Canyons Board Meeting

001that's what i need three okay we're ready to begin the study session i'd like to welcome everyone to the study session of the meeting of the canyons board of education today is march 29th 2022 and we are meeting at the district office located at 9361 south 300 east and i would like to um excuse uh board member mont millerberg from from the meeting this evening and i know he would love to be able to be with us because the first item on our study session as we get to um celebrate and have a report from our student advisory council and um we're just so happy to have each of you here and i can't believe it's at the end of us getting towards the end of the school year that we're now having our update

002and reports so um dr dowdle would you like to just introduce and yes and and then we have a couple that have a agreed to kind of represent the group right and report to the board that's right so the good point is that all of the board members have met our student advisory council this year at one time or another and i want to thank all of you for joining our group and participating and i really appreciate it uh we have one more who's supposed to be arriving is one of our speakers so i'm that's why i'm sitting on the end and went out the door but um why don't we just have them go down and stand up and and once again tell us your name for the people who don't know you and

003go down to this end um so you begin down there go ahead and stand up just introduce your name and what school you're from yes hi everybody i'm luke biergaard and i go to elsa hi i'm mallory goodfell and i also go outside hey i'm emma moreno from jordan cameron coffee from jordan bryce mayor from brighton xander nelson also from brighton hi i'm haley wilson i'm from brighton i'm taylor navarro and i'm from brighton i'm alicia ruiz i'm from i'm from alta i'm kimberly grace again i'm from corner canyon uh i'm bella nibbly i'm also from corner canyon i'm creed garzner and i am also from clermont so the plan tonight is to have two speakers we have bella and ava and then we're also going to take a photo what order would you like

004to do that in do you want to have the speakers first um yeah but you said we're waiting for one yes okay you know the other part is i was going to turn time over to the board to give their thoughts and maybe we can have that first while we're waiting for our our speaker okay let's let's do that so board members as dr doudle mentioned each one of us have had at least one opportunity to meet with the council this year which i don't know about you but it's one of my favorite things to do so if you would like to share some of your thoughts and and comments of appreciation to the council let's go ahead and do that um maybe is it okay if we just go around we could start with

005this five hour well i loved meeting with our all of our student advisory councils and i was really impressed with your level of engagement i thought everyone had some really great comments and i hope i i don't embarrass but bella nibbly from corner canyon she's from my school that i represent and i really loved a discussion we had where she just um talked about and shared so a situation she had where she was going through a rough time you know coveted transition and how she got the help she needed i just thought she did a beautiful job of opening up and showing some vulnerability and yet so much strength through her leadership and i thought she created an atmosphere where other kids could feel like hey it's okay if i feel that way and i

006know what to do and the way she handled it was awesome so anyway but everyone everyone was excellent and sure sure do you love these kids it was a great opportunity i'm glad we do it thank you thank you mrs schill so i was able to join the meeting twice and one of the times was on zoom and the last couple years we have been on zoom and what i love though about the time on zoom this year which was different than in the past was that whenever we asked a question like we went to each high school and every single person wanted to say something because usually in the past just maybe one person from school would speak up but i noticed that every time we asked a question literally every single one of

007you wanted to say some so i just thought that was great and i was also able to attend the very last meeting which i had never done before and i was really impressed by all your suggestions you guys had some amazing suggestions you actually asked us like hey we want to know like what what are what we say how does that make a difference in what you guys are deciding and i love that and you also had some really good suggestions on ways we could make it better so anyway you guys are just one of the best groups we ever had i know i probably shouldn't say that but that's true take everybody else don't tell anyone who's on it don't tell anybody thank you all for being at all the meetings and just for

008your participation so several years ago the board was trying to figure out how can we get student input we get a lot of parent input a lot of teacher input we got a lot of it but it's real hard for me to walk up to a student at a high school and say let me ask you this very difficult question and they stop and say anything without thinking i'm just kind of weirdo so we decided to come up with a student board and the timing was exceptional because it was just a little bit before we hit into the covet area and clove it has been really sort of an interesting thing because it's been very helpful to us as a board to get your input and that feel where you and the student body are

009in regards to a lot of these issues especially the last couple years on graduation or i'm just i'm losing out on my education i'm not having a regular college experience and how do i do that you know that's been we get the stuff from the principals and the sccs and all these other people that aren't actually living it and it's been really nice to get your your input into that and so when you say do you make a difference i can't say well you did this on this policy and this stuff but it's sort of in your back of your head as it sort of comes together and you're talking about students and what do we need and what we don't your input's been very valuable and for that i mean it's real difficult this

