Board Meeting 8/19/2025

00118th, 2025, and we're meeting at the district office located at 9361 South 300 East in Sandy, Utah. First item on the agenda is the elementary technology proposal and Superintendent Rick Robbins and Assistant Superintendent McKay Robinson will lead this discussion. Okay. Thank you, President Schill. I'll turn it over to McKay to kick it off. That's great. Thanks, Dr. Robbins, and thank you, President Schill and board. Um, it's been a little while since we've had a chance to talk about this wonderful topic of elementary technology in our schools. Um, we'll be talking about the timeline here in just a minute, but one of the main reasons why we haven't talked about it until now since the last time was just simply because we didn't want any families or any of our constituents to feel as though we

002were trying to push something through um without, you know, over the summer months or whatnot. So, and plus we've been working on quite a few other things in that tech world. So, we'll go through all of that and just uh revisit so that you're all fully aware. So, um I'm not going to spend a lot of time on this timeline, but this is basically from the time that you as the board asked us as administrators to start looking into different things and coming up with some proposals. And you can see the different timeline there where we created a tech advisory committee with parents. And then now here we are on the 19th where we'll be making some recommendations based upon some of the feedback we received as well as um conversations that have taken place

003as well as just exploring as to what is even possible from those original recommendations if you will. So as a reminder the committee was formed with this group of parents. I think a key point to remember is this is strictly elementary and we've been focused on the elementary world. And so during those committee meetings, there were a couple times we had to redirect and or remind that this was an elementary focus, not our secondary friends. And then the last line in this was also key to remind the the committee that was all everyone that was participating that the board ultimately makes these decisions and that we're not there um making those decisions. We're basically is and solutions proposing them to all of you. So moving forward just as again this is what the committee consisted

004of and the number of individuals that are there and um are really great people and so I just again wanted to give a huge shout out to everyone that participated. It was fun to be a part of and conversations were great and passionate all different aspects and areas of just trying to best educate. So wanted to again revisit the adjustments that have already been made. Um from the in between the very first time that we started talking about this back in March up until today just a few of the different changes teachers have been asked to eliminate Chromebook free use time. So oftentimes you'll hear about fast finisher activities in elementary school. So that's been eliminated and they're they've been asked not to do that. We actually just reminded them of that again during the

005principal trainings as well as all the peaks and everything that took place with the teachers. So that should be very clear. um the elementary level um CSD basically we blocked multiple categories um that were concerning before like media file sharing, video, TV, music. And then what that typically does is when you eliminate a category, it has a an impact on other programs that are actually running and functioning that are approved. So we had to find a way to bring those back in and skirt the category. um filtering process, if you will. So, Kenya's district, we've also committed to providing regular dis digital citizenship updates. I'll slow down. I try not to bore you all too much. And then audited classrooms just to see how much screen time was actually taking place. We had shared that

006several months ago, but continuing on with any adjustments that have been made, more than 500 sites have been reviewed for content. Um it certainly feels like that's more around 5,000 sites. Um sitting on that committee with Scott and his team every Wednesday. It's quite a fascinating discussion on a regular basis just looking at the different sites and those come through our technology connect portal and as a reminder those can come from parents from teachers and employees in general. We've also um well I already touched on that next one. CSD is also implementing Bark. That's been talked about multiple times. Scott has shared that with you all. And that's kind of that behind the scenes monitoring of things that are going on, looking for cyber bullying, different things like that. So that's the RFPs um for

007filtering. We've actually put that out. uh we received I think there were nine secret individuals that have um requested a bid or an opportunity to meet with us and share what they're capable of doing and so Scott is just finalizing putting a team to come together to hear their presentations and therefore come back and provide a recommendation moving forward um different thing the three strike rule also something that we are implementing we hadn't started because we wanted to wait until this meeting and or the first start of the school year rather than some of the things over the summer and then just being very proactive in our communication about everything that's going on. And we'll we'll touch base that on that a little bit more in just a moment. Um but moving into this as

008we were starting to look at all the recommendations that were being presented and asked um really it came down to we have these fundamental questions that ultimately we need to answer first and foremost. my humble opinion and the other administrators but we're unable to answer these questions. The other questions are very difficult to answer and so really I think we need to possibly spend some time here talk about these three and then we can go on because if if you've already had a chance to look through the slideshow there are some questions in there that says well this is based on the three fundamental questions and so we could spend a lot of time debating each individual question or discussing debate is discussing each individual question but if we answer these it makes that whole

009rest of the discussion easier. So Dr. Robins if you okay first just I want to share appreciation to McKay and and the committee and Scotty and his team. Um I feel like we have the best IT department ever and our engineers are amazing what in what they do. Um, I think, you know, as McCain and I talked about this, the direction that the district is heading, we're we're kind of at a crossroads uh when it comes to technology integration, right? and and you think about uh the ecosystem and just our instructional model, how gerine technology is in that process and the and the balance that we're trying to seek between, you know, using less technology and more direct instruction and focus on relationships. But at the same time recognizing the great power that technology brings

010when uh in this day and age we're being asked by all It's not a a school district um demand, but but I think parents expect and should expect that we meet their students needs where they're at. And so when you have a classroom that is as diverse as our classrooms are becoming, the way that you leverage technology tools to meet their needs is it's really uh you know, it's a prerequisite to to student success. So, I I think and I appreciate all of the comments and all the input that we've had from lots of different, you know, people in our school community, whether it's parents or teachers or people that, you know, have different opinions on on both sides of this issue. And I think what's important to remember is that we're going to always

011chase perfection, right? But we're probably going to catch excellence. I I don't this I the idea that somehow someway there's a perfect filter out there or a perfect you know system technology is changing by the second faster than any of us can even imagine. And so, you know, are we going to be part of that evolution? Uh, which that really is preparing our students, you know, for their future or not. And so I think it was important as we put these questions together and I appreciate McCay really articulating that articulating these the way they are because uh it's not that we're asking the board for a vote on whether or not these are uh right wrong or indifferent but I think fundamentally uh to our system and how we educate kids and and our instructional

012model these are very fundamental to that to that purpose and and the direction that we're going is is that we're utilizing these tools to meet students needs where they're at by by really personalizing their experience. Um, you know, and and I hear sometimes people say, "Well, hey, you know, we we we didn't have technology. Why can't we just go back to that?" Well, I I I Yeah, the world's not there. It's changed. The workforce has changed. the the the demands for choice have changed. All of these things. Um and and quite frankly, I mean, I think about and I'm speaking just for Rick, but my own experience was, you know, my teachers were great, but they taught to the middle and and and if I got it, great. If I didn't get it, well, you

013know, that's on I guess that's on me. But now, you know, our expectation is really changed and shifted to learning way more than teaching. And that that is a dynamic ask of our teachers to make that happen. And so up to this point, I feel like we've done everything in our power. our our teachers have been miracle workers to balance the requests of, you know, lower technology, more technology or, you know, what does that look like in lesson planning and delivering instruction and building relationships and trying to to manage all of that at the same time. And so I I I don't see this as a major issue in the district right now, but I think we're kind of at that point where lots of people are asking what is the future? What is our

014direction? And we can't really answer a lot of those questions unless, you know, they're grounded in the principles of what we the board and our community support and believe. So anyway, teeing it up to have a healthy healthy discussion. Okay. So I do think I mean if we've all read through the slide deck, there's a lot of questions later on and unless we answer these questions, we're going to be here for like three hours debating the other questions. So um I would really like us to hopefully answer these questions to start. So okay. Okay. So the first one, do we consider technology to be an essential and valuable part of our educational ecosystem? [Music] Um I don't think it's essential to education. I think it's essential to make our teachers jobs manageable. As we talk

015about we our the range that teachers are having to teach to is so wide nowadays. And so I think it's a very valuable part of our educational ecosystem. I don't think it's essential but that it's absolutely necessary except it helps the teachers. We can educate kids without technology but teachers are planning 10 different lessons for a classroom now to to meet those needs. And I think technology helps give them quicker feedback and I think provides a better learning environment for our students because they're able to to quickly get feedback on how a student is doing whereas instead of they might have to wait three or four days before they get around to grading something. And so I think it's it's super valuable. Mr. Ed and I would differ that I think it is essential. I

016think that the more exposure you have to technology, the easier technology is going to be in the future. Um, and quite frankly, when these kids go out into the workforce, if they don't have experience with technology, they don't have jobs. Okay. Thank you. Anyone else? Mrs. Oaks. So, I would love to add on to that first question a little bit like is it a valuable part of our educational ecosystem when used properly? because I think that there's a a big distinguishment between when it's used effectively for versus when it's used like a babysitter. And I think that's where a lot of concerns that we've heard from parents arise and I I think they're valid and they're concerns that are similar to what I had when my kids were younger. Um I'm curious as to whether

017or not when the committee was discussing because one of the specific requests of the board was to talk about some of that like the and I know we've mentioned some of the guardrails or expectations but you know one of the private schools that we visited that definitely believes in the use of technology to differentiate learning. They had really specific and clear guard rails for students. Was that some something that was discussed at all in the committee? really the the main thing that the committee kept bringing up was time or that for things they don't need to be using or gamifying learning. That was their big focus. Um and so that's one of the reasons why we immediately were talking to our teachers and eliminating the free time and have a lot of guard rails in

018place and expectations that are there. And I do our teachers are getting better at utilizing it more effectively. Especially when these conversations started regarding they're not using it for free time. It's truly for this this this and this. And that those conversations just obviously will continue you know as we go on that way. And we can put in whatever we feel like is necessary. But that's one of the things that responsible use outlines and guide or provides guidance on as well. So, so and then I have another question like you know with regard to the last bullet about after hours there's a part of me you know five children and and recognizing how difficult it is but that it's my responsibility as a parent to make sure that their use at home is appropriate. Should

019we offer the option for parents to say, I mean, I guess technically they could right now, but make it more clear. If you want, you can opt out of Chromebook use and have your child use your computer, your filters the way you want to set it up at home. Like you can still access Canvas and Skyward and all those programs. I don't which is 100% doable. And as a reminder, I should have said that earlier. You want to send Chromebooks home in elementary school. This is all elementary discussed. Sorry, I know it's bleeding over a little bit. That's just a reminder right that this after hours piece will again fundamental foundational questions because this will impact the secondary discussion as well and that's the one reason why this was included about after hours because there

020are families that will make that request because of maybe a 504. We make those accommodations for families that need it's in very much an individual place. We don't send it home. Kids, elementary kids aren't taking them home. Yeah. Well, and then just one final question. There's a part of me that wonders, you know, I know the recapture rate for elementary schools right now is about 65%. So there's 35% of our community for whatever reason they're not sending their kids to elementary and trying to understand that and how to address that more effectively. You know, I think there's some sort of gap I don't know what it is or what's contributing most profoundly to that. Um Alana that could be speculative in nature but there is a question that occurred to me is can we access

021any data or anything exist about how technology has enhanced the learning of children who struggle or those who need to be challenged. I'm just wondering and if that can be shared with the public because that's actually a good question mark I think for a lot of parents like they're told like this will help differentiate your child's learning or they can they can achieve at their level. Is there effective data showing that that's effectively happening as a result of I mean my thought on that Amanda is most of the apps that we do employ do that you give teachers that feedback of where a student is in their learning and and targeting whatever it is that whatever skill they're working on it's at their level from that point. It's not it's not setting every student in

022the same exact place. So is it a perfect science? No. I don't, you know, I don't think it is, but I think if it's used correctly, and I mean, I'm I'm not an elementary expert, but what I've witnessed is when teachers really utilize it in small group rotations the way that I've seen it done, and it's with hands-on teacher coaching and guiding with the technology, then it is effective. But um but yeah, it it does come down to the technology by itself is never going to be the is never going to be the tool that makes the difference. It really it's the teachers skill, right? And so I think continuing to support our teachers the the best that we can and really evaluating what apps and tools are out there that are are the best

023and that provide that feedback, you know. So thank you, Mrs. Yeah. So first off, thank you McKay for for this committee and this project with everyone. very grateful. Um I think that um we consider technology to be an essential and valuable part of our educational ecosystem. I think you know my answer to that is yes it is. However, I think the further bullet points work under the assumption that we are saying our current technology systems. But the first bullet point doesn't it seems more of a philosophical do we consider it to be essential. I would agree with Andrew. I think technology is essential. However, the technology system we're currently using, is that essential in elementary school? And I would say my answer to that is no. I think the current way we are utilizing technology

024in elementary school is not essential. I think there are other ways we can utilize it and change it and we would have a positive impact. It would be a negative impact. So I just want to qualify that because then it feels like we're going down this way about Chromebooks, but there's other other ways that we can involve technology and utilize it in classrooms besides like Chromebooks or or iPads. Like um I think one thing that's been brought up a lot by parent groups is when they're saying we want to opt our children out of our out of Chromebooks is they're totally fine with them going to like a computer class and they're fine with them having technology in their education. Their concern is what's happening with the technology in the classroom daily. and having been

025in um classroom elementary school classrooms a lot uh the last like the last fourth quarter of last year. I would definitely say that um that when we break children into small groups definitely absolutely even with the our best and brightest teachers we're definitely using technology in a gamified way for certain small groups as we're trying to do more personalized learning and there are some things that are absolutely maybe not best practice going on and I think that if I were a teacher teaching in that grade under our current system, I would probably be doing the exact same thing because of of the accessibility of it and how you're using it to navigate with different small groups. So, I think that we need to look at that. Can I Okay, if I ask a clarifying question.

026So, when you're referring to small groups and they're gifying, participating in a gamified event, is this like a free time play whatever you want or is it one of our envisioned math programs that's enhancing and enforcing reinforcing the math strategy that they were doing and it's a game like approach because that's what our computer programs Yeah. like dream box or something. Yeah, there's a little I would say there's a little bit of both. I think when there's rotating to say math and small group reading and then there's um like in a classroom it's working on your packets and then doing small group reading and doing math and I was running math and then the kids once they've rotated through all the groups and they're done with their packet then they are allowed to be on

027the iPad and some are playing educational games and then some are doing other things on the iPad and I think that I think yeah and I I think that's something we need to really look at because I think I agree with what Amanda was saying. I think that um there's a lot of different models out there with different elementary school experiences, monastery and other different experiences that we could be utilizing during small groups and maybe we don't need to have um every child onetoone technology especially in the earliest elementary years. I I would actually be a strong advocate of not having that that they maybe have apple um cart time, but that it's not something that is in the classroom at all times. I would I would be very much in favor of that. So,

028I think we need to look at h and explore how we're using technology, h what really if we if we spend a day in a classroom, how much it's being used and um I I just want to emphasize this is absolutely not faulting teachers whatsoever. I think it's just the system we have right now. Thank you, Mrs. Patterson. Building what on what Holly had said, I do think technology is essential with with instruction. I think we do need to create times where not just keyboarding, okay, maybe a little bit more about um how to log in. Well, we do that with the youngest ones, but we need to review some some rules for the computer every single time, which I think most teachers do, but I think it needs to be laid out exactly what

029they need to cover. Um, you have to remember that when we have been doing this study, it started in fourth, March. Okay. You're looking at the system that has been around. We have not instituted. We made suggestions to the teachers that they shouldn't use it. Principles are told now that they can't. Right. Okay. So, if you went into a classroom this coming year, I don't think you're going to see what you saw before because other things are being asked or being planned for the teachers. I was at the opening assembly at Peruvian Park and they were using their slide from last year that one of their PBS rewards was free time on the computer and the principal immediately jumped up and said we have to change that. We cannot use that. She said that in

030front of the entire assembly and then afterwards I went over and we were talking about they can do games with their teacher for 10 minutes as in it's just a nice break and group thing when you do heads up seven up that kind of stuff. Yeah. So if you earn that that's that takes no prep takes 10 minutes doesn't need to be set up or put down. Anyway she recognized and I and I thought good for you know because you pull up the usual stuff. So, I think having the focus change, I think you're going to see some changes. Um, I do think that book idea cart when I was in first grade, they never needed it. Only at certain times when we were actually doing our math or our reading, a lot of times

031the assessment or just our ready practices, whatever. Chromebook carts are absolutely ne a necessity. They need to have access accessibility to to computers, but I don't know that they need to have one one one to one on their desk all the time. I think the only time that happens though is when you get in the upper grades, they have to do writing. That's not so upper. It's third grade, third grade up. Because the assessments a a computer assessment, you have to practice that and it's guided practice. They're watching. They're not messing around. Um, so anyway, I'm saying it's essential. Should they be able to opt their parents out of using it? No. Not if we're using it correctly and parents need to be told, you know, shown how is it we're actually actually using it

032and these are exactly what the rules are. And I think they'll be see as this year goes through that things will be improved. And after hours, they don't have a computer anyway. The only time I can see They wouldn't even need it if we're having a snow day because packets can be picked up or or whatever that case may be. Or that information could be access accessed from most home computers. Exceptions would be for some of our low, you know, our title one schools. They may have to have the school open on a snow day so that they can come and get a computer because I think that most of our community have computers and they can be used at home and we don't have to provide a separate one. So Karen, you answered all

033three. Great job. Um, okay, Mr. Los, do you want to say anything? I do think that technology is an essential and valuable part of our educational uh ecosystem. I do think what Andrew said is right. Uh, sending kids into the world without adequate and relevant tech skills sets them up for failure. Um I do believe however that boundaries being taught at an early age uh with the Chromebook cards being a separate in a separate place that comes into the room in a special occasion that it's not always such an the internet should not be such an omnipresent presence in a young person's life. The the very important thing about such an early age is human development. Yeah. And how to develop locks on the carts. You can have it sitting in your room and it's

034locked. Right. still just the presence of it is kind of I I I would think pile crap on top. Well, yeah. My my my my point is that the students are going to think, oh, it's a Chromebook in the room. That kind of thing. Just having that like psychological barrier between them and the internet at a young age. I think sets students up well to kind of healthy boundaries between them, the internet and what the internet technology as they age. Thank you. Um, let me just go last and then I'll let you ask another question. Um, I do think it's essential to so I know several of us have read this book and um, I got this in our board meeting for one of our patrons. So, thank you. I have read it. What say

035it? Oh, sorry. The anxious generation by Jonathan He um, but he has a whole section on what schools can do. And the two things he said that schools can do is number one um have more free time and number two ban cell phones. And I'm going to read a quote from this is on page 251 from the book. Um he said so I would never say that we need internetfree schools or students. It's the personal devices that students carry with them throughout the school day that have the worst cost benefit ratio. That is what is most disruptive to learning relationships. So basically he even says we shouldn't get rid of technology, right? Like he said it's the personal devices, it's the phones that is the worst. Um so I I do believe like it is

