Board Meeting 5/20/2025

001She doesn't really good. Welcome everyone to the meeting of the Kansas Board of Education. Today is May 20th, 2025 and we're meeting at the district office located at 9361 South 300 East in San Die. First item on the agenda is study session item A and it's innovation center update and naming branding discussion the first reading and Rick Robbins and Leon Wilcox business administrator will be so you guys we're trying to finish this portion of I'm just going to be upfront about 6:15 no later than 6:15. If we could be done sooner that'd be great because we want to have time for the grant discussion. Yeah. So, thank you, President Shill. We'll go through this in a hurry. Uh, I just before I get started, a friend of mine goes skydiving. And he told me, you

002know, he said, "Leon, you know, if you go skydiving, you actually don't need a a parachute." I go, "That's crazy. You got to have a parachute." He goes, "No, it's true. You don't need a parachute if you go skydiving. you do need a parachute if you go skydiving twice. So, so that's kind of segue that in to this presentation. We don't have a parachute a little bit here on this. So, first of all, I want to thank our MHTN architects. I know Scott is unavailable to come today. Angela is uh she says to be here around 5:45, so she may be coming and and chime in a little bit here as we get going. But grateful for their work. Grateful. So grateful for Reed's work leading this. I think he was flying back so he

003may not going to try to be here but may not get I don't think they were landing till he and Doug. So yeah, maybe they later flight they were on the sixth if he got delayed. So grateful for he and Doug's work. They've been putting in a lot of times meeting with Angela Scott Van Hansen on this. Also want to acknowledge that on the consent agenda we have we're asking you to recommend or to approve our CMTC whether construction manager general contractor who will oversee the construction of this project. Contractor used on multiple schools throughout the years. So, they've been great and we had four really good ones present. So, it was a tough decision that way. Angela, thank you for coming. Uh, want to acknowledge Angela. She's really put her heart and soul into

004this. So, thank you for all you do. Uh, so we're excited to because our meetings are going to change because now we're going to really delve into some cost issues once we get the contractor on board and start the table. We'll probably need to ramp up some meetings and we have some ideas on that going forward as we really need to keep on task and on schedule and want to really meet that August 2027 opening date. Okay, so I'm going to go through this and just do a couple slides uh here. This is something that Reed put in. appreciated that you know study coming out recently that your average college graduate does earn 32,000 more with a high school diploma but we also know that that is changing dramatically as the world changes and so

005we also want to meet those needs of those who may not go to college as well with innovation centers both trying to help out both tracks here forward here's some of the uh graduates intend to pursue in in fields uh business as you would think and finance together will be heavily in those heavily in healthcare and technology and computer but cyber and everything book and read on on this glad you made it back uh so heavy on on those I'm still a little perplexed legal you know Midland more midland yeah Um, I put this slide in because as we look at the building, we want to be cognizant of some really key areas that eBay intentionally built on per on purpose. You know, they pretty much put all the the whether it's the electrical, the

006sewer, everything, panels, everything going down those corridors. So, that's why we really want to keep this court intact. Of course, there's lots of really good uses for these rooms, we think, going forward, but also would be, you know, if we move these, you got to move all this stuff that goes with it. And that's going to be that'll be a very pricey situation. So, that is one of the key key things of why we want to try to keep the corridor so tackled. Well, so here's a couple designs that we looked at moving forward. We may have hit on some of these last time is uh is is moving the cosmetology where the where the exercise room is. We think that's a good we didn't want to lose that exercise room but space and needs

007and everything and how much that could be used. Employees can go to any one of our five high schools or some of our middle schools if they want to use equipment there. So, uh it fits in nicely. gets about close to 50 stations right now. The current CEK has about 40 stations. So, so you can get, you know, as many a few more in there. There's also a place for nails if you want to branch out into that. A couple classrooms here and then again multimedia joining in here with the uh with the auditorium. And then still the cafeteria and then we'll have some type of partnership with our universities over here. Again, still preliminary stuff. We still want to get costs on all these before we really dive in on on a final proposal.

008Okay, here's something else that we looked at though. We looked at what if we, you know, instead of having the large meeting area in what we call the boomerang building, we move it over here in the cafeteria kind of serve as a double purpose. It's not going to hold as many people, but we probably don't, you know, there's not going to be a whole lot of meetings where we have 150 200 people. And that's what it will that's what we think will hold there. Again, this is just a concept, an option we can look at. uh you know you could serve you know obviously be adjacent to the kitchen and this meeting would be adjacent to the auditorium if they wanted to go go into that area as well. So that is an option. Also,

009how we break out cosmetology, more space, uh we're hesitant on that. Utah State has offered maybe a possible partnership, but we're hesitant to give more space for that. You know, we think we need to develop for our space and make Utah State, even though Reed and I are alumni there, feel like, you know, they need to fit into our model. So, and so we also mainly look at culinary have a culinary classroom there in a university partnership here. But Rick and I actually talked about another plan. We're going to go over that with you here in just a second. One of the things if we cut that meeting space in the you know use the cafeteria space as double as the meeting space we could look at moving the our CSD TV audio visual over

010here onto the into the boomerang building again the first floor main entrance they come in and be right there see this kids working that's what you want to see is kids being engaged right off the bat you know whether it's industry partners parents students themselves coming in seeing kids Right off the bat, uh, Leon, that would mean we wouldn't remove that second floor, right? That's one of the things we want the contractor again CM I'll use that term on board soon. Get us a price because that we know that's going to be a big big ticket item in that floor. That means we're going to have to remove there. Uh, another option that again side by side view is keeping that here. Again, that would be removing the floor and setting up some type of

011a long banquet seating there. Again, you could get a few more people in there. But again, we're one of the things we're a little bit worried about long term is how often will that be used? You know, because you're going to have Convergence Hall just down the next track stop with I mean Front Runner stop with the when the points built out and you have other space around. So that's something that we're worried about and you know again how often will that be used again valuable real estate in this building we want to make sure we maximize every but again inquiry lounge uh all this remains the same none of this has changed since our last meeting uh talked about CSGTV inquiry lounge going to move quickly just to the out building Here again, we

012have appreciate Angela giving us a few options. We still as a committee like auction. We feel like that's the best short term the long term to really incorporate the kids who will be there into the building, you know, make it kind of a horseshoe, if you will. That was eBay's thought all along. Their thought was, you know, they were actually going to replicate this this boomerang building over here. That was the plan all along. It never came out work that way. But that's kind of how we see it. Again, building out over long. Just a reminder, too, where that sits in number one, the mechanical's already roughed in. Correct. Yeah. So, they did. Yeah, they did put in the pipe. What do they call those pipes that go in the ground? We run the wires.

013Conduit. Yeah. Sorry about that. parachute jokes. Sorry. Here's another option of again keeping the building there. But we would look at adding some parking there. You know, flatten out this. This would be the uh southwest portion of that quadrant, if you will. Putting parking there so far. What's the elevation there on that parking area? because I think it's about 20 feet. I mean, it's a pretty good drop off off that corner. You can do anything, but it's going to cost. That's You can make it work, but it will cost you to do that. Uh I think kids walk a lot as is, you know, Hillrest High and you have a class on the fourth floor on the Yeah. It's not a joke. the north side and you got to get to what shop or even

014seminary, you're walking quite a ways, right? And so that's kind of the same here. And that's same right or corner. My boy walk the far wing to seminary. That's that's a trip. So that that's kind of the same thing here. So that there's where we're at. Again, wanted to get through that in a hurry. Uh again, just two options that we're looking I think the biggest option right now I think we feel good about the cosmo where that goes exactly how much space they get still to be a little bit TBD there but I think the bigger thing is on this big meeting space and the AV where do we want that to land that that way so there's some things that we've talked about look at just a couple of those options Leon so

015go back to the one with the conference room in the cafe F. So, we were talking and I wasn't at the meeting Tuesday, so it's great to be back and thank you for all the kind words. Um, but Leon just sent me the slide deck and said, "Take a look at this and tell me what you think. You know, what do what do you see in it?" Right? And and I mentioned to him, I said, "From the beginning, I've I've been a proponent of the conference room over in the in the bigger boomerang building. I think there's great there's great value in that. But also the more that I look at just with the combination of cosmetology coming over to amenities and just how that flows and then thinking about the university career planning center

016right there. I I think there's a couple of things to think about. One, I think we can accomplish what we want to accomplish with the conference center being in the cafe area. Um, if you really think about, and we've talked a lot about this, but you know, you go back to kind of our original why and thinking about our industry partners and what what's needed. At the heart of that is student engagement, projectbased learning, kids being active, uh, you know, industry shoulder-to-shoulder with our teachers engaging our students. um if you had to prioritize that versus a conference space for adults mostly. Um because if you think about the showcase area for students, we still have that built out um as a place to to do all that we want to do there. But thinking about

017the cost to remove that second floor. Uh and then you know to Leon's point, do we really get the value that we're seeking in a conference space that large giving up that many square feet that takes away from student engagement? Right. So I there's a push and pull there. I I get it. Can that be accomplished with the model in the cafe? So, one of the thoughts that I had as I looked at that was um if we put it there, obviously that's going to take some work with some sound walls, maybe some high-tech audio visual to make that happen. But I also think the adjacency to the auditorium and how that flows around to the former front, you still have that nice flow for people to stand and collaborate where we can do a

018lot in the auditorium and then and then serve and host in the in the cafe space as the conference center. But I also think there's another benefit that you might think about. Um, so I don't we talked about I don't know that we need that many classrooms for cosmetology, but in my mind in relationship to this career university planning center, the inquiry lounge, I think would be in great compilation right here. Students, I mean, you're talking about 30 to 40 students. They're working with university partners or industry partners or job placement or whatnot. that flows nicely into a place where they can sit quietly, study, you know, in breakout spaces um alone or together. And then one other space with that if if that's not big enough or you you want something a little more

019remember I mean this space is pretty big. I think we could easily incorporate inquiry on this side in you know maybe it's a little bit smaller but um we could accomplish the same goal that we were talking about showcase inquiry kind of combined I like that almost a lan type of wall that you work from showcase into more of a lan study area but we also have stations for students to do entrepreneurship or collaboration or whatever ever that takes. But I I think you know I I I get I mean to me I said to Leon when I'm looking at that it comes down to the conference center. I mean I think we're around pretty much around the rest of the space. Um but I also would just looking at it and kind of just

020assessing where we're at. In my mind we really do need to start moving from design to next steps. I mean, it's not going to be long before we're going to start getting bids with the contractor and and as you know, once we get to that point, I mean, any any changes that you make after that are major major expensive. So, I mean, in my mind, I think we have about maybe a month. Yeah, we really settle on what we call pre-esigned work here with MHTN in the next month to two months, probably by the end of July at the latest. Uh then they we need to give them the plan. Then they need to sit down and do what they call schematic design. That's really to where they're drawing up instruction documents. Now part of

021that is, you know, they'll do maybe some still questions and maybe some occasional meeting, but they're going to look at what kind of light fixtures they normally work back there. How how is that going to be laid out? things like that where we don't need but we can sit with Reed and they can work those things out. We really need to but we really need to be into that position by August to give them that three or four months to build these construction documents go up to bid with the subcontractors by December January. allow them, it's going to take them a month to sort of mobilize them and a shovel on the ground if you will come February to get ready for, you know, we want everything pretty much done except for some punch list

022things by June 1 of 2027 to open, you know, to move the equipment over and get the equipment installed in there. So, that's the So, we're getting starting to get in a little bit of a time time on this where Yeah. So, um I'm going to be kind of honest in in this comment and I I hope the spirit of it taken in the right way, but in our last meeting, I have to admit I was a little bit shocked and surprised by the discussion of the the gathering space over to the cafeteria because in our previous meetings, we had already kind of there had been consensus that we wouldn't do that. um in part because what the architects had communicated with us with the ceiling height was that that wasn't so great and it

023wasn't as doable as we had previously thought. So, I have to admit like I mean because remind me of how big like how many people would we be able to fit into that cafeteria space? Um size-wise it's actually really similar to the other space a little bit smaller. Um any idea the depth on that? I mean it it it looks a little bit deeper than the other was. I mean the other was 1x4 as far by 12 something, right? So, this as it's drawn here, it's the size of the catalyst one, which I know people keep saying that they're not in love with that space. Um, I I don't know the exact dimensions off the top of my head. I'm so sorry. It's a little bit smaller, but not significantly. But in terms of people

024of what who could comfortably fit based off of of I think it was closer to the 150 180 versus like the 200 250 because my understanding was that the other one was about 300 people. Is that correct or um a little bit of it is standing versus uh tables and chairs and and even the size of the other one was at 280ish. It was 280. So it's roughly half No, it's I would say it's 23. Yeah. So I and I I understand where you're coming from totally and and Rick with regard to urgency. I get that. But we have to get the design on this right. And in my mind, I keep going back to what our industry partners talked about in all of those interviews. One massive piece that they talked about was the

025importance of bumpability of the kids bumping into each other and having lots of experiences like and interactions from different um backgrounds and and in my mind that makes the most sense to have that central in the building amongst most of the other disciplines. to have it over off in that corner has me a bit worried that they're not going to have that opportunity to have that. Same with the inquiry lounge. The inquiry lounge isn't only to provide a quiet library space, although the quiet is an important piece, but it's also for them to be able to have creative interactions with each other. And and so in my mind, I understand that like we all kind of felt like, yeah, let's move cosmetology over there. It makes more sense. It gives us more space in the

026out building for those other trades and you know there's accessibility. I don't understand how all of a sudden that tipped the scales to us giving up on making sure that the gathering space which a lot of those industry partners said is important. We need to have a place where they can really show off their work. They can really like demonstrate. I to me like the commons area, the student comments area is too narrow. like when I walk down it, it doesn't encourage like gathering and discussion as much as I would hope or even, you know, like when we're talking about having something that's akin to a space where a science fair where you can bring in an engine or solar car like what they have down in St. George and to be able to showcase

027that. To me, the cafeteria space doesn't really allow for that, especially if we're going to have a thriving culinary program. I just think that space would try it's trying to become too many things. I really do believe that we would be using a gathering space a lot in part because one of the things that's critically important in design thinking is for the kids to be building prototypes and they have to have a space where consistently prototypes are on display and that they can get feedback from industry partners from each other from I I anyway I'm highly uncomfortable with the idea of moving it to the cafeteria. I know I expressed that in our meeting. I just don't think it's going to do everything that we need it to do. And when so much of the

028feedback of what we got from our industry partners, especially when they sat down and drew out what they think an innovation space should look like, I feel like we're kind of throwing the baby out with the bathwater because we're saying we want to maintain the CEK programs the way that they are and we're on a a time crunch. Like I don't want to lose the opportunity we have to really create something that is very synergistic. So, just couple of thoughts real quick. One, I I don't like the name student commons. That's not a student comments from the start. That should that should be student showcase. Yeah. So, I mean that to me, Amanda, that's kind of was my thought is that's that's where that would occur. And I don't know what the square footage is.

029I I think, you know, when you look back at the the architectural drawing with that staircase right there and that video wall between that, how that sweeps down and that you have the upstairs and the downstairs to me, I think that captures what what you were talking about with I mean that that's how I saw I I didn't see feels like a a but it's the same on that same side. Same exact side on the other side. Yeah. I think part of it is is just also because it hasn't been built out yet. I think some you know right now the space that space is very different than what it can become. Can we think with layout slide if it were like when we talk about like not this one but I mean the gathering

030space the original. Yeah. Right. Wait go back because my understanding is that part of that would be moved so it would be bigger than than I think still we can't go into the we can't go into the center because at one point we were so it was going to be 45 by 145 or something. Yeah, that's the that's the original. Yeah. So with the like with the showcase area though, it's it's sliced in part even more so by the the staircase. I don't think that the staircase helps us in what we're trying to achieve there. I think it actually makes it more difficult. But anyway, I I just don't I I know for sure that we need to have a multi-purpose area that is really going to allow for the kids to be able to

031show what they're doing. Plus, the other thing is where would we have the STEM action centers maker space? Down here in the corner. Okay. for the convergence of some of those disciplines in design. This is one thing the Land Center does very well is that they have their maker space right next to some of these other commons areas, right? If if this is clear at the end over here and then you have the inquiry lounge and then the like where the kids are displaying prototypes clear at the in another building, I don't think it creates the vulnerability of what we're trying to achieve. I know, but see if that's just a big empty conference room, that's going to provide no vulnerability. Am I Do you understand what I'm saying? I Yeah. And one thing I

032like, it's better to see like students working when you go in that door because remember when we went to visit a school, we went up those stairs and then it was that huge empty room and we're like, "What is this? This is like wasted space." I'm afraid that's what's gonna happen if you walk in those front doors and then there's like just some huge empty room. I one thing that I I totally hear what you're saying, Amanda. I I I actually think though to have the inquiry lounge next to the multi-purpose room actually provides a lot of of flexibility because you can make that space bigger if you want. Like, you know, a a science fair display would be awesome merged right there. Um, you could have if you did the multi-purpose room, say the

033science fair was there, not in the Are you talking about in the other building? No, I'm talking about in the multi-purpose room like Oh, in this design. Yes, in this design where the inquiry lounge is next to it. I like when the where the inquiry lounge is next to it. I think that's a really great thing because we can divide it up if we want to or it can be all the way open, which I really like. I also think just even for other special events and things, it makes a lot of sense to have it near the kitchen and the catering too. I think there's a lot of really cool things we could do with that. Just even like the gayla or retirement banquetss, there's so many ways we could use that. So, I

034like that because I feel like it's super functional and very flexible. The I think that commons area, which I'm not sure why we're calling it commons. I agree with Rick. I see it more as that's a a great place to display. The cool thing about that is they are ill still they Whoa. Wow. Okay. They are still all in the same section of the building. And so, you know, I mean, I can I can envision what that would look like if there's some prototypes there and then you have some cool uh interactive learning going on in the inquiry lounge and then you have I actually think it's it's pretty awesome. I think right now what it looks like on the plan when when you look at the square feet I know you know you're saying

035it kind of feels narrow but I also think I think once you're in the space and it's built out and this we can create that space there's so many things they can do with design to create that space to make it feel I think very doable and I think actually the staircase and that second level it does provide this very cool wow factor because it's so open. And whenever you have um space designed where you have an open space up above and kind of that whole ceiling, it's almost, you know, it's like sky's the limit. It goes all the way up and and what it's going to do as far as providing natural light and all those things. I actually think that's going to be pretty stunning. I think it could be really cool. How

036many um so question in the original presentation, this one has been changed since what was up first. There was some marks as far there were some questions as far as the framing of the building and taking out um beams and different things that they were afraid there was some concern that taking out beams might affect how the building was built that it would actually would work. So anything even taking out anything going to second floor was we have to look at we got to look at that we got to get some size meek. Yeah it's I mean it's not quite as simple as that. anytime you disrupt a diaphragm or you disrupt a there but at the same time we also have to give extra support to some of the foundation pieces. We're wondering if

037by taking out some of the floor if there is a creative solution for um offsetting offsetting that. So our structural engineer who's really creative and great has basically said these are some some guidelines but we can look at creative solutions for everything. Um, so it's going to be a deeper dive structurally. What we do know though is that that uh like Leon said that common center area that's that's where all of our plumbing shafts and conduit and like we don't want to just there's certain areas in there that we can't just we sounds like we're central very of that. But structurally we we have to look deeper because that's what it was that looked like. Some of it was highlighted. It was hard to tell exactly, but that you know the beams right where we

038were looking at this room and stuff that we're going to have to be really creative but that's what we do. So we're just looking for like Leon said an overall vision so that we can move things forward and and actually some really good Yeah, there's some really good I think Amanda had a good point on the you know Rick and I talked about on the Sorry I didn't show there but on the comments Yeah. making that a kind of a maker space and maybe you move the lab space action with this pavilion partner and you kind of have the synergy going back and forth right there in that open commons area and you make that I like that a meeting space you'd want to keep a mortar room or a large room everybody's right there

039in the middle one of one of the things to just consider you know these are all good uh points to bounce around. You know, it is open space. Open space that's empty for a long time. Uh, you know, regardless of what you do. I mean, we just went to Arizona and, you know, spent two days in in those spaces there. Neither one of them had a person in them the whole time we were there. But, you know, that's just two days. It's just the the thing with prototypes though that you got to remember is they they're difficult to move in terms of they're going to be like when I visited the schools they've got certain prototypes but they're kind of anchored to power and they're specific to where they're at and they're working currently working

040on them working through it. We can certainly move it as fair Justin's been involved in that with CSDTV talked to when we went up to visit the machine shop they have at Northridge height he's transported a a lathe around a bit so there it certainly has some merit however prototypes that we're talking about are going to be most effectively used and I think I you know I I wasn't part of the industry group But all of the industry groups that I've been part of where we've had effective display, they come in and they bounce to the areas and they feel like, you know, we want uh the engineering student bringing in the business student to look at their prototypes on site not not just as a display but rather as a consultation of how can

041I market you know and then we bring in you know in health science uh students you know there aren aren't necessarily prototypes with that program. You know, the really the prototypes we're talking about, you know, when we're talking about a computer program with it or a computer science or an engineering mockup of a prototype, you know, cosmetology is not going to have a prototype necessarily in their area. So, I I think those are just things. I think everything has merit that's being said and unfortunately it's not a new bill that make it exactly how we want it to be. But uh I do know this um you know and really appreciate it Amanda and Katie being with us. you know, the the meters running along costs. You know, it's going to be to to to

