be told that the board will make a decision in January about approval of the standards um andor the pathway um vote for the state. Some of the things that I think are important I've noted here on this slide and again

189these uh come from information that we've heard um from various stakeholders that sometimes might be um a little bit of a misconception or or based on um not the full amount of information. So, I've just noted some of those key key components there that I think are important for us to think about as district leaders and how we might want to go about making the decision if we are faced with having to choose as a district which pathway. So, as I mentioned earlier, the mathematical practices do not change. Best instruction for math instruction doesn't change. The standards don't change. Just how they're sequenced does in terms of implementation and what that looks like. when we were a traditional uh pathway as a state and very early on as a school district. Um at that time

190there were practices that allowed students to repeat courses if they had failed and uh that is an assumption that that will be allowed if we go back to the traditional pathway but actually there is state statute that does not allow for that to happen. So if um I am a nth grade student and I fail algebra it doesn't mean that I take it again in uh 10th grade. it means that I go through the credit recovery process that that we have in place now. We also um can't separate algebra 1 for example across two years which was a practice about 15 20 years ago in a number of districts. Um so so those things that I think are assumed that we'll go back to actually we have statute that prevents us from doing that and

191it's also not best for kids so we wouldn't want to do that anyway. So just some of those things to keep in mind. I think one of the um biggest things that we need to make sure that we communicate about this debate so to speak is that the impact it would have on our students who um are desiring to take advanced math courses which over the last decade we have actually seen a huge number of our students taking advanced courses both AP and concurrent enrollment in mathematics and if the move by the state is to go back to a traditional pathway we are not giving our students the opportunity to take as many of those classes during their time at in high school. Also, the entry point um is pushed off until their senior year.

192So, this would likely decrease the number of students compared to what we currently have who are taking advanced courses in math overall. So, I shared on this slide um the pathway comparison. So those first four columns are what we have available now with our integrated pathways in canyons. So you can see for um our students who are interested in those the honors pathway and taking the AP courses, they have multiple entry points and they can begin um if they choose the honors pathway in high school, they can actually take AP calculus their junior year and then should they choose to take an additional advanced placement course or concurrent enrollment course, they can do that again their or they can do that their senior year as well. The reason that this is possible is because in

193the honors courses for secondary 1, two, and three at the high school level, the pre-calculus standards are embedded into those class as actual standards. That is not the case with the traditional model. So you can see in those last two columns, the AGA or the traditional pathway um put students um in a position where if they are desiring to take AP calculus for example, they would need to take pre-calculus. That would be a prerequisite and that would not be available to them until they have been successful um with algebra 1 uh geometry and algebra 2. And then that makes AP calculus an option for them their senior year. rather than their junior year. So, this is a pretty big shift for our high schools and what they would have access to. So, in terms of

194immediate applications for us as a school district, some things that I think are relevant right now to this conversation, even though our conversation is about curriculum, it it could have some impact on how we move forward at least with the high school curriculum. So, one of the things that we are hearing is that there could be in January um a delay for the high school standards. So, they may approve the K8 math standards that have been proposed and then hold off and take a little bit more time for those 9 to2 uh standards and the decision about the integrated versus the um traditional pathway. What that does for us um regardless is put us in a little bit of a conundrum with the assessment and the implementation timeline. So regardless of whichever um standards and

195pathway they move forward with with high school next year, as far as we understand it, they are planning and moving forward with the expectation that all districts uh give the rise assessments for our high school courses including math. Which would mean that if the standards are not approved, those rise assessments would continue to be based on what we are doing right now, which is are the integrated standards that we currently have in place. That means that in the 2728 year, we'd not only be implementing new standards, but also a new assessment that would likely be different than the one that they will be taking next year. So, you can see um what that does in terms of us understanding our data and and moving forward and just some things to think about. So, if we

196get to choose the pathway, we will need to um make that decision, uh I I would imagine it would be pretty quick. So, that's one thing to look forward to if that comes to fruition um at the top of the new year um in January. So, there you have some of the information. Um, we've got a lot of these things we're already talking about and so it's just a matter of again kind of uh waiting for USB so that we can bring together some more information or proposal to y'all once we have an idea of what that proposal needs to look like. So, do you want me to just keep going then we can talk about all Okay, they're really big pieces I know and they're all drastically different. we go from STEM to the

197integrated pathways to now we're going to talk money. Um, but this is all the fun stuff when it comes to curriculum. There's lots of moving parts. So, in our first reading, I shared with you that I was going to do my best to come back with the closest approximation of what we know to date in terms of our negotiations for the cost of these curricular programs. So, at the elementary level, and I'll just kind of preface this with we are still um we'll be in negotiations until uh you all take action on whether or not we approve this and then we can really start to um our new purchasing person over curriculum uh is is really playing hard ball and asking for a lot of discounts and I believe that she will be successful and

198so what you see here are not the exact uh totals but just an approximation. So for the elementary, we are looking at roughly $36 per student annually. And what that cost covers is the consumable workbook that is essentially their textbook, the digital license for the students as well as the uh boost intervention which supports both extension and um scaffolding and intervention for our students at both ends there. Uh the teachers resources would be um free at this point in how they're discussing negotiations as well as the centers for small groupoup instruction. Uh those would also be free. There'd be a one-time uh manipulative purchase that would just be purchased at the beginning of the adoption and that is roughly $500 per teacher. So you can see that our first year total is a little bit

199different than what we would be paying ongoing. Um, and again, this is based on our current number of students and teachers and that rough estimate of $36 per student. At the middle school, the cost is roughly $23 per student. You can see I have an asterisk there because that notes that we have um several options for purchasing with regards to the middle school program. And we are doing some analysis right now to determine what makes the most sense in terms of the combination of digital versus consumable versus uh what we might be able to print as a partial consumable or build in as our own textbook. We're exploring a lot of options there to determine what makes the most sense to support implementation while also keeping costs relatively as as low as we can. So

200that $23 is kind of splitting the average of all of those options and uh we'll be able to get closer uh potentially by the third reading, but obviously certainly when we have a decision about how we can move forward math um we reviewed and what we were excited about was that there was an actual print textbook. Um, this isn't something that a lot of districts purchase is what we've been told recently and so they don't have a readily available price for us and so they are working that out and we will hopefully have that information very soon. But they do have the student digital license which right now is about $28 per student and that does not have a print consumable like the middle school. it is just digital and that is what um many

201of the high schools across the country are are using and then they would throw in the teacher resources both print and digital for free. So you can see what the cost there is for our high schools. All of these costs are one year in the um contracts that purchasing is discussing with each of these vendors. they are looking at um five to seven years in terms of securing that pricing for that long with some options if needed um to renegotiate uh at the five-year mark. And so those will things those will be things that we'll continue to work with purchasing and Leon about as we get closer to making a decision. So with that um I'll just turn the time over to you and uh as of right now for our next reading. I plan

202to bring back any questions that you have right now, but also we've been collecting stakeholder feedback and hope that we'll continue to get more of that in the coming weeks. Right now, we've had seven people um fill out the form and offer feedback, a couple at each level, which has been great. And then hopefully we will have even more information to share with you about what's happening with the discussion at USB. Questions? >> Okay, thank you. Um questions and I think Mrs. Dolly has one. >> A couple questions here. First, has the state looked at creating honors for traditional if they go that that route? Because I I think it's a real disservice to take out that opportunity for kids to take both AP calculus and AP statistics. From what I understand and and Rachel

203can jump in here and tell me if I am misspeaking. Uh that is not something that they are considering because again the standards are specific to pre-calculus and are embedded into the way the secondary honors courses are taught right now which is very and drastically different than the way if we were to go algebra geometry and algebra 2 are taught. >> Is that true RA? >> Yes. So it would be precalculus would be a separate class. >> Yeah. >> It's currently integrated. That's why it's called integrated. >> Yeah. So they're not at least as of now they've told us that they have not looked at that. >> Okay. Yeah. I think that's a I think that's a disservice to our students that want to pursue that pathway. My two of my kids have taken both