036an essential and important part. Um I don't feel like Amanda really answered but everyone the majority other than Holly said we all do feel like it's essential. I mean you guys was essential too. I'm just saying not necessarily our current system, but I still want technology. We're in the middle of changing right now. So to me, like that's kind of hard. Yeah, it's hard to distinguish really because I feel like we are because all those recommendations we're going to start that's in this presentation will change how we're using it. It's all about more of this intentional tech. I think we're really trying to get are we using it for an educational purpose and not an instructor. So, can I just So, I'm just let me just summarize by So, one, I I get the sense

037that we're leaning toward more of a cart at least maybe K3, more of a cart environment. Yes. Okay. Right. I mean, that is that and then secondly, so I'm just throwing that out there. And uh secondly, I think to answer you know another question here is the ability to opt out of Chromebook use altogether because up to this point it's not many but the request and it's you know this is where our principles are at and asking for guidance is parents that are requesting no Chromebook use and our teacher deliver a lesson or instruction ction that has no Chromebook use as part of it. Well, I think that's the second question and I'd like to just maybe quickly ask all the board members that but am I am I summarizing the K3 part concept? Is

038that how we also Yes, I think well even four five can have they all have carts in the classroom but the idea that there's a place to store it that it doesn't have to live in a kid's desk all day long that it's it's stored and it's charging unless they're doing an intentional activity. So, do you guys see that more as it's separate and then they bring those out or is it a brain booster setting where they go to a lab or No, because it's it's got to be I mean, if you're really using it for um scaffolding and things like that, it has to be something that's done on a daily basis. Just doing it once a week, you're typing typing is not going to get better or whatever it is. But but having

039said that though, I mean, wouldn't it save money for the district and also um help us not to have it be like on the desk mentality? Because I think that's a little hard to say, okay, we're still onetoone technology, but it stays on the carts, but we're using them in and out throughout the whole day. They're just going to end up on the desk. Never had them on the desk. They're on That's what we do. No, no, no, no. It's already in the carts. They're already in the carts. No one keeps them on their desk. Trust me. Yes. But I mean, well, I mean, I've been in the classroom. They're on the desk a lot. I mean, I don't think there's any difference. If we're saying if if if if essentially what you're saying is

040Apple cart or, you know, Chromebook cart and you pull it in and out throughout the day, that is what we are currently doing. What I was saying is if we did it like a like how we used to do it where it was actually a cart. So, say you know the first couple like you could, you know, essentially you could actually have two classrooms share. You could have one classroom have it for the first couple hours of the day and then other classroom have it for the other couple hours of the day which you know you could look into. I think I think for me I think this probably is a broader discussion but there is some really fascinating things coming out with research right now and I'd love to have the people come and

041talk to us here but um I think that we just need to be very cognizant of the fact that the earlier you are introducing um x amount of screen time to children at a younger age there just comes with that a lot of responsibility And with the social development and all the other things, I would like to see I would like to see our younger elementary school kids have less screen time than we currently have in the classroom. I am a big proponent of that and I think in cable and I'm not Yeah. And yeah, keep Yeah, hands aren't big enough. Yeah, keyboarding is is a waste, but there's there's ways to implement technology correctly and it's not keyboarding. But I think I think essentially we absolutely should reduce screen time K through three. I

042really believe that very very strongly. You'll actually see that on one of the future slides too. It's a recommendation. I don't like micromanaging how they're going to use the carts. I have the schools work out programs in their own schools on how they're going to use their carts and how much time they're going to use it. Having it in your room or not in your room, that's a school decision. Yeah. But for us it's a budget decision because also we're already all there. I know. But we have to replace them and we have some doubt and we can go this but like they're older. Can I just say something? As being on the board for, you know, 10 and a half years. I remember the days when Scott would come and present and it was

043our dream. It was our goal to have onetoone technology and then to see you saying you want to take that back like I feel like that's going backwards. Like that's going back in time. How we use it, not how many's in the room. In the last in the last five years that I've been on the board, I definitely believe that we are having growing concern with parents with Chromebook uses usage, especially in the younger ages. I think this question about should we have accessibility after hours? We all know they don't take Chromebooks home, but we also know that we have had incidences in elementary schools with kids getting on Google shared Google Docs and and doing some, you know, it's really sad bullying situations. Address in the slides though. Yes. and it is being adjusted

044in the size. Yeah, three strings. We kind of need to wrap up. Um I mean I think we all hear what you're saying, but I think I think the majority of us think we're moving in the right direction. Like we're not perfect, but we can always revisit this. We'll as a team, we'll we'll look at the K3 situation. I mean, there's some things that we can do. Well, and I think we have to be careful though with because with third grade, they start have to take the stand. So, it's really a K2. That's part of the problem is it's this contaminated stuff that's it's not our forcing youth like they have to be able to have technology starting in third grade. So reading passages have to be computerized so that they can practice for so

045this answers question just to clarify because I think it's important for me to understand and also for the public at large. Can you remind us May how the three strike rule would work how that functions? Yep. So, three strikes, you're out. It's a wonderful baseball analogy. Thank you. But essentially, anytime a student accesses or tries to access something that has been blocked or filtered or is deemed inappropriate, the basically there's an email that's sent that notifies the individual as well, their parents that said, "Hey, this this searching was taking place." So, for so on. second search takes place and they're notified again and they're is that when they're bumped to a most restrictive filtering type system like they they can't access whatever um outside and all that kind of thing. And then the third time

046it's you have no access to the technology until comes in basically comes in. Yeah. you're suspended from technology the account the account is suspended until the family comes in meets with administrators and and that's the case with any student account like only after hours and thank you Scott for clarifying that so that's the after hours stuff because we need them to still be able to do what they need to do being led by their teacher hey we're doing this assignment they just can't sit there if we're still waiting for the parent to come in if that makes sense but it wouldn't it would not allow for that after powering on, you know, whatever may happen. It just kind of shuts everything else up. Yeah. And just I mean, and I appreciate Scott and Mccay's work

047on this. It's, you know, initially when I kind of threw that idea out there, it seemed a lot more black and white to me. It's not. You can imagine the number of searches that take place in our district are it's phenomenal, right? And so it's really his engineers eyes on it that have to evaluate that. So I I mean it just it's going to be a work in progress I guess is what I'm saying. But I think to me, you know, the the at the end of the day, the bottom line is is that at night, you know, or after hours, if there's an a student account that continually habitually is trying to, you know, search this stuff that get a break and you're hit, you hit pause until you come in and talk to

048us about what's going on and then we work through that. I mean, I don't think we're trying to be, you know, punitive, but it's we're just trying to employ strategies to protect kids. Who's using the student account? It's a student account. Leave it at that. Mom's doing it on the student account. Whoever still the student account, it's that account. Whoever's doing it. Yeah. Okay, guys. We need to go to question number two. So, Karen already answered it that no parent should be allowed. Um, can we just go around and just say quickly what you think? If you need to add some explanation, that is fine. But but we're never going to get through this PowerPoint if we don't worry. But it's a good discussion. So, thank you. Mr. Lewis. Yeah. Um, in a simple answer,

049no. I think it creates too much of a burden to have to do two separate curriculums for teachers. Mrs. Oaks, good job. No, with a caveat and that is I feel like a one-time committee discussion about how to make sure this is functioning. It needs to is not enough. To me, this discussion in part should probably fall under high quality learning. It's it's not high quality learning if it's not my fault, right? And so, it's something that I think needs to be touched on on a more consistent basis in the district. And I only feel comfortable saying no to that bullet if we're making sure that it's really being used effectively. And so that's that's where I'm at. Okay. Mr. Ed, I think state law says that we're required to let them opt out of

050it. But at the same time, that doesn't say that we have to provide a parallel track for them to study, but state law says they can opt out of any instructional time during the day. That's true. Um, and so if that means that they have to sit there and not do something, that is what it is. But we don't have two separate teachers in the classroom teaching two separate things. So, I hope that's clear. It is. Thank you. Uh, Katie, I would say no because that'll it's not fair to our teachers. I don't think it's really fair to the kids. We're a parent rights state and I think that if I think that there'll be message billing on a message bill on this exact topic if we aren't cognizant of that. So I think this

051is what I think I believe that we need to have a committee um that is techn technology and mindful use of technology but I think it should be its own separate committee and I think it should be ongoing if we're going to provide high quality learning infused with technology there shouldn't be any reason why we don't have a committee that meets regularly ly so that we can have responsible use. So it's enhancing learning and so that the children are getting the right types of technology learning. We have guys that have come to you know parent nights at the schools and saying my whole job is technology and why aren't the kids in middle school learning this and this and this. And I think if we're going to be cutting edge and we're going to be

052high quality learning with technology then that should be a standing committee because I think when we hand that technology to children there is a lot of liability. And so I think we need to be first and foremost it was safety and teaching kids responsible use of technology and I think we can do so much more than we are currently doing and I think it is our responsibility for providing that. So I would say to this if we have a standing committee that meets regularly that parents rotate through and that we are going to be very mindful of our technology use I feel a lot more comfortable. Um, but I I still would say I'm going to say yes, they should be able to opt out. We're a parent rights state. I think that if we

053start shutting that out, I think we're going to get a bill another we we'll have a bill more strongly worded about that. And so I agree with Andrew. That doesn't mean that we have to provide necessarily ABCDE, but I do think it needs to be. But I also think we can help the situation and have less parents opting out of Chromebooks if we are more responsible. And I'm not saying we're not we're irresponsible. We're not. We're a great district and we have wonderfully talented people leading all the departments, but mindful use of technology should be a standing committee in our district. Thank you. Um I'm gonna say no. I don't think I just think it's too much work for our teachers, too. But I mean, I agree with what Andrew said. testing time is where

054it becomes the dilemma. It's not even just the instruction. If they've opted out of Chromebooks, are they also going to opt out for every uh test that the state requires? They have the option to not take those tests. Some do. So, they're and some do some do that, but I'm I'm just pointing out that they're choosing not to get that feedback on their child and at some point they're going to need to know how to do it and they're not going to know how to do it. And do we allow that to con I'm not saying we should be the parent, but I'm just saying we need to help them gradually get into it. So I understand the the midpoint because I know we can put AI and all that stuff in there for the

055middle and high schools too. It would have to be a multi-grade, not just an elementary grade committee. Can I just real quick on that? So just to clarify, so to bring back to the points made, so parents can law can choose to opt out of any instruction they want. Up to this point, we've left that to schools to decide whether or not they accommodate the no tech lesson plan or instruction. So what we're saying is uh on our position is is that you're welcome to opt out but that does not guarantee that the teacher will provide no tech instruction. So we'll leave it as is with teachers and principles to determine that but there's no requirement. I don't know if I'd leave it to teachers. I think we need to have a well that's what

056our principles are asking draw a line saying because otherwise well our at so and so school do this others don't. Majority of us just said no. But we have to obey the law. No, they cannot do that. We're not going to make our teachers provide. Yeah, I think it's the accommodation. That's the part that's the hard. So, but the answer to this is yes, we have to allow they need to understand that we're not going to make special accommodations so they can read. I thought draw or sit next to someone else who's using the computer. Do you have something? Is that still exposing them to it? If they see it in the room, is that exposing them? We're just having a side. Sorry. I just want to pull up the code so you all on

057the state law. This is the waiver of participation. I'm just quoting this is 53G10205. So it defines school and student. Then it talks about may refrain for participation in any aspect of school that violates a religious belief or a right of conscience of the student. So that's a little bit more narrow than just I'm opting out of technology. But right of conscience and parents worried about the student refrains from participating in any aspect of school that violates the students or the students parents religious belief or right of conscience. The school shall promptly notify the student's parent. may offer an alternative that does not violate the students or the students parents religious belief or right of conscience and may not require the student or the student's parent to explain, defend, justify the students or the students

058parents religious belief or right of conscience. There's one more. A student's parent may wave the students participation in any aspect of school that violates the students or the student's parents religious belief or conscience. It's not like May part have to accommodate. So we don't have to accommodate. I guess you could if you wanted to, but and I think the after hours question, we don't even need to answer that because they don't have comput. Elementary school doesn't have that and it can be a case by case basis. So okay, let's keep going the presentation. Thank you for discussions. All righty. So moving in. Next few slides include discussions from the tech advisory. want to make it very very clear that the recommendations or the things that were discussed by the committee are all in black after

059we dug into them discovered what could be done as well as just you know basing it off of philosophy and everything their actual recommendations are in red from administration discussion so forth so the tech advisory necessarily all these recommendations that's clear there so can summarize them into these four main areas. We'll touch on each of those as we get into the different recommendations. So, starting off, we're in that strength and transparency, training, and communication recommendations. So, you can see here that the uh committee overall made these four different recommendations. We as administration are recommending that we adhere to each one of these as well. We can put these into place. Um there was some concern that when the families are notified that it goes to spam or whatever and so we would just need to

060make it very public and very helping them understand that it will be receiving emails from filter alert at canyons district.org and so they can make sure that's not in their spam and all that. Um parent square is the central communication platform. We've been already pushing that heavily. We'll continue to do so providing those simple clear updates about tech policies, time expectations, all that good stuff. The main concern that they had with that is that anytime we have all these updates, it felt like everything was just given to them all at once and they would like more periodic, you know, throughout the year or whatever, just kind of spreading it out. And then also including onepage communication summaries of back to school nights. Um, and we actually started that this year. All the different elementaryaries and

061schools made them very specific to their grade level. Like they have a template and they just adjusted it for theirs. So we would recommend that every single one of those happen. Any questions about any of those before I go on to the next one? Um, next area, providing teachers a summary of content keeper. So, these are all the um, naughty searches, everything that's been filtered, blocked, flagged, everything. And it's basically a partial recommendation on our end. And the reason for that is severalfold. Um, one being don't necessarily understand why a teacher needs to know every single word that's been searched and or blocked. Don't know where that list may end up down the road. we don't need that list falling into the hands of individuals and we've now created a new search party at their

062sleepover or something. Um, and so really it just comes down to providing that to our administrators and talking about whatever may be necessary. The offer a parent signed tech agreement at the start of the school year to reinforce reinforce shared responsibility. I did not put anything next to that other than all of them being recommended that this take place currently. in um our board policy uh 500.06. If you were to look at our policy and skip to 500.06-7, it says students and parents/legal guardian shall review policy 56 technology resources, electronic devices, and network acceptable use students annually. So the policy is currently written, but families and students have to review this every single year. Number two says, "Students shall submit a signed student signature of agreement each year upon a special request or upon special

063request acknowledging that they understand it won't comply with the policy." Again, it's written into our policy. So to remove that al together, we'd have to change policy. But the part that's here is the parents are saying we should probably have we should also be required to sign or it's an overall commitment that the parents and the students are working together to follow this rather than just asking the student to sign. That was one of their recommendations. Um ensure clarity on what triggers alerts. Again, that kind of goes along with it's just making sure that people full fully understand. We know and we've seen multiple times some of the searches um trigger what we refer to as a false positive. You may search for the word title. The first three letters in the word title may

064have triggered something and maybe they started to type it and stopped. See what I'm so there's a lot of things that we have to truly get our eyes on and say is this really the intent or what was happening here and just sometimes making judgment calls. And so let's just comment on that real quick. Okay. So I I don't want to put Dan on the spot, Jeff, but I think one some clarity here is that regardless of a signature, our students, any of us as employees, we're subject to appropriate use regardless of whether or not we ask for a signature. This this is only about awareness. Contract notice that here's our expectations, you know, for you. Uh just like you know you can't can't opt out of our discipline policy. Well, I didn't sign the

065contract so I'm free to run around and do whatever I wanted to. No, of course not. All it's saying is you're on notice. You you had this opportunity to review this and understand it and if you had questions to reach out and have those questions answered. That's what it is. It's not a contract. It's not. Oh, I didn't sign it. So, I'm free to do whatever I want. Just really. And then the last bullet there is changing that default set setting to opt in instead of an opt out. And with the three strike rule, just kind of as a move point, it'll take care of itself that way. Questions, concerns about any of those? Um, on to strengthening transparency, communication. One final thing there is just to continue offering in-person communications at back to school

066nights and again just making them fully aware. Our teachers have been doing a great job of sharing some of the things that are happening and and what's there and what the usage is like and you'll see a little bit more of that down the road. But obviously transparency and communication is crucial. It's always been a huge part of our system here in Kenyon's district and we want to just continue to do that and enhance where we can. Um, so now improving the filtering, monitoring, and then just access overall. Okay, so grant educators, administrators access to that list. We already touched on that a little bit, but again, just to the administrators and only those that may be necessary for teachers. Um, an example of that would be a teacher was utilizing a specific website, we

067found that it's no longer appropriate, so we blocked it, and we would make that teacher aware of why that has since been removed and or is no longer appropriate to be using or whatever the case may be, but we wouldn't be providing a full list of look at every word that's been searched in the last 16 years. So, consider generating a true white list. Okay, on the surface, a true whitelist sounds very simple, sounds very like, well, duh, let's that's easy. Let's make that happen. As you start to dig into that, that becomes a lot more comprehensive and a lot more difficult than we truly realize. Um, think about just our Canyon School District website alone. If you went to canyonsist.org, you go to the front main page. And if you think about every single

068link that's on that website, you have to make sure you go in and manually approve every single one of those links as well, depending on where they go. That's a silly example because it's Canyon's district, right? But we have other programs that do take that and we're able to block like if there's a link that's on there that takes us somewhere that we shouldn't be going. We've been blocking those and that's a non-issue. But just creating a general white list oftent times we'll do what we talked about earlier and that is wipes out a program that's already an approved program and then we have to somehow figure out a way to rebuild that into the system. And so just an overall these are the only five things that you can do is far more highended

069consequences. Correct. Correct. Um, consider blocking high-risisk terms like unblock. It's already been taken care of. Not a problem. We talked a little bit before about premium YouTube because the um, we've started to discover that the videos that teachers have been embedding into Canvas. Um, we used to be able to embed them in Canvas and then it would eliminate any andor all ads. Um, we're still finding that that's not always accurate and sometimes we're having an issue. Um, and I'm sure that stems from companies and individuals at YouTube that are like, "Hold up." You know, we that's how we make our money. So, they're figuring out ways around that. We've been looking at several different cost-effective solutions for that, including Google Workspace as well as Canvas Studio and YouTube Premium YouTube. It cost for that ranges