042be an industry specific program. It it it does cost um so structurally, I think with the CMGC selection, those getting some of those numbers back is going to be really vital what you're talking about before we get too far down the road and really have those solid numbers. So, I can I say something? Um I I just want to make sure that we're remembering like this is for students. I mean Doug Halc, he reached out to JATC. I don't know they call it J Tech and they said oh yeah that that big room is used like three days a week but then I said how many times is it adults versus kids and they said 75% of it is for professional development and it's adults. Yeah. So that's the thing. I just don't want to

043spend a lot of money on something that's for adults. like this is for kids, like this is for our students and that should be the focus. And I do think there's pros and cons to both. There are pros and cons to both designs, right? So that's a good point. Um, go ahead. I think Oh, you didn't finish. No, let Katie finish. Um, so I agree though too with like having our lab, our STEM action center buried in the corner. I don't I think we want that more central. Um, I agree with Amanda. I think it's putting I putting trying to put that multi-purpose over in the cafeteria I don't think works. I mean, that's really actually a highlight of the building with all of those windows and the light and the view. And I think

044that can still be used as a multi-purpose area, but trying to build it out as a conference room, I think is absolutely ridiculous, personally. um you've got so much to work with with ceilings and things there and and windows and everything else that would like just break up that whole building where it's been designed around this big open space with all this natural light and now we're going to close that off. I think I think that's not what we want to do. If we just decide we're not going to we don't see a purpose for the multi-purpose room we're trying to make this work, then so be it. I mean, if it's so much cost, then maybe that's not the place to to have it. Um, I know there were some things with some of

045the teachers saying they would like to have some space like criminal justice to be able to set up crime scenes. They need some space a couple times a year to be able to set up. Um, so there you need to have some open space and opportunities for that. Um, I don't know where the best space is for that. If you know, do you move that down if you don't want it right there in the central area and have a big open room right at the entrance. Amanda then five minutes. Reed had to say I agree that that and their center was amazing but it is a very different model right everything is they're their own taxing authority I mean it's like a whole different ball of wax I here's my caution um I really am

046concerned that we are increasingly chopping up this building in a way where we're educating in silos and part of innovation is about bumping up and creating innovation and new ideas and that that is what we actually need to create in the physical space. If we're not doing this, then we should never have bought the build building in the first place. Honestly, we should have just done something different. That's my concern. If we don't have something where people converge, convergence hall is actually an excellent name for what Jefferson Moffin envision it to be. We want kids to converge and I guarantee they're going to need to have larger gathering spaces in order for them to share their ideas with each other. If we don't provide that, we're missing out on this. I mean, part of what

047we saw yesterday, they have separate buildings. The kids wear different colored uniforms based at the programs they're in. I mean, it it is very very siloed. And that's not what I'm envisioning. I mean, if if at the end of the day, the majority of the board really wants to just keep CEK and do CEK 2.0, I know then what we're proposing is fine, but if we want something different based off of the feedback from our industry partners, and I plead with you guys as board members, please go listen to those interviews. You'll understand what I'm talking about. Go review it. We will disappoint our industry partners if we don't actually create something different than what we've had. Okay. So, I don't see that we're closing that off because aren't all those spaces that that we

048can it's like a you can either use it or open it to the center but like those lines like those lines these are just spatial. It is just saying area this is where these programs will go. Yes. and the STEM action center being there. Um that was actually in response to that concept three um that that so that that was in response to Yeah. direction because you're straight across from engineering. It was the parking, it was the engineering, it was access. Yeah. Yeah. So that's why that was located there and and moving these programs is it's it's it's not difficult. We're we're very much so just taking the direction of the board and and suggestions that were given at that time. So, yeah, I just don't I don't see it as we're closing that space

049off. That's that space that multi-purpose room isn't going to be closed, right? It's going to be still the other proposal is that that would be all audiovisisual media stuff. I know. But this is saying that it's it's open. It's an open space that would be open to the inquiry lounge, which I think that's exactly what we're talking about when we're talking about convergence is that it is open and it's also open to that entry commons that could be a maker space. So, I I do think that it is providing open as far as the as far as the comment about the electric cars and things like even in St. George at that tech center that was in their huge big um you know garage space that there's no way you could move that you know

050we couldn't move that to a maker space because they are they're working on it constantly and it needs that big space you know that big constructive construction space so you know I don't think I I think that would be astronomical in cost if we're trying to make a maker space big enough to like move electric cars or construction projects into and it wouldn't get used very often. And you want it to be like what Reed was saying, you want it to be in the space where the kids can also work to it. And I think part of that convergence really is also like, okay, hey, business people, business cohorts, go over here. Let's look at what they're doing over here. And you're getting them to move to the other space. It's not, you know, it's

051it's impractical that we can put all of that in one space. I do think we need to have a maker space that's large enough to show off a lot of great things, but you know, I just, you know, we need to keep we need to keep some of those things where they're going to be worked on. Like it would be impossible to create a space big enough and it wouldn't work to I feel like move like an electric car like like that's too big. So yeah. And but I don't think you want to display in your maker space because you're have you've got all this equipment in your Yeah. But you're talking about like the showcase area. I'm just saying I'm just saying in general we aren't going to be able to showcase some of

052those bigger things just like tin the small houses they build and things like that that's just going to be in their workshops. You could technically move a tiny home into a garage door space coming into a multi-purpose room. They actually could like that. That's the thing. I mean like if you have a multi-purpose room where large projects can actually be rolled into there through a garage door. This is kind of like what Rick originally talked about and what Convergence Hall was inspired by was Rick's comments actually. I mean, if you go if you go into any of the other um innovation centers that we visited, whether it's Blue Valley, Louder, and whatever, they all have spaces like that where the garage doors pull up and the kids can bring in prototypes. And not every prototype

053is going to be as big as an electric car, right? A lot of them they're meant actually a real prototype is meant to be cheaply done just to be able to present an idea behind them. Right. Right. Okay. Can we let Karen and Jackson say something? Sorry, we're kind of dominating committee a sample of our committee. No, I know. This went on for two hours, so I'm just And we're still Anyway, Karen, what are your thoughts? I'm kind of siding a little bit with um Holly's version. I really and and also the comment that we really need to keep kids in focus. I know we want it to be great for the businesses, but our first responsibility really is to the students. Second responsibility is to see if we can find experiences for those students

054with the businesses. And I'm not saying CEK 2.0. I really don't want to see that as far as where you put it. I just don't want a room just sitting there full of adults all the time. I don't want it to become a new professional development center because it's a pretty place. Um I would I would really rather have it be a a flexible space that we can use in multiple ways. Now, whether that's here or there, I'm I haven't totally sold myself one way or the other, but I I I already told um yeah, Katie, that person over there, that I love being able to do presentations and dinners and all those other kinds of things, but those are icing on the cake, right? I really really said whatever it is we decide I'm

055gonna I'll just tell you right now I will always lead towards what's better for the students then what long term could I mean we could grow into that and we have space to grow again if we have to but we're not going to be able to do that for a while. I just want to get the part right where we're able to get as many students as we can involved in this kind of learning. And we haven't even gotten to that part yet, but I know you got to get the building right and I understand that. And I think the decisions you've made have been fantastic. When I went through this slide presentation, I thought, "Wow, I'm impressed. A lot of work has been done and it looks good. Looks really good." Um, you know,

056it I I don't have big complaints. had asked my husband about moving the building around. It was fun to watch it go because they turned it all around. Um he doesn't like one. He doesn't like one. He likes five. He says he doesn't want it attached to the building. The only thing is it's like millions of dollars. I know. I know. And for money, he would say that's great. But we have to remember that that five would be we could do it as a phase. So phase one, phase two where that out building where we're changing the grade of the because I'm kind of intrigued by that too. And it was actually that's after Katie's suggestion um your comment a few meetings ago where that genesis came from. He likes number five, Karen. He seemed

057to really like number five because Oh. Oh, we were number six. But number six is after your I don't like six which six could be a phase thing where we did a phase one phase two because of the cost with the difference in grading with the parking lot which I don't like six because it doesn't have flow. It doesn't. Yeah. The the trick though is just having I think six also gives you a little bit more because you could also use some of that loading dock as uh garage space like this place would he wasn't against that either. It's just outside space. Yeah, that's what I liked about it and that access you have on that whole other side that could be garage door space. Five five doesn't work because you have a 20 foot

058drop off. You do have that drop off and I he I didn't remind him of that. So that was the he was just I just said look these over. What do you What do you think? and he was a little concerned about it being attached because he just feels like everything's crunching in and we do want that more open feel and he says I don't want students sneaking out. No sneaking out and going into that other building. Sorry. Yes, I'm done. Thank you. So, in terms of that, I really like the first one as well, mostly because it keeps this out building connected to the other two buildings. I really, really like that. My only major concern about all of these, and I was looking at this earlier, is the parking. How what is the

059how many stalls currently exist in the currently existing lot? Do and how much would it cost to build that new parking lot? Is it do we need it? We don't need it. That's why we'll have to get pricing on the lot. I don't know that down the road if everyone probably 500 lots spaces out there. Wasn't that extra lot in relation to when having we had cosmetology in that other building? That's why we were talking about that other lot because I'm not sure we need to see any fence especially with that grade trying to put that extra. I think we were just talking about convenience for people to be closer to the building and with the idea that we may possibly in the end do an elementary school which would be take up part of

060that parking lot. That's another question I have is how much of the parking lot would be sucked up by a possible elementary school in the future is would that what then would it be worth it to build that parking lot if land though that the elementary go past that parking lot way yeah the whole thing's parking actually I misspoke I bet there's again eBay built that for 4,000 employees the parking lot so you might I haven't counted plenty of parking lot if you ever if we filled that up, that would be an issue. That's that's that's that's that was my main concern is I don't I if we're already tight on money and all all other spaces and that's what my my perspective is. We're tight on money. I would hate to spend it on

061a big flat as chunk of asphalt. That would be a waste of time. Yeah. So that that that's my only major concern other than I really like the one because it keeps the flow just you can keep it all in one building. It feels like it's all in one building almost. And what about the um the conference for which where do you like that? So that one's a little bit that's a little trickier too. Yeah. Um I we're not coming to consensus. Yeah. I we may have to get cost bits. I think we need cost bits for sure. Yeah. That makes a huge difference is time and money. Yeah. Will it throw the our whole process farther back? Can I have one thing I never got to finish. Okay. I never finished mine and we

062moved on. I I can wrap it up in five seconds. I'm just concerned about again what Amanda said about creating silos for education. I think we should work on keeping things together. It feels like um and I'm also concerned about the cost of a floor as well as the the ceiling and the out putting it in there. That those are all my concerns. But go ahead, Holly. Um I was just gonna I I think I was in the middle and then there was No, it's fine. um with what Amanda was saying with the STEM action center and the lab space and things like that when we're looking at that placement and making sure that there's a more centralized actually that reminds me of clear back when we had our little blocks and we were putting

063them in spaces our group with Janet um we had it more like that like if if we're going back to hey we want we want these spaces to be closer to where they would display them and more centralized then I if that's a real major concern I think we need to go back and look at that initial design one um because that did have that comment so I mean maybe we could take this right wing and make this the Lan center kind of thing and we move all of that in there if we're going to do really just do a multi-purpose room and we're not trying to do a conference center then don't blow the don't make it two stories and we can move that anywhere we can have that open space anywhere where but

064if we could make this our lan with our inquiry lounge lab space STEM action you know someplace for them to work we've got the the commons that maybe you know they have opportunities to work with there or you know maybe there is partly multi-purpose I mean because we also have this whole third floor if somebody really wants to have a big meeting they could just have the whole upstairs like it doesn't beautiful view that's true the best You can't roll anything off the street. But you could put something at the other end. You know, if you're if you're just looking for a multi-purpose space, then it's not right there. We have this big open room. This would have the kids actually working and being engaged when somebody walks into the building. I love that. Okay.

065So, here's a thought we haven't talked about. Another just hairy audacious idea. Mhm. So what if I mean one thought thinking about the garage door concept, right? One thing that this conference area space provides is that's right next to that parking area. Oh yeah. So we could easily put garage doors when you're thinking about heavy equipment that needs to be moved or showcased from there around those garage doors would be very accessible. Yes. Does that make sense? Yes. So, another thought, if we made that the true multi-purpose showcase area, why not bring CSDTV multimedia animation into the current showcase area along with that staircase with that big video wall, then that just flows. I mean, that provides all the opportunity there. It maximizes that space. It gives us what we want in the conference room

066and it leaves that additional space on the amenity site. When are we needing the additional space on the amenities? Those two those two classrooms that we were identifying for Well, I guess you'd leave them there for these two for um Well, go back to the other side. Yeah, we would leave Gohead CSDTV one right there. It's up to the right. Go CSD TV. Go back to that. Yeah. So, you could either leave inquiry lounge there like it is. Move CSVTV and all of our audio visual here in the current common showcase area. We build out that conference room as the show now the new showcase room with the garage door so that we can bring in prototypes or whatever you know the heavier displays that you want to use. And then um if you don't

067want to leave inquiry lounge there and you want even more space and go to the the other one where it's on the other side right there. So that would free up that would free up these two space or yeah these would then these are open or you can move inquiry here and do something else on that other side. And aren't those storage rooms right now that you have other classrooms in in that central section? Aren't those storage to the kitchen? Culinary the culinary classroom. Isn't that where one of the serving areas is right now though? Uh serving areas. I think the walls are conference class. They're already Oh, okay. I thought there was this big storage room or something there. superintendent, if if we keep if we do uh do the large meeting space in

068the uh boomerang there, I I I think CSDTV and the multimedia is most effectively placed where it was uh over there. Next, why do you disagree taking that showcase area? If we make the new conference room be showcase, it's just the flow of walking. I I don't know that it's uh almost makes it too crowded. Yeah, I would I would agree with Reed. Um I just the way that those spaces are pretty closed off and just the size of those I mean when you talk studio and classroom the the uh I'm agreeing with Reed. So okay, go back another another thought then. Wait. Sorry. I like the garage door. Um, keep going back to the original, right? The one with the multi-purpose room on the boomerang. So, okay, we've got inquiry lounge there. Yeah. What

069about CSPV there and on the other side? Yeah. I mean, I like that. So, you still have flow. You still have flow. We move inquiry over to the side in those two classrooms. We build out multi So now you have CSVTV right next door. You can even put a garage door there. So anything that we do with audio visual can come over into the showcase room. You can also bring over all of our prototypes. Leave most of this open. But this would be CSDTV and CSDTV. Have to look at the space allocation. Exactly. I I I like I like where we have the inquiry lounge and we have this all this convergence and then we have the garage doors for prototypes and we have exhibits, but I think putting CSD TV closes that off because

070they're they're a permanent fixture there. I like it. I like what you're saying with the garage doors and and keeping that open for maker space and all of that. I really like that. I like this concept where it all kind of flows into each other. But I think if we put CSDTV with the little sound studio and everything they need, I think it's going to close that off a little bit. Well, that if you if we move the conference room over to the cafe area, then that would be really difficult to put garage doors on to be able because you're not close. Yeah. No, no, I like the garage door. Keep that in this space. Yes. Like the multi-purpose room here as it's pictured. Yes. Yes. like that that area that's labeled commons. That is

071where we do all the displays. We have the garage door. I love love love that. On the side though, it have to be up on the on the on the on the parking lot. Yeah. Yeah. That's Well, there's another layer of design that is meant to happen here. Um the multi-purpose room being closed or open, that's that's the next level of That's right. It could go right or left. That's right. Um, the entry commons, I wouldn't get hung up on the words. That's meant to be very lant. It remember that sketch that we showed a long time ago. Yes, it's it's all the incubators. It's the little coffee shop. It is those bump and buzz. We stepped back from that to understand the larger space locations. But that entry commons is really meant to be

072that. Yes. Yes. And if you think about the way that the amenity buildings, the way that circulation flows through here, it this really does become this like um circulation corridor from the banks to boomerang. Yes. Um but then again, we're going to make it come alive with all of these little land pieces. Um Yes. And that multi-purpose room can be closed or open. Yes. depending on and and I agree very much with what Reed is saying that I do think the digital media CDS is working very well in the amenities building because those spaces are quite large in the way that they're if you would start to put it here it really could disrupt that flow. Yes. Um that that we're talking about. So yes um but I do think if we remove the inquiry

073lounge and that multi-purpose room then we can start to do that. there is space for all of the digital media CSD TV. I do think like if we are going to have a multi-purpose room even especially if it is one level for me like part of what I envision of these kids being able to share their work we need to have screens. This is one thing that um the place in Virginia did fairly well is they did not have a good auditorium and one of the things that they did is in their commons area that big gathering space They had Yeah, they had screens so that the kids could actually watch what was happening in the auditorium and be aware of what was going on. To be able to have screens where kids can actually

074like have live pictures going on of whatever their prototypes are or what their ideas are so that the kids from a lot of different angles and places in the room can actually participate and see what's going on. It's important. Is there a way to bring our lab space in closer to the inquiry? I was just thinking that and I was just going to say that what if we moved and had the lab space and STEM action center and put that where the partner pavilion administrate at least move the administration offices like those could be over and shift that down because then it would be way right there. Yeah. You know what I mean? Just flip-flop. I um I'm just going to pull back something that I heard previously. Um there was talk from the board

075that we liked the STEM action center there because it's kind of a messy space and I'm just going to bring that comment up again just so that is that still just remember that the idea was STEM action center and then it's like a glass wall division then you have a walk through to our engineering. Yeah. Sorry. Oh, here you go. Engineering maker space which is large. Yeah. So, so when you're talking about student work, you know, that comes clear down to almost you can, you know, it's a an easy eye shot from the entryway. You know, you walk in past just that past that. I like that. So, no, that's so so don't you know the the the kind of the no man's land that we haven't really designed out is is just this area

076right here that's labeled partner or no, excuse me. Yeah, the partner pavilion area right there. So that's all uh set aside for our well I I don't necessarily like calling our maker space our prototype uh three you know all everything the real work of so the maker that's more maker space versus the STEM action center action. Yeah. the STEM action center, you know, it has its purpose in terms of serving the public and and doing what they do to engage elementaryaries. Get, you know, so that's more like primary and middle school. Yes. That's their that's their heavy emphasis. But what if you took that white space and you moved it to administration offices and you put STEM and lab space there and then flipped those other blue on the top because then you have this

077extra space of open between the comments and this which is kind of really cool because then when you enter, you know, you know what I'm saying? You can see it all the way, which that's super cool because you walk in and you can see all the way through. So if you move that to there and then move these here and flip those up, then when they come in here and they're seeing, they can see all the way back. The idea was just that's going to take some floor adjustment and so keeping that congruent with the STEM action center was the idea. But that would be I mean all of these are are ideas and I would say that they all have pros and cons to be honest and they all just need another layer of

078of design. That'd be cool. Yeah. So I I but the parking I just am trying to remember why people wanted that there and why we went with that direction. Entrance there. We heard entrance entrance. There's some parking messy space. You can get in and out. I I do think that yeah, these programs can shift and move and they all kind of have different pros and cons. That's why we do. Okay, let's um Yeah, we're um so we're gonna have to bump Amber, real quick. Can I put you on the spot? Yeah. What you want from us for round table? I mean, we're back to Well, I Let me just ask the board. Do we all like this design the best then? And we want them to kind of move forward, but maybe we don't take

079out the ceiling. I guess we like wait and see what that Let's see what costume. I mean, I want this discussion. We need to like make Yeah, I'm not super in favor of taking out the ceiling. Honestly, I think we need to save millions of dollars. Well, that's why are we doing that? Yes, exactly. I would say keep the ceiling. Number one, I like the idea of putting the garage like Rick was talking about. I like how tall are the ceilings right now? How tall are they? Well, um I would I would say we have a CMGC coming on board. Why not use them for what's therefore why not put some numbers to this and make a more educated system? That's what I think. That's what it seems like all of us. Yes. We like

080this. We just don't know if we can afford it. So this maybe a couple of options with this with the with the ceiling and or without. I mean we'll cost it out on both so the board see Yep. Y talking about taking the ceiling out to open up that staircase too. Is is that have to be opened up for Yeah. You'd be on you'd actually be on both sides. But what we can look at would cost is just doing one side and not the other being the ceiling on the other side. So, do you want to see costs for all of that or Yes. all those options? Yes. Okay. Yeah. And then let's look at let's look at what that would look like to to move those a little bit. Yeah. I'd like to see

081them closer. I like it. Yeah. We I think we really like that. That's that convergence that Amanda was talking about. I think that achieves that. Does everyone feel that way? I mean, while I've been sitting here thinking about it, like the multi-purpose room in my mind, what is the most ideal place to bring our elementary and middle school science fair kids? Yes. And for them to have robotics competitions, I want the kids from the kindergarten up to feel like they are a part of what's happening here. Yes. And that they can catch the vision of what's possible. Yes. And the more we can get them there from an earlier level and then see what the possibilities are so they're well acquainted so it doesn't feel like this uncomfortable so different than their neighborhood school that

082they've been accustomed to going there and there's that link. I totally agree. It's not big enough for the robotics competitions. The multi-purpose room wouldn't be. Oh no. No. I mean you could do some brick center for the elementary in the middle. It might be well they do like a middle school gym that's not anywhere close to that. So that's probably How many square feet is that? Does it my head? I'm so sorry. It was about when it was mapped out before it was 45 feet by 120 feet or something. It's Yeah. And it is 280. Yeah. I count. Yeah. The You're talking the multi in the amenities building. No, no, this one. This one here for robotics. Yeah, the thing is, you know, you could maybe do something that you're using this space and you're