204of those and it's and it's really helped them going into college to have had both of those classes taught by our excellent math teachers here in Canyon's district. So, um I think that is something that that we really need to highlight the difference as we're seeking this feedback that people need to understand what you're giving up to go back to a traditional model in that aspect. Um secondly, what kind of parent support will we have with these consumable workbooks at the particularly at the uh elementary middle school level? That's a lot of feedback we have heard is just parents wanting kids to have be able to write their math out. the digital math is, you know, hear so much backlash about that, I guess, and and but then also parents having resources to go to

205to help walk their kids through stuff at home. What's available that way? >> Really good question. So with each of the programs, both the elementary, middle, and high school program, the student platform, again, it's that the digital platform is really comprehensive in terms of the resources for students and their families to be able to access that give you some of those how-tos. So, for example, whether I'm logging in um as a fourth grader, as a seventh grader, or as a ninth grader, if I'm entering the student portal and looking at what has been assigned to me by my teacher, within that, I have presentations that my teacher may have used or videos that are available to be able to teach me and explain it to me in a different way. There's access to digital tools

206um with the assignments that give me the opportunity to get immediate feedback if the answers are correct. We have been implementing a program called deriva with our math programs at both middle school and high school. uh deriva does align also with reveal and the benefit of using deriva is they get that instant feedback and it actually shows where within each step um the student may have made a mistake so that they see that immediately. There are less quality and less explicit feedback tools that some of our teachers have been using which um is why we get a lot of questions from parents that uh maybe they're not getting the feedback that they need. But those resources are definitely um leaps and bounds ahead of what we currently have available in our math programs at all

207three levels. So I I think those will be a huge asset. >> Okay, last question is how does the annual spending for this new curriculum compare to what we're spending now on our math curriculum? For the elementary, it is actually a little bit cheaper because our contract has run up and so we're paying nearly double I think what our original contract was to extend that license. Um for middle and high school because those are open resources. We have not been uh paying for them at this same rate because we have not purchased the consumables on a regular and consistent basis. Part of that has also been because the uh textbook and requirement and and uh budgeting has all been on the principal's shoulder for middle and high school. And so we are in discussions both

208Mindy Robinson, Tom Sherwood and and Leon and McKay and I to talk through how we can make that a little bit more equitable to make sure that they have what they need in terms of the curriculum so they're not um we don't have that difference across schools in terms of what they're purchasing. >> Okay. Thank you, Mrs. Oaks. >> So, in visiting um some of the principles this week, I understand that we have a couple elementary schools that are piloting this. Is that correct? >> We not so much piloting, but we have some um elementary schools who are willing to be our early adopters. Okay. so that should you take action, they want to jump in and start implementing and help us work out all of the kinks before we provide professional learning to the

209masses. Um, some are really excited and already asking great questions and we'd love to have them be our teacher leaders. Um, especially since they're willing to do it. It was completely voluntary and Kenna, we've got 30 30 teachers who have volunteered. Um so we've done some initial discussion and professional learning with them to say this is what it would look like and this is how we'd gather feedback and provide ongoing coaching and we think it will be really great. So um on that point, so one of the principles I met with is a former teacher of one of a couple of my kids actually and um who had hosted some before and after school programs um with robots and other things that were phenomenal, very hands-on and very engaging with our kids. And she couldn't

210say enough good things about this math curriculum. She was um and that said a lot to me. I mean, I've I hear, you know, bits and pieces of concerns from teachers. What is this going to mean? Change is always difficult, right? Especially when you're learning how to teach something. Um, it's not new math, but it's, you know, the approach is different as you said. And but to hear her saying, by the way, this is a principal who absolutely doesn't just believe in STEM, but she believes in STEA. She believes in the arts and she's actively trying to provide a lot of artistic opportunities at her school. and she said, "I think this is helping us get back to the hands-on math that te parents have been wanting and been complaining about with regard to what

211they have been concerned about with Chromebooks. So, I just want to say I am grateful that we're looking at this and that I it sounds to me like a wonderful thing. I agree with Katie about let's not take a giant step backward please state board of allowing our kids to have like really great advanced opportunities if we do go a traditional pathway. Um that has been for sure one of the benefits that we've seen. Um but again anything that gives our kids more of a hands-on opportunity to understand math I think is the way to go. So thank you. >> Thank you. >> Okay. Thank you Mrs. Snbar. >> Hey, thank you. Um, couple of questions for you. I think the curriculum I do I I agree with Miss Saxs. I think the hands-on and

212the activities I'm really excited about. Looks like there's an ability for them to do some group work as well, which I'm happy about that because I think the more we can have them collaborate, that's great. Um, on some of those, it's like free for now, but maybe not in the future because we're working a deal. So can you just bring back you don't have to answer now but next meeting what will that cost be in the future so we know and a comparison between what it is now and what it is annually and what it is going to be I think that would be good. Um the other thing is uh with our with our elementary school I have a couple of question of concerns rather um we do a lot of stuff with paper

213and pencil right now with math. I'm concerned about if we have these math modules online, if there's going to be homework that needs to be online, how does that change? Chromebooks being brought home. Um I know a you know right now we don't have elementary kids bringing their Chromebooks home. I want to know if that's something that would have to happen. No, >> that is not something that we are considering. Those things wouldn't change. Okay. So, homework. So, any math homework that is brought home if you are K through five will still be paper and pencil. >> Yes. Right. I mean, right now, you've probably seen with your own students, there's not a lot of homework going home because we really try to build that into the math block so that we can provide that

214support along the way. >> We we certainly send out resources for additional practice um that are that are an option but not required. >> My fourth grader brings home a math sheet every day and I I love it. I'm glad for that. So things will still be paper and pencil. >> Okay. So we don't have to worry about people who don't have um devices at home. Um okay. Uh the next question is um right now currently in all our elementary schools during the day when they're doing math time it's paper and pencil. Correct. So now part of that time is going to be on a screen, but part of it is going to be a hands-on thing and they're also going to have a workbook. And I think to be fair and to be um

215responsive to a lot of the concerns we've had regarding screen time usage, I think we probably need you to bring back what does that look like for these kids? Because it does look amazing and I'm excited for my kids to try it. But I also am, especially with my elementary school kids as a mom, I really am concerned about the the hours they are on screens and definitely um how that affects um behavior patterns and things like that. So just if we can see what that would look like, I think that would be really important. Um, also I know there was a group of of parents that were saying, "Hey, can you we just have some classrooms that are just all paper and pencil and you know, can we go back to that and would

216you be willing to even have a you know, um, you know, these special little cohorts that way?" So I think um you know I know in the past we've we've talked about it and then we formed that committee of you know digital citizenship and awareness and all of that and um I just think we need to be sensitive to that group and see if if there was any sort of alternative or something like that. Maybe they would all just love it because there's also that collaborative. But I'm I'm interested in in knowing that piece. So if you can address that at all even at a later meeting um that'd be great. And then the last thing is um do we have any feedback from teachers who've tried it? >> So we haven't had teachers who

217have implemented it extensively yet. We have a number who are volunteering to do to do that. We have had a lot of feedback from the teachers who dug in and researched the program as we were selecting it and uh they gave us really great feedback and which is why we chose this one. >> And then will we have the opportunity for them to to be on it a little bit before the next reading so we can hear their feedback because I would love to hear their feedback. teachers have had access to uh this program since last April and we've given as soon as we the committee uh chose this program to bring as a proposal um we've again sent that access out so teachers have had access many are dabbling um and then as I've

218mentioned we've got 30 who are ready to to jump in all the way as soon as the decision is made >> okay it'd be so cool in the future if we had some PLC or some professional development like Hey, we're looking at this curriculum. Everyone come to C, you know, here at central office, get on a computer and look at it so we can get lots of feedback which was been part of the committee's um if you the something that I posted on board docs was also available during the first reading and it outlines all of the steps for the process that we follow. It includes all of the feedback and opportunities including those presentations and teacher feedback. And so a lot of that information we we really tried to collect even before we brought