070all over the place. Salt Lake District has been using another little thing that we're digging into right now. Think of a Salt Lake District. Um, and they haven't had any problems, but they also were very open in saying we may just not have heard about any of those problems yet. Like people aren't upset or concerned about it because it hasn't been a hot topic. So, we're looking into that. We will come back with a a recommendation down the road of what we feel like would be the best there. But we truly want to have it without any concern whatsoever that if a teacher is utilizing a video that's found on YouTube, which there are amazing videos there that have been approved by our curriculum department, they're all there, that when they're shown, an ad or

071a flash doesn't show up. Um, a flash page is what I'm referring to. And so we're just looking at what we can to provide the best security possible as well as not have that unintentional consequence if you will. Questions about any of those? Okay. Um prioritizing land school training. That's the lovely system that we have in place where a teacher can monitor and see what the kids are working on at any given moment. And then um teachers just understanding if we find things or we're aware of how a sis a child many of you probably heard that oh but this kid was able to find his way around it. So when we find those and we fix that we make the teachers aware and just monitoring everything in that regard. So it's just really prioritizing

072that and training our teachers um throughout the year and making them fully aware of everything that's available to them. Mrs. Person, how are we going to make sure substitute teachers know how to use that? That's the trick. It's not not the teachers per se, although with new teachers coming on all the time, we're going to have to continually train and and review how to use that. But subs have no idea for sure. And so one of the things if they're long term, yeah, I don't know if you knew this, when with our substitute teachers, there's been a a system in place where they have to go through different courses and or things to I guess certify themselves as a substitute teacher. And we I'm currently in discussions with Steve Diamond to maybe have that be

073part of the piece. Another part of the discussion is do we just not have substitutes use technology if they're unfamiliar with land school? A lot of our elementary teachers do that, but you hit on a very key point and that is the the long-term substitute. So we have long terms. I think long terms I don't know about the daily ones. I usually don't Yeah, most don't. It depends. It depends. I usually don't because they don't know how to fix it with all sorts of problems for sure. So, so that will be that's still an ongoing conversation of our substitute teachers others with that just a quick comment that I've um kind of following at the end of last year I did hear complaints from teachers um because some schools weren't allowing the substitutes to use

074technology at all um and so that is uh difficult for the teachers. Sure. So I think it's us finding the best solution to where they can or use it. I mean but again this all comes down to that appropriate use right and not just consumption. U moving on to the next um so exploring options for families stopped out of Chromebooks. I think we've already addressed that so we can move forward outside of school hours. Again, we don't send them home with kids, but in special case by case situations because there are families that may everything from my child's out sick for a very long extended period of time where we can provide exemptions or supports that way or even families that go on long vacations. But really, it's just case by case with any opt

075hour type situation. Uh supporting instructional balance, student well-being. Oh, please. real quick. So, are you saying we're going to turn it off after hours for for elementary? No, it's just the it's actual device is what I was referring just the device, but they don't take them home anyway. So, it only would be an optin if they knew they were going to be gone extended period. They could correct. Yep. Sorry, I should have been more clear there. Um, and then with our um balanced tech usage, and this was a big part of our earlier conversation, right? Um, 100% this is a it's a learning tool. It's a great opportunity for students to move forward. Um, but it's not for entertainment. It really comes down to the productivity, not consumption. It's really where we're heading and we

076need to continue to address that. Um, I don't know if it's Let me see if it's on this slide. Um, no, it's on an upcoming one, but I'll just talk about it right now really quickly because it came up multiple times as we were discussing in there. we've already started looking at and saying what is the acceptable time that would take place on the device in kindergarten what's acceptable in a first grade classroom second grade and so forth so on and putting those parameters in place and so we're already having those conversations and um once we have all that firmly in place we can always bring that back and share that as well but I think you'll be quite pleased with the numbers that we're proposing or putting out there and then Um considering one

077parent did say, "Can we just use all the money that's used for some of these apps and these programs that help with the um what's looking for the personalized learning, the um interventions intervention pieces that take place with individual students. Can we just use that money for actual people?" The unfortunate answer to that question is no. These are actually grant money by the state literally says here's the money for this program and go use that program. So we can't just if we say no to the money because those go away. That makes sense. We can't we don't get to determine how that's used and then consider eliminating one to one devices again. We can readress that. Our recommendation is that that does not happen. I think we can easily address putting those boundaries and those

078parameters in place. But as soon as you start eliminating those, like President Schill said, you're kind of going backwards. But at the same time, it's very complicated at times to coordinate all those schedules when you have certain things that are taking place, especially if you are in, you know, we have here's our ELA block, here's our math block, so forth, and if they're needing it for this, it's really hard to kind of shift that. However, making sure and ensuring that they're not just in their desk, they're not just using them for free time. It's really only for this, this, this, and this. That's easy in my opinion. So, and then that was the same thing there with the what we were talking about earlier. Um, and then that's the communication that I was talking about

079those grade level grade specific expectations. kindergarten's this, first grade's this, second grade's that, and we can have that consistent across the the entire district that way. We too, just so you know, and to be very, very clear, I don't think there's an educator in this room that thinks this is the answer. Meaning, here's your Chromebook. Go forth and do and just become the best learner possible. And not a single person believes that that's even a reality. Our teachers are the best of the best. And we just need to continue to focus on that. But it's so complicated. Got five ML students, five students that are here, five students that are here, five students that are here, high poverty students, whatever the case may be, and you're trying to meet their needs and their demands in

080every situ situation. It's next to impossible to do as an individual all by yourself. Um, human- centered interventions. Uh, where possible, use certified teachers. We already talked about that one a little bit. Again, just having all of our teachers be there. We all know about the financial situation that we find ourselves in and ongoing. Personally, would love to have only humans doing the interventions, but these are again enhancing what's what's taking place and the teachers rotate from group to group. And then considering allowing optouts, we already talked about that fundamental question piece. I'm trying to hurry. I apologize. Um, doing great. Okay, because I'm sweating. Don't worry. Um, reinforce digital citizenship. So, as you know, um, like our morning meetings and our Thrive Time, the parents absolutely love those. Um, they want them to just

081continue and moving forward. Um, I went back into the Thrive Time, um, curriculum again this morning. And our digital citizenship is embedded in Thrive Time. And so, our students are being taught this at least six times throughout the school year. um that's very specific to digital citizenship and what's age appropriate for them and it's everything from what happens with your digital footprint when you're doing certain things to don't talk to strangers online when you're playing games you know I mean it's all over and it's just it's really fantastic stuff so that's there parents love it they want us to continue with it and then basic instruction teach students to develop philosophy and that's what I was just describing it's happening in our thrive time and our activities throughout the curriculum and we will definitely continue

082to do that we're always looking for ways of enhancing that because it becomes more and more prevalent in our students lives. They're accessing technology on a consistent basis at home as well. Just having them be thinking about all this is is going to be crucial. Um student behavior system. So the three strike, yep, we recommend that move forward. And then um we've we've touched on that one a little bit as well. anything that kind of flags reports. We're making teachers the teachers were basically saying Billy in my class is searching these things on a regular basis. I I'd like to know and I can hopefully intervene before it goes to a whole another level. Like Dr. Robbins was saying, this isn't about being punitive. It's about educating and teaching and helping them to understand what's

083appropriate. So the teachers were very adamant about we'd love to be involved in this process and if we can intervene and because we have the relationship with them and it's going to it's going to work more effectively. So, um and then this was just a final thing that we've shared once before. If we do have future discussions, um the parents did express that we need to make sure that we are engaging diverse communities across the entire district. Um, if you recall the last time the the main quote that was shared by the individual is, if you take a look around this room, we are all privileged individuals and if we took technology away from our kids, our kids would be just fine. If we took it away from another school community, they may not be.

084So, we need to be mindful of that and include everyone in the conversation, not just our pocket of individuals. So, that was that. That's only if we have future discussions. I didn't put a recommend or don't recommend because we'll follow whatever lead we the board provides. But my recommendation would be if further discussions take place that it expands and is a more um what's the correct word? Um it's really just it's more comprehensive of our entire district as a whole, not certain population. That's all I would ask. And that's with anything but you know the technology here. So overall parents were thrilled. They were very thankful for the efforts. Of course they when I say thrilled they were just grateful for the opportunity. Um and then as we see the same thing there's always things

085that we could be improving upon and we're going to continue that conversation continue to do that. And then they also said that this continue in secondary schools. Um so that's just there and I don't have recommend or don't recommend on that one other than It's there and I'm sharing it. Maybe you're reading between the lines of what I said. I'm not putting recommended, no recommend because I see that being my thing. It's just a lot of time. That's all. But we can make whatever we need to make happen. Any other questions, concerns, worries? This is Dolly. So, three strike girl, I mean, we've been talking about elementary, but that is implemented across all grade levels. Is that correct? Yes. Great question. So um so board like this isn't a pol like this isn't really something

086we need vote on like it's not really policy but so are we all okay with them moving forward with all these recommendations. Yes. Thank you. Thank you. Thank you. Thank you McKay. And then also do we want I mean I know like I'm really interested in once you you get the guidelines for grade level like how much like do we want to come back? Do we want like an email once we I can share it in an email and then if you want additional conversation or questions we can we okay with that and then we can always have it back on the agenda. Other thing I I don't know if we are all okay with this I really once we get this implemented I would love us to do like another audit of that. Yeah.

087I agree. I just really would love for this to be a standing committee because I think that's something we always need to be cognizant of. We need to be cognizant of the reports and the usage there. AI is continuing to development. This definitely is the wave of the future. We are going to technology is not going away. We all know it is essential to our community, to our lives, to our occupations. So, I just see this as an ever growing situation and a balance between doing enough hands-on learning and enough technology. So, I really love the idea of it being a standing committee. I I don't think this is a oneandone. I think this is a continuous effort. When you're saying, do you want us to for him to come back and report? Yes. And

088I'm I'm saying yes and always. I feel like I just feel like also that helps me as a board member feel like we're being as responsible as we can with the technology usage. What do you guys think? Do you want the standing committee? I' I have spoken to this and I just want to address something that hasn't really been discussed. I know and plus years ago the the ask was for onetoone technology and then co happened and all of a sudden the kind of classroom model became very dependent upon technology and the pendulum swung the other way. Right. Yes. And I do feel very strongly that being able to get it back to where it needs to be appropriately is important and I do feel like it is part of high quality learning. The strategic

089plan talks about hands-on learning, talks about a lot of different types of learning. If we have technology in every single classroom and all of our students have access to it, how can we say that we are really doing a high quality job if that's not a a large focus and discussion on a continual basis more than just a one time? Yes. And I do think for sure we need to have something that addresses the secondary particularly middle school. I'd like to see middle and high school handled separately. Absolutely. Um wait, Amanda, let me clarify. Are you saying it should be part of high quality learning or either it's part of high quality learning like whether it's a subcommittee for high quality learning or it's its own to me I think that they probably need to

090work together connection I feel like they need to work together because there'll be some things that dovtail but my concern is if it's part of high quality high quality like you were just saying it's the large it it's what we're in business for it's the largest part of the strategic plan there's so much to get through there I feel like to have it combined it's either going to get lost or it's going to take over too much time. That's my concern. But my concern is for instance if we're looking at things like Avid and if high quality learning is looking at it in its own silo and then over here like you know there we have a technology committee that what happens if those two things are conflicting somewhere. I mean there needs to be

091conversations that take place to make sure that the goals of one are aligning with the goals of the other. So anyway, sorry. Can I say one other thing? I think though that's the thing with all of our committees like access and opportunity also relates to high quality learning, but they're separate because there's so much to get through with both of them. So I think that all of those committees, you know, they dovetail. There's things that are going to overlap and it's by purposeful design that it's overlapped, but they're also separate was my thought on that. Anyone else have an opinion? We should put it on round tape. Oh, good idea. We don't know. We don't have a round table plan, but we we know but we can make one and that way we can thoroughly

092discuss it and we'll know more information about we haven't seen his presentation yet. Here's one other thought that could be part of the round table and my colleagues can shoot me later if they feel so inclined. But there is we have people within it that are looking and working on this stuff constantly right from the filtering side cleaning things up. How do we address this? How do we fix? How do we all that the how-tos more of the that side of it? We have people within our curriculum department that are constantly looking at how do we make technology usage more effective andor appropriate. Like we already have people that are already having these discussions every single day and I know I sit in those conversations quite regularly as well. And so that could easily where

093we have in a representative from each of those groups come and sit in high quality learning on that particular agenda item day provide a report and we can ask questions of them and they can take it figure something else out and come back again rather than creating an entire different committee. It's just an idea. That's a great idea. We already have someone already doing this. We'll make it when we do. Are you guys all okay with that idea? Really? Just an idea. And I do think I want I mean I think we all want to attack secondary, but I just feel like we need to let them implement elementary school before. I don't know how long that will take before we can look at middle school, but maybe like in January. I see in the

094discipline referrals and things how often that is coming up as a topic to see how what our our urgency may be. And we also have RFPs out for both um teacher monitoring and filtering. So I because I think really the biggest issue we hear at secondary level is bypassing filters and how kids are getting on stuff and bypassing things. So I think that's sort of that's already sort of being addressed. So I agree. Let's give it some time to figure out what's going to be in place and but yes. So we do want to add it to high quality learning agenda though. Can we I also liked Karen's idea to add it to um like a round table discussion because I would love to have a broader discussion. Anything else? Okay, we we don't have

095time. We get moved to the meeting. We do not have time for the innovation update. I am kind of proposing that we move item B down to item, innovation center update, and then we'll have the That sounds great. But no D and E. So D and so we got it stay like he's D and she's E. So he's gonna get that date before he does the branding. Yeah, that makes a lot of sense. Okay. So anyway, thank you board. Really good discussion and thank you. They've already left. They've already run away. And we will convene our business meeting at 7 o'clock. Okay, welcome everyone to the business meeting of the Canyon's Board of Education. Today is August 19th, 2025. We're meeting at the district office located at 9361 South 300 East in Sandy, Utah. The

096first item on the agenda is to approve the agenda for tonight. And so, can I have a motion to approve with that change that we made in study session? I move I move that we approve the agenda with one change. We're moving item B from the study session. Innovation center update will now be item D. And in new business, item D, Canyon's Innovation Center update and naming and branding discussion will now be item E. Okay, thank you. We have a motion. Is there a second to that motion? I'll second that motion. Okay, thank you. We have a motion and a second. Is there any discussion to the motion? Okay, seeing none, I will call for a vote. All in favor say I. I. Any opposed? Okay, that motion passes unanimously. Um the next item on

097the agenda is the pledge of allegiance and tonight will be led by Albian middle principal um Eric Gardner and then after that we will hear some highlights of Albian. Please stand for the pledge. I pledge allegiance 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. Nothing like getting to present to the board on the second day of school, but in the words of Ricky Bobby, you're either first or you're last. Uh, thank you for inviting me here tonight. I am Eric Gardner, the principal at Albian Middle School, uh home of the Knights, and this is my third year's principal there. Tonight, I would like to highlight four areas that I am super grateful, uh about Albian.

098The first one is our parents. I think our parents at Albian are simply fantastic. Uh the old adage, it takes a village to raise a child, is embraced by our school, and we are constantly striving for ways to include our parents. Uh each year we do a bring your parent to school day and you wouldn't think we' get a lot of parents out to a middle school, but this past year we had 300 attend and it was such a great way for them to see what is going on inside of our school. Our parents also got involved in our first ever all community read. They read the same book as their kids. They came to a book club that night and they came to our assembly and got to participate right alongside their students. One

099unique thing we also do at Albian is we host a parent appreciation week every year where it gives us the teachers and the kids a chance to give back to our parents. Uh we serve them donuts at drop off, we bring them to school, we uh make letters for them and we just want them to know how much we appreciate them. The second thing uh that I am super grateful at our schools are students. They are simply amazing as well. uh and we work hard uh to try to amplify their voices as much as possible. We realized they were getting a little uh left out and so this past year we worked really hard to include them in everything we did. Now when you show up at Albian they are the ones that sit at

100the front desk. They help greet parents. Uh they work with our special education students as peer tutors. They meet with me on a monthly basis and help change school rules and procedures. and they perform talents at our assemblies and they create our Friday nightly news broadcasts that we send out. So, we love our kids. The third thing that I'd like to highlight, I'm super grateful for are teachers. One's in the back right now. Uh they are the backbone of everything that we do. Without them, it would be impossible. Uh, one of the things that I'm super grateful is, uh, we have invested heavily in our teachers of having a growth mindset and seeking out professional development opportunities. Each of our teachers has a chance every three years to attend a local or national conference of

101their choosing, which has just inspired them and lit that fire inside of them. Uh, and it shows that we just are trying to stay on the cutting edge of things. They also go and do peer observations four times a year where they uh watch each other teach which I think is absolutely awesome. And then the last thing with our teachers is they work really hard at building positive relationships with our kids. One of the things that I enjoy the most is on Fridays they wrote postcards home to them. And I know the US Postal Service usually is frowned upon, but what kid doesn't love getting a postcard in the mail with their name on it? It's so rare. Getting a piece of mail is awesome. The last thing I'd like to highlight at Albian Middle

102School is we have a culture of excellence. I have never walked in a building before and felt such a strong culture of that. Uh as the number two middle school in the state of Utah, Humble Breg, uh we constantly are trying to find ways of pushing our limits. Uh to start the school year, we are inspired by Walt Whittmann and Ted Lasso who said, "Be curious, not judgmental." And that is what we are embracing this year. We are being curious. We are finding ways to reach our kids in new ways that we haven't ever before and hopefully push pulling and nudge them to continue being excellent in school and later in life. Thank you. Okay. Thank you so much. Um we loved hearing about your highlights of parents, students, teachers, and a culture of excellence.