083using the cafeteria space and maybe the entry commons depending on how much furniture is there that you could do some things, but that space is not I mean that's part of the problem because this space is smaller than what even the canyons center is, you know, and so you don't have that's what we're losing is we just don't have a big space outside of a gymnasium for things like that. I think we have enough to come back on the table. Okay, let's do it. Okay. When are we moving? So, next meeting we are going to do round table and I think part of it we want to do probably talk about this tomorrow. Um part of it are we going to do indicators like try to align indicator I would topics are so massive so

084massive let's okay I would I mean you you're welcome we can put them together. We also need to talk about branding again. Yes. Are we gonna move that to the business section? Yeah. Okay. So, where is it going to be? E. Is that okay, Kirsten? If we put you last, you stepped out for a second. She is expecting. Well, she stays the whole meeting. So, we can just do item E. Um, okay. So, board, let's just go on to item E. So, this is the year we're going to do a board superintendent um business administrator evaluation. So, the last time we did this, um, we used USBA has their own product, I guess, evaluation, and it's nice. It's a tool. Yes. And it's nice because it's all like online and they print out like a

085book for us and it's charts and anyway. I think it's nice. It did have a lot of questions. Yes. and the districts have thought it's a little bit redundant and it's sometimes too broad that a lot of the districts have said they'd like to have it narrowed down to be more specific to what's happening in their own district. So, we're trying to develop a more flexible version and the idea has been tossed around and they've been kind of working on it, but we ran into a little wall because the head of the committee didn't win his election so he's not back. So, we're having to get the new person up to speed. So, you did did you finish the superintendent one though? You may not. Oh, you Well, they they're they wanted it to be

086a rubric. So, you had a description and then you had a rubric and then a place for comments. So, we're partly through that. It's just it's just not finished. Um, but there are other districts that have taken the big tool of 68 questions, I think it's 68, and look through it and just kind of circled some from each one of those and use that. Narrow it down. Uhhuh. Narrow it down. And we could do that if we want to create our own little quick committee to go through and just narrow that down. Um, Granite has created and is very happy with and they've used their BA evaluation and and I she uh Julie said she would be willing to share. I just haven't gotten a response back. Talked to her on Friday only Tuesday. So,

087and that we did have our own. I've never seen your own. So, I don't know what think about doing our own then is just we don't have all the graphs. I don't remember the graphs and the printouts and stuff. I just don't I remember filling I remember filling in stupid answers. Yes. Took forever but I don't remember and I mean I just never have seen all that other stuff because that's the thing with the USBA we can customize it. Yeah, you can and we need to do that this year. Another proposal is is that No, we've been doing ours simultaneously both on the same year, but many of the districts are doing one one year and the other the other the way we do it, we renew their contracts and they're both on the same

088year. That's true. Their contracts one year and the next year we do. So because they contract so that's why this is sharing what folks say. Yeah. No, but that would maybe they hired a I don't know. I didn't get what the USBA one. Do you want me to send out the ones we have? I don't What is our I think for now we should just do what we have been doing until we have something better in place. They've done both. You've done both. We've done both. But now when Holly I think four years ago we did the manual. Yeah. hard copy version together and we like it all or the USBA one that's just a computer program and it prints out. I remember filling in the USBA one but I don't remember any print outs

089and graphs or any of that. Well, we didn't let you keep that might be why it open. Yeah, that might be I like what we did last time was great. You did? I mean I think the USBA one is nice. I I thought it was great. There was a lot of questions last time. a lot of questions. I'd like to shorten it. She gets it to me. I'll get with you and let you know. I have no background knowledge, so I have no opinion. I'm sure Jackson's the do. This is what I This is what I felt. I felt like the last time was meteor, like it was like more substantial. So, it provided more opportunity to give greater back for discussion and greater feedback, which I did appreciate. However, do I think it could

090be cut a little bit? Yes, I did like it was long, but I did think overall it was better than the first. Okay. I I mean I like it because it Yeah. It just shoots it out and you can Yeah. Okay. We'll go with that and then you're gonna request it. We're going to do it. You already have that downloaded or do we have No, we have to ask Richard. You can use it. Do you want to ask him? Sure. You want me to? However you wish your wishes might come in. Yes. How can we talk to them unless you have a meeting like I don't I don't we just had our meeting and the next one until just before the July June just before delegate assembly. Delegate assembly. Yeah. I have one that morning

091and then we have pre-delegate assembly and then we have the delegate. So I have a three meetings. Well and we probably should have done our board evaluation last year. We just didn't think about it. I mean, because that doesn't have to be on the same year. And so, yeah. Sorry you guys, you're brand new. So, anyway, it's more like a self-reflection. It's more Yeah. So, did you have criteria that everybody needed to answer? It was the USB. I know. I've never done one. Checking. Just check. Actually, it was really good actually. And then we had we had a meeting. Okay. Well, I will just call this meeting over. Have a little break and then Oh, Kristen, we put you item E Board of Education. Today is May 20th, 2025. We're meeting at the district office

092located at 9361 South 300 East in Sandy, Utah. Um I would like to excuse Mr. Edel tonight. He will not be joining us and Mrs. Nyar will be joining us um in a little while. So the first item on the agenda is to approve the agenda for tonight. So do I have a motion to approve the agenda and we need to make that change that we discussed in the study? I'll make it a motion to approve today's agenda for May 20th, 2025 with the following change that added to new business. We will have an item E discussing the naming and branding of the Canyon's Innovation Center. And that will be first reading. Okay. Yes, first reading. Thank you. Okay. Thank you. Um, is there a second to that motion? I'll second that. Okay. Thank you.

093We have a motion in a second. Is there any discussion? Okay. Seeing none, I'll call for vote. All in favor say I. I. Any opposed? Okay, that motion passes unanimously. Um, the next item on the agenda is the pledge of allegiance and Sandy Elementary principal Elena. I don't know if I said that right. Pua. No. Okay. Will when you come up here, please, you know, I don't have my glasses on, so I'm just saying. Elano. Is it Elanoa? Okay. Sorry about that. I don't have my glasses on, so I couldn't see that. Please stand for the pledge. Ready? 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. Thank you. You may be seated.

094Okay. And now we'd love to hear some highlights from your school. Awesome. Thank you. It's good to be here tonight. Uh, my name is Ellen Noah Pua and I'm the principal at Sandy Elementary and it's my first year. Um, I was asked to highlight a few things about Sandy. Sandy Elementary is one of two elementary schools that adopted the AVID framework. Um, this framework lays the foundation for building essential skills for future success, helps close the opportunity gap, and instills a mindset for learning. We focus on how to increase rigor in the classrooms through this framework. In addition, Sandy is a community school. We are able to help our families as well. Some activities that we have throughout the year include an annual steam and literacy night, family learning community um community center, all pro

095dads and all moms matter. Um, we do college pennants that are hung throughout our school, college door posters for each of our um, teachers and staff members. Uh, schoolwide monthly character trait, principal pride awards, buddy classrooms and learning leagues. Um, I'm proud to be part of Sandy where the focus is supporting children holistically by ensuring their basic needs are met, enabling them to be prepared to learn and participate in the wonderful opportunities available to them through the AVID framework. Thank you so much for having me. Okay, thank you and thank you for all you do at your school and please pass on our thanks to your entire faculty. So, thank you. Okay, the next item on the agenda is the Canyon Strong Recognitions and Jeff Haney, director and Kirsten Stewart, associate director of communications will

096present this. Thank you, President Schill, for this time the board sets aside to recognize the achievements of the students and employees in the Canyon School District, particularly those who have gone above and beyond in their pursuit of excellence. It's so hard to believe that we are just days away from the pomp and circumstance of graduation and the completion ceremonies for the class of 2025. It seems like just yesterday that we were rolling out the red carpets in front of our schools to welcome students to the school year. Now, Canyon schools have been alive with events and activities to note the end of the year and Monday evening's recognition night for the international baloria program at Hillrest. I swear that all of the brain power in the room could have provided the power for an entire

097town. It was so exciting to see all of those students gather for a nice sit-down dinner and they received special commendations and honors and the cords that they can wear at next week's graduation. Now, you can see some photographs there of last night's event. IB students from Hillrest have been accepted to such prestigious schools as Princeton and Cornell and Brown. They've earned millions in scholarship offers. It was a very nice evening to see our students and their very proud parents celebrate their academic achievements through the IB program. Now, throughout the year, we have celebrated the first place wins at state competitions and we kick off tonight's recognitions with the winners of this CTE competitions, the student groups, the CTSO groups. That stands for career and technical student organizations. They are the extracurricular groups for students

098in CTE programs. CTSO also enhances academic engagement and civic responsibility. And here are the first place winners of our CTSO competitions. Fer Deca El Reerson from CEK, the principles of hospitality. Mia Palmer from Corner Canyon High in sports and entertainment. in the future business leaders of America. Selena Yu Hillrest High in business calculations. Anen Khan from Hillrest in hospitality and event management. Ashenta Mahaja at Hillrest Hospitality and events management. Anuka Balaka Krishnan from Hillrest High in hospitality events and management. and Brian Wei from Hillrest in Introduction to Financial Math in the Family Career and Community Leaders of America CTSO competitions. Autumn Angstrom from Ala High in baking and past and pastry. Anna Kist from Corner Canyon High in sports nutrition. Michaela Harmalan from Corner Canyon High in Knowledge Bowl. Brooklyn Evans from Corner Canyon High

099also in knowledge bowl. Scout Evans first place in Knowledge Bowl. Liza Tune in knowledge bowlull and Anna Whitmore from Brighton High in knowledge bowl. Now for HOSA future health professionals, Ariana Hinckley from Hillrest in health education, Lucas Road from Hillrest High in health education. Samia Paritala from Hillrest High in health education. Ashinta Yogenath from Hillrest High Creative Problem Solving. Steven Rhodess from Hillrest Creative Problem Solving. Edward Lowe from Hillrest Creative Problem Solving. and Caitlyn Green from CEK Home Health Aid and Anna Cohesy from CEK Physical Therapy. In Skills USA, those who won first place uh in their CTSO competition, Carter Strong from Corner Canyon High in Technical Driving, and Educators Rising, another CTSO group, Aliyah Hershey from Jordan High in Ethical Dilemmas. Kenzie West, Jordan High ethical dilemmas. and Lexi Arabot from Jordan High and

100Ethical Dilemma. So, congratulations to our CTSO students for reaching these achievements. Our next honore is a state champion in 4A boys tennis. Congratulations to Jordan High's Julian Lurman who rolled through the 4A boys tennis tourney bracket on Saturday to claim the second single state title. He was the region champ and ranked number one in his division at the state competition and he won in a convincing 6360 final against the number three ranked player from Park City. Now, fellow teammate Jordan sophomore JT Buckton made it all the way to the semifinals, and those two finishes helped propel the bead diggers to a number four finish among all 4A teams. So, congratulations to our state champion, our semifinal finisher, and the entire Beatd Digger team for such a fantastic season. It's also worth noting that two teams

101from Hillrest made the semifinals in uh first doubles and second doubles and the Huskies finished seventh overall. Congratulations to our tennis players. Our next honores are individual champions in track and field events. In all, Canyon's district won a whopping 12 state titles at the state track and field meet that was held last Saturday at Brigham Young University. Now, those championships capped quite a day for Canyons District student athletes. Now, as we noted, Jordan kicked off the day with a big win at the tennis tournament. Then the state championships we racked up wins state titles by Ala Brighton Corner and Hillrest students. So at the end of the day, every Canyon school uh canyons high school had won at least one state title in a Utah High School Activities Association sanctioned event. That was just in

102one 24-hour period. So, congratulations to the Hawks, the Bengals, the Chargers, the Beat Diggers, and the Huskys for bringing home those state titles. The track and field state champs from Canyons District for 2025 from Corner Canyon High School in the boys 100 meters and 200 meters, David Conan, the boys 4 by 100 relay, Brighton Brady, Isaiah Morris, Scott Pepper, and David Conan. In the boys 4x200 relay, Blake Ames, David Conan, Scott Pepper, and Jerome Miles. In the girls 100 relay, Liberty Henstrom, Sophia Militch, Alice Peterson, and Leila Valdez. And in the girls 4x200 relay, Liberty Henstöm, Alice Peterson, Leila, and Kenna Wong. So congratulations to those Chargers who who are title winners from Alta the boys 4 by 200 relay Riker Ellis Dawson Douglas Kenneth Row and Evan Morton in the boys high jump Colin

103Hansen and in the girls 400 meters Macy Rockwood from Brighton High School the boys 300 hurdles Bowmont Laflur and from the in the boys discus Jackson Nettleton from Hillrest. All podium winners were from Hillrest High School. Congratulations to the state title winner, Cali Dover Spike. So, it was a big day for Canyon students. Congratulations to all those who won or placed in their events. Our next honore will serve in a prestigious and challenging position at the upcoming girls state event. Altahai's Lily Mazerun will be the governor in the 79th session of the American Legion Auxiliaries Utah Girls State. That's June 1st through June 6th at Weaver State University. She was elected to this position by the other girls. More than 200 girls go to Girl State and attendees are selected their junior years through an

104application and interview process. And this year we're we are proud to announce that Canyons district has representation from all five of our traditional comprehensive high schools. And Canyons has been represented at Girl State every year for the past eight years. The participants receive political science credit through Weaver State University and that's transferable if they go to another school. 90% or so of the attendees also receive scholarships from Wever State worth about $1.6 million. We also have representation at the very top of the organization. Our very own Cindy Clawson is one of the organizers of Girls State. She serves as one of the associate directors. So, we'll have a lot of great representation of Canyon School District at the upcoming American Legion Auxiliaries Girls State event. A fantastic program for our students. The next honore has

105a very tough job. Have you ever tried to navigate a 40-foot school bus through the traffic? Well, Jeremy Clung is again the state champion in Utah's rodeo competition, which is the state competition for school bus drivers. About 30 bus drivers came to Canyon School District last Saturday to compete in various maneuvers, and Jeremy once again took home the trophy as the top school bus driver in Utah. He qualifies to go to nationals. Last year he took third and he says he has his eye on that top trophy this year. Our very own transportation director Jeremy Wortle is the state president of the Association for School Bus Drivers. That's the reason why we hosted it, but we'd love to see our bus drivers go to the national competition every single year. Now, the inaugural pickle ball

106tournament that was held last Saturday was a smashing success, or should I say an overhead smash success. A big thanks to all of the employees and their partners in the kitchen, or should I say that they stayed out of the kitchen. They all we had every team that we could accommodate signed up to play in the tournament. Now, we have some pretty darn good pickle ballers in our district. I'm looking at you, President Schill, Miss Dolly, Dr. Robbins, Kirsten. There al also are a lot of people who work for us, who participated in the tournament, who are just a lot of fun on the pickle ball court. Team Robins second place in the intermediate division. Team Dolly also second place in the beginner division. But I do not think Katie is a beginner. She is

107very good. Now, the tournament was just for fun and it was for a good cause. All of the proceeds go to the unified sports program supported by the Canyons Education Foundation. Now, the coming days will be a whirlwind of activity. Brighton's baseball team is still swinging for the fences in 5A, one of eight teams left in the bracket. So, good luck to the Bengals in baseball. Alta's boys soccer team on Thursday will play for the 5A state championship right down the road at America First Field, the home of Real Salt Lake. And in the semifinals of boys lacrosse, it pits Ala versus Brighton. So, we know that we'll have at least one Canyon's district team in the final on Friday. And Corner Canyon plays in the 6A semifinal tomorrow, too. And on Friday, we will

108start our celebrations of why we are all here, our graduations. Jordan Valley's class of 2025 will be honored on Friday. And then on Wednesday, we'll celebrate with Life Skills Academy in Diamond Ridge. And the next day, Thursday, is the big graduation day. Ala and Corner Canyon will have their commencement exercises at Utah Valley University. Jordan Hillrest and Brighton will be at the Maverick Center. We'll celebrate with the graduates of Entrada Adult High School later in June. All graduation ceremonies will be broadcast on the CSDTV, which is broadcasting this meeting right now. And with those graduation ceremonies in mind, we leave these thoughts by Mark Twain for the class of 2025. 20 years from now, you'll be more disappointed by the things that you didn't do than by the ones you did. So throw off the

109bow lines, sell away from safe harbor, catch the trade winds in your sales, explore, dream, discover. President Chill, congratulations to the TW class of 2025, and we turn the time back to you. Okay, thank you so much. The next item on our agenda is patron comments. And tonight we did not have anyone sign up for comments, so we'll go on to the consent agenda. And I will now take a motion to approve that. And please read all the items individually. I move to approve the consent agenda. Item A, approval of minutes for May 6th, 2025. Item B, approval of hire and termination reports. Item C, approval of student overnight travel. Item D, approval of purchasing bids. Item E, approval of April financial reports. And item F, approval of administrative appointments. Thank you. Is there a

110second to that motion? I'll second that motion. Okay. Thank you. 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. We are now going to go on to item seven, new business. And the first item is the strategic plan focus group report, human centered supports. Dr. Brian McIll, director of student services. Great. Thank you, uh, President Sheiel. Um, just as Ella put it, human center supports is really focusing on the holistic needs, uh, of each child and meeting their basic needs. Um, and for the month of May, it's mental health awareness month. So my team were all sporting these lanyards. Uh so it's very fitting uh to be be able to present to you the human

111centered supports update uh for the school board. Um this first slide here again just paints the picture as far as our initiatives. Um between both initiatives really a summary there is supporting uh wellness and a safe inclusive environment for students and staff. Uh the second initiative is really targeted on a multi-tered system of support as it relates to behavior uh thrive time and also our portrait of a canyons scholar. Um as I've presented in the past kind of our four priority area our diamond framework as I refer to it uh under each of those it provides each of the different data elements that we cover over the course of uh 12 months as we meet. So again, Thrive Time, student wellness, employee wellness, and behavioral support. Um, as it relates to Thrive Time, believe it

112or not, we're in version 2.0 as we're heading into this fall. So, we're in the process right now refining and improving the curriculum. Um, all the materials are ready to go to print shop for distribution in August. Um, we've provided some school specific training for staff this year. Ally Teller, who's one of our uh specialists in our department, has take on that taken on that initiative. Um we're doing some administrative training July 29th and 30th as it relates to Thrive Time. Uh we've gotten positive feedback from our schools, from our students, teachers, and parents. Uh again, with the targeted focus over the next three to five years of making a positive impact as it relates to the culture and climate uh in our schools. Um this is the first year that we launched our teleaalth

113pilot which has been a great program. Um this was a visionary uh you know uh choice by our uh school nursing uh specialist. Um she's got a great vision for wanting to serve students and look at innovative ways that we can do that. Uh so we formed a partnership with Inter Mountain Health. Uh we piloted at 17 schools this year uh as of March. Just some of the data to share there. We had 60 uh 30 students and 30 staff. And as you look at uh the attendance for each of those areas um is it's very significant, right? As you look at the students and staff that missed uh only a half day or zero days as a result. And with attendance being one of our main uh target areas, one of our indicators, um

114it's been really good to see that progress. Uh there's some data there on over-the-counter medications uh expansion for 2526. We're actually going to be offering this service to all students and staff across the entire district. So we're excited to to offer that up as it's a great bridge uh for us as we look at the potential of a on-site wellness clinic at some uh juncture in time. And then also Governor Cox on May 7th uh proclaimed that as the official Utah school nursing day. So we were excited to see that and uh it's great to see the governor valuing the efforts of our school nurses uh in school. Uh so some data um looking at our mental health screening nights. Um this has been a great success. The state representative Leon has looked to Canyons

115as kind of the gold standard. We've had a lot of districts reach out and look to us in terms of how we've scheduled, coordinated, uh, and set up these nights for students. Um, you can see there that over the last three years, we've had a steady incline. Uh, this year from January to April, we did see a decline and we saw a particular decline with a particular demographic of our students, mostly our Spanish-sp speakaking uh, families. Um, one of the quotes I wanted to share there, uh, that was shared with Kelly Rekin who leads and guides these nights, um, is we had a parent that said, "This opportunity saved our son and kept him alive. He has made significant progress in strides in school and in life since Canyons provided this amazing support." And I

116think overall, uh, as we do screening for students, about half of the students that go through are identified as high-risisk and we're able to get them supports both in school as well as out of school. Um, another slide on some data here. So, just highlighting a few things. Uh, as you look at our DCMT referrals, youth academy referrals, and our long-term home and hospital, um, we've seen a significant rise and increase there. One of the most significant, and we just discussed this in cabinet yesterday as well, is just the elementary rise uh, in cases, which is obviously concerning. Uh but we're seeing more and more issues kind of be pushed down from high school to middle school, middle school to elementary. Um so obviously that's a target area that that we want to continue to

117focus on. Our district support team referrals. Our district support team is a committee uh that's offered every Wednesday. Principles can set up established appointments to be able to review cases of students. Uh look at in innovative ways that the district can step in and provide additional supports. Uh those are primarily for level two and level three behavioral infractions. Uh we've seen a decline there, but we've also seen a significant rise in peer court. Uh our numbers from a year ago at 104 that have gone up to 118 this year. So I had a conversation with Suzanne Ren this morning and uh we're thinking that some of those referrals may be going by the way of pure court. And then our DCMT referrals as I stood here in October and presented the projections and sad to