219the proposal to you all. And so I think that that's a really great place to start and I know that many of the teachers who did participate on the committee would love to jump up here and share their experience um being on the committee but also what they've learned since and looking at it. Cool. And then last thing, um would it be possible if we had um just a little demo in the SEC's at the elementary school and the middle school and gathered feedback that way? Because I when you say there's only been seven responses, that's a little less than what we would like. >> It's actually been pretty typical for the last handful of years and we put feedback out there. >> I know. But maybe maybe if we had a little demo at

220the SEC, at least we've got a dozen parents in each SEC that could give us some feedback. That maybe would be awesome. Great. >> Okay. I think those were some really good questions, but I'm not sure about that SEC thing. That was like a ton of work for you guys to go. Unless you just choose >> if you want us to demo or if you want that done before you make a decision, that would certainly impact our ability to um move forward with both the early adopters, the negotiations, and getting the materials here in time for professional learning, which we would like to start in March, and we'd like to have materials for that. I wasn't thinking ISD would. I was just thinking the principal could go to the exact same. It's just a way

221to get more input if they just go to that same link that we've provided and just spend a few minutes on it at the beginning of their SEC and just gather feedback feedback. It might be a creative way just to get a little bit more feedback since we haven't gotten much and I know we generally don't but just a thought but it would not not requiring any any time from the ISD. That was but we don't have to do it. Just a thought. >> Um I don't know is that possible Amber like I just don't know how that would work. I think our principles continue to put the information in their newsletters and I think for any SEC's that are that are coming up certainly they could add that to to show how to access

222and to address any questions. I think the question I would have for you all is would you want that done at every single elementary school before you take action because I think that would be really challenging for the schools to do given that they've got set schedules for their SEC's. They're also starting the process um of writing their TSSP goals, which is a big agenda item in the January, February, and March SEC meetings. So, just those things to keep in mind as well. But we we certainly can encourage our principles to bring that up in the SEC as an information point and during the uh data collection window, which is now until the third reading. Um but again, it just depends on your directive of if you want that information to make a decision versus

223just continue to communicate. um to Holly's point so that they can see it well in advance of when it might be being implemented. >> I think we should just comm continue to communicate unless the board disagrees with me just because I don't think we should derail the timeline especially if you know we have a change in what USB decides. I mean that's going to be a whole another issue. So >> Yeah. Okay. >> That's going to be fun. >> Okay. Thank you. Um, Amber, the next item on the agenda is also um, yeah, >> we're good. >> I think we're good. Um, >> okay. >> Yeah, I do think you should bring back the information on screen time unless you know that answer right now for elementary schools. >> So, I can certainly give uh

224broader information on the third reading if you'd like, but the the short answer is it it won't be a whole lot more screen time. Um, everything that is organized in the curriculum can be taught. uh paper, pencil. A lot of the teachers will be using technology to demonstrate components and there are a couple of units at every grade really rather some specific lessons within each unit for every grade that it it will be at a disadvantage if we don't use technology because of the math modeling that the curriculum allows. it just is much more hands-on um much more real life and applicable versus doing it paper pencil but I would say the vast majority um it will be that interactive that manipulative manipulative it will not be necessarily an increase in what we're using but

225I can organize that a little bit more succinctly and and explicitly for the next reading >> yeah and then another question I had is just yeah is just the budgeting I mean I know you have a budget for curriculum I I mean I guess just the board needs to be aware if it's going to take more than what you have in your budget. I think so. Okay. Um superintendent >> just real quick in JLC um there are bills out there that may restrict technology K3 altogether. >> So we'll be ready if you guys are watching that but that could have an impact. And then secondly, Holly's not in here, but if you remember from the committee, uh what came out of that was I don't necessarily call it an agreement, but that we were not

226going to require teachers to dual run dual curriculum, meaning that if they, you know, because we had parents say, well, we want just paper pencil and that's it. But that that's too much to ask teachers to try and run dual curriculum, both paper pencil and and digital. I mean, when they can accommodate it, we've kind of left it up to teachers to do the best they can. But that that's where we left that if I remember right. But >> yes, the board to discuss it and that's where the board >> Yeah. That is where the board what we decided. >> But I I think just watching this legislation I I'm getting the sense that it's already getting some traction. So I I don't know what that's going to end up doing, but anyway. >> Yep.

227Okay. We have lots to look forward to. Okay. >> Um, just one thing to note, it was in the bullets, but just to make sure in case you you didn't have a chance to read through it all, part of what I may be bringing to you, the third reading is if there is a delay in those high school standards. Um, we may want to discuss delaying a curriculum adoption until we know more about what the standards are going to look like for high school. So, um I just want to make sure that I'm explicit about that. >> Okay. And then also when when do you anticipate third reading? Just so for the agenda, >> you tell me. January is what I was hoping. >> Well, January. Yeah. >> Which one? Maybe we can >> Which

228one is better? Just maybe the 16th as far as maybe USB will have a decision by then. >> I think so. Yeah, that would be that would be great. >> It's just starting at that point. Yeah. Okay, we'll aim for the 16th then for third readings. >> Okay, that sounds great. >> Okay, thank you. Okay, the next item on the agenda is the artificial intelligence report which we are very excited about. This is also by Dr. Rodrik Lanward and I think she has a whole team behind her. So, >> we do and we are so excited. I think part of me tripping over my words in the math curriculum piece, not that I'm not excited about the math, I'm very excited, but it's been in anticipation of this particular presentation. We have wanted to share

229with y'all the incredible work of our team and what they've been doing, not just in our district, but across the state. So, I am excited to be able to introduce our AI team. This team focuses they are primarily housed in instructional supports with the exception of our collaboration with IT and they are the hub not ISD but they build the web to connect with other departments and our schools to really be able to research innovate and help us integrate AI into what we're doing across content areas. So, the individuals who serve on this team, um, one of the incredible things about them, and I think it will make this presentation even more impressive, is understanding that AI is not their full-time job. They all wear multiple hats and have multiple responsibilities in other content areas

230that they're leading in addition to AI. So when you see the amount of work that they are able to accomplish and lead um it's just that much more impressive because they're doing it simultaneously while they while they are also leading in arts while they are also leading in digital citizenship while they are also leading in PBIS English language arts and in information systems in terms of IT. So without further ado I'm going to introduce our entire team and then I'm going to give the time to them. So our team is uh co-led by Emma Moss and Jonathan Stewart. Um also on the team is Scott Christensen who is part of ISD and also leads ELA. JP Kentrose is not able to join us tonight but he is a member of the AI team and also

231has leadership responsibilities in the arts for secondary. And then we also have been excited to welcome Ryan Nef to the team this last year. He is one of our um field team leaders in IT and it's been fantastic to have that collaboration. So between these five individuals, they are collaborating across departments and at the schools and I'm going to let them share with you what we've been doing and where we're heading. Thank you Amber for that introduction and it's great to be here with you tonight. Um our AI team is fundamentally different in reality. The fact that we have an AI team is different. Um but this has helped us move forward with vision and intentionality. Canyon School District was really early on in taking steps toward integrating AI and that's allowed us to be

232leaders um in the state, nationally and internationally around AI. We've served as a model district for how to roll out AI safely and with support and due to this we've had research requests from Stanford, Duke and many other organizations on how we did this. In addition, we've been recognized for the work that we've been doing. Um so these are some examples of things that we've done. We've presented at um national conferences at the future of education technology conference. We were invited to come to Stanford for their AI in K12 education accelerator event that they had. Um we got to speak at the Utah AI summit. Um I actually got to be the kickoff speaker for their presummit event because of the things that we've done here. Um and are recognized in many international groups including

233presenting with ISTY to um several different countries about what's happening with AI here. Um we've helped write the state mitro credentials. Scott played a lead role in that. Um and we've also been very instrumental into other things that are happening here at the state level. Um one of those I just wanted to highlight. Um Governor Cox mentioned these in his address at the Utah AI summit, but the alignment of these the AI infused learner and the AI infused educator. Um we were fundamental in that development of those documents. Um from things down to the design to what that looks like in K12 education. we have a lot of examples of how that's being integrated and paired with best practice in ways that isn't happening in other places. And so, um, our team was crucial to