103And please um tell your teachers and staff thank you from the board for all they do for students and the community. So thank you so much for being here. Okay, the next item on our agenda is the Canyon Strong Recognitions and Jeff Haney, director and Christian Stewart, associate director of communications, will present this. Thank you, President Schill, for this time to recognize the ways that Canyons District students, faculty, staff, principles, and parents are rising above. And speaking of rising above, a big thanks to Sandy City Council member and East Sandy teacher Allison Strad for capturing these painting like photographs of Ala High School from way up in the air. She snapped and sent them while taking a ride in a hot air balloon for Sy's annual hot air balloon festival that was held a few

104weeks ago. That's the look down at what our campus looks like. What an amazing picturesque campus that is. Now, Canyons has been on the air a lot in the past few weeks. The back to school media blitz which included the canyons education foundation school supply donation drive featured corner canyon cheer and drill the altahigh drum line bright and high drum line color guard cheer and drill a guitarist from diamond ridge the first time we've included a diamond ridge student in our back to school media blitz the school nursing specialist Jen Gerard board member Katie Dolly also stepped in front of the news crews one time East Midville principal Amy Sandrren, who was on QUTV's Fresh Living last week, nutrition services director Sebastian Vars, Silver Mesa Principal Amy Wagner, and Jordan High student leaders, athletes, and

105performing arts students. You can see there just a snapshot of the various Canyons District students, faculty, staff, and administrators and board members who participated in our back- tochool media blitz. and we thank them for putting the best face forward for Canyon School District. In the weeks leading up to school, Money Inc. also released its list of the state's 30 best high schools. Canyon's district earned four of the spots in the top 15. From nationally recognized advanced placement and international baloria programs to cuttingedge STEM programs, award-winning arts and athletics programs. These schools show sharp minds and strong performances go stride for stride. The schools were chosen for their academic rigor. Canyons has the highest number of students in Utah earning an 18 or better on the ACT college entrance exam. The breadth of extracurricular activities, modern

106facilities, and pathways to college and career success. So, congratulations to our schools that made it on Money Inc.'s list of the best high schools. Now, that list also dovetailes with the breaking news from today. This is hot off the presses. The new US News and World Report of the state's best high schools is now out, and we had to revisit some of our favorite photos of graduation day, which is what our high schools are all about. And right there in the middle is one of Mrs. Oaks's favorite Chargers. At least we're assuming and Monae is one of your favorite Chargers. Uh, according to the US News and World Report, Corner Canyon, Brighton, and Ala all hit the top 25, number seven, 19, and 24 respectively. Hillrest is number 29 overall and 13th in the Salt

107Lake Valley. and Jordan High, which saw quite a jump in its graduation rate last year, our 58th and 18th in the Salt Lake Murray metro area. So, congratulations to all of our high schools for performing so well on this year's US News and World Report rankings of the best high schools. Now, here's another headline from summer. Hillrest wins big in theater. Now, if we were using theater parliament, we'd say that Hillrest won the equivalent of two major Tony Awards at the 2025 Best of State Awards. Uh, Hillrest's theater department not only was announced as the recipient of the best of state award for best theatrical instruction in Utah, but also captured much to the surprise of the Huskys in attendance, the overall honor o overall honor in the field of education. Now, this overall honor

108is chosen out of 49 categories in the education section of the best of state awards. And the theater teachers Jos and Jazelle told us that being chosen for this highest honor came as quite a shock. Even though they had won the best of state for theatrical instruction for the second consecutive year. So, congratulations to Hillquest Theater Arts for winning those two major awards at the best of state for 2025. You know, it's a week of firsts. On Friday, it was a first day of middle school for our sixth graders. They all attended their orientations. You can see some photos there of Butler Middle Bruins. They attended some toasty orientations while our fantastic facilities departments and the contractors worked to repair a malfunctioning AC unit. And yesterday, we cheered our students back to school for the

109first day of the school year. Tonight is the first board meeting of this academic year and tomorrow is the first day of kindergarten. Now, per tradition, they'll receive our kindergarteners will a blue wristband that says I will be college ready and it says the class that they'll be graduating with. Yes, that is the class of 2038. For if anybody's that's counting, that is the year that I could retire. So, so I hope their time through school goes very, very fast. So the back to school buzz was truly electric all across canyons on Monday morning when we rolled out the red carpets for our students. They were truly the stars of the day. It's a 17-year tradition and we're so glad that our community has embraced this and looks forward to this tradition. The red carpet

110welcomes were full of mascots like the East Midvil Eagle, the Oakdale Road runners, and as you can tell, you can see the smiles of friends who gathered for the first time after the summer recess. Uh you can see there, Copperview principal Dr. Dan Ashbridge wasn't a stranger to anyone. He has a sign on his chest that said who he was. It's an introduction to all the students at Copperview Elementary. He's new there this year. You can see that they were joined by Cleo, the mascot of the Utah Royals who play right here in Sandy as one of our hometown professional athletic teams. You can see there one of the fun photographs also that we have of Quail Hollow. Real Salt Lake joined us at Silver Mesa Elementary where hundreds of parents, Mrs. Person. Hundreds of

111parents. I mean, it it was insane how many parents were there. It was I was lucky to get a parking spot. Hundreds of parents gathered to cheer for their students. We had balloon arches and confetti cannons and our uh real Salt Lake and Monarchs players. Even Sandy Mayor Monica Zultansky rounded out the true community event. We also had two Fox 13 news crews at Silver Mesa to capture the events of the day. One to do the weather from the crosswalk and to honor our crossing guard for their hard work and another to feature our first day activities. And I think Kirsten may have won our internal photo contest of our red carpet events by this little cutie in the red shirt at Silver Mesa. You can see the confetti from the cannon behind them, the

112balloon arch, and you can see there just how many parents turned out to wish our students well as they walked the red carpet into school. But I also think one of the photos of the day are of our amazing community supporters like the one you see to our right here, our Jordan High alumni. Yes, that's Cindy Clawson. They joined the Beat Diggers welcome back party. It was a wash in maroon and gray right in front of the school. The front part of Jordan High School was pulsing with energy. You can see that Dr. Robbins is there with Miss Patterson. They cheered all of the students. They joined the Jordan High drum line, the cheer squad, the Madreals drill team, student government, all of the athletes from fall sports. They were there to welcome their friends,

113their peers back to the school. The renovations are ongoing at Jordan High School, but it didn't dampen the spirit of the students. Now, Fox 13 also was there to capture all of the Beat Diggers's first day celebration. KSL also joined us for the early morning part of their newscast. I hope you all were up to see the Beat Diggers in the spotlight on the first day of school. Now, middle school, as we know, is not an easy time, but middle school pulled out our middle schools here in Canyon School District pulled out all of the stops to welcome the students back to school as they prepare for the rigors of high school right there in the sixth, seventh, and eighth grade. It middle school is a time to learn and to grow and to mature,

114to make friends that will make high school a heck of a lot easier to go to. President Schill, you can see there, joined the Bruins on Monday, and it was a heck of a lot cooler than it was a couple days before that. And again, that's thanks to our amazing facilities department that worked really hard throughout the weekend to make sure the HVAC system got repaired in time for the start of school. Now, speaking of middle schools, Eastmon, the Patriots deserve a special shout out. Renovations are not done yet. had not done to the point where it would be safe for the students, faculty, and staff to return to the school. So, they pivoted online, at least for the first couple weeks of the school year. The first few days obviously were spent learning by

115remote, but that doesn't mean that the spirit was dampened. Teachers are in the building leading their re their online classes and I understand that more than 100 students from the community are going to espond every day to access the internet and get help from the teachers who are at the building. We realize this is not the ideal start to a school year but the community has an amazing attitude about the situation is looking forward to when they can get back into their school when the renovations are all done. And we are truly back. The red carpet welcome served the purpose of guiding our students back into school to start a year a new. So much to learn, so much to discover. Yellow buses have returned to our roads. Friday night lights shine brighter than ever.

116And a auditoriums ring with the songs of a thousand shows. So, welcome back Canyons, where you learn more, do more, and can be more. President Chill, thank you for the time to celebrate what makes us Canyon strong. We turn the time back to you. Okay. Thank you, Mr. Haney. Uh, the next item on our agenda is the patron comments. So, the board often designates time in meetings to listen to patrons of the district. 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. These documents must be submitted to the board secretary, she's right over there, at the meeting or emailed to the office of public communications by noon of the day following the board

117meeting. Tonight, individuals will be given three minutes. Those representing groups 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 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 inputs on

118all sides of issues. To maintain decorum and respect, we ask that those in attendance refrain from applause or other types of demonstrations during the patron comment time as well as throughout the meeting. Comments must be age appropriate considering children who may be present or viewing online. So the first person on the agenda is Christa Pippen and she is representing a group. Good evening, President Shill, members of the board, Dr. Robins, and Leon. We appreciate this time. We just wanted to introduce really quick the CA executive board. We do have a newly elected member. Uh Suz, this is Suzanne Hardy Smith, and I'm gonna let her introduce herself real quick. Um, okay. I'm an educator, teacher. I teach at elementary Willow Canyon. Um, I'm kind of late in teaching. I've only been teaching full-time for 13

119years, but I worked for the district five years before that. Um, I absolutely love teaching and I appreciate the board and all you do and listening and especially I represent elementary and we love the time we have to prep. So, thank you. Thank you for that. We are just handing out Cindy has for you our CEA executive board directory. Um we've included in there our association building leader schedule. We have a leader from all but two of our schools and Canyon School District. Uh we meet together once a month at uh Mount Jordan Middle School and their library. Uh we are a great source for quick educator connections or an educator perspective. we can have surveys uh that give us a a quick broad view of what our educators are filling. So, we'd love to

120invite you to any of our our meetings. Um and on the back side is our contact information. Um Cindy will also be sending one digitally so you have the hyperlinks to make it more um effective and efficient to communicate with us. Thanks for all you do. Um it is so nice to have um a partner and an ally in our fight for public education and for the success of our students. It was amazing. I love u Mr. Haney's Canyon strong recognitions as we see um how many of our our schools and our teachers and our students are excelling in what they do and thank you for the support of that. Okay. Thank you very much. We appreciate you guys and all you do. So the next um person is Meleno Novakovich and please come and

121correct my how I just said your name if I did not say it correctly. Hi. Yeah, you did great. So my name is Milen Konovako. I was here last year talking about uh something. I had a questions for you maybe some clarification and maybe proposal or request to make. I was talking more about taxes last time and uh two things that I'd like to point out. Uh is there any way then we as a taxpayers can see on the tax form notice a breakdowns of all these bonds that you guys got so far? I know there's bond from 2010, 2017, 2024. So what we see on the tax forms is only Canon school district debt service. We don't see the breakdown. I'd like to see that. I'd like to know, you know, why my tax

122property debt jumps $300 up when I was asking question. I'm sorry, I don't know. Are you a Christian? I was in communication with Kristen. Thanks for responding to me. Appreciate it. So I was asking this question. We had kind of conversation back and forth because she could not give this answer to me. The the story is she was directing me to Salt Lake County Treasury which I contacted. They said no, we have nothing to do with that. That comes from the school district. They're they need to get that done because you guys send all that to them and they just put the members on the phone. So I got stuck not knowing how to get there. Who's the one? Is that you guys? Is that state legislators? Who's approving that? Can we see that? Is

123there any way then we can see that on the forms so we can have a better transparency on that? The other thing that I would wanted to kind of share with you, I don't know about you, but I'm mostly out of country during the summer. I work for school district 2, not this one. But so when I get back, every time when I get the form, you know, the meeting is done already in first week of August, I'm always always late. when I come it's too late for me to vote anything or say anything. So is there any way then that can be shift and move when school starts in session so we all can get to see what what is proposal and get prepared because when I get back in August I get tax

124form and I see it's already $400 more for Canon school district than I wasn't prepared for because it's only three months of window to pay it from August to November. We all come back from all that school breaks and vacations and our budget, you know, struggling at that time. Can that be change something? If you make proposal for something like you did last year for that building down in Draper, can proposal from one year shift to the next year not being exactly for that year? that will help us a little bit to kind of keep up with all those bonds. We just paid the district, Jordan district debt off just last year I think and now we have a three bonds to carry. Plus Sandy city has a bond for a you know new fire

125station everything. It's not easy for us. So that's my kind of proposal. I want to just share that with you. Thank you. I appreciate your time. Okay. Um, normally we don't do this, but since you did miss the tax hearing, I'm going to ask our business administrator to respond to your questions. Yes. Yes. Thank you. And thank you for coming on the timing of the tax hearing that is assigned by Salt Lake County. Okay. Uh, they make a recommendation. Their recommendation was school districts have that first Tuesday in August. And so we've always followed that recommendation and we did that last this year. If we move off that we have to and they have to coordinate with all the cities, the water districts, the sewer districts if they're having a hearing. So that is why

126we always follow their recommendation as that is set aside for school districts. Alpine, Tilla, Granite, we were all have taxings that same day. So that's the first on that on the debt service. Again, we do not control that line. Well, we control the bonds that were voted on, but we do not control how they were presented. Okay? It is one line. It's in state code that it's broken out for one line on debt service. If you want to go into our budget, I can show you the amounts for each one. But, uh, I that is that is how on the code how it's supposed to be broken out is by debt service, not by an election in 2010 or 2017. And then on the lease revenue bonds which were used to pay pay the innovation

127center, the eBay building and uh 2024 updates to some of our buildings. Again, that is on a different line that's in the Canyon School District line there. I again I could show you that uh offline or you can or you can look on our budget as well. Okay. Be happy to show that to you. Yeah. I think was that the main question? Okay. Yeah. Okay. I'll uh I think you have his contact. Okay. Well, I'll try to re I'll reach out to you then. Okay. Okay. Thank you, Mr. Wilcox. Um Okay. Now, we're just going on to our consent agenda, and I will now take a motion to approve that. And please read all the reasons all the all the items on that. I'll make that motion. So I make a motion to approve tonight's

128consent agenda which includes item A, approval of minutes for August 5th, 2025. Item B, approval of minutes for truth and taxation August 5th, 2025. Item C, approval of hire and termination reports. Item D, approval of student overnight travel. Item E, approval of purchasing bids. Item F, approval of July financial reports. Item G, approval of sale of property. And item H, approval of 2025 to 26 early learning plan. Okay, thank you. Um, thank you for that motion. Is there a second to the motion? I'll second that. Okay, thank you. We have a motion and a second. Is there any discussion to any of those items? Okay, seeing none, I will now call for a vote. Oh, Mrs. I think on the overnight travel there were two that need to be resubmitted. So I don't know if

129we need to pull both of the Ala marching band because they were incorrect. Um okay. So do you want to uh restate the restate that? Yeah. I mean you'll have to make a a new motion. Okay. For consent agenda pulling those items. Sorry about that. I didn't know you needed to we needed to pull those. I move to approve the consent agenda. Item A, approval of minutes for August 5th, 2025. Item B, approval of minutes for truth and taxation, August 5th, 2025. Item C, approval of higher and termination reports. Item D, approval of student overnight travel with removal of Alta marching band. Item E, approval of purchasing bids. Item F, approval of July financial reports. Item G, approval of sale of property. Item H, approval of 202526 early learning plan. Okay, thank you. We have

130a new motion. Is there a second to that motion? I'll second that. Okay, thank you. Any other discussion or changes to that motion? Okay, seeing none, I will call for a vote. All in favor say I. I. Any opposed? Okay, that motion passes unanimously. So now we are going on to new business and we'll start with item A and that is the elementary brain booster and prep time update and Alice Meredith and Sally Samson directors of elementary principles will present this. Thank you President Shill and board members for the opportunity to talk to you about the elementary planning time that you approved a year ago. Um, we actually implemented the changes to the planning time in the fall of last year and so we were um asked to give a survey to uh individuals that

131were involved in that planning time. We're going to share the results of that survey with you tonight. Um before we do that, we wanted to just briefly go over the reason uh why elementary planning time was reconsidered. Uh so a task force was uh put in place in the 23 24 school year in response to elementary teacher feedback. Um a negotiations team um authorized the creation of this task force so that we could look at exploring options for how we could increase elementary planning time uh for our teachers. And the task force uh set some priorities that they wanted to make sure that they adhered to. And that was making sure that we were looking thoughtfully at increasing teacher planning time while also maximizing instructional time and maintaining the professional development time that we already

132had in place for our teachers and just as importantly maintaining that PLC time uh as that has been a big part of our strategic plan. So uh we started by looking at comparison of planning time weekly protected planning time across each level. And as you can see our elementary uh teachers uh a year ago uh had a total of 160 minutes of planning time uh compared to our middle and high schools um that weighed in roughly between 270 and 430 minutes of planning time. Uh so that was really the crux of what started this conversation. And so after this new planning time was adopted, um we kind of wanted to go over again a summary of what you as the board approved and put in place for that time. Uh we were very excited to

133be able to propose and get an increase in planning time for elementary teachers of 120 minutes each week for a total of 280 minutes of weekly planning time. Uh we also made sure to build in 60 minutes of planning time Monday through Thursday for our teachers and we increased the SCU the student school day by 10 minutes Monday through Thursday in order to make that happen. The other thing we did is we um we like to call it brain boosters 2.0 because we went back and looked at the amount of time that we were providing brain booster classes. We increased that to 45 minute classes and that included weekly arts, STEM, playworks and library time. And this also allowed uh for us to decrease the recess duty of our teachers Monday through Thursday, offering more

134planning time. Okay. So, now we're going to talk a little bit about the survey results. Individual surveys were sent to our instructional technicians, our BTS teachers, our classroom teachers, and our principles. And we got a lot of good feedback. um lots and lots of good ideas and and thoughts. And for the purpose of tonight's meeting, we're really going to focus on uh four key components of uh the questioning that we asked. So those questions were, how has the new schedule positively impacted students at your school? How has the additional planning time positively impacted instruction? what unanticipated challenges arose at the school with this new master schedule. And we asked them to please share out three top uh three of their top recommendations uh for what improvements could be made um to our schedule and we

135wanted to briefly share with you our response rate. We had almost half of our classroom teachers respond. um over 80% of our principles, 70% of our BTS teachers and again almost 50% of our brain booster IT did respond to our survey. So I am going to start by talking about the impact on students and instruction and then Sally will come up and talk about the challenges and next steps for what we're going to be looking at moving forward. So when we looked at impact on students, we were really looking for major themes and big rock takeaways. Um one of the things that came out very um loudly was that we really we um the schools really saw an increase in student engagement. They really were feeling as though students had deeper learning opportunities in all

136of their settings. And another thing that they they um said over and over again was really um valuing that increased consistency and predictability in the schedule for our students. That made a huge difference. Um particularly um our administrators said a lot of times um you know it's hard to build in those predictable brain breaks or movement breaks but with the new schedule it's really made that a lot easier because again the schedule's very predictable. Uh we're we're Monday through Thursday schedule looks the same. Students are all engaged in um their brain boosters weekly. Um and so it really has had an overall uh positive impact on our students. Um let's see what else did I have here? Oh um also that um students in general were exposed um to more opportunities with peers and adults