118say that we were pretty much on that trajectory. Uh we have 241 cases and 80 of those will be summer reviews where we're looking at fall placement uh for students. So in essence we have a student study team here at the district that Nicole uh SV man is leading. She's done a phenomenal job with that. Uh, and I'm continuing to provide coaching, mentoring, support for her as well as our principles as it relates to that. Uh, home and hospital placement, our short-term is pretty well steady. Uh, that's less than 45 days a quarter. And then our and our long-term home and hospital, uh, pretty steady there as well. You can see the decline and the dip from COVID years coming out of that. Uh, youth academy enrollment and referrals. As you look at youth academy

119enrollment by grade level, uh you can see the steady incline uh each year over the last three years, uh I've got the percentages of those students that are in special education at each level. Uh and then our total youth academy referrals also uh on the incline, which naturally with DCMT referrals being up. Um, one of the quotes I wanted to share, um, from one of our youth academy parents, uh, with a student that we actually served here on site in our DCMT, uh, classroom. Um, this parent said, "This program has been the most life-changing experience for both our son and for us. He has incorporated the skills he's learned here, and it's changed the dynamic of our home. We can't thank you enough." And this particular mom, as she was sharing this, I was actually

120sitting in the parent teacher conference, she just had tears of joy streaming down um because of the turnaround in her son both at home and at school. And she attributed a lot of that back to the supports that were provided in our program, Youth Academy by referral. So looking at enrollment by referral uh basically about 26% of our students are coming from day treatment or inpatient residential treatment for mental health andor substance use and abuse. Uh and about 3/4ers of our students are safe school violations or uh DCMT referrals. So a pretty pretty high percentage you can see there as it relates to our DCMT cases. And then again just the special ed uh breakdown as what was in the last slide as well. Um some different employee wellness initiatives uh this particular year as

121we've gone through hcs. Uh Steve Diamond has been great in terms of providing some supports for our employees. As we know we've added uh planning time for our elementary teachers. Um we've expanded the child care options. So, we had 123 applications, uh, 18 on a wait list right now, but the fact that we've expanded those opportunities for parents, um, and and employees has been, uh, great for our our district. Um, as we look at, you know, teacher recruitment and retention, uh, it's a great variable to be able to provide that. Um, our employee wellness center clinic, again, that's in the hands of our long-term planning committee. I did see that uh we have an RFI that's going out looking at the potential for an on-site wellness clinic for employees. So, that's great. And then our

122employee assistance program right now we're in the process of an RFP. Uh Robert Reer and insurance is leading that. And we have a team um which I'm also a member of to be able to evaluate and look at different supports for employees as it relates to their physical uh and mental health as well as their just their overall wellness. Um, and kind of wrapping up, we've got some employee recognitions, uh, from our particular team that I just wanted to display and highlight. Jen Gerard, as I mentioned, was a school nurse administrator of the year. Uh, it was a lot of fun to be able to go up to the Davis Conference Center and celebrate her on a Friday. Um, she's welld deserved. She received multiple nominations, uh, including nominations from our team. Uh, so it

123was really cool to be able to recognize her. Nara um received the Utah silver syringe award uh for the exceptional immunization nurse based on the number of immunizations that she provided his students. So, it's great to be able to recognize our school nurses and also in tandem with, you know, Governor Cox's proclamation. Our last meeting was on May 2nd. Uh just some upcoming highlights and projects. We've got our school climate data uh that will be coming down here pretty soon. and we should be getting the results of that in the next couple of weeks. Uh we send those results out to the schools so principles can use it with land trust and TSSP uh climate goals. We've got our end ofear report uh that we put together each year that shows all of the services

124and supports that our team provides to students and our schools. Um, we're in the process of devising a playbook which we're hoping to be able to utilize uh with a lot of our stakeholders and policy makers that just kind of highlights and advocates the work that Canyons does in student wellness services. One of the things I'm asked a lot of times when I tell people what I do, they're like, "Well, what is that exactly?" And so, we're we're looking at this as a means of being able to provide some more clarity and advocacy for the work that we do with kids in our schools. Uh, end of year state reporting. And then I just put some pictures up there with our red shoes living. Uh the state board of education reached out. They're going to

125be doing a feature story on Canyon School District as it relates to this. Um and that's been, as you guys know, just an amazing opportunity to recognize and just let employees know that they're seen, that they're heard, and that they're valued. And we carve out time every Friday uh to be able to attend to that um no matter how busy we are. Because as I tell my team, it's one of the most important things that we can do is to show our gratitude and our recognition for the very people that are on the ground doing the work day in and day out. So that's all I got. Okay. Thank you, Brian. Um board, are there any questions or comments? U Mrs. Dolly, sorry I am new to this and I'm not on this subcommittee, but

126can you define what DST and DMT stand for? Yeah. So DST's district support team, it's a committee uh that's devised of multiple directors, school performance, special education, and we review uh student cases where students have violated like a level two or level three behavior. District case management team is for levels four and five. And I'd be happy to send you guys the levels of behavior document, too, so you can cross reference that if you'd like. So thank you. Yep. Okay. Any other questions? Okay, Mrs. Nyar actually um gave me some questions for you. So, here we go. This is from her. Okay. Um, what are the next steps to better provide supports for elementary teachers for behavioral issues on the rise? That's the That is a great question. And in fact, in MTSS leadership right

127now, we're in the process of creating a behavioral uh continuum. And part of that be behavioral continuum uh specifies the roles and responsibilities of who is going to be providing supports to teachers as it relates to behavioral management in the class and instructional strategies. Uh and Amber who oversees uh instructional supports has taken on that responsibility role that our coaches are now going to be mentoring, coaching and guiding our teachers just as they do with best practices on academics as well as with behavior. as those behaviors uh continue to rise and they get into like a tier 2 or a tier three type category or situation, that's where we would pull our wellness teams together, our SST and provide supports that way. But our continuum uh I've been really impressed with the work that we've

128done on it thus far uh because it's very clear and there's a lot of collaboration in terms of the supports that we can provide back to teachers. Uh so I'm actually really excited to get that up and running and to get that rolled out. So, okay. Thank you. That sounds very good. And then this is her another question. Can we come up with a plan for how to triage emergency type situations? A plan to triage emergency type situations? What kind of emergency type situations? We have everything from behavior. I think I'm I think she's talking behavior. Behavior issue. Yeah. So, in our elementary schools, we have behavioral aids, um, which they're kind of boots on the ground, the first response if you want to look at triage, for example. Um, I think the addition of

129our assistant principles, especially at the elementary school, is going to be a huge help in terms of that behavioral management piece. Right now, our principles are trying to do everything. And I think adding that additional layer of support uh will be a big help. Um, but obviously, you know, we want to triage the situation for what it is, right? And if a student is in a situation where they're creating an unsafe environment either physically or psychologically as it relates to other students and staff, we want to make sure that we're taking the appropriate steps to be able to monitor, evaluate that sort of thing. If if it's a special ed student, we're looking at things like their behavior intervention plan, their functional behavior assessment, IEP, things of that nature. uh if we need to refine

130that and fine-tune it, the IEP team can converge and get together and work to uh for the best means of the student. So, okay, thank you. If there are no other questions, oh, Mrs. Oaks, so I'm new to this committee and I have to tell you, I've been very impressed by the work that has been done here. It's it's been phenomenal and I was really excited about um what our nurses are doing for being able to help kids and teachers to stay in class and and kind of quickly take care of those needs. And I love that we're expanding that. Um, one of the things that the slideshow doesn't point out, but I think is worth noting is, um, especially as we go into a new legislative interim session and moving forward. As we know,

131like some of the funding that our schools have received through TSSA, um, a large portion of that has gone to support our schools with mental health and social workers and and whatnot to assist with that. And when I saw the numbers on that, I was quite shocked actually just how much it's done that. And I think it's really important for us to start communicating um more effectively with our legislators about that. I I don't think that they are even probably aware of some of the changes on TSSA and how that could potentially impact um their constituents and families in those schools. But it's money that the schools have clearly been relying on and is much needed. So anyway, that's just a thought. I like the stats on that that came back were astounding to me

132and it's worth noting for us as a board. Yeah. And I will say to be able to advocate uh legislatively on that. I'm the president. I got elected president of our student services state association. So I served in the president-elect role this last year. I'll be the president this year. So, we'll be working with representatives and legislators to help advocate on that behalf and I will be promoting and pushing very hard for us to get some funding in place to solidify the basic needs uh to support kids because the reality is without that basic those basic building blocks and kids feeling safe, included and engaged like learning doesn't come as a byproduct if you don't have other those the human- centered supports in place. So, and I'm a firm believer in that. having been a

133principal for a number of years, the impact that that can have. Okay. Thank you, Brian. This was great. And I have served on that committee and it is um amazing everything you've done and I'm really excited that Brighton is getting the daycare and also the teen center this summer. So, yep. That's going to be so awesome. Yep. In fact, we uh we got a $300,000 grant to help with our teen centers as well. Yeah. So, so that is great. Well, thank you. Yep. Appreciate it. Thank you. Yep. Okay, the next item on the agenda is the policy update and we have a whole bunch of policies. I'm not going to read them all. Um, if we have a motion, then someone else can read all that. Um, and Jeff Christensen, Assistant Legal Counsel, will present.

134Thank you, President Shield. Yeah, a whole bunch based on our legislative session. So, um I'll just work through them and then if at some point you you someone wants to entertain a motion, we can look at that. Uh policy 3006, student transportation. Um this one um based on the bill HB 161 adjusted the mileage in terms of providing transportation for our middle school students. And um essentially if you're in grade six in a middle school living beyond two miles, you'll be provided transportation where there was once a mile and a half. So that's just straight out of the legislative bill. So we've been um at least updating this and I know there's been internal discussions with transportation to address the issue. So that will be in our student transportation that we provide um transportation consistent

135with the statute student conduct and disciplinary process. Um here we have the bullying amendments uh school discipline amendments related to um emergency safety interventions um particularly looking at um not using corporal punishment and only using physical restraint when necessary. And then we had a discussion in our last meeting about student integration amendments and the expansion where um if a school elects not to integrate a student um they can provide an alternative education options for the student. So those are the updates to our student discipline policy. What we would do once approved is we would work with Brian's team as he just presented to update our level of behavior documents. So this will require some updating for um our bullying definition um in our policy as well as um emergency safety interventions and on board docs

136is the policy with those um statutory edits. Uh in terms of the um so I wanted to just follow up from our first reading. Um, board member Oaks, you had questions about what is included in the reintegration plan um or or what what what we do in terms of moving forward with the reintegration plan. So I provided here the statute that that didn't change from the previous version. But if you look at provision four, this is straight out of the statute, the reintegration plan under subsection two, um you have a behavioral intervention for the student, a short-term mental health or counseling service for the student, an academic intervention for the student, and then if the serious offense was directed against a school employee or another student, notification of that reintegration plan goes out to the

137student or the student's parent as part of that reintegration And it's done through a multid-disciplinary team that isn't just internal, it has some external components with juvenile justice and others that come together and make that reintegration plan. And um because of the part in the statute where it talks about arrested for, charged with or adjudicated um upon notification, we can be in a holding pattern for a number of days until we make a determination whether or not we will reenroll or where we will enroll and what would be part of that reintegration plan. And I know uh internally there have been some recent discussions about shoring up and working on this process over the summer so that we'll be able to have um some continuity across schools. And so that's in development. Uh in our

138policy 530, open enrollment school admissions and school moratoriums, we have HB76 that um addresses if we have a student that's enrolled in another state and is in a kindergarten, comes to our state, if they wouldn't have been five by September 2nd, they can enroll in our district and and be included in the open enrollment. We also made some changes related to the open enrollment applications and the appeal process. Just some language clarification where if a student is admitted through um an open enrollment application, if there become behavioral concerns or serious violations of disciplinary related incidents, they can be placed on a provisional permit and then eventually if they're outside the district um we can um suspend and they can return to their boundary school. Immuniz immunization of students. Um a vaccination exemption that an individual

139submits under the code is valid for as long as the student remains in the public education system where previously it had to have a renewal. So we've updated that and then if they transfer then we'll provide that to the information to the new school. Uh technology resources electronic devices. During our first reading, there were questions about um what is required under the statute in terms of what a student can do in the classroom. And so, provision three, if you look at line 83, a student may not use a cell phone, smartwatch, or emerging tech emerging technology at a classroom during classroom hours. And so, the question was raised about um some of our proposed language in terms of having it silent or stored. Um the pro prohibition is it may not be used. I think

140some of our schools have pouches that they sometimes place devices in. That would be consistent provided they're not being used during the school day. So we've added just we kept out of sight and stored is what we had primarily at the elementary level. Um given the you know proliferation of smartwatches if it's stored elsewhere less likely to get issues. Again, high schools, we we have the same language, but a pouch could be used as long as it's not used during classroom hours. SP 178. Um, administr administering medication to students. Again, this was for the epinephrine nasal spray. And so, we um updated our policy to include the provisions outlined in statute to one. Um, the students or parent or guardian, if that's an issue, they would provide a statement. um providing permission, acknowledging the student

141is responsible and capable of possessing um the epinephrine spray and then um they would provide that statement that it is medically appropriate for the student to possess it and that's included in the update pursuant to the statute. Fiscal accountability. Again, these are more these aren't statutory revisions, but we hadn't had a chance to clarify um with our external relations team, and we made some minor um revisions to um indicate that a joint PTA and school fundraiser. Um they can't do it jointly, but they could do it separately and to request proposed items, itemized budgets from our high school groups seeking approval for fundraisers. uh in our um small unmanned aircraft system or drone policies after the first reading. Um I'd worked with instructors before. Our current instructors reached out and we made a couple of

142adjustments from our first second reading. The the primary issue is um if you get a drone license, it's typically called a remote pilot, but our students often operate under a recreational use and they have a lower tiered exam they would go through to fly. And so we updated the policy to include that additional definition and feed feedback and input was received from those instructors to refine the definitions. And then also we discussed um permission and approval through risk management and they should be approved before operating on our campuses and even our with our school personnel and instructors. They'll just be updating those annually. Um with travel, I'd like to start instead of right the beginning and discuss the committee, but I'd like to talk about a couple of the other general updates and circle back

143to the to the beginning. So I wanted to highlight and this is actually on the red line so it's not in my slides but one of the main issues that had had come up previously as we were discussing well several multi a multitude of issues have come up discussing overnight travel primarily just because it it there's so many components with one finances how much we spend versus fee waivers and who should bear the brunt of that cost should it be the district should it be schools so That's one issue. Um then we also face the issue of a cap. When we've worked with setting that dollar amount at 2,000, we've gone up. And so finance is an issue. Then the other issue is just the the procedural issue from the school's perspective. If they do

144an approval, what if they have an exception to the criteria? We want to go an extra day. We need an additional rental car van or um our lodging isn't working out. So we had seen in the last I would probably say one to two years an increase in the number of appeals. So in in developing this proposal for an adjustment to the travel policy the idea was is how do we address one some of the issues with lodging the fee cap um safety of students and and address those issues and then then the secondary issue was just the process and procedure. So let me highlight the updates and then I can go back to the board policy that procedure component. So in this red line we have added the ability for lodging to be done

145through reputable vacation rental services through VBO and Airbnb provided they're reputable and we get proof that they are such that seemed like an appropriate way to just expand lodging given costs. Um we did receive feedback from APS and um our director of high schools. We had discussed in the policy committee um providing one bed per student. Um as that went out that's a real concern in terms of cost. Um and as pointed out there were some internal discussions about if you only have two students a room versus four. So I think that's something we'll adjust in the draft. We'll go back to two. So, I would recommend if we do propose a a motion tonight that that one be stricken and moved back to two and then we can look at it over this next

146year. That's the transportation issues. Um, in terms of finance, we'll just have to see even as I send this out to APs, the 2,000, they their their concern is if it isn't sufficient, then we're staying in less hospitalitable locations. And so I think that's something we will need to watch this next year to see if if that really is and getting these itemized budgets back to see where and verifying the cost. Um we felt appropriate to add a chaperone agreement that's still in development as exhibit but that's not something we've had previously and that would also help students. And so with those changes those were supported by um positive feedback on all of those. Um the other issue that received positive feedback was the the adjustment for rentals. Um I think we've seen several appeals

147that have come through that have dealt just only with two versus three. And um that issue seemed like something that we could address in a different way as opposed to always having a board appeal for something of we need three versus two and that could be an administrative function. Uh in terms of the the main issue with this district travel committee, um I think the other edits to the policy excluding this travel committee I think are would benefit um the the policy moving forward. Um the other piece that we added is there's been concern over the last year or two about an appeal where um it's a group that may not have qualified in a state um tournament. And so we added language in the policy to address that an appeal would only be allowed

148for an elite sponsored or qualifying invitational based on a placement in a previous year's tournament. So that's in the policy which gives us some better clarification than just well it's a national event and we go every year but this would allow us to narrow that. So that's also in the policy which I think is an improvement where we've had a principal appeal that could be for really any reason. This really narrows the appeal to that narrow issue. So I think all of those are positive. Um now let me just address the committee issue. So the initial thinking behind um the committee was to move it from the board regularly reviewing travel on the board agenda to an administrative committee. Um moving forward um the two board members placed on there were to model after our

149um like our wellness policy or wellness committee and our health committee where board members would appear once or twice a year was the thinking. Um I I my perspective the policy committee addressed the the merits of this committee and initial there was some initial um I think value in seeing that if they are really administrative decisions how many rental cars we take that might not not need to have board scrutiny on a regular basis. So, um, in terms of this committee, I recognize placing two board members could be problematic if it's only getting that individual board member's voice where the full board isn't seeing it. So, um I think the policy committee would be welcome to reconsider that issue or alternatively if you like the idea of moving it to an administrative committee simply strike

150the two board members and um a potential motion could be moving it forward, keeping the committee without board members and then the adjustment of the um one to two beds per student. So um or if you see other issues the board would like us to address um we can take it back for further study and just table it. So I think there are some good elements to the policy that h are um productive. Um I can see the concern with two board members on the committee and time constraints. So if that's not welcome those could be stricken or it could be just revised altogether. The other components I think are valid. So with that, I can answer questions. Okay. Thank you, Jeeoff. Thanks for taking all that feedback and making adjustments. Um that is really

151appreciated. So are there any further comments or questions? Uh Mrs. Oaks. So yeah, thank you for um adjusting that. I I do want to clarify that with regard to um the part you addressed with me earlier as far as like if we have kids that have been violent offenders or they're in the midst of that. I do think we definitely need to fine-tune some of that or rubric that is consistent. Um I think there needs to be consistency. In the past there hasn't been and that's been frustrating for for um for other parties. I think um the other thing is I I definitely appreciate the adjustment with the drone policy. I think that that's I'm really grateful that we got some more information on that. Um with regard to the travel policy, I'm glad that

152um I appreciate your suggestion with regard to the two bed adjustment and change. I had a good conversation with um Tom Sherwood this week about it that made me think. Um and I asked him to clarify. I said, "If a parent wants their child to have their own bed, can they, you know, pay more money for that?" He said, "Absolutely. We've always allowed that." Could they pay to have their own bedroom? Yes. And that there is a certain um something to be said that there's safety in larger numbers in a room, right? Um and so as far as witnesses and just, you know, people being on their best behavior when there's more people watching, right? So, I think I'm okay with making that adjustment back to what we've had before and kind of watching and

153and again, one of the things I think is worthwhile to highlight is that we are being more strict than we have in the past with background checks for chaperrons and others going on the trips and that's pretty significant in my mind. So, anyway, I you know, policym is like an art, right? for lack of a better term, it's like taking a piece of clay and molding it and trying to fine-tune it. And I appreciate you you doing some of that here. So, thank you. Just just one response to to what you said with respect to the reintegration plans. Um, I was not involved, but it's my understanding that our external relations team met with some of the police chiefs today regarding some of those issues. One of the issues we face which I think all

154districts face is receiving what exactly we receive in terms of notification and it's not necessarily the police agency's issue or the court the court's issue but we can only act when we receive notice and arrests charges and adjudications really it really causes us to scratch our heads because they're in separate components of the legal process. Someone arrested they have a lot of rights that we may not even considered yet. someone who's been charged and will those go forward? And then the last piece is adjudicated. And so our internal discussions have been looking at what do those notices look like and how can we have a more consistent approach once we receive those. So work in progress, but we'll have the policy components dealt with and then I think we'll we'll also have some things over

155the summer that working with external relations to have that short up. So okay board, any other comments? U Mrs. Nyber. Yes. Okay. I really appreciate the feedback you solicited from the administrators. A couple of concerns I have is we kind of addressed this last meeting, but I would just like to bring it back up and see what you're thinking. One concern I have with the committee is the amount of time and resource for all of the travel applications aside from the ones that you know are kind of if you will grandfathered in because they're always done. So what was the feedback from administrators about that specifically? Yeah. So good question. Um I I think the first issue there there there are several I think a lot of administrators that see the the preapproval and the

156and the actual approval from the board those two processes could be simplified. So I think one of the ideas Tom and I, we haven't had a chance to work on it yet, but our idea is if that was streamlined and everything that was planned for the next year came in electronically through a mechanism to see it, it would reduce in if you had this committee that met, they would be able to looking at the past year. Typically you have all of these teams travel, they have 20 groups. This is what we did last year. This is what we're anticipating for the next year. and those could be pipelined through that electronic process. Um we we have done something similar with our camps and clinics and so the idea would be we would model that software

157and have it so it would be readily available. So the amount of time for that committee so I guess we answer it two ways. One the the idea would be board members would only be present at one or two meetings. If they're removed, then I think the staff would be coming together once everything has been submitted for a just kind of a check off. You've submitted, we're just reviewing. So, I think we could address the issue of time constraint where most schools are now preparing their documents offsite and then sending them in for administrative review where we would turn the table on that where everything could be submitted and then um have a a meeting where it's all all approved. So, it wouldn't be 10 hours. It would be meeting, okay, have you everyone submitted

158their documents? And it would just be sort of a check off process. Uhhuh. I So I see the So it's in development. Granted, it's it would not be under the current system with the current documentation. It would be reformatted and electronic. So that was the thinking behind that. I love I love the idea of simplifying and making electronic. I think that's great. But one thing is it's not like these travel applications come in all at the same time. A lot of times throughout the year, teams qualify for certain events or invited. And so, you know, this would definitely be it wouldn't be like a oneandone. It would be throughout the school year. Correct. Right. And um so the the the one to two time meeting would be for that larger group. Mhm. And then in

159the in the policy um one of the places where we've um listed out that there is a committee there would be a functioning subcommittee meeting regularly with Tom and the high school principles where those issues could be raised. Oh, we didn't have this one planned. It would be brought forward and could be addressed. So in in uh or for instance, you know, you win a trip, we win this this team one, those could be brought forward. Okay. Committee. So if it didn't meet that one one or two times a year, there's a subcommittee. Okay. And then what what's your plan as far as how often they would meet? What would be the turnaround time for these coaches to hear back? because I know that's something that has been problematic um just the past few years

160is when it goes to the appeal committee the amount of turnaround time especially if they're applying for something say this time of year and then with summer schedule you know um like last year we had like the golf team and a few other teams that didn't hear back until fall and they were waiting for about four or five months which was difficult for them because then the cost goes up with travel accommodations and flights and or yeah I think one of The advantages of moving to an administrative committee is you would no longer be tied to regularly getting on a full agenda which is one of the issues is once okay they submit to the board they have a criteria that they don't meet we want to go for six days instead of five. Mhm.