234these documents developments and it's exciting to hear them talk about it. And so, this evening, as you kind of share some of the updates and where we're at, um, and the incredible things that we've done, just know that we are we are leading the way in in how to do this in with AI. >> Thank you, Emma. And as we look forward, it's always good to look back and talk about because to be in the place we are, I think it's important to understand where we've been and that's what we want to start with. So let's go back in time to the year 2023 so long ago. Um when we look back at you know as AI was something that was starting for everyone and I think everyone kind of remembers the first experiences in

235hearing about this is we considered how do we want to move forward in canyons? how do we want to move forward in education? Um we really took a different approach to a lot of other people. Um we wanted to consider looking at principles rather than like rigid policies adhering to tools and with that we had the guidance document that we have called the view of AI. Um it really is principles based and it allows for discussion among different stakeholder groups. that specifically talks about conversations that we should have with students, families, leadership, um, and of course educators. And really because we took that principle-based approach which was very different than what other people were doing at the time. It's allowed for growth and flexibility. As the as the technologies changed, as the tools, as the

236abilities have changed, we've been able to change with it. We've been able to adapt. And that's been really forward thinking. in fact that we've shared this I don't know like hundreds of times around different state and national conversations and it's been a model because people started with like do we ban it or not or do we adopt this tool or not rather than thinking about something that would be more enduring um the view is an acronym um that stands for um the uh value of understanding so really understanding what AI is how it works that sort of thing being able to implement it with safety So that we have that confidence um using it for educational learning and then having it for world preparation because we know that for students especially but even for our

237education staff um this is a world that they're going into and so they we need to know how that works. Um as we were starting with this initially we had to start with some foundational training and things and our first AI um professional development course we had had over 100 people sign up for it. anyone from Dr. McCay to like some of our uh some ESP support staff. Um so we had a lot of interest and then then it took some time. we had to really develop some resources so that teachers knew what to do, how to work with it, um what conversations to have with their students. And then of course, like we see with Ryan here, making sure we involved other departments, other perspectives because this was a change that was affecting not

238just instruction and teachers, but this was affecting everyone and we need to know how to do that and do that for all parts of our system. As we were doing that, um, we quickly recognized that, um, there were many tools out there, but to be able to do this safely, we really needed to find something that was educationally focused. So, as we did that, um, we we looked around at different education focused AI tools. And one that we looked at um, possibly adopting was Magic School. Um, and we chose that for several reasons. Um, one, they were great on data privacy protections. they understood the needs of how uh students and teachers and the sensitivity of that data. Um it had a lot of robustness and a lot of teacher um directedness and control. So

239it it's not something you have to actually do something and give a code for to be engaged with. It's not something that students passively going to be engaging in. Um and it also was designed for education. Um they so I like to say that that that parts of the program are think chat GBT is trained to think like a teacher and allows for redirection for moderation of content for unsafe or harmful things. So it really checks a lot of the boxes of the things that you would want to um you would we would want to see in our um in working with students. You see that we had a timeline. We had a pilot process to kind of see if this is a tool that would work long term. Um we did launch that pilot

240last year. We uh picked the feeder system and we had um a school at each level that did a pilot and you can kind of see the statistics that they saw it is something that they would um use and part of their workflow. So then there thank you board who um purchased a subscription and we've adopted it and we've done on-site locations training um with our schools. We've done about twothirds of the elementaryaries and most of our secondary schools. Um, and that's been wellreceived because one, we've gone to them, but also we've talked about not just not just what it is, but like how can I use it in my role and how can I possibly use it with my students? We've had the opportunity to do co-eing um in our secondary schools at the

241early out times. We've had all or almost all of our content areas have requested and we've done additional training on how they can use AI to help in English and giving feedback that students need or to help you design a social studies lesson or all those sort of things so that it really works well um it can work well for what I'm doing and what's applicable to me and my job and also what my students need and so we can work on that personalization of learning and that's kind kind of led us to where we are right now. >> Okay. So, I'm going to talk about where we are right now, which is super exciting. Um, so with Magic School Educator, um, this these two graphs you're looking at is our AI usage. Um, so

242first I want to explain what a generation is. So that's what we're looking at here is generation. So I'm just going to read this. It's easier. A generation is the output produced by the AI system in response to a user's input. So that's what this is measuring. So when we talk about where we were in our pilot in 2024, if you look at August, September, October, and then that's halfway through November, like November 17th, you know, 3,474528. Uh now we look at that exact same time in 2025 and our usage has tripled. Those generations have tripled. So that's that's amazing. That's not just a little bit of growth, that's a lot of bit of growth. So that's that's really exciting. Um how did we get here? Again, like Jonathan mentioned, uh the magic on location

243trainings, the elevated teaching summit that happens every year was a big focus. Um specific use cases with educators as well as another uh way and that we saw this increase. Um we're going to look at another um graph here, but just so you guys know how we compare to other districts. We met with Magic AI last month, Magic School AI, um our usage is double that of even other school districts nationally uh of districts of the same size. So, we are definitely ahead um as far as where we are with our adoption and imple implementation of this. Um uh this here when it says staff users by month, I just want to point out that this is educational staff. So, this is teachers, instructional staff um and other specialists like that. This is not general

244ESPA staff. So, this is within Magic School AI. So if you look at our usage u monthtomonth you know we are right under 800 users per month that are actively using magic uh school AI. To compare that with near pod which is another educational tool the averages there are about 258. So um near pod probably used to be on the top of that list and now it's kind of flipped and magic school AI is is leading out. So um just something to compare that to. And I believe Scott you're up. All right, I get to do the fun part and talk about how teachers are using it. Um, before I begin though, I'd just like to thank the sidewalks for keeping me off the streets. Okay, that's all we got. So, so, uh, we when

245we met with our magic school, uh, rep, uh, she had pointed out some of the things that our teachers were doing which, uh, actually align with our strategic plan. Um and it's pretty amazing to see sort of how uh they're able to use these ready-made tools for uh you know to increase productivity uh to um basically be efficient with their time which we all know is ridiculously limited um and also you know to um be able to meet their students needs in a personalized um a personalized way. So here's an example right here Maline Chilcat over at Midville uh Middle. she uh was doing a a she's teaching English and she used an a tool on Magic School called Make It Relevant uh with one of her students who was really excited about soccer and

246art and it basically was able to combine and tailor um the the lesson plan or that activity for that student almost immediately uh for Meline student and um as a result the student's engagement skyrocketed where uh he had been tuned out before that. Do I click it? Yeah. >> Another example with the strate strategic plan would be with access and opportunity. Um, and this one goes into UDL as well, universal design for learning, which is really tied into our state's personalized competency based learning as well. Uh, but Adena Grant basically used a choice board, um, which allowed for her students to choose the path with which they would, uh, do the learning for the day and demonstrate their understanding. uh which again personalized it for her students. Um and and she had nothing but good

247things uh to say about that. um moving away from say education uh or a classroom, we had Bailey Liberty who um is a school psychologist and she was able to quickly go into magic school and take a lesson that she had on um students giving one another compliments um and basically very quickly adjust anal lesson plan and then tailor it specifically to what her students were were needing to do. And that again ties into our human- centered support. So, another example um of just sort of how it's efficient um and they you know they can get in there and the tools are already made um but they can immediately meet our students where where they are. So, stepping back out a little bit, where are we now? Um in Magic School, there's something called enterprise.