010is a weird position you're representing so many people students parents and teachers and public and all this stuff and you're trying to match up how does that go but the reason why we do this is you guys the foundation of everything we do is the students so if in fact we're not meeting students needs we're not meeting anybody's needs so i've been really appreciative this year we've asked some really hard questions i think we had sort of a mental health session with me you know as we'd ask some pretty hard questions you guys are right there and let us know where you were on some of these hard issues i mean it's a i don't know it's a really opportunity you guys know i hope you appreciate it's not most students don't get an opportunity

011with actual policy members and superintendent and assistant superintendents and say so what do you feel what do you think and i think you guys have really taken that responsibility to represent those people in your schools and an opportunity and you have made the district better by your service and i wish you the best as you go on into college and may you continue to serve and other things in student government and other things to make a difference as you do your russia education and maybe even your profession so thank you thank you mr wrigley mrs oakes oh so i'm going to carry on because it's super weird for me to talk with my back to you so but i loved meeting with you guys it was definitely a highlight for me one of the um

012standout sessions i thought was really fascinating was when we had gotten a lot of recent feedback from teachers at the superintendent listening towards about discipline and to hear all of you talk about how frustrated you were with the lack of discipline and lack of respect from other students it was interesting it was so different hearing it from your perspective versus hearing it just from the teachers of course the teachers are going to have a particular perspective on that but to hear that you felt like it was disruptive to your own learning environment and that you felt like it really needed to be addressed to me highly prioritize that um it meant something um in a different way um the other thing and i know we can't necessarily open it up to discussion with all of

013you but i don't know if you're aware of the fact that the state legislature someone was proposing legislation this year and it's the second year i think that they've brought it up about the idea of having 16 and 17 year olds be able to vote for their school board members did any of you guys hear about that okay so someone i think it might have been susan edwards back here said or maybe nancy i can't remember we said well we already have a student advisory council right where students can provide input to the district but i would be curious to get your perspective about whether or not you thought that your position should ever be elected by the rest of the student body in order to be able to come in and say we're representing

014corner canyon or alta or brighton or hillcrest you know which whichever school and this is our perspective and this is how we should be doing things differently or be thinking about so just chew on it i'd be interested if any of you guys think it's a great idea let us know but anyway thank you for your service it's been so fun and we're so excited to see you go places that's the other thing i've been so impressed with this group every so often i'll see something on facebook or in a newspaper like like mallory like where you guys are featured for all of these incredible things you're doing i mean we don't have like the full background on who you are but as things came out throughout the year i was like you're the most

015amazing group so we are really lucky to be able to spend time with you so thank you thank you okay mrs arnold so it gets harder if you notice as you go down because then i'm repeating everything everybody said but you know how you go into a classroom sometime and the teacher gives you all this information and then the teacher says do you have any questions and if you had enough knowledge to have a question you would ask a question but you don't even know what knowledge you have to ask that question i mean i've been there many times when i came to your meeting i was so impressed by you guys because you answered so many questions that i didn't even know i had a question about does that make sense and so you

016were willing to give us information that we didn't know and answer questions that we didn't even know we needed to be asking and so and and also i'm thankful for the talents that you've shared with your school and your community yesterday as with my granddaughter we're going to an art class and she said to me grandma you know i'm going to go to this high school and i'm not going to name the high school she goes but everybody talks about how awful this other high school is and i hate them and she goes i don't understand that and i said well are you talking about them and hating each other because they're you know in sports and football people are upset at football people and she goes yeah and they treat each other really bad

017why do they do that i look at you guys and i'm so impressed that you don't do that that you work together that you're here for the better good for all students in the whole district and not just for your school so thank you for spreading spreading the goodwill and trying to work together for everybody in the district thank you mrs arnold superintendent uh real brief just to reiterate everything that's been said congratulate you on a great year um i just want you know how much i appreciate all of you and your leadership and such a hard time i i don't think you'll ever forget you know kind of what we've been through this year in a lot of ways was a lot harder than the last year as as you all know um but

018you're you're such a equalizer in your schools and just studying the shift right and really your calm influence on your peers really brings a sense of confidence and a sense of belonging to your classmates and you're the reason that this is what we do so i just really appreciate all that you've done and as it's been said wish you all the best and if there's anything that i can do or we can do for you in the future i hope you'll reach out to us and support you in whatever your endeavor is so thank you thank you and i would like to also just echo what everyone else has said but again just how impressed i have been by all of you your comments your thoughts your insights um we're just so amazing and one