161So, how that typically is functioned is it goes to Tom's office, his team is reviewing, oh, this looks like there's an exception, then it's kicked back over a couple of days to when I can reasonably get an appeal committee established. I think that would also sort of be eliminated because our appeal rather than for any issue, it's been narrowed really for that one exception I addressed, which is an elite invitational. Otherwise, that group, if you don't have board members listed on that committee any further, that committee could hear and review any appeal that came forward. Oh, we need to go five days instead of six. You're not anticipating a later board review. Tom and his subcom say, "All right, we need to address this issue." And if you've delegated responsibility to that travel group, they

162could review it internally and the other high school principles could weigh in and say, "Okay, yes, this is something we're going to accept moving forward." So it would provide some latitude in that subcommittee to address those issues as opposed to waiting for oh we're on the second reading we need to wait till the next board meeting to get that committee together. I I think no no longer bringing it to the board agenda I think would resolve a lot of that delay and would reduce the appeals as we've adjusted the criteria and I think adjusting the criteria helps. I think in some instance in incidences last year that I was called on, it wasn't a matter of board agenda. It was actually a matter of the appeal committee having so much to get through. And so

163that's one concern I have is how often would that committee meet? I just, you know, the we want to make sure that the system we have is sound that people can, you know, move forward through the process and it doesn't get kind of stuck in, you know, processy. So right now the policy to not burden. How many times? Right now, the committee has just said it will meet at least at least annually. So, that larger committee would meet once a year, but they could meet five times a year. What we were thinking is, okay, at least one meeting per year and then as we try this out, the subcommittee could meet more frequently. So, I think this initial group would have an annual meeting presuming that everything's been set up electronically. Um, Mr. Sherwin and

164I would do some research about what are all the trips that happen in 2425. All right, this is what we intend for 2526. They submit their documentation and I think it could be or the ones that we don't yet, it's not till spring, those would be held off for a meeting and we would do kind of a global approval of those that intend to travel. Okay. And then also one last question. Sorry. Yeah. No, great questions. The last question is then are you suggesting that we no longer would have travel overnight travel as part of the consent agenda that we're taking that jurisdiction off the schoolboard completely and we're just delegating it to the administrative as drafted right now the policy would delegate it to that committee as the policy is currently drafted. If you

165approved it it would yes you would no longer have it on the consent agenda if you felt like um at some point and Mr. Sherwood and I talked about if you moved it from consent agenda and the board wanted to review, we could have a Google drive available what you want to know what's happening with travel, you could go in and see at any point of what's been submitted. It would just no longer be a consent agenda item. Um, and that was one of the reasons for keeping two board members on the if you sometime that board member saw an issue like so you know it was an idea we were struggling with the appeal to the board process. So, and and many of the issues that we were reviewing as a travel committee were

166we want to go an extra day. We want to have three car rental cars instead of two. Sure. Um their draft of why they were going didn't seem to meet the criteria. And so maybe those are the issues that the board wants to weigh in on and the policy committee will take take your direction, but those don't seem to me in my mind don't seem to be pressing board issues. Those are we want to take three cars instead of two. That shouldn't occupy your time. Sure. I just feel like this last year we had a few um travel um Brighton had one, Corner Canyon had one where the appeal committee did not approve it and then as a board we discussed it and we ended up approving it and not taking the recommendation of the

167travel committee. So I just want to point that out to board members that that is something if we are removing that and putting that as an administrative action that is kind of taking away a little bit of our you know our overseeing that and that you know unless we are really on top of every board member looking at the docks and you know being involved. So that is one thing that traditionally we have done as a board as a as a you know as an action that we've done. So, I I'd love to hear other board members thoughts on that. Okay. Thank you, Mrs. Nyar, Mrs. Dolly, then Mrs. Person. Thank you. A couple questions. One, or just a statement. I mean, I think overnight travel is probably one of our highest risks of liability

168as a school district. And so, I think it's really good that we're looking at this policy and and trying to limit that as much as possible as as we're managing this. I like the idea of creating a committee. I mean, our job is to govern as a board and allow you guys to administer this based on the policies that we put into place. I think that's going to help simplify and streamline things. Certainly, I travel's gotten a little bit out of control. We're traveling for things that maybe are not really that as educational or impactful. And I think we probably need to uh pare down on that a little bit because it's it's a lot of cost for the district. It's a lot of cost for parents. And we really have to, I think, think

169how much value and benefit is coming from that. There it certainly is. I love to travel. There's a lot of benefit to travel for students because for some of these students, this may be the only chance they ever have to travel, but we have to balance um the needs and the costs as as we go along with that. Um a couple things I have seen as we've been going through and and reviewing travel is there's a lot of inconsistency when we look at like food costs. And I don't know if it's a policy thing or if it's administratively. I think trying to figure out a way that we have more of a baseline of like, you know, if you're going to be gone this many days, you should account for about this much for breakfast,

170lunch, or dinner. And maybe it's tied to pdeium, percentage of pdeium, something like that. That it's tied more to what actual costs are of things. You see these ones and they're going for three days and it's $75 per student. I'm like, it's 20 bucks to get a meal at Chick-fil-A. You know, I think we've got to work at at really having actual costs. And maybe some of that comes as we check expenses as it goes, you know, at the end of things and maybe adjusting that somehow. Yeah, those are great points. Um, one of the things that we added was that itemized budget with with some better documentation going in and posts, which um I think are great points. Um, you know, you can have it on a sheet, but what where does the rubber

171hit the road with travel? I mean, there's just a lot of issues like you said, liability. Um, we've had great discussions about, you know, what administrator would want to be in a hotel in another state managing, you know, over a hundred, you know, 16 to 18 year olds or or otherwise. It's challenging, but there also, as you said, there's also the great opportunities that don't those and and not in all cases, but you also have those that, you know, have potential scholarship opportunities. So yeah, drafting a policy for this is there's not a silver bullet, but I think that some of the administrative issues that I think could be pulled from the board are those that I don't think merit your time. And we can um I think do some of this more administratively provided

172you can give some guidance and not move things out out. So Okay. Thanks, U Mrs. Person. Jeeoff, I agree with you. I personally think that 99.9% of all of this is administrative and not for us to really need to worry about. If there's an exception, they it can always be brought forward. It can always be brought to the board. And if we have access to the information, we can certainly check it if we want to kind of see where things are at. Um we're one of the few districts in the entire state that does this at consent agenda. It has been eliminated for efficiency and time. Well, efficiency would be time, but um as we were working on some policies in USBA, it came up. They were just shocked that we still have it on

173our on our consent agenda. I not knowing any differently, didn't know. But I I personally think the less people that have to look at it can they can wean, you know, winnow it down. And if there's a real strong concern, I guarantee the committee can bring it forward to anybody. But I do not think we need to have board members on this committee. I do not I think it's administrative. I trust that the people that they have listed will thoroughly vet what's going on and it is not my job. It's not my lane. I do not need to know every detail about tra uh student travel. If we have a problem with a school, then that might be a different situation where an exception can be made where it needs to be looked at by

174us, but that can be brought up on an agenda. Okay. Thank you, Karen. Superintendent. Yeah, thank you, President. Um, all great points and thank you, Jeff, for your great work on this. Uh, you know, I've said before, it's kind of the never- ending gobstopper with travel and how we got in the travel business in the first place still is a mystery to me in public school. But, and I'm a kid that benefited from it, right? I mean, I was an athlete. I I I 100% am somebody that benefited from this. But I think, you know, when you analyze travel in my mind, really an evaluation, is this governance or is this administration? And and part of the you know issue in that is and and the and the that I a direction I really like

175about you know where Jeff is taking this that yes it is one of the most you know highly combustible uh probably most controversial topics that is talked about in our high school communities, right? And that's why it it gets so intense when it finally ends up at the board. But in the committee, in my mind, I've advocated forever. The five high school principles are the five that understand the the risk. they understand the benefits and together if if they have to make that decision collectively and I've even said I've even advocated for them you know taking on the costs and taking on the the weight of the uh equalizing the fee wavers you know I mean the more skin in the game that they have then the more scrutiny is is you know is going

176to happen on each of those trips. Um, part of it, just going to be very honest, is that once it lands here, it's very difficult for as a as a group to say no to anyone. Everyone has a legitimate argument. And so, you know, if it becomes administrative, I know that separates it a little bit, but in my mind, that group should be empowered to say no. Once in a while, we have to say no. And and frankly, we haven't said no. and and it and and we we don't and and I get it. It every I'm not there's not a single trip that is less than the other. Every single trip has value. It has merit. Um if we didn't believe that, then we we wouldn't be where we're at saying yes to everything

177because we want what's best for our students. So, I think the committee without board members can still make those same concessions, you know, can still make it happen where it needs to be, but I I do think there's got to be some, you know, some separation in that um when it comes to really thinking about, you know, what what part of travel is in governance versus administration. and we we've blurred that line and I think that's created the challenges that we're that we're facing. So, just some thoughts. Okay. Thank you, Superintendent. Um, if no one else has anything, I I mean, I'm okay. I appreciate um all the work you've done and I'm okay if we pass the travel with just changing it to two students per bed. Um, I kind of I mean I

178like where we're going with this committee, but I feel I kind of feel like it needs more work with that. Maybe that's just me, but I also do not think board members should be on it. Um, but I do think I mean what Mrs. Nybar was saying like maybe it's something that meets quarterly. It's just I think it's just totally un we're going to meet once a year and approve that. But um but if it's an administrative thing, you guys can figure it out on that too. If it's administrative, I mean, meet it meet every day if we have to. I mean, that's that's our jobs. That's what we're here for. You know, I I think to Jeff's point, it, you know, and to Karen's point, in the event that there's a situation that the

179committee feels like, you know, hey, this is above our pay grade, then, you know, we we bring it to the board in rare circumstances. But I think if we're going to make this work, we have to be united in our front that hey, travel is handled this way. And you know, and and you should expect from us a report quarterly or annually or bianually, you know, what that looks like because if it if it isn't meeting the needs of your constituents and the people you serve, then you give us direction to change. But that that's where the accountability comes. not so much in the appeal process that ends up, you know, right here, you know, with bleeding hearts. That just my opinion. So, were to do a motion, you I think you could strike the

180two board members from the committee and make that change with respect to the beds. Okay. And I think during the summer, Mr. Sherwood and I can come back with some just some pilots of what we think some of the exhibits could look like just as more of an update. Yeah. Yeah, not related to the policy, but more of like a study session of what we've developed. Well, just one last maybe ask is part of that is that you I would recommend direct administration one to be clear about the metrics used in in all of these decisions, right? And then secondly, either a quarterly or bianually what whenever you want to have that report back that you know that doesn't sit in isolation and there's transparency that you know that that report's going to come. On

181the back side of that though means when these complaints come the board collectively has to stand strong and say this is the process the accountability accountability takes place with us in this report but otherwise it's an administrative decision and there's great strength I I I really mean it you guys to me the change in having those five you know those five principles they understand this better than anybody else and and and having them saddle that responsibility. I I think that's where it lies. Okay. I agree with everything you're saying, but that means board that there can't be a board member calling because their school is denied a trip. I mean, you realize that's what we're doing. We're saying it's an administrative decision and we're not going to be involved. So, are we okay with that?

182And then I do have a question myself. Okay. So, after every meeting, I have to sign this paper and it feels like a binding document. like am I still going to be signing these papers or I won't be signing there's no reason I need to be no it would probably still have I mean this has been a board approval I think moving forward it would be a signature page from the committee or maybe an electronic authorization moving forward and that could be something that could be reviewed on Google could be Rick's signature it could be you know I don't want to put anyone else there but I mean it could be Rick's it could be Tom Shving it just feels like a really important document so then I'm like it doesn't really matter like okay

183well I mean I think it's just it's the other things we do on consent this is you've delegated to to the administration to approve so they would be on the the hook for signing off so okay thank you um Mrs. Oaks then Mrs. Okay, this is very extensive conversation. So, one of my concerns about us not signing off on it is that I mean doesn't that increase the liability of the district itself rather than elected officials? I mean that that does it change liability? I that the liability question is something I need to chew on and think about for a hot minute. And the other thing is I agree with Rick. I think having all five of our high school or comprehensive high school principles work through this together is very powerful and that as

184board members we need to respect that right and not try and fight for narrow exceptions if all of them have have signed off on yeah like that's that's quite significant but um I do worry about the liability piece like travel is yeah it's it's quite it is it's a huge liability for the district. The other thing is I and I don't I think that this has never been really effectively addressed and and Nancy kind of said this. I remember her talking about it in the past. How well are our student travel experiences really aligning with the goals in our strategic plan? Like I think and as a board that is something that's our 50,000 foot view, right? Um, and so I don't know how often we should look at whatever the rubric is that's decided

185upon in those lenses and and be able to kind of make some adjustments as a board. There are times that for sure like the things I'm seeing coming across of what the kids are going to be going and experiencing dovetales beautifully into what they're learning and other times that I am really not so sure that that's the case. See, just to that comment real quick, Amanda, I to me that's that accountability report. We we have to be able to defend and define to the board what is the reason, what's the why, what metric are we using to define that and then bring those bring that report to the to the full board to look at to say hey are because you're right like I mean you you think back and I I feel like we've

186got better and better at that but you know a day at the beach I mean come on right and that happens a lot and I get it it's the experience and it's part of it and But but you're right like I if we can't if we can't defend administratively to the board that it is aligned to our vision and our plan then we shouldn't be doing it. Okay. So then the question arises what is the system that will ensure that I mean like when you're saying like that the report will come to us but we don't have to sign up. Is it just like just so you know it's nice for you to know sort of like what is the system going to be to make sure that we are looking at that and and

187from our lenses are saying okay yes this fits with the things setting out clear criteria which I think we have right so a common language I think to Jeff's point making it electronic and a lot more transparent to everybody so the board at any time can go in and look at those requests um and then reporting Maybe it's, you know, every other month. I mean, I I I mean, I think we could do it as often as that to just to make sure that there's a cross check and accountability that we really are, you know, that this is meeting the standard and up to snuff. Okay. So, I would be okay with that. Okay. Mrs. Nyar, I really agree with that. I think we need to as part of the policy actually have in there

188um when it's being reported to us because I do think that's really important. I also think the clear expectations and rubric is also really really important and I I would really love to have that be part of the policy with an exhibit. I, you know, I heard you say we, you could create the exhibits after the fact, but I really, I think this deserves a really a a lot of um preparation for it before it's approved. As far as I would love to see the exhibit of what the rubric is going to be, I'd love to have in the policy how often um this committee comes to report to us so we have that transparency. Also, I think another feedback that I've gotten often is that coaches that are at the high schools don't all

189haven't always known what is needed in their in their um you know, in their appeal to the travel. And so I think, you know, that would be nice to spell that out too as far as the training because some of our some of our coaches and some of our, you know, um, our club our our teachers that are directing clubs and things like that, they're not full-time faculty. They're part-time and they're, you know, they're there as as um, like FTE and they aren't actually teachers at the school. So I think um streamlining that process I think some of those things and having clear expectations so they know what they're doing. Also I just wanted to make a point. I know that travel is has so many liabilities and I know that that sometimes you know

190in in the travel that there's things that are happening that we're not pleased with. But I just want to point out I also I think we all know that actually student travel can be a very enriching experience that's highly educational that helps provide collegiate scholarships for a lot of our student athletes and performers. And so I I I I get a little uh clammy up here when we're talking about day at a beach because um you know I follow I follow with my schools pretty closely what they're doing with their travel. And I think coaches and teachers are really trying to make it educational competitive and help these kids have great opportunities for for collegiate um coaches um to be looking at them for scholarship opportunities. And I think that when these kids graduate, a

191lot of them what they remember are actually those those trips and what they learned in those experiences and it can be really educational. I also think you know um you know what Rick said is how did we get into the business of travel. It has come that way. That is the where we're at right in this generation of time with youth sports and youth competitions with performing arts and everything like that. and and I'm grateful that we do provide those experiences because if we didn't then people would just be going elsewhere to to find those experiences. So I think it's actually one of the the strongholds we have as a public school system that our our um brackets of competition are much more developed than like a lot of private schools or charter schools. And

192actually that can be a big um deciding factor for parents to keep their kids in our schools especially in the high school level. So I just wanted to point that out that it has a lot of merit too recognizing the liability but there is a lot of merit. So okay board um thank you really good discussion. So I need to tell you that I phoned a really smart friend initials NT yesterday. Um this is what this is the one last question. Anyway, this is what she said. If something were to go wrong on a trip and it was determined that the policy was waved, the employees that approved it are liable. If the board has final approval, the board is responsible when waving provisions of board policy. Um, so I don't know. I mean, you

193may need to research that. I do trust her. No, in terms of I mean, it's a board policy. you your sign off versus an administrator. I mean, Dan Dan and I can look into the issue. Yeah, but what she's saying is if you wave the policy and something goes wrong that you guys are personally liable. So, I'm wave wave it. I don't understand. What do you mean by wave it? I'm If you Yes. If you accept an appeal, if you let them go a day longer, if you That's what she's saying. If you guys wave any of our policy and you signed off on it, you're personally liable. That's what my friend said. So, so you may want to research that is all I'm saying. You may want to research that because I think that's

194a big deal if that's true. I don't know. So, anyway, that's my last point. You can look into that. That's my last point. Can I make a motion? Yeah. Great. I would like to make a motion to approve all the policies except for student overnight travel to have it come back with some of these detailed um things we've gone over. Just hold it for a third reading, but go ahead and approve all of the others. Okay. Do you want to just read the numbers for me, will you? Um, I need Sorry, I don't understand. Somehow Siri is trying to do it for me. Uh, thank you. I can do it. Okay. Thank you. Okay. Policy 300.06, student transportation. Policy 500.2, student conduct and disciplinary process. Policy 500.06, technology resources, electronic devices and network acceptable use.