137outside of their classroom. Uh so being able to go to brain boosters and work with other um adults and cross um spend time uh with their peers uh in other classes really made a difference for them. And we thought it would be nice to share a couple of quotes. We did share with you the board uh the survey in its entirety. Um but we wanted to share out some of the quotes from different individuals that were uh asked these questions. So, one of our brain booster instructional technicians said, "Longer booster classes does facilitate more time to get deeper into the lesson, and having that standard weekly schedule also helps students come prepared for the content that they would have each day." Uh, one of our BTS teachers said, "Having them every week has allowed students

138to remember what we're learning in art and gives more opportunities for them to connect what they're doing to the learning in the classroom." A fourth grade teacher said, "My brain, my students love brain boosters. That extra time has been wonderful for both them and me. It's also been a great opportunity to collaborate with booster teachers. They've been able to tie in what I'm teaching into the STEM, art, library, and PB PE lessons. Um, and it's just made learning more meaningful." One of our principles said they receive daily opportunities to connect and apply learning crosscurricular and be mixed with other students in their grade for building relationships. And then we asked one specific question of just our teachers and our principles around the impact of instruction um or impact excuse me on instruction. Um, notably we

139had several um, individuals say that they really feel like the lesson quality that they're providing for students has really increased. There's a lot more intentional uh, planning, lots more engagement and the opportunity to personalize learning for their students. Um the other thing was increased effectiveness in PLC's. Coming to PLC's prepared with the data that they need to look at, analyze and disagregate was a gamecher for the time that they spent together in those PLC's. And another really big one was that increase in teacher morale. Teachers felt more prepared. they were able to go more in depth with their lessons and just felt like uh the quality of their preparation really played out in the classroom and lend itself to a more robust learning experience for the students. Now, this graph we asked teachers in particular,

140how often were you able to incorporate the following practices? And I know this is really hard to read. It's small, but basically we asked um how they were able to do things such as assess learning um do scaffolding for their advanced and diverse learners um provide opportunity for social emotional learning uh projectbased and technology uh integration, arts integration, um and just that student discourse in the classroom. So the blue bar indicates that teachers felt that they were able to do these things more this last year than they were the year before. The orange bar indicates that they felt like they had about this it was about the same amount of impact as as the year before. But as you can see those blue bars are extremely high. So that impact on instruction and being able

141to incorporate those practices has really made a difference. Few more quotes on the impact of instruction from our teachers and principles. One of our kindergarten teachers said, "This is the best and most immediately impactful change I have had on a district level as an educator." Fourth grade teachers said, "My students have really blossomed this year more than any other years. I've had the time to sit down and look at data to determine what students are struggling and create ways to scaffold instructions for their needs. I've also found some awesome resources for my advanced learners. And the first grade teacher said that it has completely transformed instruction for her. I'm more prepared, less stressed. I leave and arrive um at contract time and I have found my spark for teaching again. Um and that quote goes

142on uh but one of our principles also said I have seen a steady increase in the content integration across the day as well as an increase in collaborative learning structures that take more time to plan. So, with that, I'm going to let Sally come up and walk through some of the challenges that were shared with us in the survey and some other ideas and thoughts that were presented to us. Thank you, Alice. As um Alice mentioned, we had quite an extensive survey and we asked a lot of questions and a lot of our questions were open-ended questions which if you had a chance to look at the document, it is um it was emailed to you and it is quite large and by design we wanted to be able to hear um feedback from the

143employee whether it was a teacher, an administrator, an instructional technician, a BTS teacher from their voice. And so in reading all of that survey and and there was a lot of information that was shared and really wonderful information um that really helped us to see areas of great success but also areas um that that we do need to fine-tune and areas that we do need to address. So in giving you the feedback today um from the challenges with anything any changes that are new there are always going to be growing pains that come along with that. Some of the things that were common among our instructional technicians were insufficient transition times and rush trans and rush transitions. And so if you remember our guidelines were that they had to have at least 10 minutes of

144transition time in between each booster. Um but many schools reported that that was really challenging. Sometimes there were challenges such as teachers arriving late or teachers arriving early. Um sometimes there was issues where the IT um brain booster employees were asked to to deliver the students whether it was to recess or deliver them back to class and that was cutting into their transition time which is where they would reset their materials and get things ready for the next group of students. Um so that was that was heavily mentioned across all of our instructional technicians. Secondly um was the prep time schedule. Um, every brain booster instructional technician was provided with four hours of planning time and that sounds wonderful. Um, however, um, as we've learned, the time and the chunks of time where that planning

145time was provided wasn't always effective. So, it might have been 20 minutes before the booster started before the class day. It might have been 45 minutes when um they had a booster free because there were only three classes instead of four coming through the rotation. It might have been a 25 minute block in between the master schedule be when there was not when there was not a booster taking place. So um many of our of our instructional technicians reported that a lot of their planning was taking time off contract or at home on the weekends. And um this I think it's important to mention that this was not only mentioned by our instructional technicians but also our teachers did mention that in their responses as well. Um some IT um had their their time scheduled

146on Fridays and they didn't their they were given the four hours to come on Fridays and they didn't want to work on Fridays. So that that um created um a hard you know a hard schedule choice for them. And then the the last um thing that showed um up in some of our surveys was that in years past um because our allocations for the brain booster program was was the same across every school, there was a big disparity of planning time. So our larger schools had more uh brain booster um rotations. So in turn their planning time was less whereas our smaller schools had the same amount of hours but maybe not as many rotations. So some of our me our IT technicians found that their planning time was um greatly decreased while others felt

147like it was increased but so did the demands of their of their um assignment. So those were um m basically our big big items under prep time schedule. The last thing our instructional technicians revealed as challenges were having the brain booster and the recess block um together. And so if you remember in order to get that full hour we had a 45 minute we or we have a 45 minute brain booster class which is backed up to a recess. And um ideally that sounds great but we found that there were a lot of challenges with the brain booster teachers delivering students right to recess. They weren't able to connect as often with the classroom teacher. um sometimes receiving a brain booster class right after recess um that the students were a little um they weren't

148they were hard to settle down and maybe they came with some of the recess problems that the brain boosters weren't prepared as not being a classroom teacher to to handle. Um so some of those um ideas or some of those behaviors were hard and then also taking the students to and from the recess again that transition time where it does cut into their time to get materials out and reset for the next class. our BTS teachers um some of the challenges that they reported again also involved that insufficient transition time and then the impacts of recess and and so in in their um surveys they also mentioned the drop offs um and inconsistencies of teachers arriving late or early um the 10-minute time and they espec especially talked about the 10-minute time um not being

149enough to change out projects, pour paint, get out different um mediums that they're working with um and then going back straight to recess um eliminated the teachers as well. Um another theme that came up was also not being able to send anything back with the students because um it was tied to recess. So they had to keep all of the students projects in their class and getting those back was another um event that caused um some time or disruption to their schedules. The second thing our BTS teachers talked about was the every other week um schedule challenges and and if you remember there was um in order to maintain the brain boosters in our schools where they a brain booster is full-time because our uh BTS teachers is are only funded as a part-time position

150that that means that they're only able to work 20 hours during that that week and our brain boosters typically are 25 to 28 hours. And so in order to make that work and still allow for some integration time, some of our brain booster or excuse me, our BTS teachers had to go to a schedule of 40 hours a week at um the school and then on their off week that they're not there, we have an instructional technician working that booster. So that allows them the 28 hours to do the brain booster. Um and then it allows some hours for them to do the integration. And a lot of our BTS teachers felt that that was very limiting. They really would rather have the opportunity to increase their hours to 28 and not, you know, have

151to be at two two different schools. So that model um in trying to maintain our requirements for BTS, our our requirements to have the four boosters and then also to integrate the arts has caused um some of our BTS teachers to feel that there was some limit limits that that was placed um for them with that challenge. They also felt like it did limit the side byside um integration where they were able to work alongside with teachers. they liked having teachers in with them when they're teaching those lessons um or collaborating on curriculum. And again, those hours because we're running that they're part of that booster schedule when we're running that that master schedule. Those hours are not as flexible as maybe they had been previously. Um our third theme that came out from our

152BTS teachers were there um were varied perspectives of how BTS how the BTS program is integrated with the brain booster program. So, some BTS teachers would prefer to have their BTS class time not as part of our um brain booster schedule that it would be a standalone um class or opportunity for students um that that would allow them to provide integration with the classroom teacher and also additional art arts activities for students. Some schools um have a different, you know, some schools really have a great understanding of the value of what that the arts program is. Um or they have um the funds to use their school budgets for a focus on the arts and they've some schools have been able to add additional time to their BTS teacher. And we also did have our

153grants that the district allowed um schools to apply for that did give some additional time for that, but that varied um with our with our BTS teacher. So those were all things that came out in their surveys. our teachers, they um the the big biggest ideas that came out through teachers and and I know we've all heard um some of these is is with the master schedule because it is so you you are scheduling so many things um there's not a lot of flexibility. So there are some long instructional blural blocks without adequate breaks. Um with that some teachers reported having early brain boosters and recess and lunch. So they had two or three hours without recess. Um they they maybe had the last brain booster of the day and they had the earliest lunch.

154And so so a lot of our principles throughout the year as some of these things were being um shown have worked through some of those things. But that that is still a challenge and um something that our teachers really really did identify. Um planning time interruptions. Um some of our teachers um talked about students behavior concerns. Um you know if there's a problem in the brain boosters, the teacher um may be called out to go and support that behavior. Um and then they also talked about other scheduling conflicts like meetings that are scheduled or assemblies um planning field trips because now all the teachers don't want to disrupt brain boosters. Um, and so it really made it to where scheduling some of these things were were a challenge for them that maybe hadn't been a

155been something that was such a such a hard thing to do. I know um some of our schools have talked about the gym and how it's hard to even schedule the gym because it's being used for playworks. So, there's been a couple of scheduling things that our our schools continue to work through. Um lastly for our teachers um scheduling and logistical challenges and I think I shared some of those the the re they also shared the the struggle with the recess and the brain booster block um not being able to communicate with the booster teachers and um also they really shared that they didn't recognize that not being out at recess really is is sometimes difficult because at recess teachers were able to really understand some of the dynamics that were happening in the classroom,

156understand some of the friend shipping type things. Um, and so a different care has had to be made to in order to address some of those things with recess and then having such a tight turnaround. There's not a lot of wiggle room as I mentioned with this the schedule. And then I think I said this before, they also really expressed a lot of care and concern about our transition time and our brain boosters planning and and that to me, you know, we had over 200 almost 250 teachers and for them to really be mindful of that um and and put that in their open-ended response really shows, you know, that that that is something that they are aware of as well. Our administrators also reported on the scheduling complexity unconlicts and I think that is

157because they were tasked with this task of creating the master schedule and um through teams of teachers, BLTs, specialists, anybody that that really um could lend support to that, they were really able to um work through some of the the conflicts and things that came through. But some of the things that they had to pay mind to were um first of all making sure our schedule was student centered, that we had a schedule that was meeting the needs of our students, paying attention to our special ed students, recesses, lunches, and and so they they did comment a lot about the lack of flexibility that this master schedule is is the way it goes. Um they did talk about working through assemblies, um short weeks when we have a Monday or a Friday off and how

158to manage those weeks. um as well as um part of their scheduling was scheduling time to meet um regularly with the brain booster team. And some of that was not that um there wasn't that desire, but again the hours were so tight that so much of the brain booster team's time was in instruction and so where do we find that time to have those regular meetings which are so crucial? Secondly, our administrators talked about recess and the logistics and some of the things the sames that the teachers shared. In addition, the administrators um talked about hiring um hiring the a recess um booster teacher um in order recess aid in order to be out at recess for such an extended period of time where in the past that job had um had a couple other

159duties that the um that the employees were able to do. and having that consistent um supervision. So if a recess aid were out that that still had to be covered and it it you know in the past when teachers were on recess duty and a teacher was absent there was a substitute there and um for recess aids we don't have substitutes. So often times that was covered by somebody else taking on that job and many times it was our administrators um out there helping to support the playground to keep the booster um schedule functioning. Um they also talked about the scheduling challenge with the brain boosters and the recess tacked together. Um they said that sometimes that was having the the students away from it their teacher for a long period of time if they

160had brain booster re recess brain booster lunch and and and um that could also be a challenge. And and then as I mentioned removing teachers from recess had some unintended consequences. And I know some schools actually had um teachers request to go out on Fridays so that they could maintain that um connection with their students out at recess. and and that's definitely been successful in some of our schools. Lastly is the persistent challenges for all of our part-time ESP employees. And and so this isn't unique just to brain boosters. Um you know, all of the things that that came up in the survey were, you know, hiring changes during the year. um when an employee, you know, chooses to to resign or takes a different job, um that there's always training and scheduling and all

161of those things that need to take place. Um, training was another big big thing is as you're constantly getting well and I don't want to say constantly because we really we we had a turnover but it was not you know it was not a constant thing of turnover but but the the consequences of turnover are the need for additional training and support for those new employees as they come on board. um substitutes was always an issue and and then lastly the the pay and we've heard a lot about our ESPs in any position and and the jobs that they do are so important and and that is something that our min administrators recognized was was some of the concerns that that they brought up. All right, so here are some of our quotes for challenges.

162Um, a BTS teacher, as I mentioned, only having 10 minutes in between classes sometimes isn't long enough to swap out projects for different grades. A library it picking up and dropping off from recess can eat up a lot of time. A principal, finding people who are willing to take on recess duty all day long. This is very hard. Adding recess on to the end of boosters for the hour for the teacher release is the trickiest part. and a second grade teacher. Classroom and brain booster teachers don't have time to collaborate with each other and discuss behavior problems. So all of those were direct quotes from our review of all the surveys. We asked a question about the community impact and um it was it was really interesting that across across the board it there was

163a lot of positive a lot of positive um feedback. One thing that teachers and administrators mentioned were families value um their students exposure to the arts enrichment the varied learning opportunities that they have through brain boosters and we heard often from PTA meetings or S sec S sec S sec S sec S sec S sec S sec S sec S sec S sec meetings where they they you know would say my kids look forward to this day because it's playworks day or this day because it's library day and they really felt like it was a benefit for both their students but um we also had parents recognizing the positive impacts it had for teachers. Teachers were able to um follow up with communications with parents. They were able to give um assessments on students, give

164uh additional data or information and they were really noticing that that also the teachers had a work life balance which in turn is very noticeable. Um when our teachers work with our students um students are if you ask kids you know you say what are you most excited coming back to school as we were all at the red carpet and you know brain boosters um kids love it. I we put that quote up there because I we should have added how many times that quote was said in the survey but kids love um and they are generally excited and engaged for those booster classes. Um, some of the impacts that maybe weren't as positive that were noted in the survey were the later dismissal has led to more early checkouts for some families. About a

165third of our communities have that late the dreaded late schedule that starts at 9:00 and does not get out until 3:45. That um has been a challenge for both teachers and for our um families that were that did come out in that survey as an impact on the community. And um lastly, there were challenges um as mentioned across the board with brain booster staff due to student behavior and the workload um concerns where their time and not having enough planning time. So those were some of the impact that the community noticed as well. Okay, recommendations. So when we looked at when we read through the data, we of course wanted to just share with you what was recommended. These are not recommendations so to speak that we're bringing to you. We are sharing the survey.

166So, one of the questions, well, two of the questions dealt with, well, three really. One asked about um what things did you learn from this year and changes you'll be making for next year? What um are three recommendations that you have to strengthen the brain booster program? And then the last thing was what else do you have to share? And so with those three open-ended um we had and and I'll show you There's there's a lot of feedback um that you have digitally, but um we read through every single one of of these comments multiple times because each employee offers something of value. And so we've we've categorized again the responses into some some top themes that came out as recommendations from each of these employee groups. So from our instru instructionals and you're going

167to see that a lot of them coincide with some of the challenges that that we have already mentioned because if we're not anything as educators we're problem solvers and so with any challenge that was mentioned in our document or in the feedback they had suggestions or solutions. So for instructional technicians, more planning and prep time, um increasing their paid hours so that they do have time to have a longer block of time or they also have some overlap time where they can be able to communicate with classroom teachers and do some of that collaboration. Um that leads to the second one, paid collaboration time. So again, increasing their hours so they are able to collaborate with teachers and and have that important um face-to-face time. And I would also add that would also be great

168to have that those meetings with their administrators because that has been such a crucial success of our most successful schools are those meetings with the administration where they are constantly reviewing and working through um ways to strengthen the program. Uh and then lastly, behavioral support and consistency. So they recommend they they really have appreciated the training that has come through our uh booster specialists um through instructional supports department. They have um appreciated the being part of the faculty trainings that go on at the beginning of the school year. um they continue to want to have training and resources to help during for behavior during the booster time as well as transitions. Uh BTS teachers have recommended an increased time so again increasing hours to collaborate and plan integration lessons with their partner teach with their

169classroom teachers. And then they also would love to have increased instructional time with students. many of our um BTS teachers recommended full-time or extending contracts at their school. And then we did have a handful that also really recommended that BTS be a standalone um program and not be part of the four boosters um so that they're tied to so many of the the rigid schedule and the the demands of hours and how they're used. our teachers um recommendations were reducing interruptions during planning time and schedule optimization. And with that, you know, they they kind of talked through looking at transition times, ways that we can gain time or give time, looking at the schedule blocks and are we putting the you know, are we are we using the best are we use doing the best

170use of our time? And then flexible scheduling, maybe looking at, you know, mornings and afternoons, who gets those times, when do we change those times, and and and just looking more at what can be done instead of here's what we have, you know, we have to work around that. And then lastly, teachers talked about not having recess adjacent to brain booster time, but that would increase our brain booster times to one hour, which I don't know that our brain boosters would want that. So that's another recommendation. And then our administrators um in their feedback they really talked about increasing in in the question that we said what have you learned this year that you would make adjustments for in your leadership with this next year. And often it talked about continuing or increasing their regular

171meetings and their communication with their boosters booster team. They talked about um being able to ska schedule adjustments for flexibility. So, you know, what what part of the master schedule are we able to be flexible on and looking for those windows or those opportunities? And lastly, greater integration and support for our brain booster teachers. Just like our teachers, they share that desire um as as having everybody working together as a team and everybody's job is important as the next and finding ways to support each other whether it's you know the brain booster teachers and you know the transition times finding ways to look at other options whether it's not having the brain booster teacher take them to and fro or you know finding finding other resources within the school to support the BTS teachers all

172of those things are what our teach our administrators talked through. So when we look at some of the recommendations from the the teacher or the employee voice a principal said I plan to meet with my booster team more regularly provide flexible planning hours ensure clean commun clear communication regarding their budget and listen to their feedback with empathy and I love that a kindergarten teacher to keep that time sacred for teachers and to not schedule extra meetings during it. from a BTS teacher. Training for BTS educators to become teacher leaders for the brain booster team at their schools and effective BLT members. Formal curriculum and instructional supports for new BTS teachers to ensure high quality instruction in the first few years. Particularly for BTS educators working towards lenture or attaining their art form endorsement. and from

173a brain booster instructional technician, meetings as a team and with administrators having a say as to how things impact your class districtwide, your class and a district-wide correspondence with your same positions. So with all of those recommendations, we were trying to think of a title for this um slide and this has been a quote that we have used with our principles last year all while we were in the development of this and it was um said called there are aren't perfect solutions only tradeoffs and I think when we look at that you know when we look at sitebased differences we have different differing school sizes we have schools as little as 200 and schools as as big as 700. So that that that is it's going to look different um in those types of schools.