019of the things that really stood out to me early on is the comments that you all saw the need or and the value of every student in your school feeling like they belong and having something that anchors them to the school and just the fact that you all recognize and notice that and express that means you're also in your life you're trying to create that for others that you are making those things happen for them um and i think someone mentioned it earlier too about um that you all recognize the disruption to attendance and behavior and other norms that the pandemic caused but but and the need to return to more normalcy and again the fact that you recognize it and express it means you're also working towards that end and i'm so appreciative of

020that um i i loved how you expressed your appreciation for the teachers and all that they're going through and recognizing their struggles um with the pandemic and um and i i was able to attend a meeting where we talked about traditions in the schools and and i made a note of the make a good monday tradition and how how the student leaders would just go out of their way to make it a good monday for kids when they started um to start the school week and then of course um just the um the sincere interest and engagement that you all had to engage with us as board members and how hopefully you all learned a little bit more about what a board of education is and what we do what the responsibilities are the structure

021and organization of the district and how decisions are made for that affect you in the schools and um so i just also want to express my appreciation for all that you did this year it was really great and i hope that as you finish up this school year that you will continue to represent all of the values and the priorities that we talked about and and that if yeah if you do have any additional suggestions i know the last video we talked about suggestions of what we could do better and we have made notes of those and and um and one of the things that that you all said is to have a kind of a dedicated report back time each meeting and i think that's something that we definitely will do and um so

022with that i think we will now hear from some of you a couple of you um bella bella hi i'm ava i'm a student council member and a senior at diamond ridge high school i've been pleased to have the opportunity to represent diamondbridge on this year's district student advisory account this was the first year diamondbrings got to attend these meetings this year we were asked about covet precautions what high quality instruction looks like what makes a positive school culture and so much more i've had an eye-opening experience learning about the educational system and the other schools in our district we spoke about our educators roles that affect our learning environments our district members and preparing for college i found that each student at that attendant contributed valuable input to the discussions canyon school district is

023awesome and i'm honored to be a part of this council i was pleasantly surprised with the district members and how eager they were to attend these meetings and hear all the students opinions the district acts asked for students from any background or club we really had a diverse group of students that gave their raw opinions these meetings have made a special impact on my life and i hope the same goes for the other participants i'm excited for future students that will represent their schools and their fellow students as i learn about canyon school district from a different perspective thank you thank you hello okay hi i'm bella nibley i am a senior at corner canadian high school i serve as a student body officer and first i just wanted to say thanks to all the

024board members you guys are so awesome um and to dr dowell who put this all together um ordering us lunch and stuff but it's been it's been a super great opportunity i got called into the office one day by one of our vice principals to he asked if i wanted to be a member of this council i had no idea really what it meant i hadn't really heard of it um but i was really excited to just meet up with other schools and hear what they had to say about things so um i joined and i remember after the first meeting me and creed felt so honored to be able to be a part of this group because it's such a great group of students i walked into the room and we already knew a

025bunch of the other students from student government and things like that so we're super excited to work with them and we just felt so special in a way that we really felt like you guys really wanted to listen to us and the fact that this council's even a thing shows the attentiveness and the dedication that our school district has that as student leaders we feel really really thankful for so that has been such an awesome opportunity for me to be a part of and i'm so thankful to you guys for being such great listeners and after hearing what you guys just had to say about how this was such an amazing opportunity for you when i was making my notes about what i was going to say i completely viewed this as such an opportunity

026for me and hadn't even considered that it was something that you guys used to get feedback for me it was a way to connect with other students and learn so many things about how you guys do things at your school and learn about different high school experiences for different types of students which was great it made me a better peer and it made me a better student leader and it also gave me the opportunity to like listen to what you guys had to say and it's really interesting hearing what administration has to say to us because there's not a lot of opportunity we get uh to hear directly from you guys so i'd say as a huge opportunity for myself and i kind of just wanted to talk about two main things that i've taken

027away from the council throughout this year one is how just to be a better peer um through you guys you guys have been so awesome and i've made so many awesome friends so that's been such a great opportunity for me and i've been able uh to learn like new things to put in um as activities for student government and the second thing i learned which i feel like is really important is how i can be a better student um for my teachers and for my faculty at my school um in the administration because now i understand some of the reasoning behind the way things are and i as a student it's hard to kind of understand that teachers have a life out of school and they're like real people which is hard because that's that's

028what we ask for from teachers because we're like come on i'm like a real i'm a real person but i like when we talked about teachers grading and deadlines and like late work it definitely like opened my eyes to how i can be a better student towards my teachers and i just thought it was really great that you guys also cared about our input on that and that we were really seen as equals in our meetings and you guys are just such great listeners it means a lot to us as students and student leaders to be able to have um grown-ups who are willing to listen to us and see us as see us as people who are not looked down upon so it's been a really awesome experience and i'm so grateful that this