248And what that means is we can make a chatbot uh that's district approved uh that uses district resources um and that uh can support our teachers. So for example, these are four of the chat bots that we pushed out to the entire district. Um one of them is CEST for teachers. And so we've worked with Shondaanda um over in human resources and we basically took uh all the resources that we provide for our teachers which are you know hundreds of pages of information on CA tests and um they can go in now and they can ask it questions and it'll give them answers uh say on a feedback sequence but in a way that's aligned to the way that our district would say to do it or to be successful with it. Um, so another

249support, this doesn't replace it. It's it complements um in case you know you just had a quick question and you didn't need to talk to somebody like your coach um or one of us as specialists. Another one we did with our emphasis on PLC's um for in English uh we built one called student writing trends which basically takes the state uh rise rubrics as well as our state um annotated writing samples for our students and it allows our teachers to quickly get um data in English um the way some of our peers have been able to and we've always kind of been uh jealous of when they get to walk into a PLC with lots of numbers and we got to spend two weeks grading um but allows us to get um you know that

250data and questions to guide conversations in PLC so we can get a general trend of hey where are my students with regards to these standards um you know here are my top three things here's what I can work on it would allow me to group my students um for the next day it would help me build lesson plans for each of my different groups based on their strengths and their weaknesses so lots of really powerful stuff scaffolding for multilingual learners dives into uh you know we wed weeda levels some of the QTEL trainings that we've done. You pop your lesson plan in there and it says, "Oh, here's here's something you could do to support uh your WEDA level one student, your WEDA level two student. Here's some things that you could put in." And

251they're all things that we've trained on in our district. So, it's not just random and out there. And then the science writing CER uh just pushed out a couple months ago and our science teachers have embraced it um and are loving like going out there and having their kids write, which is something as an English teacher we love seeing other teachers embrace writing as much as we do. Um one just to switch gears again as well uh another thing that we have um we built out a productivity guidelines and so this is really where the view kind of launched a philosophy earlier. This is kind of launching a um a perspective on sort of safety and a perspective on which tools to use when um and when not to use AI to be quite frank

252because sometimes you don't need to use it. Um and so I that goes in like mislication and then application of it. So given that um thanks for letting me say my dad joke and I'm gonna walk away. >> You're in good company. >> It's after 9:30. So, I'll try we'll try and make this last part brief because we've talked about where we've been, where we are. We do want us to talk a little bit about where we're headed because obviously we know this is emerging technology and we still have ways to go. Um, we we do have future plans for the view. We want to do things that increase our community outreach and help them help our families understand like how this works and and and work with them as partners. um continue to now

253get more into how do we actually teach our students um the skills and dispositions that they're going to need because that's really going to be key to then help them and our teachers with personalizing the educational learning and then getting them ready for the world preparation. So some of the future of how this looks like um we do have the knowledge skills and dispositions that we have in the state in the AI infused learner and AI infused educator and how do we distill that make that part of what our students are learning um how do we vertically align that we already have plans to um we're working with brain boosters in library for elementary um in middle school we're looking at including this in what we're doing with digital literacy um having having more intentional

254connections in high school I know the student uh council group talked talked about that that they wanted to see their teachers use it more. We're we're hoping to work with again like we talked about in the different content areas. Um, you know, that would come with these literacy lessons. We're we're hoping in the development of possible standalone courses in high school. And I know that this is part of what talked about with the innovation center of having a program for people that really want to explore AI and kind of launch something from there. And those are the directions that we're really hoping to go forward with in the future. So, one other thing talking about what we're what we're moving towards, where we're going. Um, just to bring you guys up to speed, in September,

255we purchas we purchased an upgraded license to our Google Workspace for education, uh, which includes access to an enhanced version of Google Gemini that focuses on data data privacy and enterprisegrade data protection. So the nice thing about that versus other open AI models such as copilot, open AI, chat, GBT, all these things is that's in our contained environment that we already have. So um it was an upgrade to our current licensing and it's something that we now have uh since September. Uh one of our next steps is to add a focus uh on AI staff literacy for the business side of the district. We've talked a lot about educators. One of the other sides that we want to start talking about is the business side of the district and how can we help payroll? How

256can we help HR? How can we help custodians? How can we even help it? We need help with AI too. We're not the all- knowing, you know, everything. We we need help to use it for our jobs as well. So, uh we're in the very early stages of of planning this and what that's going to look like and what this initi initiative might be, but it is one of the other pieces that we want to focus on. Um, we're also going to build guidelines like Jonathan talked about for AI note-taking platforms along with ES ESP AI staff use um and use cases and training. How do I use AI? Why do I way AI? Sorry, it's late so it's a lot of word salad here. Um, I apologize. Um, another thing to note is that

257AI is now folded into most of our elevated 8 platforms and softwares. That's part of our core district systems. So almost everything now has an AI component integrated in. So regardless of whether we want it to be there, it's there. Like even for a tool like LAN school that's used for classroom kind of management, watching your classroom screens, now there's an AI component. And what does that mean? And how do we leverage that and how do we help teachers be more effective in the classroom now that AI wants to be part of LAN school as well. So it's kind of all over the place. Um, and last uh, but certainly not least, again, this has been mentioned before, um, it and CT are working right now on a hardware, um, lab configur configuration that is

258for an AI lab that's going to be piloted in the spring at CEK. So, um, that's something that's coming really fast and I think we've got the the bid done and we're just getting ready to make that purchase and we'll receive that hardware and then we've got to do some configuration to get that ready. So there's a lot of stuff happening even right now and where we're going that's not happening slow, it's happening fast. So I'm going to let Emma finish out. >> Um so just to finish out, just know that these processes are guided by research. Right now because AI is new, we don't have what best practice looks like with AI. We have what we call promising best practice. And a lot of what we do is stay up to date on the

259research that's available. Um these are some of the sources we're going to. Stanford has an AI hub for education where they collect research studies that we follow very regularly. I am the research nerd that reads that every morning. Um and then we have plans from ISTY which is our international society for technology education as well as researchers like Ethan Mollik that we are constantly that is what I do usually first thing when I come in is reading that and trying to figure out how we're applying that to our K12 education space. And so um grateful to provide a opportunity and uh to speak to you this evening as well as to work with this incredible team that you've heard from. But what questions can we answer for you? So thank you. >> Okay. Thank you

260so much. This is super exciting for us to hear all about this and I think Mr. Edel raised his hand. >> Yes, please. Uh it might be surprising for some of the people up here to know uh I love AI and so um I know it's late. Um and despite some of my facial expressions, I'm actually been super interested in uh I'm really impressed. I think it's I think it's really great what we're doing. Um for the Gemini, is that rolling out to just staff or is that students as well? >> That's a great question. So, um, Google for education made that a core service tool, meaning that they allow student use. Right now, that's approved for 13 plus, um, access to Gemini. Um, part of the reason though that we have Magic School there

261is because it's more teacher controlled. And so, for students versus staff, we're having them go towards Magic School because the teacher can design those lessons, select those tools. But, it is available um, for our students that are 13. >> Yes, please. Just as a as a data point to that, um, we've now been able to look at some of our usage to see what that looks like as far as our middle and high schools go. And our usage with Gemini with students is very, very low. Like I think average 200 generations a day, which is very low. And that's good because we've tried to help. They've seen magic AI and that's all built into their curriculum, but it is there available to them. And then again, the nice thing is that's in our environment. it's

262already got those kind of walls around it that uh that version of Gemini if they're with using their CSD docs account is only based on our environment. So it's not an open AI. It's kind of more closed. >> It's closed and we've tested safety precautions. I know Ryan personally in our meeting has has tested things and it will flag it and redirect and not respond to things that are appropriate. So it is set up in a similar way to be safe for education. >> Nice. Uh, I love that you're now looking at rolling it out to other areas within the district. Um, so I I use it in all of my work all the time. Uh, and there's I I I feel like every month I find some new use um that it can help

263me with. Uh, and I know that it's it's been very writing focused, but I mean it it really um when you look at data analysis, when you look at being able to aggregate information, when you look at um I need you to help me build an Excel sheet or I need you to help me program something. Um I've used it in so many different ways. Um you know, for my full-time job, I work for the work for the Air National Guard and the Department of War has recently been um putting a new emphasis on on full departmentwide adoption of AI. And so, uh, I really appreciate the broader focus too, um, that you're looking at with that. And since it's fitting, um, I just want to read just a couple of the best compliments that