174Our school programming is varied. We have DLI schools, we have Salta schools, we have schools with special classrooms, um we have schools that have invest are able to invest extra money into their arts programs. So there's a lot of varied um perspective and programming of what happens. And we have a start and end times of our lunch schedules. We have we have so many different equations that equate to each individual school's master schedule. Um the varied perspectives um we have different employees and our goal was to maintain the employees that we had in the brain booster program when when 2.0 came out. So with some of that we have employees that job share. Um employee A only want to work wants to work in the mornings. So we have employee B who works in the

175afternoons. we have an employee A who only wants to work with K through two and employee B that likes the upper grade kids. There are so many variants of how those hours are put together and and we feel like that's been part of the strength of the program is allowing the schools to maintain the integrity but also keep those employees um in in the jobs that they that they were in and support them in in what they've asked for. Um, we've had employees that don't want to work on Fridays. We have employees, um, you know, that just want to be a part of the school, but their individual circumstances prevent them from from maybe, you know, taking on a full-time library job or when we have extra hours to add, they can't take on those

176extra hours. So, we have been able to be very um, supportive in those types of situations. And then lastly, the the word we all talk about budget constraints. Um, district allocations uh this time around were based on student numbers. Not everyone gets the same hours because we we we were aware that one school might need 28 hours to run their booster program. Another school might only need 17. Um, so there are those budget constraints and those are based on the student numbers. And then as I mentioned before, the schools using their money in in different ways. TSSP money, land trust money, SEC money, cell tower money, all of those things can affect how a school um is able to support um the brain boosters. So when when we you you say we had all this

177survey and we spent a lot of time this summer reading every single um every single response and um it was nice to see that even with the survey responses a lot of problem solving had already taken place and some of the the concerns had already been addressed. some of the things that we are going to continue to do because we, you know, we believe that the one thing that I think we are all committed to in this brain booster program is continuous improvement. And so we believe that, you know, we will continue to work on the master schedule adjustments and problem solving. Um the transition time is a big thing that that we need to problem solve and and work through and find find other options um to support our boosters with that. We had

178um the behavior strategies. Not only were our boosters asking for that, our teachers have been asking for that, our paras um all our specialists, anybody in our schools have been asking for supports with dis um with behavior. And so, um, a partnership between instructional supports and special ed hosted our elementary district day that was, um, devoted to behavior and really deescalation strategies for teachers or excuse me, not for teachers, for any employee. Um, and we invited all of our brain boosters, we invited all of our staff that was able that were able to come to participate in that. And so we really had um by design there was a presentation and then there was time for the specific principle to lead their school staff in the discussions and in the the talks and in the

179formulations of how is the our school going to respond? What does this look like for our school? And so we felt like that whole faculty learning has really started us off in in a positive way for this upcoming school year. Um we have directed our principles to schedule and find a way to maintain those consistent meetings with brain boosters a brain with the brain booster team and the addition to the assistant principles to our elementaryaries which again they are so grateful for is going to only better support that goal and that directive. We've also asked for um our schools to have a connection to the BLT team for our booster team. And so a lot of that can come by having a BLT member that checks in routinely with the booster team. Uh kind of

180we call it a booster buddy where they're able to go in and say, "What are some of the things that I can take to BLT?" Um, and so we're working through that and we're um we're really helping our our schools to utilize all of the voices that we have as part of the team in in our schools. And then um I mentioned our support from assistant principles. That's going to come in a lot of ways. And then lastly, our professional learning. And so you know in that last quote we talked about instructional guides with lesson plans for more efficient lesson plan lesson plans. I don't know if you've had a chance to look at the lesson plans that instructional supports has designed for our library, for our booster programs, for our STEM classes. They are

181engage engaging. They are hands-on. Um they're fun and they really do support that um that lesson planning for our teachers that they don't have to reinvent that wheel. Classroom management is continuous a continuous thing. Um, and we're utilizing our teams at the school, whether it's our coaches, our assistant principles, other brain booster teachers. Our principles are all a member of what's called a lit team where they work with um, five to six other principles where they problem solve and brainstorm things. And boosters and the master schedule are routinely things that that they learn from each other. And then lastly, um, through our instructional supports and our principles that those are those engagement strategies. And I I will also say that we're so grateful that our booster teachers are able to participate with our our classroom

182teachers in a lot of school specific professional learning um because that only strengthens strengthens the team approach. So with that I would like to invite um Dr. Rodrik Lanward up um to celebrate. We're going to end on a celebration of some of the great things that her team has led us through. Thanks, Sally. I I get the most fun part of this presentation and I I will go quick looking at the time. I just want to turn your attention um if you haven't had a chance to look at the um overviews that are linked on this slide. It's a great opportunity to look at some of the lesson plans, the resources, and an overview of philosophy and focus for each of the brain booster content areas. So, just really quickly, I'll run you through some

183of the highlights from each one. We have such incredible uh brain booster staff from our ITS to our BTS teachers and it's amazing what we have seen accomplished over the course of this last year with the increased time. So some of the highlights in art that we just want to highlight are that given the new schedule we have more than ever we have more schools who have students that are able to be exposed to two different art forms because of the way the schedule is organized. We have a number of our BTS teachers who were able to move to full-time work this year because of the change in how the schedule was organized. So, some who were previously full-time or excuse me, part-time are now full-time because they're able to go to two different schools

184for those full-time hours. Uh we did even though um we have a number of folks who would like more time for arts integration with the additional hours that Leyon um allocated as well as the new schedule we did see an increase and brain boo or excuse me BTS teachers reported in many cases an increase in push-in classroom arts integration lessons and opportunities to collaborate and then we had some incredible crosscurricular across our brain booster teams happening. So you can see um we have a puppet show about bioluminescence. We really had our BTS teachers hone in on um standards and making that really public. And so you can see in a lot of the art shows them even calling out those standards and how they integrated um across their projects. Playworks um another great example of

185success this year. We take data on our recess and how it's running um twice a year. And last fall, it was late fall by the time we collected all of the baseline data. We were already looking in terms of our data, meeting the uh growth trajectories that we typically meet at the end of the year and we were meeting those in the beginning of the year because of that extra time that the coaches had to be able to teach more skills, practice more um social and interactions with the students during games. And then as you can see here, we have just incredible IT who are going above and beyond the curriculum to really create meaningful memories for our students. We've got um the coach, I think it's coach Mike at Oakdale who added in a

186Halloween night. We've got um modified 1K at Sprucewood so that all the students in the specialized classroom could participate. And then we've got um Glacier Hills doing some mini golf which in a 30 minute lesson the brain booster would have never been able to pull that off. So really exciting to be able to go deeper there. For our STEM brain booster some things that I just want to highlight that we had all new instructional guides with um increased number of engineering and science tasks which again we were able to do because of that extended time. We could go deeper. We also were able to build in flip-flopping of integrated lessons where the classroom teacher would teach something uh that brought in and integrated the kaibots or the climate action kits. The boosters would then follow

187it up, they would kick it back to the classroom teacher and then it would go back to the uh STEM it. And so that ongoing collaboration really helped the students get more hands-on opportunities. We also organized their professional learning a little bit different because it was so equipment and um new componentsheavy. So they had collaborative planning time during their professional learning so that they could plan for the unit ahead. And again just a shout out to the collaboration that so many of our STEM IT and how they collaborated with our BTS and arts IT for some crosscurricular units. And then finally um our library IT, big shout out to them. They also had a new curriculum this year and they self-reported um implementing it with 75% fidelity which is incredible um while they were also

188taking on the great update and we have all of our elementary schools who are now at the proficient level in terms of their library collections and so we're really excited about that and our its helped with that process and then in addition to those things if that weren't enough um during their professional learning they also spent some time doing some group book study and really thinking differently and how they could integrate specific ideas related to art but also engaged students um more extensively during readalouds and they read a book and implemented a process called uh the whole book approach and then I just wanted to also give a shout out this is one of many examples of our library IT going above and beyond the curriculum you've got a picture there of what the IT

189at Sprucewood did she applied for a national program through NASA NASA to bring a moon tree to the school and they accepted her application and that tree was planted this last year and connected again to um the work that she was doing with her classes during brain booster time. And then something we're really excited about that we're piloting this year is we partnered with Utah State and they have developed a certification program for a par librarian. So this is to support models just like we have when we don't have licensed librarians in schools. this is an opportunity for some additional training and a certification um at that paraprofessional level so that they have additional skills and can feel confident in uh managing a library under the supervision of a certified librarian. And so we're excited

190that we have a number of our IT participating in that as well. And with that I will um leave it with Sally and Alice to uh take us home. All right. So, as one instructional technician said at best, it was uncomfortable at first, but we adjusted. And so, when we look at over 247 teachers completed this survey, many of them expressed heartfelt gratitude to the board for making such an impactful change. While we continue to work through challenges, our teachers overwhelmingly appreciate the commitment to Brain Boosters and that teacher planning time. And I'll leave you with these quotes here. I won't read them to you, but this is the best part is reading the celebrations from teachers. And I know many of you have been to the listening tours where there's not a time where

191a teacher still isn't thanking um the board for this commitment and the difference that it's making for kids. So, thank you. Okay. Thank you. Um board, do we have any comments? Um Mrs. Person, then Mrs. folks button. Thank you so much for the thoroughess of finding out what our brain booster teachers, our IT, our principles, our regular students are how they're all feeling about this program. We hoped it would be as successful as it sounds like it's being. Of course, every program has its glitches and it will never be totally perfect, but we want it to be the best possible program we can have to benefit the most the most employees and students that we can. So, it looks like it's pretty successful. My question is um it sounds like there's interest in and I

192would like to propose that this is looked into. what would happen, and I don't know who would do this, to come up with a way to pull off recess from the block. I know it doesn't make the hour anymore, but it sounds like schools would benefit in the long run. Students would benefit in the long run if the time was still protected. That's the part I worry about. When you pull it off, those 15 minutes just get sucked up immediately. Um, but being able to get more employees to participate at recess time, not employees, but ESPs to be able to do that. I just didn't know if we are actually or I propose that we really do look at that and just see if that's even an option, if there's a way we can work

193that out. And I still know that those late start schools don't see the value in those 10 minutes. They see it as a heavy heavy lift. It's for the community and it is for them as well. So, I don't know if we can look at adjusting the the time. I know 10 minutes doesn't sound like a lot, but when it's the end of the day like that, the late start, there's kids that are home that aren't with parents because they've had to go to work for quite a while. If they're starting at 9:00 and they're not getting out until quite late, that makes it hard for parents to be able to pick up. So, I I'm I know I've heard this quite a bit from those schools that I'd like to see if there's a

194way we can adjust and I know it's not fair just to do it for them, but can we modify the time just a little bit? I don't know. Something to look at. Okay. So, I don't know if there's an answer. Okay, Mrs. Oaks. So, thank you so much. this has been very thorough and I feel really fair. When I initially read through the um the slides, I was like, "Oh, everyone's really happy." And then when I read through the email with the data you sent, I was like, "Oh, this is much more nuanced." So, and very helpful. So, I appreciate you sharing everything that you have. Um can do you have any data on the attrition that we've experienced um particularly at the end of 2024 2025 for any brain booster or BTS teachers? Yes,

195I know we had one um BTS teacher that was that was new this year. So we maintained all of our BTS teachers and had to hire one new as far as instruct instructional oh midy year. Sorry she was hired midy year last year. So, she was at new teacher orientation. As far as instructional um technicians, I know that our core of our like on our survey um there is a line that asks, you know, how long have you been here? Are you planning on returning? Um a core of our of our instructional technicians have remained the same. where we saw a lot of the the movement were um brand new people coming in and and saying, "Oh, this I didn't know this is what I signed up for," or, "Oh, this isn't going to work

196with my schedule," or, "I would rather, you know, move on to being a sub." That was um we did lose quite a few to ours that found that they'd rather be subs in a classroom. Do we know like how many I could get I I would have to talk with HR. Yeah. to get you exact numbers, but okay. Yeah, I think I'd be interested in knowing how many of our tech and we call them technicians, right? Instructional technicians. How many of them left as a result of this change and and whether or not the principles have had any challenges in hiring for brain boosters at all? We have pretty um pretty much all of our schools are fully hired right now. Um, I think there's a playworks position that I saw that was avail that

197was posted today um when I checked prior to the meeting. Um, so we're hopeful that that that will maintain that. Yeah, I just bring that up because anytime we lose someone who's really experienced and adept and has has that history, um, it's a loss, right, for the district. Um, I'm curious, maybe you can tell me a little bit more about the arts committee. Um, not the arts consortium, but the arts the BTS committee that was formed, um, and whether or not they play a role in helping address some of the issues that have been laid out and how that's going to look, like the extra hours. Well, I mean, so I I wrote a long list that and and I we don't have to go through all of it, but you know, everything from like

198equitable schedules between different schools or classes. I mean, one of some of the emails we've received from people address like excessively large classrooms for some of these technicians because they're combining classes of students. Um, you know, some of the teachers saying it's impossible for them to teach core standards because they're not in front of the kids enough anymore. 45 minutes not being long enough for a lesson and completing a project, an art project in time, and that they're having to try and revisit it significantly later. The behavior problems of course, which I know that you guys are trying to address, but like you know, the music teachers, the kids forgetting musical skills. I mean, there's just a whole lot of different things um where I think if their voices aren't at the table and being

199represented like I actually thought that this um suggestion about having them on the BLT teams is significant because that was some of the feedback you got were were from brain booster teachers saying it doesn't make sense that the BLTs are making decisions for us. Once again, we don't feel like our voice or our needs are being heard and we could offer solutions and perspective, but if we're not at the table, the representation problem is a problem. So, I'm just curious with the BTS committee how that might work or how do we make sure that their voices are continually heard instead of just like once a year. Yeah. Well, I I can speak to the school level as those as we talked about those booster team meetings with the administration. Those regular meetings are a you

200know, an invitation for feedback and and concerns and problem solving. And as we've watched this go through our schools for a year, you know, I would be reporting a lot different if we if things stayed the same from when we rolled it out last August. I mean we have we are continually improving and and working on on things that we identify at a school and as I mentioned every school is not going to have the same the same challenge. Um a lot a lot of things might be related to the art form or the the students or the teacher. And so when it comes to BTS type things, that is where our BTS um leadership team works together to talk through some of the BTS concerns and how how are we meeting our BTS goals

201while still maintaining the the brain booster time and instruction and and and I will say that is a challenge and that's why a lot of the feedback in our brain boosters or excuse me in our BTS survey was having that be a standalone um program. And we're not saying we don't also agree or recommend that. However, with the budget that we're given, we, you know, it had to be part of that. So, we're doing our best to maintain the integrity of that program and of of the work that they're doing. But, as as was mentioned, we are in a tight constraint of of the time and the schedule and and how you know the 10 minutes. You know, why did we add the 10 minutes in the day? You know, I can tell you taking

202that out is going to make those transitions even tighter and is going to make recess mandatory that it has to be connected. I mean, there's so many things that go into that. Um, so, so BTS is one of those things. Is it ideal? Um, you know, I I would say no. It's not ideal to have it part of that, but is it is it are we having great success? Absolutely. When you talk to, you know, a a high percentage of our BTS teachers, they are able to have meaningful art integration activities in our schools. Our students are doing projects that we never dreamed they could be doing. I mean, we've we've all been to the art shows and the nights and the celebrations and and just seeing the excitement. And I think that is ultimately,

203you know, the the voice that we have to listen to the most is those students and what's what's the best what's best for our kids and and ideally, you know, a schedule and um you know the the consistent hourong time or a 45 minute time or the integration. Those are all wonderful wonderful components and our BTS teachers are so skilled at doing that. I know um the committee that Amber formed with um our BTS specialists and then um also some of us directors were on there to read the grants that they submitted in order to get the extra hours. And it was it was exciting to me to see the things that they were able to accomplish with even just the little man hours we were man is not the right word, the minimum hours

204that we were able to give them. And so I I feel like, you know, being responsive to some of those um specific needs or specific, you know, wants, you know, if a if as a principal, if um teachers or BTS specialists or its come to them with idea ideas, principles are going to work hard to see what they can do to to support that. And I I I can honestly say I feel like that is happening in our schools. Is it perfect? Absolutely not. And you know, until we fund it at the the way that it, you know, was intended or could be funded, we're going to have to give. You know, it's a trade-off. I I agree with so much of what you're saying and I think that the intent is absolutely there, but

205I've mentioned this in other committee meetings that I've sat in. When we look at the book atomic habitates that came out by James Clear, his one of his most resounding messages is that we don't rise to the level of our goals, we fall to the level of our systems. And my concern is is if we don't have a system in place where our brain booster technicians and our BTS teachers have a voice and the ability to consistently provide input or perspective or problem solving, then it's going to continue to be pretty wonky. And I I think and not saying that there's not lots of success. I mean, I think that there is. I mean, one of the things I personally ha have brought up and I would like to to see is what it would

206cost for us to be able to better support our BTS teachers and all of our schools and and better understand what that figure is. And something I I personally would have loved to actually address and a truth in taxation because it adds like to your point of what you're saying with regard to the students and what they say they're excited to come back for. Absolutely. It's that hands-on integrative learning. It's exciting and it it makes a difference, but we want to make sure that we maintain the quality and that we don't burn out some teachers at the expense of other ones. And so that's that's yeah where I'm I'm coming from on this. I would love to see if if we could receive numbers as a board to better understand what that would look like.