029opportunity kind of just fell in my lap but yeah that's all thank you hey thank you all so much so we would like to get a group picture but we'll probably need to go out in the other room to do that and then um the board members have a little uh letter of appreciation for you can we move thank you it would be nice foreign they want our highly recommend it i'm supposed to like tweet that out right now everyone should have two or three not just one you should have two or three it must have been tweeted because yeah i've gotten [Laughter] yeah thanks alice i'm curious one principal did send me a picture of her apple pencil and said scott that's how much i would prefer not to have to buy remarkables is

030all buy apple pencils and give them away it's okay we can support it let's make this newspaper i had one i had like no more so i i had one and reset it and gave it to brian you always try um maybe i'll try it yeah it doesn't do some things that i wish it did terrible provide monthly service that i get for three of them for hours and these okay every moment i get this third dollar well three ten dollar charges i can't get an invoice so there's there's let's do it we [Music] peace yeah thank you well um notability ipad i said hi molly well i could hear the devil but they can hear us well maybe but it's certainly about right um yeah well about two thirds of sbos they've had a

031few practices with them this year so yeah they're like are we still doing that yeah okay we're not back out what do we now here what's all this about thanks leonardo [Laughter] 11 o'clock because i don't have one remember already gave me the directive we're ending at 10. really right never said we're done wonder who stole all those times i'm gonna get up and say we're done 10 o'clock all right we are still in in meetings all right yeah well okay are we allowed to have that much fun at boarding i know it's like it's wrong yes it's highlighted [Music] okay that's great all right we need to get moving along though with our business um so our next um item is digital citizenship update i will turn time over to susan edwards from external

032relations kenneth sorensen from isd and justin anderson an education technology specialist so susan kenna and welcome hello he just told me this time like oh okay um we have um appreciated taking a deeper dive into this and a deeper look at um where we're going to head we appreciate the suggestions um and to really take a look at this uh he'll go through this but one thing that um you all know is in the sec reports um have to talk about digital citizenship and they just are glowing you know because they they talk about what we do as a district and are filtering and they're just have a huge approval rating which we'll show you in a minute but then when we dive into it they're having all these discussions about social media and about

033digital citizenship and we're like okay there's a disconnect here so we've gotten a chance to dive into that and to know where we're going to go from here yeah yeah so um we've kind of taken the feedback from the last presentation and kind of some feedback from the board and kind of identifying three areas of focus of what we can do right now so um you know there's always uh what are we doing next year we want to do something right now because we know that this is such an important priority so we identified these three areas of focus that we are focusing on right now so the first one i'll have susan talk a little bit about uh this and their partnership with the pta and how we're working with them well melinda ross

034severe many of you know her but she went um to help utah pta to create um a video contest to help promote digital citizenship and they wanted to pilot it she she somewhat patterned it after our um film contest our video what we call that film festival and so she wanted to pilot it in canyon so they've done that this year they intend to open it to the whole state next year so they reached out and asked our students to come up with just a very short video to talk about how to be better citizens on on the screen so we partnered with them and have really pushed that out can't wait to see what comes from it um but we know we've had great and thanks to isd we've had them really talk to

035our digital citizenship teachers are you know whichever their classes yeah but they've pushed it out to their students and we're really excited to see what comes from that and hopefully something that we can we can use but we've partnered with them on that yeah and so we've even created a special category in our own district film festival to allow students to submit to this and then in turn submit them to the film festival so we can continue to increase their their ability to contribute and then we have these student created videos that we can then use to in our you know advertisement and marketing to students to say hey let's be safe online what are you doing that are created from their their own peers which we think is going to be really powerful to

036help with them we've been using the digital citizenship coordinators that are in every school to kind of advertise this push this out help be the point of contact for them as well so that's been really really awesome and then our parent night which you guys are all familiar with and we've had to adjust and shift and move around and covet has really messed with us a little bit but focusing our uh that night on digital citizenship and helping to protect students online um we've got some really great people coming to speak to that that night as well as some other topics um also to help as you all know we've had a request to really help parents dive into i think rick you heard this at the at the principal meetings at the school meetings

037is to help parents dive into canvas and skyward and one-on-one and what to do with that and other topics but one of the things we're going to really focus on is digital citizenship and as you know you know we're just trying to get the parents to engage with us to be part of the part of the solution so we're really excited about this and b and this one really speaks to some of the data we'll look at that about what our parents and our secs are actually saying this one really ties in and fits well with that and so then the last focus here is gathering stakeholders gathering information and putting together um a plan so we've kind of created this digit team of sorts uh that involved scott mccombs from i.t susan myself uh