264Gemini thought I should give for your presentation. I'm >> so ready for this. >> It said, I should praise the human- centered philosophy, validate the literacy approach, applaud the traffic light system, and acknowledge the equity work. and it it gave a lot more information on that, but I I thought that that was that was fitting for the presentation. So, thank you for the work you're doing now and for the continued work. >> Thank you. >> Okay. Thank you, Mr. Lewis. >> Hi. So, you were mentioning some of the testing that you guys did for like some sort of like inappropriate responses. Um, I've read some of the articles. I'm sure most many of the people have about some of the disturbing things that AI can spit back at students. Um, could we get some more

265specifics on the testing that you you said you all did? >> Can it be emailed to us then, please? Could we receive it like in an email? Obviously, not in >> Yeah, we can send that to you. And I think for both systems, um, just for awareness on those, um, for Magic School as a what happens on that end is that it'll actually flag any inappropriate content. And if it's repeated inappropriate content or things that are high risk like suicidal ideiation or violence or something like that, it'll actually stop and freeze the chat. Um so it won't allow them to keep interacting. And so in that space specifically, um we have tried use cases which we can email to you. Yeah. >> Um in all of those instances, but it is one of the reasons

266that we wanted to go with an education specific tool. um because the teacher then has backend access to everything the student has asked and can see that >> and it's pretty sensitive like like okay >> if you put in stupid it will flag it as inappropriate for the teacher to review. >> Um we've had history teachers that have actually said >> it kind of isn't helpful if we have an essay on war and it flags everything as violent. >> Sure. So, it's pretty sensitive, but I think that's reassuring to know that you're not going to miss anything. >> Yeah. It's it's very And as far as Gemini goes, um we will send you those. There were some very inappropriate things that were typed in and it will do the same thing. It'll be like that's

267not appropriate coming back to um where we're at and um works similarly with our filtering systems that so both of those have been through it was a very interesting meeting that day, but um have been through testing with that. So, >> I really appreciate that. And the the reason I bring that up was specifically I wrote down my two reasons were suicidal ideiation and violent ideation towards another student or the school in general. So I really appreciate that that's something that you guys are really keeping in mind. That's something that's really been concerning with this whole rise of AI and education in general. Thank you for that. >> No problem. Okay, >> Mrs. Dolly then Mrs. Oaks. >> So regarding this, it sounds like you know Magic School AI has been well vetted. It's great

268for educational. As far as Gemini, does it it does does it have the same flagging and reporting system to teachers as Magic School AI? And if not, is there a way to to turn it off if we're really trying to get them focused on Magic School AI and using that vetted education design >> tool? Um, so that's a really good question. So, as far as Gemini goes, that's part of the reason that we've especially um leaned towards Magic School is because of that vetting. Um right now, the flagging that's happening that is through IT monitoring. It doesn't give a report to the teachers. Um Google hasn't set up their systems in that way. Um one of the reasons that we looked at not blocking and allowing it is because it still works within what we

269call a walled garden. still has those safety precautions and it's something that our older students need access to in terms of the industry standard in using a larger open model. It's still a wild garden, but it has a little bit more power and productivity in terms of data analysis um that magic school is set up to do. And so because of that, we want to give our students opportunities and access to that. For example, we have um right now with in collaboration with CEK, they're doing a project where they're working with teachers to develop data analysis tools with custom chat bots um and Gemini allows them to do that with those students, but they need access because of those industry precautions um and things. And so we're looking at that space. I'm going to actually

270let Ryan speak more towards the monitoring with Gemini as well on that one. >> Sure. So being really new to this like getting we literally turned it on in September. We met with Google uh earlier today actually. Um and that's one of the things we brought up is we need on our side more training like for our systems team and for our administrators who are over that system now that we've got the system in place that they're going to give us some training to keep an eye on that. There's a lot of integrations with Google Classroom which is not something that's used a lot in our secondary schools. It's used way more in our elementary schools. Um, so that's where I think that would come into play more where that flagging would be, but it

271is definitely something that's on our mind and that we're going to dig into more and we're going to ask Google for more training on it because we we're it's still fairly new to us. >> So, is it is it actually blocked though for anybody under the age of 13? Like, >> yeah, they they Yeah, if they go on their Chromebook and they try to go to Gemini, I actually tested this last week uh with a elementary random elementary account and it said no. And it and even if they tried to do like nano banana and tried to create an image and kind of go around but use something that was part of Gemini, it still says no. So as long as they're on one of our devices and they're managed correctly, it won't let them

272unless they're above 13. >> Okay. Thank you. And Mrs. Oaks, >> fascinating discussion and I'm really grateful we had you come and present. So thank you. Um, I've learned a lot about AI over the last several months and it's um, both scary and exciting all at the same time. Um, and so this was really helpful for me to understand where we've been. I'm much more comfortable after hearing some of what you guys are are doing. Knowing that you have been part of the human- centered movement with AI and safety is enormously reassuring to me and and every parent in this district should be really grateful. Um I just want Okay, so there I have a number of questions and thoughts. One is and you addressed it that our student advisory council students brought up the

273fact that they want to be better trained and they want to learn more and they want their teachers to learn learn more and not be afraid of it. So clearly we do have a lot of teachers who are engaging in it but we have a lot of gaps. Um how do we what's the plan on how to address that? because the the students I mean in all fairness what they said was whether you're teaching us to use AI or you're not we're using it anyway and we're probably using it in ways that aren't the best because we're not being trained and so we want to understand this and we want our teachers to understand it. So I'm curious what your response is with that about a game plan moving forward. >> Yeah. >> Um let

274me talk first about students and learning. Um Jonathan mentioned it as part of the presentation, but what we're looking at is developing a K12 alignment and integration points. And so what that looks like in K6 is there's really great alignment for those that knowledge base in the AI infused learner that aligns with our in brain boosters with the media standards, library media standards for the state. Um those lessons will go into place um in collaboration with that team in the fall. So it's not like forever out. we move quick um because we have to in some cases but um providing that knowledge base aligned with the um portrait of an infused learner and then in terms of where we're looking at in the middle school in ter um integrations there's some touch points inside of

275the digital literacy standards that have artificial intelligence that are already in there and so looking at building into that we're doing a transition year right now where that's coming down to sixth grade and eighth grade next year so it gives us a really great entry point that all of our middle school will have access to that um I'm meeting with the development teacher team the first week in January. Um, in addition to that, we have collaborations where we've been working with our digital citizenship team up in ISD um to create not only uh full full lessons um aligned with our common sense district standards um that we partner with, but also um many lesson chunks um in terms of integration that a teacher could be like if I want to teach about AI integrated into

276my subject, here is a five minute lesson chunk that I could plug in so it doesn't disrupt the timing of that. Um, in addition, our team has been working with that consultancy group that Jonathan mentioned. Um, that is a cross-dep departmental team with um, our special education department. Um, we have a number member of IT. We have someone from our coaching team. Um, but have some guides that we're developing um, that show what examples can look like in a curriculum um, in terms of I know uh, JP who's not here tonight but one for arts specifically of like what does this look like? How can you integrate? Here's integration points. Um, so those are also in development. They'll be paired with our view guide book. Um hopefully next fall is the plan um to have

277all of those pieces. As far as helping support teachers, um right now we've been at almost every school uh twothirds of our elementary schools and we have one middle school to go that we have scheduled in February. So um we've been in most of those areas with the staff. We've been in almost any every content area. Um we are anticipating uh that what will happen is what was happening at Jordan High right now. For example, um we were there in the beginning of 2024 and we have been continually invited back. So, we're actually doing a lunch and learn series with them of application. Uh we had 35 teachers, 35 40 teachers there at their last lunch and learn. It was not just for the food. They were really excited. Um they were working on presentation

278generations for their specific subjects and we challenged them to like email us and I think I've had almost 27 emails. they have been wonderful >> to see those integration pieces. So, that's what we're anticipating. Um, our biggest challenge, honestly, is that there's only five of us and we're trying to figure out how to do that with staff. But, I think for for that season specifically, that's how we're planning on working with students, continuing to coming back for teachers. We also offer asynchronous courses um that we have them engage with. And >> and I think it's worth pointing out that when we talked about some of the foundational things, we've trained cabinet, our our administrators, our district leadership, >> our instructional coaches, um every academic department, um you know, and and we've had the conversations with