207And just one last thing, when I went through and I looked through all of the comments, I realized we don't have any dance BTS teachers in the district currently. Is that right? Such a bummer. I mean, that used to and I actually know some dance teachers that have um phenomenal dance teachers that have applied here before and I I don't know what came with that, but dance is actually supposed to be part of the Utah core, right? And so trying to figure out opportunities for our kids to experience it. It is really important for kids to have that that experience with embodiment and movement. It it provides joy too. So anyway, yeah, more theater. Yes, it's good. Okay. Thank you, Mr. Edel. So, thanks for this and uh I appreciate the continuous improvement and I

208could I could talk more to that, but what I really wanted to to say is uh I think with this program, we've inadvertently created a new instructor core. So you know core CR PS um where it's a lot more significant than it had previously been right and so this is less for school performance and ISD and more for everyone where I think we have to treat this as a new instructor core and move toward um continuing on with its professionalization, right? Um where they're going to have the supports that they need, where they're going to be um compensated differently um the whole thing because now we don't just have um someone who's going to come in for a few hours uh and maybe go over some books, right? we have now instructors who are instructing

209for I mean it's scheduled for the whole day right is is basically what it is um and these classes are really important um and they help with the overall development of our students and so I guess that's my main comment but again you can't solve this on your own so this is a an everyone fun path as we move forward to the professionalization of this. Um, and I just felt it was really important to make sure that we acknowledge that um, so that we can start moving in that direction. Okay. Thank you. Any other comments? Um, Mrs. Dolly, then Mrs. Nybar. Thank you so much for all the information on this. I really feel like this is a win-win situation. It's the kids are winning because they're getting exposed to lots of different areas and

210where they're really applying learning. It's applied application of knowledge. And so I think that's a real uh great win for our kids. It's a great win for our teachers to give them that dedicated time during the school day to be better teachers. And um so I would second to what Amanda said is I we would love to see what it would cost to be able to still give our teachers that hour prep time and you know what what would it take to pay the brain boosters BTS to really effectively create the best programs and some so something we can consider as a board as to um that additional expense. Okay. Thank you Mrs. Nymar. Thank you so much for this presentation and thank you for being so thorough with all of it. So, I agree.

211I'm super excited that the students are able to do this. It is applied learning. I love that. I love the extra prep time for elementary school teachers. Anytime I was in the schools this last year, I had so many teachers pulling me aside and thanking me for this change. So, I'm grateful for that. I think a few things that I would like to address and thank you so much also because it couldn't have happened without all of you. So, thank you. Um, a few things I want to address. I think that the the late start, Miss Person brought that up. I do think that is a big deal um for the late dismissal. Um, last year we went ahead and approved an extra 10 minutes to the school day. I think that one pattern I'm

212seeing with all the feedback is there's two concerns. It's transition time and it's uh the life and work balance of our teachers that are, you know, leaving at 4 and all of the early checkouts. So, I think we need to really consider about the difference between quality time and just time because if I'm a teacher and I'm having to redirect kids because I didn't build enough time in transition to the day, I've just eaten into my curriculum time to redirect and redirect, especially after recess. And I'm sure that you, the experts, can figure it out. But I would think that that transition time and really looking at the extra 10 minutes, maybe these students are a little burned out too. Are the 10 minutes really effective? Do we need the extra 10 minutes? Do we

213go back to not the extra 10 minutes and build a little more transition time into the school day so we don't have all these kids early checkouts because they have after school activities they're trying to get to. Our teachers can get to doctor's appointments and things like that because in Russia our traffic when their dismissal is four, a lot of them can't. So, I I I'd be interested to really look at that. As far as um as far as our awesome teachers in this program, um basically what we did last year is we revised the booster program, right? And under the new program, there were a few kinks that I'd like to highlight. Um the Beverly Taylor Sorenson educators, they have teaching certificates. A lot of them have they have to have advanced endorsements and

214many of them have master's degrees in their field and they were funded 20 hours per week regardless of the school size and then the instructional technicians those that are required to hold high school diploma were funded as a needed basis ba as needed based on school size. So mid to largesiz schools um such as like a elementary school I represent, Willow Springs, those ITs had 27 to 28 hours of paid time whereas the BTS educator only had 20. And then what we did is to make up the difference for inequality is um we granted them the four extra hours. So then the BTS for for mid to large schools like the school I represent, they got 24 hours. still the its were getting 27 to 28 and it was communicated that this was just for

215this year and that we pulled together some additional funds. I want to ask you about that. Have we secured that? So the BTS teachers in those larger schools because they're supporting 34 teachers and they're they're the ones that are applying and doing that crosscurricular integrated learning. So did we secure that those four hours? So well just to answer your question though is what it it wasn't that they were given less time. It was that the brain booster teacher was only allocated to be 20 hours at that school. If they were a full-time brain booster teacher they they worked 40 hours at one school for that week and then on the off week we had an instructional technician and a lot of that was unfortunately a budget based decision. Yes. And so it wasn't that we

216were increasing I know those hours. I just want to make sure that that that is understood. I totally understand why it happened. Just asking specifics. As far as the funding, Leon has granted us um the hours again for schools to apply. And so again, schools that have a meaningful use of those hours can apply for that, but that isn't an ongoing thing because it's a budgetary thing that you would have to you would have to um decide that that's something that we would. And so I'm glad that we did it. We are having it again this year. Again this year. So my suggestion is we need to figure it out so it isn't like a yeartoyear if we have room for the budget or not because we really want to retain these awesome teachers that

217have multiple degrees and they and they're working with all the other teachers in the building, right? So I um and that's the really the applied learning. So I I would be interested in figuring out um how we can make sure that that's secured for upcoming and especially it is harder when they're larger schools because they have and that's what we talked about with you know a lot of our BTS teachers would like to be removed from the booster yes rotation and have that standalone but that's that that would be a a budgetary item that would happen. So, I'm really interested in you bringing back kind of the feasibility of that because I think that would that is one option of of a way to to um secure that. Kind of shared that last year when

218we had the presentation of all of the options of yeah, you know, certified teachers in each of these roles. And so, you know, that's certainly something we can we can share those numbers again. Um, but that is something that we did look at when we when we came up with this model. Yeah. Well, I'm really I'm really interested in looking at that again. And then just to respond to the 10 minutes of of a day, um that was, you know, yes, it's adding instructional time, but it was really designed because we needed those 10 minutes in order to have enough time to get through every booster rotation with adequate transition time in between. So, you know, the school day is is only so long and we have to get all of those rotations in. So

219we were on a very very tight schedule. If you look at the master schedules from you know 10 minutes after the bell rings they're in a brain booster starts and they go till the end of the day. So that is why the 10 minutes was added but we can certainly see how that would affect certain schools. Um the only other option is is a bus busing issue and adding it. We had a lot of comments about adding it at the beginning, but that disrupts an entire Yeah, maybe we can just look at different modified schedules or something. Just within the brain booster schedule. Yeah, it's just we are we have to keep every teacher at an hour. So, that's that's the challenge, but we can certainly investigate. Thank you. Okay, thank you so much. This

220was really great information and it's really good news. Um, I just want to try to summarize and I do think multiple board members want to see those numbers for the BTS teachers for either increasing their hours or having it separate and what just what that would do. And then also maybe just look at those schools. Okay, maybe all areas BTS and Brain Booster maybe give us some options. look at it separated out and then if we didn't separate it out maybe. Yeah. Yeah, that's what I think. Um and then also it sounds like maybe just there's a few schools about that 10-minute thing. Maybe we could just look at some like how many kids are I mean we maybe need to wait a little bit till school's really going. But how many kids really are

221checking out early like is there a need for us to change and anyway because I know that is a big mess and we've talked about it before but but if people are still hearing about it then we should look at it. So anyway, thank you so much though. This was really great in information and we'll look forward to hearing a little bit more back from you guys. Okay, so since our meeting is going kind of long, we're actually going to um push item B, the strategic plan discussion and legislative report, um either to the 2nd or 19th. I'm not sure which one. We will work on that. And then also we're going to go ahead with policy update because it's really exciting and we want to talk about that and it's third reading and hopefully

222hopefully we got there. Um but then also we are going to push the Canyons Innovation Center update. Um so the item we um moved from study, we're going to push that and then we'll just end with um the naming and branding discussion. So um hopefully we're not going to go past 10 o'clock. So, okay. Thank you, Mr. Christensen. Thank you, President Sheil. Um, as I was listening earlier, um, thank you for the presentation, there are times when I, u confess, I I looked up chat GPT, uh, the difference between an accountant and a lawyer. And, um, it said accountants were boring, but it also said lawyers could make things last longer than needed. And since it's the travel policy and it's the third reading, um, I thought I'd take as long as possible tonight. um

223going over this now. Actually, uh I'll try to be as brief as I can and just respond to questions that were provided. Um we've had quite a bit of discussion about the travel policy. As you recall, at our May 20th meeting, we approved nine policies related to legislation and this was the 10th that we discussed that evening. So, um we we looked at a lot of ground. Um the main question that I took away from our discussion was the question of liability with respect to the board and the administration. So, we reached out to uh state risk management uh the director of state risk and communicated with the assistant attorney general. And for your clarification, the signature page when you approve overnight travel, um that can be an administrative approval. That doesn't change our liability

224with respect to that form. Additionally, in our policy, we also had the ability through the appeal process to look at criteria and make an approval and weren't waving our policy, but we're within our policy constraints. That's the first question that that you asked for us to bring back with respect to travel. The second was to update you with a number of exhibits. They've all been placed on board docks um for the intent that these will be um developed electronically and they would be uh be able to be seen in real time. So, Mr. Sherwood and I will work on that component. You can see uh they've been updated and revised with the chaperone agreement and all of the discussions that we had in the policy committee with respect to improving those documents. Then the other

225question that you asked me to review and it appears well I can be done because I can't seem to we're at the last slide. Perfect. Get back. So just to highlight uh we pulled two board members uh board members that were listed on the committee have been removed. And so now the recommendation is that this administrative committee meet at least four times a year. Candidly they can meet as many times as needed but we've put in the policy four times. And then um we looked at travel criteria in terms of appeals and we narrowed that um to allow the high schools to come together and make those determinations. So I can answer any other questions but I think we've answered the questions with respect to liability. The documents have been updated and you know for

226instance tonight I know that one of the travel was pulled for I believe a cost issue. I think that's the reason why I think moving to the administrative level makes a lot more sense so we don't delay a trip for an issue like that that we can capture and then if there's issues in terms of bringing this back to the board um it'll be live that you can view it at any time and we can develop an annual report or however frequently the board wants to discuss the issues as they're brought forward. Any questions? Okay, Mrs. Nyar, one quick question. Another uh concern was trips that and I I think you've discussed this briefly, so just refresh my memory. Um trips that have been approved that they go on every year can be grandfathered in

227just so it doesn't clog it up too much with the committee meeting for the same thing year-over-year. Can you review that part? Yeah. So the the intent would be moving forward is this travel committee would be responsible for reviewing whatever trips are developed and brought forward. uh in terms of annual versus not annual trips they could submit at any point to the committee. Um the main criteria for for appeals was was narrowed for um national events where this the team is placed within the top eight positions in Utah high school activities associations and the top five positions in RPI. So, if they've been traveling every year, we would need to look at fiscal cost and frequency of travel because we still maintain the every other year at least with the cost component. If they've traveled

228a certain distance for $2,000, then the next year they would travel at $1,000 that is maintained in the policy. Okay. So the question because I was talking to different administrators um in my area and that was one thing that was mentioned is the concern that would would the overnight travel committee be bogged down by meeting for some of these things because the you know for years we have for example we have like a certain sport team that always goes to a certain tournament every year and you know is that Is is that or now they going to have to meet for that or is there some that can be just grandfathered in? It's within the budgetary restraints. They do it every year. Can they just expect it or or is it also going to be

229part of the agenda? Does that make sense? I thought we discussed this a little bit last time like can some things be grandfathered in if it's below the you know amount and it's it's a given and we know that it's you know legitimately for the benefit of the student athlete or the student group or is every single one going to be reviewed every time. So that's the feedback I got from administrators is is there the ability and opportunity to just grandfather in or will you be meeting every year over the same does that make sense what I'm saying? Yeah. Yeah, I understand the question. So, I think moving forward because the committee travel committee realistically could meet every month as long as the high school principles are together. I think each trip would be reviewed.

230So, I don't there's not language in there to be grandfathered in, but I don't see that as being a need because they'll you'll have the ability to have more flexibility in meeting moving forward. So, there is not language. I mean, if there's a case that we needed, what's also nice is we've allowed the ability for the committee to make an additional exhibit as needed. So, I think there's plenty of flexibility within the document to address that issue. And they're not limited in how many times they can meet. Okay? Or or and some of the timelines that we arbitrarily set out to get to the board, there's flexibility in those timelines as well, too. Okay. The feedback I received is is administrators are really excited to be part of the process and happy to be but

231you know obviously wanting to be efficient because it is another meeting and thus the question about that with grandfathering and yeah that makes sense. I think a lot of this can be done electronically moving forward so it'll be submit things via Google Docs they can have an agenda and meet and approve. So I think it's a step in the right direction. Okay. Thank you Mr. Edel. I move that we approve policy 500.24 student overnight travel. I'll second that. Okay, we have a motion and a second. Is there any discussion? Okay, I have discussion. I didn't get a chance to answer ask my question. Um, so so I just want to make sure like we can have the board can have an annual report and then also can you send us an email with like the

232links to these documents? So just so we know like when our schools are traveling if you know if we're curious and we want to be looking. I think we can work out whatever the board would deem appropriate, but I think generally you'd be able to access the information at any time that you see fit, but I think an annual report or a periodic report. It won't be difficult moving forward would be good. Annual report. Here's where you're traveling. If there's a concerns document already that's posted on board docs that is the we'll just make that available as a link. Okay. Yeah, that's great. Okay. Any other any other discussion? Okay. So, I will now call for a vote on approving student overnight travel. All in favor say I. I. Any opposed? Okay. Thank you. Thank

233you, Mr. Christensen. Okay. Now, we are going to the Canyons Innovation Center update and naming and branding discussion. And this is fourth reading, possible action. And Kirsten Stewart, associate director of communications, will present. Thank you, President Shill, members of the board for the opportunity to share some results of the virtual focus groups we conducted um to get sort of some qualitative feedback on some of our naming ideas for the new high-tech learning center that will be occupying the former regional headquarters of eBay. Um so this is the first time we fourth time we've been kind of talking about names as president Schill indicated which I think speaks to the fact that we really do want to get this right. Um it's important and um the good news is these focus groups um I think the

234responses that we received were largely positive. So you know I think we're in a good place. I think that should give us some comfort. Um each one of the possible names we've talked about I mean in other words has been sort of tested vetted. It reflects the vision that we're hearing from students and from business leaders. Um, and you know, we've talked about this at the end of the day, what doesn't what matters is not necessarily the logo on the wall, right? But the story that we're building, right? And that's going to continue to build momentum as this light, the center comes into being. Um, and so tonight we're going to talk about sort of choosing the starting point of that story. So, um, a bit about process. So to get qualitative feedback um through

235a series of sort of open-ended uh questions or responses, we designed kind of a virtual focus group of sorts. Um we did this to make participation easier. And then I would also note that because we um conducted this survey in the summer when students were kind of out doing all of the great things that summer brings, um we kind of timed it to co to coincide with as close to the beginning of the school year as possible. You can see the number of students who participated there. Um, I'd say this is a really good target number for focus group. Um, and just for information, the students who participated were all student body officers at all of our high schools or students who had been participating in this branding process from the get-go. Um, the business

236leaders who participated were those who were part of the original stakeholder or I should say sorry the business leader advisory group that Susan Edwards conducted with the help of Senator Pat Jones. So what did our students and business partners tell us? Um I will say that they were honest um straightforward but largely positive and I think very excited about this learning center. Um so the first question that we asked is we talked a little bit about brand personality. This is kind of a common technique that we use to help brand guide creation. And we asked our stakeholders to choose two um of the brand personalities that they felt, you know, reflected the traits that we want to project with this center. No real surprises here, I don't think. Um you know, the excitement and competence

237were the two that sort of were in the lead. And I would say that there was great alignment between the students and the business leaders on this point. Uh we also talked about our differentiators are kind of what uh we view as setting the center apart. Um we asked them to choose three. So uh again strong alignment with the students and the business leaders. You can see there that um industry integration and future focused curriculum kind of led the pack uh followed by academic rigor and relevance and habits of success. Um we talked about so we throughout this process have been talking about how this this center will be a place of discovery and we kind of want to bring this to life in the design of the building the branding for it and we've

238talked about sort of visual metaphors to um kind of describe what that path of discovery looks like feels like. And so we included this in the survey and then we asked survey respondents to just give us a sense of like how these resonated with them or if one resonated more than the other. Um I would say that um there was sort of like it was kind of a tossup. I mean really I think there was support expressed for both of these uh metaphors. Um you can see there some of the actual quotes provided. Um I think resonating with students were kind of associations with growth, teamwork, opportunities, hopes, dreams, curiosity, questioning and then with our industry leaders we heard a lot about collaboration, crosscurricular uh work and disruption. So what do we get? We'll get

239to the names. Um so with the names, we asked for open-ended feedback, right? This was not a quantitative survey where we weren't asking for people to to choose their favorite, but we just again wanted to get a real good sense of how they were feeling and what um and we also provided some prompts to kind of help them um provide that feedback. We asked them when you hear this name for the first time, what comes to mind? What do you assume the center is and what does it what does it do? Does this name inspire a sense of pride? Does it make you curious? We also um asked, do you see any risks? you know, any kind of unforeseen or unintended meanings or associations. And we asked, how memorable is this name? Um, will it

240still feel relevant in 10 years? So, I would say that there were positive and negative associations with all of the names, but generally overall positive. Um, with our business leaders, there was a little short this on this question. There was a little bit of a difference between the business leaders and the students. um except for the most positive responses which were for the Canyons Innovation Center. Um consistently I think that sort of for business leaders this really resonated for them because they felt like it's very descriptive. There's no question about um what the center does, who it represents, who it serves. Um I think they felt it would be easier to convey what the center is all about to no matter who the stakeholder group was. um they had some interest um in intrigue and