195Policy 500.30, 30 open enrollment, school admissions and school moratoriums. Policy 500.34 immunizations of students policy 500.35 student attendance policy 500.42 administering medication to students policy 200.02 fiscal accountability policy policy 300.12 small unmanned aircraft systems. And that's it. Pulling that policy 500.24 for a third reading. Perfect. Um, there is a motion. Is there a second to that? I'll second that motion. Okay, thank you. Is there any discussion to that motion? Okay, seeing none, I'll call for a vote. All in favor say I. I. Any opposed? Okay, that motion passes unanimously. So, we did approve everything but the overnight travel. So, we can bring that back for a third reading. And that was a really good discussion board. Thank you for everyone's comments. Thank you, Jeff, too, for all and the policy committee. That's a lot. That's

196a lot of work. Okay. Exciting. Now we're on to item C, and that is the information technology update um by Superintendent Rick Robbins. We finally get to talk about Chromebooks. Been waiting all night for this. Okay. Um first off, just want to thank Jeff and Brian. Great presentations tonight. Really excellent work. Um, so this kind of goes back I don't want to spend a lot of time on the history of this uh conversation with Chromebooks. Uh, we'll we'll take a little bit of time to look back, kind of talk about the process a little bit and then we'll talk a little bit about our community conversation that we've been going through now I believe about a month and a half or or such. uh and just, you know, really in a dialogue uh with our

197community about uh technology in our elementary schools. And I I just want to say thank you to all of our parents and and people out there listening uh tonight and our teachers and staff. Uh it's I feel like it's been very robust. It's been comprehensive. We've we've got opinions from lots of different corners of the district and different perspectives. And you know, one thing I think about, you know, as community engagement being one of our tenants and really part of the foundation and the fabric of of Canyon School District that I think people really appreciate that and that the board and administrators are willing to listen and and take in all pers perspectives as we we look at these uh issues. So, um, as we remember, you know, some of the issues and concerns have

198come about with our our filtering system. And I I just want to give a shout out to to Scott Mcomes and our IT folks with Scott's great leadership. Uh I've never seen a group of people uh more motivated and dedicated to trying to to solve these issues and and to really keep that balance of engagement and and what you know technology leverages for our teachers and meeting students needs where they're at. Um but at the same time keeping our kids safe. And we know uh in an information age, you know, this continues to evolve and it becomes uh more and more uh challenging. But uh we we've been up to the task and we have great great people uh that are on this. So that that kind of relates back to the some of the

199core issues that that were raised and then you can see the timeline there put in place to go forward. So just I don't want to spend a lot of time. We've talked about this before about all the the steps that we've implemented. Um, great work has has taken place again in our IT department to develop our our portal and all the options that our parents have to control uh the fil their own level of filtering with their students to receive notifications. Just a couple of things I would add there uh that we are looking uh as we talked about before to RFP on a new filtering system. Um, I've talked to a few different technology vendors that are out there and, you know, since the last time that we purchased Content Keeper, you know, I've

200really thought that through. You think about how technology has evolved so rapidly. If there's somebody out there that can build a a better mousetrap, then by all means, you know, we should we should listen. And there's very bright people that understand this uh as ours do. And so uh we want to keep those uh options open. And then just one other uh thing that I would add is that we're continuing to work on our three strike uh approach. Um it's a little more complicated than I thought on the surface because when you start thinking about any, you know, word that a student or anyone may enter on the network, you know, what what does get flagged or what doesn't get flagged and and when, you know, when do we count that as a strike? And

201so it really takes um a much more human approach and I you know I eyes on it to kind of determine what that looks like. But I think there will come a time when we'll be able to implement that you know in a way that if we have somebody you know a student or anyone that's just habitually having a problem searching in appropriate terms that you know that would be flagged and and that account would be suspended. uh and then they'd have to meet with an administrator to restore it. So, so those are, you know, you can see there there's a lot that's been done uh by our IT folks uh to really implement that. I I wanted to just give a shout out to our teachers. We've talked a lot about, you know, Chromebook

202use uh during free time and and whatnot. I know, you know, that struck a nerve with some some people about what does that, you know, actually mean, but I just, you know, as I'm out and about, I just appreciate our our teachers doing a fantastic job of really focusing on instructional time and making it count. You know, that that you know, maybe when there there is free time, instead of being on Chromebooks, pull out a book or talk to a neighbor or write write a thank you note to somebody. I mean, let's let's do something a little bit different. I I appreciate all the efforts that have been made there. So, um again just talking about you know building this uh community and and really uh taking the approach of getting feedback from uh all

203corners. So you can see uh we were very intentional about asking uh about some proposed options uh that uh we would take in into place. Um it wasn't really any type of official poll. Uh there's nothing really scientific about this. Uh people could send in multiple responses, you know, so as far as, you know, being a very valid instrument that we would, you know, measure in in some type of vote. That that's not what the intention was, but it really was just a model to try to gain community input. So these were uh the proposals. This was the options in the proposal that we sent out. Uh you can see uh one no change. We would just keep our filtering practices as is. Uh two as the standard all elementary level Chromebooks would be put

204on highly restrictive. Uh it's interesting and you'll see this in some of the feedback and data. One thing maybe to think about and consider uh that we got back probably not at the highest level but definitely significant is you know establishing one uh you know one standard uh for all of our elementary schools. Uh and that may be something too you know in this first round we're just looking at elementary but as we look at secondary in the future you know that might be something that that we consider. And then three, you can see all elementary level Chromebook Chromebooks would be put on the highly restrictive level of filtering. Parents would then opt in to less restrictive. So it basically flip the model that we're currently on right now. So here's some of the feedback.

205Uh very interesting. Hopefully you had a chance to to see this um on the parent uh email input. We we got this in lots of different ways. Um uh through Parent Square and and and through our comm our voice matters. What's what's that called? Your school's your voice. Thank you, Jeeoff. Um but it it's uh again very diverse. uh there's lots of different opinions and I think it it definitely uh you know it shows us again that on one side just how important uh technology is when it's leveraged correctly to really improve uh learning. You know we heard from different principles that talked about how this impacts students that struggle with reading and the extra supports that they gain with technology. Uh I've mentioned before, you know, across the district annually we're at about 90,000

206uh ebook checkouts uh on Sora and most of those interestingly again are in our elementary schools. You know, more almost half are elementary students checking out ebooks. So um so you know you're balancing that uh with the problem with our filtering system uh when it allows inappropriate um material in and I think you know that's a that's a very serious issue obviously and we know that our filtering system isn't perfect and it's something that we we need to address. Um but you can see there uh it's it's very widespread on on different concerns. I I do think, you know, one of the things that I think uh in, you know, had kind of resonated with me and had some impact is this issue around uh screen time and and just, you know, really continuing to

207hone in on the amount of screen time our our students have and we're continuing to work on that. We want to monitor that. We want to make sure we understand usage. It's a it's a challenging thing. It's not a perfect uh formula. Uh but I think we can, you know, continue to get better. I I I love the direction we're going with cell phones. Um, you know, we're still addressing those uh issues and really trying to create and and support and foster an environment at at school where it really is about relationships, right? And just that one-on-one relationship that you have with your teacher and and the collaboration that you have with your classmates. Uh so part of the feedback, not only did we ask from parents across the district, but we also asked feedback

208from our SEC's and I believe all but one SEC reported um they weren't able to have an a meeting uh before we we got the data back. But um you can see uh what that looks like. You can also see what it looks like with principles. uh and then our uh BLTs those are buil building leadership teams with teachers. So uh it's interesting to see that that feedback as well. Um okay I want to invite McKay Dr. Robinson up part of our plan if you remember and then um if I don't know if you want to do questions for me right now or if you want to go through the next phase and then we can do questions. two questions right here before Okay, Mrs. Nyar. Yeah, I just wanted to go over a few

209things. Um, first off, the feedback. Um, I sat in to an SEC meeting and just listened and, um, a lot of the parents in the SEC meeting with that survey were a little frustrated because they didn't feel like it was effectively communicated why we were even looking at it. that people that maybe didn't know about some of the issues and problems were having with kids getting into things they shouldn't um you know sharing it you know some targeted bullying and things like that. So um some of the people in the SEC are parents that came during patron input but some were not. The SEC chair said, "I kind of just want to abstain from voting because I don't feel like this survey is is very informative about what we're really looking at. I don't feel

210like it really addresses what the real concerns are that parents have raised." And I think that's valuable input um because she said, you know, the way this survey is designed, everyone's going to say keep it as is because people are a little reticent for change in general. and it wasn't clearly communicated. So, I did want to point that out. Um, one of the parents said, "I went to the meeting. I've been vocal. I had so much confidence and trust in the direction it was headed and then when I read this survey, it was like I was just let down like h well, this wasn't what I thought was going to happen. I thought it was going to be described very differently." So, I think um um you know, we have different third party entities, right,

211to write surveys. so that it's a little more um uh you know they they have a lot of data points they're looking at as far as how to write a survey so it's very objective and also informative about why you're looking at it which you know I I needed to communicate that because I sat in that SEC um so I wanted to point that out and then the second thing can I just comment on that so I agree widespread right lots of I mean anytime we have an issue like this there's lots of perspectives and confusion. I will say that in my opinion any of the issues that have come to us have come to it, we've taken very serious. Yes. And and I think we've at least from here I've articulated that from the

212start. I know Scott has met with multiple groups of parents and been very transparent about what the issues are. So, you know, that that kind of runs both ways, right? when when it comes to who heard what and what the we we weren't seeking a scientific you know poll or if we wanted to do that then then you're right like we needed it needed to be done in a whole different manner but I I think in fairness you know anytime those issues have come I feel like you know we we haven't said hey it's it's a great filter it's you know it's it's infallible yes you know and I think that's the thing I think actually when parents come what what they've been given with meeting with you and others has been excellent and I

213think our board discussion was excellent also. What I think is difficult is for a lot of parents that were getting this survey who didn't know that we've had certain incidences occur which is why we're looking at it. I think that was the thing that was kind of the disconnect. And so it's difficult when it's put in the slide as hey the majority of people want it to stay the same because maybe the majority of people also don't exactly know what they're voting for because maybe they haven't been informed to the same level as others. Like for example like you know I'm sure like the SEC that was the elementary school where that incident happened their answers probably looked a little differently than others. And so I think in all fairness it would have been good

214to kind of just give a little background as to why we're even looking at it in general. You know um just you know I think if we want to look at it as a usable metric then you know just as a feedback in the future that it would be good to have it be a little more scientific in nature to begin with if we're going to use it as a metric. That's all. Yeah. Does that make sense? It does. it and if it and I'm not I'm not commenting on it any other way than it's just information. That's it. It's not it's not a scientific poll. It's not nothing more than just seeking information. I I mean my thought is going forward with the committee that Dr. Robinson's going to lead is that you know

215you need it's just another piece of information to triangulate and help people Yes. develop their own opinions. So yeah, for sure. I I think I just think information when you're saying value information I think providing more information with the general public is always a good good way. It's transparent. It's informative. I think that's our role as board members is to inform. So I think you know that's important. Um okay the other thing is it's labeled as the elementary tech advisory committee and I feel like with our discussions in previous board meetings um over this topic we were talking about first looking at the elementary but we were all interested in looking at the other school levels as well. So, um, especially as we look at, you know, I loved what you said how how technology

216that's a really important part of high-quality learning, right? And so, as we as we're trying to deliver a good highquality education, which of course is going to have pieces of technology, we have AI coming. Um, I see this committee as possibly it could be a really important committee for future endeavors also as we look at how we're navigating technology. Um, so I just I just wanted to throw out that question is um are we just focusing on just the elementary with this committee because disc board discussion before that was we would then go to the other levels. So I I don't want to speak for the board but my understanding was the direct directive or direction was only elementary for this. If if we consider secondary I but you guys tell me. So later if

217the board says hey we want to form a committee to do secondary then we'll take that directive. Okay. I misunderstood then I thought we were first looking at elementary but we were all interested in looking at the other levels as well. I didn't I didn't I mean I yeah okay I understood consider but for this committee and activity to come back to give feedback to the board was just elementary. Okay. Thanks. Okay Mr. Lewis and then Mrs. Dolly. So I uh earlier on in your presentation I noticed a thing about a Bark program. Yeah. Um could you tell us a little bit about what that does and how it's going to be scanning our students emails? What information it's going to be pulling from that? Um is there any sort of precautions? because I personally

218I'm concerned about AI being used to uh our information being used to teach AI. Um I'm concerned about our students information especially elementary school students information being so easily accessible to AI. Is there some sort of process or a a rule that we've signed because I'm assuming we have entered some sort of third there's third party agreements. Yeah. I'll let I'll let Scott's the expert. at him. Uh yeah, can you hear me? Okay. Uh so Barkc is is a third party vendor. Uh it's a third party system that what it it has a few different uh applications, but what we are looking at first for is to traverse through the Google domain and look for inappropriate material. So it will look for uh in the contents of the the files for uh hate speech for

219um for pornography, right? It's it's going to go through the domain and look for anything that a student uh has put there that would be inappropriate. Um the backside of that is we do have data privacy agreements with third-party vendors. Uh that's something that every district does and the state does as well. And so we do have a data privacy agreement with BARKC uh for that. Um you know I I don't I'm not the project manager of the Bark. My guess is it is using some artificial intelligence to be able to evaluate those files for that inappropriate. But I also don't believe our material is being used to teach it. uh what's appropriate and inappropriate. Yep. Okay. Thank you, Scott. Mrs. Dolly, thank you. Um first of all, I want to thank it. I know

220they have spent an immense amount of time working on these issues and and it's a constant work in progress that it's never going to be 100% perfect, but we appreciate you as you receive more and more feedback um how to adapt to this. also want to thank a lot of our uh SEC me sec SEC parents and teachers that have participated in this. I made it to the majority of my elementary schools for this discussion and there were good robust discussions about it and um the concerns that were brought up. It was important. A lot of them were concerned about putting extra work on our teachers with going to a whitelist kind of situation where they would have to use all of the you know find all the websites. A suggestion that was brought up

221that I really liked was having maybe even a differentiated filter level within elementary school. So our K through two or three that maybe they do have a true whitelist situation. They're not on the internet um very much at all. And then our four and five that we have maybe what we have currently that allows them to do the research they need to do for for projects and other things. And so that was a suggestion that had come up. But I really like that, you know, the input we received. I think reminding people as as it said in the slide, this was not a vote. Uh this was a we wanted the feedback and I think we got a lot of feedback and and I think those themes really show a lot of the things that

222I heard from parents that yes, they're concerned, they want kids to be safe, but it's also offense and defense. You know, we can do so much defense, but that wall is not impenetrable with a filter. We also have to have this offense of teaching kids how to be safe online. and I appreciate all the work the district's doing on this to to provide this feedback and continue working to make this as good as possible. Okay, any other comments for Okay, I do have some comments. Um I went I was able to go to four of my five elementaryaries that I represent and um they had really good discussions. I will say that all that was said there was an explanation at the beginning. The principal just started by saying, "We've found some problems with our

223filter. Some kids have gotten around it." I mean, it wasn't like they didn't The parents knew there was a problem and we we are getting feedback. Um, I think it's also a fine line. We don't want to give them too much information. Like, we're not going to say it was this parent like no because that's also bad. Like, it's a fine line of like they need to know, you know, there's a problem. That's why we're looking at it. And then I just want to remind the board that we approved those questions in our board meeting. they presented it was in the presentation and we approve those questions they asked. So, but I do understand what you're saying. It's it was not a scientific statistically done survey. Um but it's just one of the points that

224we're going to look at as a board. Right. So um some of the things that came up at the um SEC's I went to was just like Katie maybe having two levels like the K through three is on high highly restrictive because really a lot of the discussion was like four and five they need to be able to research right and and then another school had they like the idea of having the land school up all the time so like up on the screen so the whole class can see where every computer's what every computer's on. Anyway, I thought that was a good idea, too. And they they had some really good discussions and my schools were mixed, you know, they were mixed in their response. So, um, okay. I think just just to your

225point too, Amber, um, thank you for that. I we did provide talking points to principles, but I think to Holly's point, you know, how how that gets interpreted and gets to the end of the row and in the conversation sometimes, you know, that gets that can be a little bit mixed as well. So, um I I just want before I turn it over to to McKay, one of the things that we're seeing that and and this isn't, you know, I don't want to add one more thing for tonight to try to make a decision on, but uh more and more we're getting more and more requests uh from parents uh to schools to not have technology, you know, no no Chromebook use. and and up to this point uh I I feel like our teachers

226have worked so hard to try and make those accommodations, but at some point you can see, you know, asking teachers to create dual curriculum is nearly impossible. And and the one of the major reasons that we use technology is if you have 25 to 30 kids and they're all diverse learners, how do you possibly leverage especially younger kids, you know, and so when you start to change those levels of use, then the requirement on our teachers to to really create multiple tracks for curriculum is very, you know, challenging. Where this goes, you know, the reality, who knows? I mean, the idea of complete tech-free classroom schools, I that maybe that's out there. I'm just throwing out ideas. I don't know what that looks like, but but um you know, those are some things that that

227we need to think about. So, anyway, okay, Mrs. Oaks. Yeah. Hi. Yes, thank you. I'm aware of some of those requests and discussions happening and I I know that there is a large um like one of the discussions is whether or not kids would be better off and not having any technology whatsoever. Um and and so there's this part of me that just says it feels like what if we were to send out a survey of parents and say how many of you would be interested in a school option like that and I don't know if these parents are willing to drive their kids to a magnet if it's that important to them. I don't know, maybe we have a cross-section, but in order to put this to bed, I think we at least have

228to ask the question and give parents the opportunity to consider it as an option and let us know if that's something they they'd be interested in. Yeah. I mean, we have some schools that we're looking at that have declining enrollment. I mean, maybe we do something creative with that. Okay. Mr. Lewis, uh, I have a thought about tech-free classrooms. Um, the writing is kind of on the wall as to where this century is going. And to me, it seems this is going to be a techn a technological century. And I feel like if we were to take tech out of our classrooms and created techfree classrooms, we are doing a disservice to our students by not preparing them to use the technology that already exists. They're going to fall behind. I I feel like if

229we create techfree classrooms. So, I feel like there's a balance that needs to be struck between tech and no tech, but there's there isn't really I don't believe there's a future going forward for education that is no tech. That's just my thought. And I I just think we need to consider what the skills that we're set the technological skills that we're sending our students into the into the world with if we're going to consider techfree classrooms. Okay. Mrs. Oaks, sorry, I just want can I respond to that for a second? So, um, there is I totally understand where you're coming from and believe me, I'm like I'm about to start on an AI course as an adult trying to better understand AI and all of its uses and applications. And I do think by the

230time our our students graduate, they absolutely have to have an awareness of it. There is a school of thought um that comes primarily out of Silicon Valley. of a lot of uh tech leaders that purposely have chosen to have their kids in Waldorf schools or similar schools where tech is not on the table at least for elementary going into beginning of middle school. The reason being that they want their kids to be able to have more hands-on learning to do things that are are more creative in nature. Um with that said, I have also witnessed um learning models utilizing technology at early ages very creatively and interactively. That is where I personally settle as like what I feel like is the sweet spot. But I think a lot of our parents that are communicating on

231this have um deep concerns and thoughts about the previous model that I just mentioned. And and so that's where some of them are pushing. And so to Rick's point, if we have two of our schools whose principles are receiving a lot of these requests from parents, I think it's it behooves us to at least send out a survey and across the district and just say how many of you would be interested in a learning model that that looks like that. Um, not saying that they would graduate from our system not understanding it. I think that maybe developmentally they would start on computers later and but um anyway those are my thoughts. I don't know if anybody else wants to win. Okay, Mrs. Person, I haven't spoken as often as you, Holly. Sorry. Um in reply

232to you wait so long you start forgetting what you wanted to say. That's why you're supposed to write it down. Anyway, um oh, TSSP plans and um those the SSP plans and and land trust money programs that the stu the teacher the schools have written up almost all of them are measuring growth through a computer system, a test. All of them. If you take away away, okay, if only a portion of your students are taking that test, you're not getting a full picture of the educational environment. And we're not saying these are big, ugly, and hairy tests. These are just assessments that go along the way, but they keep a consistent data. Um, you have to have a way to measure. And if we're not doing it with a computer, the teachers are back to

233doing it the way I used to do it with a calculator and my hands. And I wrote handwritten reports. I mean, just it just slows everything right back down again. So, I'm really concerned about saying, "Hey, we're just going to chuck it all the way out." The state also requires us to take end level tests. Of course, they don't start those until third grade. But, if they don't have the the comfortable, if they aren't comfortable with the keyboard and what to do with it, I really think the tests become a test of the test and not what they know. And already they struggle with what how it's worded. But if you have the mechanics of it also thrown into the to that problem, I think that's going to be really inaccurate. You know, we'll never

234get completely accurate information. Um, plus students will do it at home and students can do it on their phone. So, just because we take it out of the classroom does not stop them from using it. And I'm not saying that's a good thing. I really would rather be the ones that help instruct them in what's appropriate and consistent. and all students hear the same instruction. Some parents have very different, well, in fact, I guarantee parents have different levels of control on how much they think they should or should not have. And when you're in school, we're all treated equally. We'd all get exposed to the same information. So, that's another point that I I kind of wondered about. Um, also when you say I want to have a landscreen up on the board, I've had

235I did actually have a couple of my SEC, well the teachers in the SEC had talked about using land screen. And the problem is is if you put it up on a board like we have, the kids entertain themselves with it. They will look to see who's doing something. They will spend all their time watching the screen. So, if we had a separate dedicated screen, like a teacher had one that they could carry around so they'd have two computers, not maybe as big as this. Maybe they just have a little chrome, a little book, you know, a laptop. No, what do you Chromebook? iPad. That's the word I want. I'll go through them all. Um, maybe they have a little iPad if it has the ability to do that. that they could consistently have the

236screen up with them even when they're in their groups so that they can look quickly and have it consistently up there because I think having um the landscreen is really helpful. It came out just as I was um ending my career and it wasn't easy to use because it was new technology. Every time you throw one more thing for you to keep track of it has a learning curve to it. I think the teachers are more familiar with it now, but I know it's not infor not being used consistently. Guarantee it. Some people use it all the time and some people don't use it at all. So, we would have to look at possible either helping them have a way to look at it more consistently and expect that to be part of their their

237instruction time or we just kind of not worry about that consistently. But I do have very big strong big strong great I have some very strong concerns about um controlling access to the computers. I do think levels sound reasonable but even the little ones will play with them at home and they they think a computer is a toy. So the sooner you can get them onto a computer and teach them how to use it properly and how to take care of it and you can't just bang on that key until it does something. I guarantee they do. They're horrible. They're horrible. They will not learn the skills. I'm not saying they're going to use it very often. Every day they get what 15 minutes computer time. They'll love it. Um, so I am concerned about

238a full ban. So I just wanted to share share those thoughts. Okay, Mrs. Nightmare. Thank you. Uh, Miss Patterson, you never need to apologize to me for speaking. I always really value what you have to say. So, I appreciate your comments and you're a fantastic elementary school teacher. Um, I I wanted to make a point of clarification. The parents that I have talked to who are interested in doing no technology in the classroom isn't to have a full ban uh Mr. Lewis on no technology. It is they would all feel just fine with them going to a computer class like their brain booster class where they still learn it. they just don't want it to be the option in the classroom throughout the day. Um and so that was that was you know um important.