279a like we've we've had a chance to talk to everyone a little bit at certain points and we anticipate that that will continue to them. >> Yeah. I think the other thing that happens um as Jonathan mentioned is that when we've trained our instructional coaches, they hold their own professional learning opportunities and then work with their staffs to be able to do that as well. So, um part of that model is continuing to give resources so that they continue to do support. Did that help answer your question? That's a lot of moving. >> No, it does. It helps answer my question a lot. And I, you know, I'm just thinking out loud and maybe this is a terrible idea, but you know, with how much this is emerging as a critical piece of a kid's

280education >> and being able to understand how to navigate it in an appropriate way, I it's becoming the next form of literacy. I mean when we talk about like modern math really needs to focus on data science I modern writing also has to have in large measure a capacity with regard to AI and being able to understand how to navigate it. I feel the same way about research and so there's a part of me that thinks and I don't know if this is something that we need to discuss in high quality learning. How do we embed it like and and you've kind of mentioned this. How do we embed it from the, you know, when is the appropriate age to introduce it? How do we embed it early on and that it builds properly? And

281also, how do we require it? I I I know that sounds really harsh, but it's getting to this place where I'm like, in the 1980s or 90s, if as a teacher you refused to learn how to use a computer, it was going to hold you back. This is the modern version of computation, right? of a of computer and technology and I feel like it's critically important that our teachers understand that in part because it also helps them recognize when their students are not using it appropriately whether that's with cheating or whatnot. So that's another question is are they getting training about how to recognize cheating that has been facilitated through AI and is there a larger discussion being had by teachers and and staff about how to be able to shore up against that threat

282because it's not for me like as a board member I'm less threatened about kids getting a grade that you they shouldn't have had. I'm way more concerned about them losing the capacity to critically think. >> Um I think it's a very valid thing and to be quite honest the back of my computer screen says um that we have to preserve creativity and agency in the world of AI. Like that is where I stand. Um and in that process I think what it comes down to is helping our teachers understand what this is and how that works. And that's part of the ways that we were fundamentally different. We didn't just start with here's a tool. We said this is what AI is. this is how it works. These are things that you can do with

283it. These are things your students are doing with it. Um and then tried to provide those guidelines for them. We mentioned the stoplight that we showed here, but um helping students understand why we were asking them not to use AI on assignment and when it might be appropriate to use AI on an assignment and having our teachers be transparent with students as well as to this is how I'm using AI. I know a lot of the conversations in the training that we've done is to address like how do you defining that line for students and helping them understand the why behind it. Um for example a skillsbased lesson you have to be able to have some basic skills to be able to evaluate what's coming out of AI and so this is a skill so

284I need you to not use AI but this piece is more of a creative analysis so I need you to use AI here and this is how I'd like you to use it. Um I actually it's almost 10:00. I was at Union this morning at 7:15 meeting with a teacher who's using it um to do her um her students to use the CER method. So they're um writing in science and she has it set up with her chatbot that's customized with her rubric um to be able to say what did you write first and has them put that in. Now go into the AI have it give you feedback adjust. Now what did you write now? Okay. now why did you make those adjustments and has them go through that process and so what we're

285seeing teachers do is apply it in a way that they can see the process of learning and not just the product um that is a shift in education and I think that's going to take time but the best way that we've seen to work with teachers is by one providing them an entry point that um this is something that's different and new and is changing education um it's part of the reason we went with magic school is because it provided them an entry point but then providing those examples so that they can see and understand and Jonathan has something to add as well >> and just a direct answer to your question um the the so annually there's a digital citizenship presentation that are supposed to give into staff and this year it was focused

286on AI and helping teachers how do I put this in curriculum how do I define the lines of how they can and can't use it so literally this was the focus of what we did so we have been training on that absolutely >> well I I will say I love the fact that they can go back and see the input or the searches because there is something to be said that if you can actually follow the map you were in a way that teachers have never been able to have access to before. they can actually see the process of a student's thinking and actually come back and say now why did you choose this question and perhaps could you have thought of this question instead you know what I mean like if you can actually

287get down to that and it's it's written out for you and and used effectively it can be a dynamite tool I mean I have a child that he's one of my most creative kids he uses AI like a ninja it's unbelievable like some of the stuff he tells me I was like how did you think of that? He's like, "How did you not think of that?" I mean, it's and it's the kind of information that he kicks out from it blows my mind. That's a creativity thing, right? And to your point, um, >> so I do, you know, and and some of the examples that you had up here, like I love the fact that teachers can actually create a lesson plan at a specific Lexile level. Yes. Right. And a reading for, you know,

288this kid needs this Lexile, help me do that. I mean, that's unbelievable, right? But, um, I did have a question about the numbers, the 1387 of educational staff. Is that just educators that are using it for their own purposes or are they using that in their classrooms like with like for their students using it is what I'm saying. Does it actually represent a larger number of use? >> Um, yes. So, that number is the number of Okay, so let me clarify. The number on that slide is the number of staff members of educational staff that are using it. We do have a larger number of student access that is using it. That data is linked from the magic school report, but it wasn't on a slide. Um I could pull up the exact number of

289that. Do you know that number off the top of your head? >> I I do know >> I have no idea, but it's a lot. I I I do know that when we when we met with the company um we are constantly used as the model for like getting students to actually use the tool because it um they said like you guys blow away any numbers we have of any other districts. I they're like how they actually asked us like how do you do that? >> So they I think what we're doing is we tried to teach the principles so the teachers saw the value of engaging their students in certain ways. Um, so yes, there I I mean we're talking in student generations. We're talking in the hundreds of thousands. >> Could we get

290some data on that? I would like to see how many students in the elementary. >> Yeah. Elementary, middle, and high school. And I'd even love to see it actually um ferited out by schools or >> feeder systems. You know what I mean? >> So there Yeah. So this is where it's linked. the the the one problem we've had is because of the way our systems been set up. It Yeah, this is teacher generations. This isn't student generations. The way our systems been set up, we don't have clean data. I would love to push a button and do that, but we we last week um actually just changed um like our CSD docs versus Kenyon's district versus lots of other systems that we don't want to hear about at 10 o'clock at night. Um to be

291able to like cleanly say who's using what at what school, that sort of thing. Because if you look right now, it says it has some schools identified and then it has this whole category of like unknown. like, well, that was helpful. >> Um, as far as where that student data is linked, so there's a little link icon anywhere you see those in the slides, we've linked the documents they give the background. Yeah. So, if you click on that, it will give you the full U mid mid report of Magic School that has our student data and information. So, yeah, anywhere you see that in the slides of we've linked more information for you to give you background if you'd like that. Um, we can also >> And I'm seeing it's over 50,000. So, is this

292like per search? I mean like that's more than we more than we have students >> for what you're seeing here or there >> like on the link. >> So that's the number of generations again that's so like they ask a question they get a response back it can be the same student asking that. >> So we don't have a way to know individually by students which ones are actively using an account for a bound school. So, >> currently going forward we should. >> Yes, that's part of the reason we did a data migration this last week, which has been >> uh Okay, so Katie has it pulled up next to me and it looks like in high school we only have 300 394 that that's barely No, it's not true. >> That's what I was

293saying. The data >> is not okay. >> Yeah, it's not accurate. >> We can get you more numbers once we pull that after the migration >> disagregation. Yes. but not >> but it's not disagregating. >> Okay. >> Yes. I'm really curious about how much your students are using it. Um and and what kind of gap there is to be able to effectively teach them how to use it and get them there because when our student advisory council who you know by the way they're like some of our brightest kids, right? When they're saying we're not really getting this very much in the classroom, that to me is a red flag, right? And and so we got to figure this this piece out. Um, again going back to the discussion about how to effectively use it