241alignment with Nexus and Confluence. Um probably a little less positive on Synergy and the Wave. There was this feeling that um Synergy is outdated. We've heard that from members of the board and also this notion that the wave maybe was a little bit of a bridge too far, that it felt less like an educational institution. Um students on the other hand though sort of favored synergy and wave over nexus and confluence but again a lot of positive responses for canyons's innovation center this feeling that they just felt it was very straightforward it's tied to canyons its future focus and they also felt that it was me memorable and relevant. So I think um here are all the names, right? We've pro we've talked about this. We've talked about the brand modifiers and how that they

242can kind of add scaffolding to the to the different names to provide um a little bit further explanation for those that are a little bit more suggestive or associative than descriptive. Um, one thing that I wanted to mention is that, you know, choosing one name tonight doesn't h foreclose us for sort of considering ways to visually integrate these other names, right? Um, so I think that's important to consider. So I um I don't know if we feel like we're in a position to make a decision or if we want to talk about next steps. The one thing I did want to mention is that um this is our timeline self-imposed but I think it kind of fits with some of the demands that we're facing with the center. So ideally we'd like to get to

243work on visualizing the brand here this fall and then this winter start working on you know purchasing a URL getting the website developed because really what we'd like to do is launch the website next fall so that we can start recruiting students telling our story aligning forces with our industry leaders that kind of thing. Okay board are we do you think we're ready to start making some notes? Okay. And then um Kristen, you had an idea about maybe a way we could um do some kind of ranked voting as we've done in the past as possibly starting that way. Do you want to explain that and then Sure. Happy to to to move forward in uh any way you would all like. The idea that we had was sort of for a sequential elimination process,

244right? So the idea being that um board members all put forward their first two favorites, right? No, not ranked, but just their their two favorites or their two top names. We tally the votes and then the two names with the most advance and unless there's a tie, right? Or not a clear standout of two, in which case we'd advance maybe three or four. But we just kind of continue this process until we get down to two and then one finally a winner. So if we get down to two, then we'll just ask you all to choose one. I brought a prop to assist us. She brought her board. Um, so are we okay with that process board? Yes. Okay. I don't mean to throw a wrench in it. Wait, Kirsten, come back. So Kirsten, she's

245in our innovations committee and she actually came up with a name which is just a slight twist on one of the names. So, I'm just wondering if you would share that because I actually personally really like it, but then I don't want to. I mean, it could just be a modifier we add later, I guess, if we But anyway, will you just um share that? Sure. So, one of the things that we've talked about with the Canes Innovation Center, I mean, it's a little on the long side. And then the acronym is CIC, which so I guess it could be referred to as sick, which could be a little bit problematic. I mean, we can get around that, right? we can sort of discourage using an an acronym. But one um idea that we had

246that I think also helps ground the center in its location and proximity to the point is we we talked about innovation point and you could still associate it with canyons by saying the innovation point of canyons or canyons innovation point that was just one idea that we had floated and actually it was an idea that kind of surfaced earlier in the process and so I think that it's an idea that's familiar with not just the faculty and staff but the students as well. Okay. So, that's just an idea for a modifier maybe we add to one of them. Um, Mrs. Nybar, um, one thing I I really like about that, too, is we could even shorten it more and have it be I point and the I stands for innovation for logoing, like I point

247because it's really short, which might be nice and I think it's kind of it it's a lot quicker to say and probably the kids aren't all going to say innovation point. So, just a thought. Okay. Thank you. Okay. So, board, are we okay to go forward with voting? I just wanted to have Kristen share that because I think it's an interesting twist on one of the names. So, okay, we're ready. Go ahead. Can we add that to the board? I don't know. Should we add that as a separate one? Yes, let's add it. Okay, sure. Does it is anyone Sorry, I'm hopping in. I shouldn't No, go ahead. Mrs. Is it is it possible like I'd be interested how many of the board members here would prefer Canyon's Innovation Point over Canyon's Innovation Center? I

248guess. Okay. Okay. So when you do innovation point would it be Canyons Innovation Point or It could be Innovation Point at Canyons or Okay. Yeah. Canyon canyons somewhere before after well before the voting. Yeah. Okay. So how how do you want to proceed? Do you want to just go down the list and have everyone list two and then I'll Yes. Yes. Let's just go down. We'll go down. We'll start at Holly this time and then next vote we'll start at my two are innovation point. Is that what we're doing? Exactly. Innovation Point and Canyon's Innovation Center for innov uh Innovation Point and Confluence. Canyon's Innovation Center and Innovation Point. Canyon's Innovation Center and Innovation Point. Yeah, the last two for me too. just innovation point. She's shaking hands in Canyon's Innovation Point and Canyon's Innovation

249Center. Okay, it looks to me like we have the two, right? two or do we want to decide whether Canyons goes before Innovation Point or after? What do what do we think on that? I think it would be great to just go through and say where it should go before after. Okay. Okay. But are we down? Should we But should we choose now one? Only choose one. I mean those two are the top two. So now we should just go down and choose one. And then I guess we can debate the canyons. need to though. Everybody named that as one of theirs, right? I think it's a clear winner. Save the time. Innovation point it is. Wow. I can't believe it. Yes. Okay. Okay. Um but boy, do we need to talk about if can

250is it canyons innovation point or innovation point at Canyons? Let's go down the row and say because I think we need to clarify that. I think it's really wordy already with innovation point. So I think we can just say innovation point at canyons on stuff but I feel like like on the on the building I would even like it shorter. I would like it to be I point really big like the other buildings there that have the big logo on the what's it called? We're talking about it's called a what head? What's it called? The header. the header on the building that's really big. Yeah. Like kind of marquee or the sign. So I'm for I'm for shorter and then we can on the literature say at canyons but not actually on the building. I

251don't know. Okay. The only thing is this. Do you know Catalyst Center is called Davis Catalyst Center but everyone just calls it Catalyst Center. So I just feel like we do need I I personally do think we need to decide if it's before or after. I like it after. Okay. We're going to start with Mrs. Person this time. Oh, wait. No, it's fine. Kristen, will you write canyons? Write write both of those options and then do the points as we go. She's just writing before and after. See, because that's what you asked us. Okay. My vote is before. I honestly don't care, but if I got to pick one, I guess I'd say after. Uh, after for me, I'm gonna say before. I don't know. It's hard to choose. Oh, 100% before. 100%. Oh, I'm

252after. Yeah. Yeah. Innovation Point and Canyons or something like that. Yeah, that's gonna be cool. I'm after, too. Oh, okay. Okay, board. I guess it's after Mrs. Oaks. Okay, guys. I I have to tell you a funny story real quick. It does relate. So, my son informed me this week that there is an an individual who works for Pixar who every he names all their films. He named Toy Story, Cars, you know, really complicated names. He got because those were such successful names, he got like $80,000 bonuses with each of those each of those films. So for as quirky as this whole experience has been, it is important, right? I mean, it really is going to make a lasting impression. And I have to just tell you, thank you for being super patient with us.

253I do feel like getting the feedback, especially from the business partners, was really helpful. Yeah. No, I agree. And thank you also for No, thank you, Kirsten. No, and thank you honestly for your patience actually in like being really like thoughtful and trying to involve as many stakeholders as possible in the decision making. And I I really do appreciate you doing the survey because I also feel like that feedback was really it was really important to me. It changed my mind on the name. Um and so I really do appreciate that even though and you've been working on this for a year. So So thank you. Thank you Kirsten. Thank you. Okay. I I actually can't believe we decided, but I'm very happy. I think it's going to be a great name, and I'm glad

254we took the time to get it right. I think so. Okay, we are on to staff comments. So, superintendent, no comments. Okay. Um, Mr. Wilcox. Oh, I got comments. No, no, dad jokes. Great job to Kirsten. Thank you. And great job by Sally, Alice, and Amber tonight. Great presentation on on our brain boosters. Uh big start of school. Want to thank everybody who made that possible. Want to thank our bus drivers. We end we were a little we were be a little short. We ended up having a few over so we got that covered. Big thank you on all our buildings. As you know, Butler had the HBAC. We got that repaired Sunday night. So, thank you Eastmont. Uh the big repair that we needed was the SE steel beams in the uh stairways that

255those beams did come. They are installed. We are expected to start on the second there. Okay. The last main thing was is the carpet in the classrooms. That's coming later this week. Hillrest Highfield is done. If you haven't driven by that, looks fantastic. Uh has widened out to eight lanes on the track. Cororum Canyon's soccer field looks great if you haven't seen it on the turf. And then the fieldhouse coming along. It should be done Novemberish time frame on the fieldhouse. If you haven't noticed, all of our four high schools, Brighton already had one, but the other four got scoreboards installed on the uh on the field. So, they all have that jumbotron scoreboard at all at all five of them now. So, that's exciting for the football season that's upon us. Uh Sandy Elementary

256carpet and blinds looks great. If you haven't been in there, looks fantastic. And two projects that are going we knew would go a little bit longer uh we knew would go into the fall probably till no October November is that's the Indian Hills band room expansion and the Albian Ka upgrade. Albian's key, but probably more in SE into end of this end of September, but uh Indian Hills going to probably November. Anyway, so lots of good things happening at at all our school. I also forgot to mention Jordan's front office entry, the vestibial done as well. So that looks looks really good as well as another set some more restrooms being upgraded there. So lot happening. So it's exciting to see. That's all I have. Thank you. Okay, thank you for that update. Okay, we're

257going to start with board comments with Mrs. Peterson. We'll just go down the row. Okay. Um I definitely wanted to say thank you to the Eastont um to Stacy Kursols and the faculty. They have been amazing. And Stacy has come up with such a good communication plan with her um parents, with the community. and to have over hundred I went over personally a hundred of the students who are they're working online but they're working in the presence of their teachers and it's going beautifully the kids are great they're happy they're giving them recreation time um it was the best solution for a not so great uh situation so I just wanted to compliment them once again at how phenomenal the Eastmon faculty and staff are at doing this and the Hogan construction company has really

258been kicking in to try and get that get the school to the point where we can safely have our students in the building. It won't be completely finished, but they can work around the students at that point and they'll be so happy. It's going to be beautiful. Um, the other one I wanted to appreciate the hours and hours and hours spent by both our department heads here at the district and the principles that we have out in our schools for the PR um the preparation time that they put in to kick off this school year. They have put in so much time to make sure that we've had the very best start possible and that we've been able to support people in the way they need to. I've had lots of good conversations with people

259about our um trainings that we had to kick off the school year. Everyone has been so positive and how helpful they were rather than complaining you're keeping me away from my classroom. They've been they've been excellent. So, I just wanted to compliment everyone on how hard and how well they did that. Um, and then, um, I just want to remember that at least my point of view is that we want to make sure that our community and our schools know that we trust our schools and our leadership and we trust the people in the district that they're going to do the very very best possible thing that we that can be done to support our students in positive learning. I think that they need to also trust us back. um trust the school that we're

260going to succeed because we do. Um sometimes it's a bumpy situation. I appreciate um comments that come to us as a board, but some people just don't know don't always see it from a bigger point of view. And I think having the balance between their school's point of view and the bigger point of view is going to make for the best possible end product. So, um, it's going to be an interesting fall, but we're going to head into it in a very positive way because it will be positive for students in the long run. Change is hard, but we'll be it'll be great. Thank you. Okay. Thank you, Mrs. Dolly. Thank you. Um, to echo what Miss Person said, thank you to all of our administration and staff and for all the numerous hours they've

261put put in um over the summer preparing to get school off the ground. um our facilities that have gotten our our schools ready and everybody involved in that. It's exciting time of year with coming back to school and you can just feel that excitement in the air at our red carpet events. Uh but just want to thank the teachers for putting that time in to do that uh training and continuing education so that we provide the best education possible for our students and we have the best teachers here in Canyons. And so we're grateful for you. We're grateful for for what you do each and every day. Thank you, Mrs. Oaks. So, congratulations to everyone with the new start and for getting through the first two days. Um, I loved going to Red Carpet yesterday.

262I had a chance to visit two of my schools. Um, Sprucewood Elementary where, um, the kids were so excited. They have a new principal there, Ashley Lennox, who's phenomenal, and they're going to have a wonderful experience with her. And also met the new assistant principal there. And um for me it was so touching to especially see the EEC students come in with their teachers. There's three classrooms there and those kids are wonderful. And to see the amount of love and support that they had, not just from their own parents, but from the teachers and staff. There was a member of the office staff that knew the names of every single child. And I was so touched by that. I, you know, just that's where you really see public education shine. such an important thing. And

263then I also had the chance to go to Draper Park Middle's um red carpet event which uh some of you may know that Draper Park Middle lost um a darling 12-year-old girl in an unexpected accident. Sorry. She was a member of the mountain bike team and sustained a very strange and random injury that led to her death within about 24 hours. And it's been a a major loss for the whole community. And um you know, my son was in classes with Bailey and they are just a wonderful family here from Australia actually. So they weren't here with their family when they lost one of their own children. But um the Draper community has poured out in loving support and part of that was um the PTSA reaching out to the whole school community and asking

264that all the students and faculty wear pink. um Bailey's favorite color in order to honor her. And I thought a lot about um her and her parents, how hard it would be for the first day of school for your child not to be there for that. And I was just so impressed by um the faculty and staff of how amazing they've been uh to that family. one of her teachers actually spoke at the funeral and again it it highlights the importance of community that is created and fostered by a strong public school and um so again my heart goes out to the Mard family and I just want to thank all of the DPMS community again for their goodness and example. Okay, thank you Mr. Edeto. Uh congratulations to well all of the district staff

265for a great start to the school year. Uh I had the opportunity to visit uh with some faculties from a few of the schools before school started and I really appreciate that opportunity uh and their candidness as uh I opened the floor for uh questions and comments from them. Uh I'm really excited uh that we're starting off the year with so many assistant principles within our elementary schools. Uh I think that's going to be absolutely fantastic uh not just for the existing principles in the building uh but also for our teachers, for our students uh and for everyone in the facility as we look at how we can serve the students. This is one of the many great things that we are doing that directly impacts our students and I really appreciate everyone's consistent dedication

266to our students which is why we are all here. So thank you everyone on this line for that but also everyone in our district because I I know without a doubt that everyone is absolutely committed to all of our students. Okay. Thank you Mr. Lewis. All right. Um, I want to say congratulations to everyone for such a great beginning of a new school year. Uh, I had the opportunity to visit Hillrest's back to school night last week. There was a great attendance. There was great exhibits and tables. It was an all-around great experience. Uh, over this last summer, I also had the opportunity to join uh the East Midvail logo redesign uh group. Uh, and we have an there is a new principal at East Midvail and I want to thank her for her diligence

267over the summer, especially as an up an incoming and brand new principal uh, to take on a large team and create a brand new logo for this new school that will be revealed tomorrow with their new marquee at at their back to school night which I will be in attendance. So, thank you to Amy, Jana, Shelley, Maryanne, Ashley, and Jeff for your extremely hard work. Thank you. I too want to say thank you for an awesome launch for our new school year. Uh wonderful, wonderful uh back to school nights. Draper Park Middle School. You could not park anywhere. It was so well attended. Awesome, awesome work there. I love feeling that that it is the center of the community. Um, I'm also very grateful to the DPMS community um and how they honored that that

268student who has passed away. Um, I am also grateful for all of our awesome training. Actually, my sister-in-law is now a behavioral specialist over at Draper Elementary and she was in training and she texted me. She said, "This training at the district is amazing. I wish I had this training when I first became a mom." She's like, "Everyone needs to go through this training, just how to communicate with kids about their feelings." So, I just wanted to say thank you for awesome training for all of our staff and faculty. That's super great as well. Sometimes we we we think of all the things that go into the school year and we forget that here at the district building, we've been preparing for that school year for months and having all of our staff and teachers

269go through training and and extra professional. It's so so grateful for that. Thank you so much. That's it. Okay. Thank you. Um I'm gonna make a few comments, but board, I realize we got really excited about the name, but we actually didn't vote on it. So, I think we we need to do an official vote. Do it. We finally made a decision after a year. Um, okay. Let me just make a couple comments and then I will take a motion to name our innovation center. Um, okay. So, I Oh, shoot. I put my notes away. So, I also just love the first day of school. It's so fun to greet um the students and I I really do love our red carpet and that tradition that we have. Um I do want to thank everyone

270who worked on Butler Middle Chiller. I mean, it was a whole effort over the weekend. I really want to thank facilities. I want to thank Leon. I know Leon went over to Butler on Sunday even to make sure it working. Um also Jeff and Kristen, they were working with communications. We sent out a communication to Butler parents Friday night, Saturday night, Sunday night. Anyway, so I just really appreciate everyone working over the weekend. I know parents were worried and um anyway, I appreciate that because the school was really hot before. Um I also just want to thank um Amber for all the great training her whole department. I mean that was amazing training and it was really fun to greet all the new teachers. there is so much excitement and I know um all that

271training is just incredible. So, thank you for all your work on that. Okay, I will now take a motion to um name our innovation. I would like to make a motion to name the new center for our amazing programs innovation to innovation point at canyons. Okay, thank you. We have a motion and is there a second? I will second. Okay, is there any more discussion? Okay, seeing none, I'll call for a vote. Oh, yes, Mrs. Oaks. Are we going to allow for any flexibility? I know innovation point is what we requested, but if we do an official motion saying it's at canyons, are we locking it in, that has to be at canyons or can it be innovation point canyons? I mean, do we want to I want change it so that there's some flexibility.

272I don't know. What do you guys think? I I'm fine. I think that's okay. I mean, I think they can leave the at out. I don't know. I mean, what do you guys think? Or do we need to have the exact name? I think so. Okay. It's minor technicality. So, to be honest, our intent is it's going to have Innovations Point and Canyons there. And if there's a modifier in between, you know, we we we can work with that. And I think it's okay to refer to it as Innovation Point at times, too, right? We don't always have to use the full big name. Okay. Okay. I just want to clarify that we're not locking. Think about the eye point though. Do we need I mean that's also a I like that as a well

273I can add that to my like that as for for branding and a variation is eye point. I think that'll be really nice on logos for hats and things. I think the we need to vote the official name though, right? And so and then if we give them instruction bring us Yeah, they can bring us branding ideas. We can I'm just going to keep my motion on the table. Okay. Her motion is still um I'll repeat it. It is to move to approve the name Innovation Point at Canyons. Are we going to add district? No. That's her motion. Okay. And there's a second. Okay. All in favor say I. I. I. Any opposed? Okay, that passes unanimously. Okay. Thank you, board. I will now call the meeting to a close and thank you for all

274your work tonight. Yay.