239Um I have actually spent a lot of time volunteering in elementary school in the last three or four weeks and um fantastic teachers definitely absolutely like iPads are used a lot. Um, it's in rotation time. And I'm not saying this in a negative way whatsoever, but I, you know, I I was surprised at how often they are being used during rotation time that kids go to iPads. Also, um, um, you know, there is um anyway, um, yeah, I think I think there's some there's some things that we we want to really look at. So, uh, the other thing is there's been some awesome studies, um, done just recently out of Brigham Young University. I just went to a presentation about it about technology and how it is affecting our society and specifically with this wave

240of AI and I think it would be pretty fascinating to have some of those researchers come and do a presentation even for the tech committee. um very fascinating about uh you know just patterns of thinking with kids and technology and appropriate ways to introduce it. I definitely think what Katie said was very important. Um you know there's there's proactive and then there's reactive and certainly we have a ways to go as far as educating our kids. We're just handing them these pieces of technology and it's just kind of open to the wide world web. obviously not totally like the teachers are telling them where to go and all of that and it is fairly controlled. However, the older they get like in fourth and fifth grade when they're doing the Google slides, it sometimes maybe

241feels like we sent them off on a field trip, they have a map, they get out of the bus, they're downtown Salt Lake and we're told turn right, turn left and go into the museum, but they could make a wrong turn. So I think we need to be very cognizant about the fact of teaching them um you know just like even you know the DARE program right that we all went through say no to drugs um you know the stop drop and roll with when you're on fire I think the kids need to know this is what you do when something pops up on your on your screen this is what you do when your peer sends you something about another peer or a picture so they know it's a three-step process crash your screen

242go tell a trusted adult I think there's things. I think I would love to see them have a little program where they actually get a certificate. Hey, you went through our technology safety course and now you're awarded your screen. And your technology safety course includes how to take care of your screen, how to make sure that you're using it for educational purposes, yada yada, and staying safe. But I think there's a lot we can do on the educational side, too. So, I just wanted to point that out. And then also the what Amanda said with that silicone slopes there is there is a huge effort and not just in silicone slopes but other areas um monastery models as well with schools that are saying we don't actually really introduce screens into the classroom until they

243are in fourth grade and it's it's just a little it's a little computer class that they go to in rotation. Um the the one thing with your um books, your audio books, I actually feel a little sad to hear that it's used so much at the elementary school level because I think that those are the bu building block years to get used to reading ebooks. Yeah, ebooks. But um Oh, sorry. Ebooks. Yeah. So they follow along with the ebook, right? But they're reading it, but it's on a screen. But there is something about the tangible reading a book and turning the pages too that I think so important for young minds. So I think it's good we're looking at it. Okay. Thank you everyone. Really great discussion and um we need to keep moving or

244we're going to be here till like midnight. So okay, wake up. Um Dr. Robinson, please come up. He's fully awake. This is the guy right here. Well, I will start off by saying that being asked to lead this committee is almost as cool as President Schill quoting you in a board meeting as a friend. So, and uh NT, if we're you're probably listening, we all know who you are and we love you and miss you. So, um all right, moving right along. So, as you were all very much aware in our previous board meeting, um I was given the task of putting this committee together and and discussing all things um elementary tech. And this I just wanted to kind of go through and explain kind of the whole process, what it's going to look

245like, what we'll be discussing. And so you can see here that we all agreed upon um having parents on our committee and the board would be able to offer up two to three um parents per board member. Currently, just so you know, we have 10 that have fully committed to that, 10 of our parents. Um and there are a couple others that have um said they're still looking into some things and trying to arrange schedules and whatnot. We do have uh principles, teachers, strategic plan leads, as well as external relations representatives. And one group that I forgot to mention, um Scott will also be there. And I believe you're bringing an engineer or two as well to to be there to answer any questions and make sure that there are things that we can actually

246do and not commit to anything that we really can't do. Um and so the meeting is actually going to take place next week, the 28th. Um it will start at five o'clock and it'll be here at the district office. The best part is there will be food. So um if you don't want to just come talk about Chromebooks, there will be some good food as well. Um but the invitations have already been sent to all of these families um included what groups will be um how many groups there will be, what will be discussed, and to come prepared, ready to to uh share some ideas and thoughts and questions and also some recommendations to the board. So, we'll be discussing just those key areas of tech usage in our elementary schools and then hopefully come

247to you with some recommendations and thoughts. One of the big key takeaways from last board meeting um that I gathered from revisiting the meeting and listening to all of your comments once again is that this is not a decision-making committee by any means. It's literally providing recommendations and thoughts to bring to to all of you. And so, we'll make sure that we adhere to that. Um but the overall general outline pretty straightforward. We're going to start in our large group and Scott, myself and Amber are going to present um some history, some background information, the whole purpose of why we are here and why we are having this committee as well as talking about some of the things that Dr. Robins had just um shared in all the steps that we have taken up until

248this point so that we have a a common ground that we're standing on and a common understanding of what we have done and where we are hopefully going and then we will share um oh I'm getting ahead of myself. I apologize. So that large group discussion will take place and then we're going to break up into smaller groups and you'll see what those uh different groups will be addressing here in just a minute. Then those breakout groups will report to the larger group as well because there is a possibility that say Jackson is in a particular a particular group and he wanted to also be a part of this other group. The reporting out is going to allow Jackson to hear the discussion that was had by all the different groups as well as their

249init their questions and recommendations. And then um after that re throughout that whole process um I'm going to be collecting all the questions that they may have that will require some additional follow-up and we will either provide the answers to those questions at the very end of the discussion or we will just have to do a follow-up depending on if we have the actual answer at that point. So um moving into the large group that initial piece it'll all be about general instructions and then some of the current practices that we have that Dr. Dr. Robbins had already mentioned several of you moments ago were talking about the importance of education and and teaching our students what to do in these um situations. And you may or may not know we have our common sense

250curriculum. Um it's ingrained within our or built into our Thrive Time. Um and so students are getting that um at least once a month there's a digital citizenship type lesson built into that. And then within our high schools that's grades one through eight. And then in our high schools, um, they're required to teach at least three lessons during an advisory period or during that digital citizenship week as well. So it is happening all the way up through our high schools. We'll talk about filtering and then those additions and recommendations that we have been talking about. So our small groups, they're going to be broken into these four and these are the areas. Um, we'll be just addressing the access and age appropriateness and then our filtering, monitoring, and digital safety. um what's in place and

251what could change, what might we need to do, how can we communicate better with parents, and then the inappropriate usage. Dr. McIll was talking a little bit earlier about our levels of behavior. We're going to look at how to build this within our levels of behavior as well. Meaning, is there a difference between um discipline that may come forward from um searching and accessing something on your own versus searching, accessing, and then sharing? So kind of talking about different things like that and then just the communication in families in general, how do we improve that moving forward? Um that's everything from when your student is accidentally not accidentally searches something um how that communication takes place because currently we have the TCP program in place. We we'll be talking about everything from even just automatically

252notifying the parents and moving forward as well. So lots of different options on the table. And then in uh the next steps would be on June 17th come back report um and provide a summary of everything that took place in that meeting provide any recommendations and options that were shared um by the group and then receive any further direction of additional steps from you as a board whether that's additional information that's needed or just implementation of any of the approved options and we'll we stand ready and willing to do whatever is needed. So I echo what Dr. Robbins has said. Scott and his team has been they have been more than responsive. So I sit in their team meetings almost well not team meeting the whole group of uh we call it the filtering party

253um to say the least and we do that every Wednesday and it's amazing just the responsiveness of the group and my phone throughout the day is literally lit up just constantly with uh two of the engineers that are hey we found this what about this how do we change this and it's literally all day I we could not be more fortunate to have people that are truly trying to stay on top of this. Unfortunately, there are people on the other side that are trying just as hard to break the system. So, so that is what we have for you all. Okay. Thank you. Are there any questions or comments? Um, Mrs. Nybar, I just wanted to thank you for chairing the committee and also I wanted to thank Dr. Robbins and Scott and everyone with

254all the great work that's been done. I think sometimes in my haste of trying to get out my comments quick because I'm worried about time, I failed to express my appreciation and respect for what you do. But I absolutely feel lots of um appreciation and respect like high respect and appreciation and high expectation all at the same time. Um I know this is a very tricky subject and I know that you're working tirelessly and I'm just very grateful and and it's a complex issue. So thank you so much. No worries. Thank you. Okay, I think we are all good. So, thank you so much um Superintendent and Dr. Robinson, we really appreciate you. Also, Scott um and we will look forward to this report coming up. Okay, just final. Hey, MGO, I apologize. I said

255wake up. You're clearly awake and prepared. No, it's all good. I'm gonna go to sleep now. I I I owe I owe you lunch. I apologize. But no, and thank you to McKay and Scott again. I I just want to echo these guys. They've really put some work in and everybody that they work with and in the district that makes this happen. Um they're very very dedicated. So anyway, and appreciate tonight's conversation. Okay, thank you. Let's go on to the next item. It's a really exciting one. Um the 2025 2026 budget update. It's actually really important. So, I'm not trying to make fun of it. Um, and Leon Wilcox, business administrator, will present this to us. Thank you, President Shill. Uh, I want to say, yeah, it's really exciting stuff here. I have to say

256last week I I told my wife, you know, I mean, two weeks ago at our board meeting, I say told Mary, uh, I'm going to have several things on the agenda you may want to watch. So, she actually did turn in and and uh was watching going down the stairs and slipped and uh fell and broke her foot. And so, uh I I would like to think that she was happened when we were doing just policy instead of my stuff, but I don't think that happened. So the the positive thing is though the next morning we went down the clinic and u went in there and it was a a CEK student who one of our MA students who was on at the clinic in practice and he went in there took care of vitals

257and did a fantastic job a senior at Corner Canyon High and so I thought you know here's our CEK program out in the real world getting real world experience and so this young man was of course graduating this year next week and then going on the mission but looking into medical because of our CEK program. Really excited about the eBay building too going forward. Uh as we talk about the budget, you know, I put our draft statements out there online. We're not going to go through all those. uh we hit you know keep in mind a budget you know is Congress is talking about a budget right now and they're hitting the highlights at the cong congressional level but I guarantee you the stacks of detail are you know this high right of pages and

258our budget is similar you know we have 12,000 plus lines of Excel that we generate our budget so we're just going to get through some highlights of that and go through this really quickly here because I work you know Chris Christian's already bump been bumped once, so I can't do that again. So, uh, uh, we went through some of these last week. You see the pages on the budget. I want to emphasize one thing that we may look at at our capital is we had really good bids on Alterara and uh, Indian Hills coming back. There's some issues at the Brighton High Soccer Field that I think we need to address. And so, we're going to look at something over the summer there. So that may be coming back on our purchasing bid part of

259our budget next time as well. You can see our enrollments again. We've talked about this. We're not talk continuing to drop. Uh I'd be awful cautious about, you know, the 29 30 years. You know, hopefully in the next two years it's not too bad. We're hopefully it's not bad, but we'll we'll see. You know, we see predicting a little bigger jump in from 27 to 28. But again, you get out past two years and we always get so many more variables come into play there. One of the things we always monitor is our districts who live kids who live in our student in our district boundaries who attend other districts and vice versa. Uh so we've put together this chart. We've shown you this the last several years the last seven years of kids coming

260and going. Uh, you know, we always have a, you know, Alpine, we're always going to lose some of them because of the Sunrest area where we can't get buses up. We backtracked a little bit on Granite this year. Uh, not as many uh of their students coming our way, consistent the other way around, our students going there. Jordan, we continue to make, you know, big gains. You know, shout out to Jordan High. You know, that's where a lot of them come. uh Murray, we think last year was more of an anomaly of their students coming here. We're going to check into that. Uh but you know that number of their students coming to us has you know moved a little bit up and same with the other direction you know both in our favor over

261the last seven years and same with Salt Lake very consistent with uh their students coming to us but you know we have gained some of you know from our students attending their schools you know that number has decreased over the last seven years again nice to see us in that positive number there of 100 plus where years ago we were negative there. Uh here we're going to hit just some rough numbers. Some of these may tweak as as we get finally finalize our budget, but you can see our revenues coming in up to close to 400 million this year. Here's where it's coming from. Property taxes in state. The state's the biggest. You know, it's ironic. They actually have we get more restricted money from the state now than unrestricted. And of course, property taxes.

262That federal piece is now just a sliver because of uh you know the er funds going away there. Here's the money going out. It's hard to believe over the last five years we've gone up basically 80 million in revenues, 80 million in expenditures going out. You can see the the amount there and you can see again we want the most in that big blue area instruction teachers in front of our kids. That's always going to happen. I don't care what AI says. That's always going to be the factor is a great teacher in front of our students. Going around clockwise facilities is next of course that includes all the utilities. Our staff that includes the 32 hours they get there are professional development as well as our coaching. School admin is up a little higher

263because we hired 13 new APs. Student is wellness is Brian's area. Our psyches counselors and central is IT, accounting, payroll, human resources. uh external relations and then transportation. Of course, there's our busing. This is the money we spend it on. Again, it's always going to be people. 90% going right to people. That's the same. It's always been that amount. Uh keep here's where we look to line up. Keep in mind, we always overbudget on our expenses. We usually look to be two to three when our actuals come in. We usually be two to three% under budget. try to get our revenues right where they will be, but that's always going to show us a deficit when we put our budget out there. Uh but uh again, we want to emphasize that we always go high

264on our expenses and in the last several years, we've been able to use what they call excess money in our debt service for technology. We will kept doing that. That's part of our budgeting process, if you will. Uh this is one, you know, don't talk about it. You know, we have it set for next year, but you know, as our student enrollment decreases, we're going to have to look at decreasing our support services, you know, right? We just, you know, again, if that blue, we want most of that blue going again people right in front of our students. So, we'll have to look at these other support areas as you know, it's going to be hard for our directors and everyone else, but that's something that we're going to have to look at moving forward

265as we just have fewer students and we're, you know, we get funded on by students and not by adults. And so, that's something that we're going to have to be cognizant of going forward. Uh, what's included in our general fund balance budget is our tax increase 4.2 two for general fund costs and that's mainly insurance uh our APS and also our agreements with our employees again and then 2.6 6 million for the our bond payment for the eBay building. All the agreements that we approved last time uh increases for utilities and supplies. Fortunately, inflation hasn't impacted these too much. We seem to top out there. Stipen the elementary principal stipens for our guardians. We also have a teacher FTE cushion. We started with 29. Still about 10 remaining right now. and we'll evaluate that over

266the summer, the first couple weeks of the school year, see where we need to help. Uh property tax rates, these are just projected, but rates staying pretty consistent uh for the last couple of years. We'll hit that voted and capital will go up, you know, with our tax increase as we move forward. Here's a sample tax statement I showed you last time, the exact same one. Again, I'm assuming the average home's going up 3%. Next week they'll tell us what the act the actual home value is or the average home value. But again, for the average home, we're looking at about a $70 tax increase for that. It's about 6%. Uh should be stated that the state's basic rate is going to stay the is going up projected. Now, we'll have to see what happens

267when they finally set that, but uh that could also be an in an increase there as well. One of the things that's hard on the basic rate is the state has kept it steady, values go up, they generate more money, but people may pay more tax increase. The certified rate has to float down to bring in the same amount of revenue. So, there's a there's a ancillary correlation between those two. I just put this out to show you the difference between the basic rate that state controls and the certified rate which you and the as the board controls. You can see our the revenues and in the green on the basic rate going from 39 million up to a projected 50 almost 56 million next year. That's about 20 that's about a 43% increase. the

268certified rate which you control the taxes we brought in goes from about 98.5 up to just under 120 next year. So that's only that's a 20 still an increase. You know, we're not going to deny that, but it's it's less than the state's state set rate. So it's about 22% there. Here's how it looks on an average home. Again, going back the last seven years, uh, you know, the basic rate costed the average homeowner has gone up almost $200, 51%. Our rate has gone up about $255, but that's about half of that, about 26%. So again, it's, you know, part of the tax that our that our patrons see is is us. We want to acknowledge that and the inflationary needs. There's no inflationary factor in the certified tax rate. Anytime you bring in just

269$1 more than you did the previous year, it requires a tax hearing. U that's always been a problem. Long long-standing problem. But uh as we just wrap up, here's a couple things moving forward that we don't necessarily need to address that we're not going to address this in 26, but got to look at 27 28 moving out. School fees. We have a one-time offset of 920 million I mean thousand coming in this year that's going to get reduced. Of course we cannot charge that registration fee anymore. So that pretty much balances out the registration fee this upcoming year but we'll have to look how we support our schools the next couple years with the loss of that school guardians. You know do we look to contract with our municipalities? We'd like to but there is

270a big cost to that. you know, some four and a half million dollar cost to do that. That's that's big. And so, and then part of our long range planning committee, especially the capital needs at some of these older, you know, smaller enrolled elementary schools and then we need to start evaluating the read the FTE that we'll need and the programs at the innovation center. So at our next hearing, next meeting again next meeting is the round table, but on the 17th we'll have a budget hearing. So we'll ask you to approve our next year's budget and we also ask you to approve attended our revised budget for the year that we're in. Uh the final hearing, the final approver for our budget will actually come at the truth and taxation hearing. Again, that is

271scheduled for August 5th. We have to allow public comment. Most years we don't get a whole lot of that, but we still need to allow it just in case. And we should have the full budget posted with the schedules and an executive summary possibly this week, but we certainly have to have it done by next week. So, and then we'll let you know the tax rate hopefully at the how taxes actually will look at the 17th meeting. So, with that, there any questions or comments? Okay, board. Are there any questions or comments? Uh, Mrs. Dolly, I think it's important to note too as we look at, you know, that seems like a huge increase, but inflation's been about 23% over that from 2020 to now. And so I think our rates are just barely keeping

272up with inflation and you can see the states are way above inflation because you know things cost more even above inflation inflationary costs of it. We have to support our employees who are living in this inflationary market, right? Yeah. order. Okay. Any other comments, board? Okay. Thank you. Thank you, Mr. Wilcox. We will look forward to that June 17th. Okay. Last item on the agenda. It is the item E, Canyons Innovation Center naming, branding discussion. And this is a first reading. And I will turn the time over to Kirsten Stewart, associate director of communications. Oh, and Reed Newi. Sorry. Sorry, President. Just wanted to step up and first of all, uh kind of preface this a little bit. really appreciate all the input and uh particularly the board's input on the opportunity create just a

273great uh space for students where we can have industry and students leaders kind of create a colliding uh opportunity a bumping into as was uh mentioned in our meeting previous where where everything can come together and form some exponential growth for students. So, we're look really looking forward to that with the naming uh is our first uh opportunity out of the gate to signify something great and really build on that branding. Uh want to thank Miss Stewart uh and her team uh Mr. Haney. Uh they've been outstanding at the work they've done. So, just wanted to preface that. Uh thank the superintendent and the board for their great vision and uh looking forward to the opportunity to get something great going. Thank you. Okay. Thank you. We appreciate that. Okay. I want it noted that

274while my esteemed colleagues have been serving up a nice heaping serving of meat and vegetables, I bring dessert. But no, this will be fun. So, it's been uh a bit of time since we reported uh our progress and so there's a lot to discuss, but I want to move kind of quickly through the background to how we've gotten to where we are now so that we can get you acquainted with the short list of names that we've come up with and um we'll have a little bit of time to discuss. Um as you're aware, the board of education has the authority and responsibility to name all buildings uh within the district. That includes remodels and other facilities. Um, we're going to review, as I mentioned, some of the naming ideas that have kind of risen

275to the top um of the field with the goal of potentially revisiting these at the next board meeting and maybe even choosing a leader. So, so when we started this um journey, um the board made clear that you wanted two things from us. Um number one was to involve as many stakeholders as possible, not just in the naming and branding of the center, but in the creation of the center. Right? This is a center that serves all Canyons districts high school students. Um the board also made clear that uh you wanted us to engage students in the process of the naming and branding, right? Uh at the end of the day, this is a learning center while students will be working shoulder-to-shoulder with industry leaders and professionals to gain professional skills. So we want to

276be not just talking the talk, but walking the walk. And so we have worked to accomplish both those goals. Um and you can see there sort of our timeline. Um, our kickoff actually started way back in September 11th, which is hard to believe. Superintendent Rick Robbins um went to CEK to discuss with some of the business management and leadership students the vision that the board had for this center. Um, and then they got to work over the next few weeks and months um building uh competitive analysis to determine or better understand how this learning center will compete with um uh other similarly oriented centers. Um and then also a SWAT analysis to understand sort of our brand proposition or our secret sauce, what sets us apart. Um since then we also performed lots of stakeholder

277surveys because as I mentioned the center will serve all high school students in CSD and perhaps even outside if we have capacity. Um, so we uh invited all high school and middle school parents and all high school and middle school students to um just kind of give us input on what they would like to see in a center like this and then also what um even went so far as to ask them for some branding ideas. And then of course Susan Edwards um from external relations worked with uh Pat Jones on performing some industry focus groups. We learned a lot from that process and um then we uh you know you hired Reed and we got him on board and he's brought some like real new energy to to this process. Jeff and um I