294for for education, I'd love for us to have a a wider conversation again maybe this is in high quality learning about how does AI fit in the portrait of a Canyon Scholar and especially when we're talking about professional skills and developments like I mean one of the things I've said to students is how many of you are doing oral presentations or testing right you can't fake speak AI when you're standing up there in front of the classroom like so and and actually by the way that's a professional skill that our industry partners are saying that our students are severely lacking in. So I think that this is something that can inform the the larger picture of what kind of student we want to have coming out. Um and then sorry just two more things. Um

295>> okay >> with regard to the flagging piece I'm actually really happy to hear that about Gemini. I I'll be honest, I don't trust Google. Like, they make me nervous on a whole lot of different areas, but I'm glad to hear that there's a flagging um piece with the educational stuff. The next time you talk to them, can you please ask them if they can do that with Google Classroom? I will ask because that's been an enormous problem. Like, and when we had all of the issues come up about Chromebooks and safety, like Google Classroom is a major offender. Just please put the AI capacity in Google Classroom. I'm just saying. And then the other thing is do is there any AI capacity with flagging in Canvas? Like do we know whether or not Canvas

296is moving that direction at all or No, >> I don't know about moderation. I know that the Canvas is looking at integrating AI features for teachers. Um like they could generate a rubric inside of Canvas. We looked at that this week, last week. Um but as far as student generation capabilities, I have not seen anything from them on that end. So if it ever comes up, I would be very interested because clearly the technology exists, >> right? >> We also meet with Canvas almost. >> Yeah. Tell them what Magic School is doing, right? And tell tell them what what Gemini is doing. I mean, there's no reason anymore. I like I honestly I feel for parents and I've had kids who've done this where they they get on and they think that they're fooling the

297teacher and they're, you know, they're talking to other students and sometimes inappropriate stuff happens in those spaces and it's not the teacher's fault. They're not aware that that's going on. It's easy for it to happen under their nose. Let's sh up away and figure it out. I mean, if AI can do any good, that's one area that would be phenomenal. >> Absolutely. Pass that on for sure. >> Yeah. Anyway, just for what it's worth. So you guys, thank you. Thank you so much for coming and doing this. Like, I had no idea all of the goodness that was going underneath our noses this whole time. So, we really appreciate it. >> Thank you for the opportunity to present. We're glad to be here. So, >> okay. I just want to pass on my own thanks.

298Like, this was amazing. And I know that we we've known along all along the board that our district was doing stuff with AI, but we actually did not know exactly what. So, we've been wanting this report for like a long time. So anyway, thank you for staying here. Thank you for being here on December 16th at 10 o'clock. So I'm really sorry, but it was amazing and thank you so much for all your work. You guys are doing amazing things. So >> thank you. >> Thanks. >> Okay, I think the next thing on the agenda is superintendent and business administrator reports. I'll turn the time over to Superintendent Robinson. >> Yeah, real quick. Just thanks again to our AI team and just re reiterate uh you know thinking about being principal based growth mindset creativity

299agency um I'm so glad in 22 23 when we had early conversations about you know do we go the pathway of compliance and something that's more rigid or do we embrace it and really glad that that's the direction we went. So appreciate all their work and just uh to recognize not to uh beat the football theme to death, but uh coach Eric Car from Corner Canyon accepted the head coaching position at Weaver State University today. So we're super proud and happy for him. We're devastated uh that we're losing, you know, maybe the most legendary Utah High School coach in the history of our state. Um, but really happy for him and his family and that that opportunity. It's those of us in the football world know how rare it rarely happens that a high school

300coach would jump to a division one head coaching position if ever. I mean, you're talking about probably less than 10 in the history of college football have made that jump. So, um, that's a tribute to coach K and the staff and just happy for him and the program and the school and wish him all the best. >> Okay. Thank you, Mr. Wilcox for the business administrator report. >> Yeah, thank you, President Shill. Uh, yeah, I just want to echo congratulations to coach Care. I just read an article. There's roughly 10 since 1980 who have made that high school coaches who have gone to division one uh coachings across the nation. So that's a uh just tribute to him. Thank you for all the impact he's had on our Corner Canyon students. Also just want him,

301you know, not to beat the sports thing, but earlier today I just I went to my boys on a swim team. came and went to a swim meet, a district-wide swim meet, so it had all five of our high schools there, probably 60 kids from each of our high schools, 300 in total. Just a so much fun to watch our our kids compete. The coaches made them be off their phones when they weren't swimming so they could cheer on their teammates. So, that was really neat to see and just really appreciate all our coaches who really support these kids at this time in their lives. So, uh that's all I have for that. Thank you. >> Okay, thank you. We'll now go to board reports, but I'm just going to ask the board if they

302could be really short because if we each take three minutes, that's 20 more minutes and we're here till 10:30. So, please be very sure in your remarks. Thank you. Um, we'll start with Katie. I I just want to say happy holidays and uh thank you to our teachers and our staff for all that they do. And um we are open to feedback on this boundary study. So, please reach out with this new proposal. We want to hear from you. Thank you. >> Okay. Thank you, Mrs. Oaks. >> I do have a few things, so I'll try and go fast. Did coach Care? That's item one. Um, item two, we went to the DPMS and Corner Canyon Orchestra and band concerts. Amazing. And I want to commend the teachers, the music teachers in those two programs

303who are doing a lot of vertical alignment, working together with the kids and helping build them. The kids at DPMS, they did not sound like middle school students. They sounded like they were in high school. It was incredible. Um, second, I went to Dancing with the Hawks at Ela and oh my goodness, you guys, hands down the most fun high school event I have ever been to. It was better than musicals. I mean, the Alta Performing Arts Center is big. There was not an empty seat. Everyone was electrified. They had electronic voting. They had like legit professional judges. I couldn't believe the costumes and the quality of dancing. It was amazing. You got to go. >> I'm going to go next. >> Yeah. It makes me want to have a doover at high school and

304I want to do ballroom dance next time. It was so great. Okay. And then last, I had the chance to go to visit iHub with uh Katie and Reed on Monday. IHOB is a an entrepreneurship um incubator uh location down in Provo that is there to um essentially help student startup businesses. It's incredible. They told us that 80% of new businesses fail and they are zeroed in and focused on flipping that number to where only 20% and 80% and 20% fail and 80% succeed. Learning about their program, how they've structured it um both with funding and um support was incredibly inspiring. And the kind of businesses that are coming out of there are unbelievable. They've only been set up for a year and a half and there is so much demand that there are other

305schools approaching them to create a high school with a similar focus and they were really excited and jazzed about the fact that that is going to be one of our focuses out of the innovation center. Great things great things coming and we got some really helpful information from them. So I'm really excited about where the innovation center is going. It's going to benefit all of the kids in the district. >> Okay. Thank you Mr. Edel. Good night. >> Oh my, that may be the shortest in history. Okay, Mr. Lewis. >> All right, I have just three points. Last night, I went to one of the Midvil Cafes was our second one. Uh we had a presentation done by United Way. Uh they shared their app called 211 that connects you to nearly any resource that

306you could ever need. Uh housing, food, transportation, even you can get resources to the school district. It was a great resource. Uh my second point uh I just want to congratulate uh my good friend John Arthur for being sworn in to represent our district in the state legislature. Uh last uh November uh Conwood Heights elected Gayen Ben uh their current representative to be their mayor and now John Arthur has been selected to replace her. Um he'll be a great advocate for our entire school district on the hill. Uh and my last point, enjoy winter break. >> Okay. Thank you. Um, all I'm going to say is that we want to plan a board roundt. So, I am going to um send out a text and see if because we want to plan it if possible

307on a night other than board meeting um just so we can have a long discussion. So, I was actually thinking about having it um the the Tuesday in between our next two board meetings um in January. So, that would be the 16th. Oh, sorry. All right, I'm looking. Sorry, on the wrong calendar. Um, yes, the 13th. Thank you. So, January 13th. Maybe everyone look at your calendar. Um, see if that would work. Um, if >> a Tuesday, because I do think it's best to have a Tuesday because we're kind of used to that. So, everyone look at your calendar. Maybe just text me yes or no. Um, and I just want to say thank you to all our staff. Thank you for everyone for being here. wake up people on the side and I will

308now call this meeting to a close. Thank you.