278and our team have had some pretty fierce brainstorming sess sessions and I want to say that Doug Halenback and uh Janet goal have also had our front seat row seat on this whole process and in fact um we work with them to uh engage faculty members in some kind of workshopping of these names. Um, and of course the committee itself, right, the that many of you sit on, uh, Amber, Amanda, and Holly. Um, and then last but not least, our fantastic students who have, uh, generated prolific lists of names. I think at one point we were three pages long, so don't worry, we're not going to talk about all of them tonight, but I want to thank them. Uh, here, in fact, are the students. Um, you can see that they, uh, they're a good

279cross representation of all of our high schools represented there. Um I want to note that uh a handful have been involved since the very beginning even as uh through the spring. So they started last fall and then through the spring and even though a good number of them are graduating this year, they've asked to continue to be a part of this process, which I think really speaks to just their level of engagement and excitement for what we're doing here, but also um just you know that they they're feeling a part of something that's going to outlast them and um reap dividends for their peers. So all of that um groundwork has informed our draft branding brief which I've circulated to all of you. Um this is sort of a foundational document that um will guide

280all the creative work around this uh center. And these kinds of documents are really important when you're working with lots of different groups. So in our case, we're working with students. We're working with the architects. And we're also going to be working with a group called Gardener Design out of Witchah. um MHCN had already engaged them to sort of build out uh the identity of the center through the environment of the building through signage and wayfinding. And so we thought, hey, how you know, why not engage them in the actual um visualization of the brand and the logo so that they're um so to make it easier for them to to do all of those things. I'm not going to read through the whole um document line by line, but um I just wanted to

281for today's discussion to kind of keep top of mind a few things. I think as we review these um names, it would be helpful to kind of view be viewing them through a couple of different lenses. The first of which is sort of our key differentiators, right? And they're listed there. This is what we envision sets us apart. Um and again, I'm not going to read all of those either, but I want to pull out a couple of those. um you know our strategic location right where this center is going to be situated at the heart of Utah's tech sector in Silicon Slopes adjacent um the point innovation community and I I dare say you won't find another one right that enjoys that um local uh it's also a cutting edge facility right so we

282acquired the eBay campus and uh the students who are going to be inhabiting this building are going to fill a home at any you know large corporate or high-tech center or workplace and I think that that's important and one of the things that came out um loud and clear from the industry focus groups was this not notion that our um curriculum and programming very focus very be very future focused and flexible so you know we don't know what the jobs of 10 years are going to look like let alone 20 and 30 especially with the rapid rate of change with technology and especially AI so um you know as the board has um coales around strategic plan and thought about what we want sort of those foundational habits and skills we want to instill in

283our learners. Um I think that that will be important. Another thing to keep in mind of course is our stakeholders. We have lots of audiences here in Kenya's school district. Um we're always going to be speaking to our students. We're always going to be speaking to our parents. Um but in this case we're we're trying to reach students who are looking for early workforce opportunities. We're we're speaking to parents, you know, who want that same thing for their children. This, you know, cost-effective, high quality educational pathways for their kids, employers who who want uh a talent pipeline, right, of workforce ready students, um even higher education so that we can kind of work to better articulate the agreements that we have with higher ed. And then of course taxpayers, right? our taxpayers want to see

284us uh innovate in this space and create more efficient and future focused educational uh institutions. So um the last thing I want to mention is that we really want our brand to tell a story and what do I mean by that? So the week before last, gardener design came and did a really cool activity with uh seven of our CEK students and uh Reed was there, Doug uh David Smith who's the teacher of the business management class and the goal really was to kind of have them kick around some ideas and kind of see how the what they what associations they brought to uh the branding ideas. Um Gardner also talked about their branding and rebranding process and talked about how different brands have different personalities, right? You could describe a brand as sophisticated or

285something that conveys competence, excitement. Um, and then they talked about how they create these brand aestos which are just a story that kind of helps you connect with a brand. Um, because the best brands don't just describe what the product that we're selling, right? Um, they're they stand for a big idea. They translate to an emotional appeal. And in the words of Bill Gardner, who's the principal and the owner of Gardner Design, they tell a story. Um, so he says it better than I do. He I'm going to play a short video uh of him talking to the students. This was sort of to recap our activity. Um, and I just thought it was a really touching and I and I like the message that he sent. Thanks for your patience. I really do want

286to show this video. This video is, man, talk about game time, right? It'll get you really excited. Yeah. He actually got a little emotional and then had to uh apologize and I said, "No, no apology needed." But he said when he gets when he has pride in uh people and in this case the students he it he gets emotional. So all brands and all of these things that we recognize now as a brand are going to shift forward and they're going to keep evolving. A brand isn't a logo and it's not a name. It's not just about the logo. It's not just about the name. But I assure you that the one thing that people will remember is telling a story. A person, you tell a story, will pass that story on to another person.

287It's kind of hard to pass a texture along that you can share a story. And when you understand a story, it makes a brand feel like something you own. It's that aha moment. that strikes you when you hear the words to a song in a different way that you've never heard them before that you've always heard. You go, "A, I love I, you know, I see something else in this that nobody else sees." You guys are the cream of the crop. You're you're in this room because you've really put exceptional effort forward in thinking through what this is. And who knows where the name's going to end up. We'll find out. You were there at the foundation. you were planting those seeds that end up turning into whatever this is going to turn into pretty

288monumental. I know that. So, thank you very much. So, how cool, right, that our students are now part of the story, right? I mean, they are always part of the story, but I just Anyway, it was it was a great activity. So, hopefully that gets us excited um about some of the names we're going to be presenting today. And um the first um name we want to bring to you is Peaks. So, um it's obvious what Peaks, the definition of Peaks is. Um I think what um intrigues me about this name the most is that it sort of ties uh the name to or the brand to Utah's mountain rim rimmed tech sector, right? It gives it a real sense of place and identity. Um and I also like that it reinforces the idea of

289overcoming challenges and pushing limits. And then you can see there on the left of all these slides, these are just sort of ideas for potential taglines that we could um use to sort of uh support the brand. Um the next idea is synergy. So this I think we often hear the word synergy a lot and really don't think about what it it means. And in a lot of ways I think this really describes what we're trying to achieve here at this center. this notion that you know the combined power that can be achieved when you have groups of people working together right we can all go faster and further together um and sort of when this this notion of when one one thing magnifies the effects of another um this is a term you hear

290a lot in business it's also something you hear a lot in the health sciences you know you've heard of um medicines having kind of a synergistic effect um I like that it can be both strategic and kind of serendipitous so you can have um one company acquire requiring another for to create new synergies. That's a strategy, right? Or it can be serendipitous like you know those water cooler moments where you kind of bump into someone and then next thing you know the great next big idea is born. Uh the next idea is the forge. Um this is kind of cool because it's both a noun and a verb. I think that's where this name draws its power. Um you know obviously it's a furnace where metal is rot and and and heated. Um but it

291also means to form and bring it into being, right? And that it sort of like conveys that there's an expenditure of effort that it's hard work that we're doing here. Um and then it also kind of like conveys that there's motion, right? You can forge ahead, forge your future. So what I like to say is it evokes strength and hard work with a dash of alchemy. So um the next word is insight. So this uh word is kind of interesting because it's can have a double meaning, right? It can mean apprehending things deeply and or intuitively. um or even having like being able to see I don't know into the future so to speak but it also means keeping your future insight right so it has kind of that double meaning um it's a you

292know evocative progressive modern and next here's a few other ideas um waypoint this one sort of evolved as we were thinking about the building itself so it actually the orientation of the building it points north a little bit like a compass um we actually talked to the architect arcts because in our stakeholder surveys some people who had said they had worked at e for eBay thought that this was part of their lore right that the architects built it that way on purpose talked to the architects that's not exactly maybe a fact but you know um still interesting uh that it has that building has that orientation and I think this also in a kind of a like uh less on then way also connects to Utah's innovation community at the point and it has kind

293of a potential appeal to younger people because in video gaming I don't know how any of you are gamers, but waypoint is the thing that leads you through the video game. So, um, and then Nexus, um, this also kind of speaks to the vision for this being kind of a hub of a lot of our career and technical education learning, right? All of CT is going to be alive and well at in all of our high schools, but all of the students will also have the opportunity to come to the center to be a part of something else as part of a capstone experience to their learning. So, and that is it. But before I um invite you all, I'm eager to hear what you all have to think and um I'm happy to answer

294any questions. But I wanted to talk a little bit about brand modifiers too because um during our committee meetings there were some questions about okay synergy sounds great but what is it? Is a center is it an institute? Is it a hall? And um brand modifiers are important. I think they really are a way to kind of like scaffold or prop up a brand so that um you as someone you know so the audience can better connect to it. Um, so for example, if you felt that forge wasn't like forward thinking enough or futuristic enough, you could pair it with something like institute, right? Or if you felt like synergy didn't speak enough to where we are geographically, um, you could you could be like synergy at the point or synergy at canyons, which also

295kind of has a cool double meaning. So those are some examples and um, I won't go through all these. All of these kind of um brand modifier buckets convey kinds of different feelings. Um you know, hub and campus are kind of grounded and imply more permanence. Pavilion or hall are a little bit more approachable. Um and I don't think that we need to feel really locked into any of these right now. Fun fact, um I would suggest that we build uh this architecture and these modifiers in coordination with the visualization or the or the logo itself because all of those pieces will work synergistically together. So um yeah, that's all I have there. Um happy to entertain any questions you have or Okay. Um so board, I think we are hoping we could narrow the

296list down, but I I just think it's so late. I don't know and plus this is just some of you like the first time seeing these names like us on the committee we this is probably our third time seeing the names and understanding them so I'm wondering if we could just discuss it at round table like we could do it at round table or we could or both we could do a survey of ourselves like you send one out and then we rank them or pick our top two if you're ready to just say like which two you like we could just go down the row I don't I just don't know if You guys have had enough time? I don't think about it. Really? Um, Mrs. Dolly, I I I think it it would

297be fine to go down the line and just have people, you know, what's hitting them right now and then if you want to follow up with a survey at the same time, we don't want to, again, we don't want to drag stuff out too long, but I think what's your sense right now? What are your thoughts on it? And then Okay. Um, you can get more in detail. Sounds great information. Okay. But board members, don't talk for five minutes. I'm sorry, but it is almost done today. Hey, just one comment too. Maybe by process of elimination, if you want to suggest one to eliminate, if there's common ground, you might be able to eliminate one or two and your worst one maybe. There you go. Yeah, if you guys can narrow that down. I'll just

298write them down and then um I mean part of it is Andrew's not here and we like we don't want to and we need to have at least two readings and so I want Andrew to be here when we actually make the decision and I mean we never make a decision in one night so but it would be nice to narrow them down. Okay. Um so I will start with Karen. We'll just start at that end. Karen, are you ready Karen? Um, okay. My initial least favorite, not that I don't really like it, it's just that I'm concerned. Peaks I dislike because I know there's another Peak Center somewhere. I don't remember where. Well, that's okay. There's competition for the name. Uh, okay. So, I'm not real thrilled with peaks. Um, and there's a lot

299of mountainy things that we say all the time, you know what I mean? So, I'm kind of thinking we want something different, a little different. Um, the one I I kind of like I'm kind of tossed up between I like synergy and I also like Nexus, but I don't know what goes with it. I haven't thought about that yet. Okay, that's fine. That's okay. This is just our initial poll. Yeah, I'm going. Okay, Katie, my initial thought is I'm actually opposite of Karen is I really do like peaks. I think I mean I a mountaineer background and um and the fact that we're canyons, but it's there's a lot of like tying to the journey of like climbing the peak and getting to that that point. But I also like, you know, we've been using

300it as a name up to this point of innovation, like somehow keeping innovation in the name because I think that really talks to what we're trying to achieve here. Um, not only looking towards the future, but also this this working together piece. I think it sort of covers a lot of those pieces. As far as least favorite, uh, probably Waypoint, I feel like Waypoint is like a stepping stone and we really want this to be like what we're working towards. And so I like that I that idea there. Okay, I agree. I think we need to discuss this more when Andrew's here and it's late, but um probably my least favorite is Peaks because of the overuse. I know you like it, Holly. I'm sorry. But um and yeah, I'm not a big fan of

301Waypoint either. It reminds me too much of Wayfair. Yeah. Um, I honestly I'm like I I'm still torn. I love Forge. I I think Synergy is great. Insight's great. I'm still trying to work through those. I got to chew on them for a little bit. Okay. Thanks, Jackson. Uh, my initial preference, just my gut initial preference is the Forge. I think that's a very interesting, very big name for such a a cool innovation center. My least favorite is um Synergy. It just reminds me of like an energy drink for some reason. I don't know. It's just a gut a gut instinct. And this is what I'm kind of basing this on because we're not making a decision is just a gut instinct when I hear the name. And those are my preferences. Okay, Holly. My

302favorite is Peaks. I I like feeling like Yep. The pinnacle, the top. I love the tide to canyons and the tide to the region as well. What's your worst are you? Uh my worst is Waypoint. Also also I'm visual a very visual person and I can think of all these logos of with peaks that also ties into the canyons logo that I'm kind of excited about and I think yeah that's it. Okay, great. Um my favorite is Synergy and probably Waypoint is my least favorite. So, look, at least we got rid of one point. We can pull that off. All right, we got one. Anyway, okay. Well, but board members, continue like study this a little, think about it. Um, I would do some googling because some of the words already have a million. I

303mean, some of them are just overused. I'm just saying that's And if there's anything else, any other points of information that we can bring to the table to help move the discussion forward, happy to do that. Just let us know. Okay. No, thank you, Kristen. It was great. Okay. Real quick, nobody commented on insight. No. Um, Amanda said, "Oh, did you have an Insight is one of your favorite?" Okay. No, it's not my Sorry. I actually still really love the forge. Like there is like when we talk about visual images for me like I picture all sorts of awesome things like with Greek mythology actually with Hesus and that's totally nerdy but but yeah like the alchemy piece like you know when you if you study um old metal working they actually had to combine

304different metals in order to come up with something very innovative and it changed the world actually. Yes. So the the concept of creating something and and bringing it, you know, is like this genesis of bringing it up into this creative experience, but also like you said, it it does require a lot of energy and effort. I I just think it's cool. You could play the play on words with it being a noun and a verb is pretty amazing. So my comment on Insight is just that it has the word site in it. And so people would sometimes assume that and depends on what the logo looks like is what the difference is. Um because you might think is it a hospital? Is it an optical place? Because a lot of our businesses in the valley

305have the word site in it which is not us at all but it would depend on the logo that went with it if that be the one we take. It can't have an eye anywhere or glasses. No. Okay. Thank you everyone. Um let's go on to comments at the end. Thank you Kristen. We really appreciate all your work. Sorry you had to be at the end before staff. Okay. Sorry. We'll go on to staff comments. So superintendent this hour of the night. No comments. Thank you. That's the best. No, I'm just kidding. No pressure anyone else. Um, Mr. Wilcox, just a couple quick ones. Uh, just congratulations to our upcoming class of 2025 graduates. Uh, so excited. This is our 16th class, graduating class since Kenya's district has existed. So, uh, big thank you to

306Jeff Kirsten and organizing our retirey banquet and all our retirees. um who've contributed so much to the success of Canyon School District over the years. Uh tomb to mention are two of our great principles, Kathy Skino, Julie Moots moving on. We'll miss them, but wish them the best. Also, a couple other administrators who will be moving on from us, of course. Wish them the very very best. Bruce Esler moving over to Murray School District uh to be their director of secondary schools. Great opportunity for him. He will do fantastic. And also congratulations to Justin Pitcher going to Granite School District. Well, he will be the principal at Cottonwood High School. So, we'll miss both them, but certainly wish them the best. That's all I have. Okay. Thank you. Um, Mrs. Oaks asked to go first.

307She needs to go home for a family thing, so hopefully that is okay. That's not a cool issue at home. Um, yeah, I just want to um give a shout out to Lone Peak Elementary. There's one of their brain booster teachers, Charlotte Arnold, every year puts on a series of plays with fifth graders where each class they write their own play and then they perform it for parents. It was hysterical and darling. I I love seeing the use of the arts for these kids to learn so many different skill sets. It's just it's awesome. Um, I also want to give a shout out to all of our high school administrators. Every time I have a graduating senior, I am shocked and amazed at how much work there is with all of the events that happen.

308I mean, like last night was Corner Canyon's um senior awards night. Tonight is their senior dinner dance. I mean, like it's just it's stacked and it's intense and I can barely get through it. As a parent, I cannot imagine what it's like to be a high school principal and have this happen every year. It's like you have hundreds of graduating seniors every year literally and I it's a lot. So, I just want to thank them for that. Um the senior awards night last night was beautiful. It was really amazing and and beautifully done and everything that they do. I just see more and more so much goodness of of these adults. And I, you know, it's funny because I did have the chance with um Katie yesterday to go down to Arizona and visit um

309an amazing um innovation center down there. And I said to the kids that were in there, I said, "I hope you appreciate the adults that came before you to make this possible." And they all just kind of looked at me funny. And I was like, "No, seriously, there are so many adults that came decades before you to make certain things possible and they are benefiting from it. and you hope that someday they will take the charge and do that for someone else someday. So anyway, okay. Thank you, Mrs. Patterson. I'm going to keep mine really short. Um I too am really looking forward to the graduation ceremonies that are coming up and the awards ceremonies that I've been to and the recognition nights and I had a great time with um the bus rodeo. I

310stayed the entire time. It was that much fun. I know that sounds weird, but it was really amazing the details, the the technicality that they they had to do. Um, and the only thing I wanted to say is with Memorial Day coming up, I know that it's a really great time to get together with family, but I hope that we take a moment to realize the real reason we have Memorial Day. It is to reme my kids at school. I used to tell them it's to remember our family members that have passed on. But its true purpose is for the sacrifices of all those that goes along with what um was said just a moment ago. Those people that went before us to give us what we have now. There's a great quote from Franklin

311Delanor Roosevelt. Those who have long enjoyed such privileges as we enjoy forget in time that men have died to win them. And so I hope you'll take a moment when you're in your celebrations to think about the privileges that we have today because of the sacrifices of those who've gone before us. And many of us have had members in the military. And we know how hard that is on not just the the the soldier themselves, but their families and all the support personnel. So I wish our families a happy and safe Memorial Day and then we'll have an exciting week at the end. Thanks. Thank you, Mrs. Dolly. Thank you. I know it is crazy for all of our teachers and administrators with it being the end of May, but just under two weeks and

312you can get some sleep. So, thank you for all that you do uh with a lot of these end of the year programs, these celebrations. Karen and I got to go uh to the Life Skills Academy lunchon and watch these kids present about what they're going to do with their future. And it was really fun to to just see the smile and how they cheered each other on as they presented their their future plans and what what they were going to do. I'm also very thankful for innovative teachers that we have within our district. This last month I got to go to Brighton and participate in one of their American Problems class simulations. And if you have a senior by now they're pretty much checked out. You know, they've got some serious senioritis. I have

313a senior that is like, I got to go to school every day because I've got this simulation and just so excited and so engaged in the learning and the discussions they're having and it's been throughout the year with this class. And so, it's awesome to see those things. And then I was at Granite Elementary today as our fourth and fifth graders were holding a business day and they all had designed these businesses and they'd written up a plan of about what they were going to sell and they were using the money they'd earned in their cash to to buy various things whether it was a cold plunge or a snow cone or a handmade bracelet. And it's great to see these kids learning these entrepreneurial skills early on and starting to think like an entrepreneur,

314which is as we talk about this innovation center, you know, trying to help all of our students have these great skills. And as Leon said, thank you to our retirees that have spent their career here at Canyons and the good work they've done um in educating and as support staff and administrators. We we appreciate what you've done. Thank you. Okay. Thank you, Mr. Lewis. I'm going to keep it short because I'm about to have a coughing fit. Um, but I want to congratulate the class of 2025 for the hard work of graduating. Um, my sister's in this upcoming graduating class and our family could not be more proud of her. Uh, and all of the the incredible amount of work she's done. Uh I also want to thank the retirees that uh I I I

315and most of the other board had the opportunity to visit the uh retirees banquet this last week and it was such an incredible opportunity to see the people who have dedicated their lives to public education. Um so thank you for that. Okay, thank you Mrs. Nymar. Uh, first off, I was able to go to Willow Springs Great American Exhibit, which was uh, amazing and incredible. The projects that some of these kids did. I took all these pictures like printed board games um, with graphics and cards and beautiful pieces of art with poetry about what our country means to them. That is one of my favorite things that our schools do is that great American um award and opportunity for these kids to understand the importance of the founding principles of our country and those who

316came before us. And I just I love that program and I loved um being able to see that. Also, I too really enjoyed that retirement banquet. uh probably the most touching thing to me. I love hearing the little um synopsis about how they contributed to their teachers and our school or to their students in our schools, but even more significant to me is the look in their eyes when they come up. I was brought to tears a few times as I could just totally tell that this it was with mixed emotions that they were retiring, that this life career had really meant so much to them. and and I know that when I see that on their face that that represents, you know, probably hundreds of children's lives that they've touched and affected and been

317a positive influence for good. So, I'm always very inspired from that and so grateful I was able to participate. Also, congratulations to this class of 2025. I'm just in awe every year at how much our kids accomplish and all the different, you know, senior award nights and these incredible kids that just come out of our schools so prepared to take on college and and the world. They're just the future is bright. So that's it. Okay. Um I just want to thank the board. I think we had some really good discussions tonight. I want to thank all the administration and everyone who's presented. And I think we had a great meeting and it was long but I think we did accomplish a lot and I just appreciate every board member and I just want to say

318congratulations to the graduates. It's just such a fun time of year and brings back so many memories for me personally. So anyway, that is it. I will call the meeting to an end. Thank you.