038kenneth sorensen from isd um and pulling together a bunch of resources and looking first at the data that we have available to us to see what we need and we're gonna look at some of it tonight and then uh there's more work to be done this is kind of what happens next here and then gathering feedback from our digital coordinators at our schools our building administrators student services communications district leadership sccs pteas some of this which we've already started you know i've had a conversation with president already about kind of where we're moving and what what things look like there we start talking to our administrators and just kind of getting a lay of the land what's going on out there so we can put all those things together so developing some focus groups and

039some surveys that are going out to our community and to some of our stakeholders to say what are you seeing because i think the students said it really great um it was awesome for them to come in and see things from a different perspective that you know a teacher also you know they want to be known as a kid who lives outside of school and then seeing the teachers who live out of school so what are we missing when we look at digital citizenship and how are we gathering that from all of those those stakeholders we have and then coming back to you with a plan coming back to you and saying here's what we've we've heard here's what we found out um here's what the data says here's what we are going to implement

040moving forward and so that's kind of those are big three takeaways of what we want to focus on for the rest of this year so that we can develop a plan get it to you and start moving forward with that um so along with that another one of those things that we wanted to bring up is common sense media so we are currently in the process of getting all of our school common sense certified um the last time this was done was right before clovid we were a common sense certified school district um but then with covet and some things we decided let's let teachers just teach for a minute with with uh the shutdown and then uh we're jumping back on that now and so our schools are currently within this process so i

041just wanted to talk a little bit about what that looks like for our schools they have to complete these four um pieces up here um to basically be common sense number one is they have to have those learning opportunities for students for faculty and for parents so they have to provide those different pieces they do that through teaching these digital citizenship lessons engaging families in more than one night or one activity and then reflecting in the kind of how did this help you what can we do better what are you going to do next and so all of our schools are in the process of doing that right now it's not due because technically the last thing they have to do is do uh the 31st of march so coming up here soon and then

042all of our schools will be applying and completing that once that is done that will once all of our schools are done that will certify us as a common sense school district which uh shows that we've really gone above and beyond what a lot of other school districts are doing around digital citizenship and saying we put it a priority it's a focus and we care and so that's been a really cool thing for us um we're looking forward to getting that hopefully done in the month of april and then reporting back to you about all of that our digital citizenship coordinators at the school level which are you know sometimes classroom teachers they're media specialists all sorts of different people who work extra hard on this are working on this and getting this done for

043us so that's one of those things so pulling back some data last time we were here uh kenneth talked a little bit about the report that the fcc's filled out it wasn't yet due and now it's been it's been done turned in all of those things i want to show you a little bit about what our sccs are saying this is really kind of the unfiltered moment for our sccs to look and say do we have a problem and we look at the problem in three different areas the first one we look at is around our filtering and supervision so we ask them straight up what's wrong what are we not doing what can we do better what do you see as an issue um and out of all of the schools that have reported

044we had one elementary the report that they had they have concerns and questions we had two uh middle schools report that they had concerns and questions from their sccs all three of those schools that had concerns were all around personal devices at home safety at home and social media use at home for their students none of them reported hey we don't like what's happening at school it's how can we don't know what to do at home we're struggling at home we need some help and support which directly feeds into the parent night that um the communications is putting together and those types of things right the next one was student education how are we doing with teaching your students about digital assistantship every single school's scc said this is great we have no problems we

045see no issues we really appreciate what you're doing so that was a really cool moment for us to see how things were happening out there for our students and the last one that they're asked is parent education when it comes to what you need to know as a parent as an scc are we giving you enough information and we had one elementary school that said no and really it said we want more it's just not enough but you they're doing it they're sending home newsletters they had a you know a thing at back-to-school night we want more we need help and support and we know there's experts in this building how can we get more help so those were kind of what came back from that and so a summary of what our sccs are

046telling us is great because it's something we can help it's something that's actionable that we can turn into a great movement forward so really they're asking for when my student comes home how can i help support them what do i need to know about these pieces i feel comfortable with them at school for the most part but i need more support when i get home and then at school they're asking for more parent resources which really feeds into uh canvas skyward you know things that we heard during those listening tours um how can they support their student in completing things with technology so all of those pieces so that brings me kind of back to the what's next some of this we've already talked about right this is what i we kind of talked about

047here um of what this kind of ditch sick committee is going to look at and here's where our goals are to do next we're going to look into our sec training and strengthen the digital citizenship aspect that we do at the beginning of the year extra susan always does a great job with with making sure our sccs have all the information we're going to give them some more information to make sure they have as much as possible considering how fast social media did all of the digit things change one piece to add to that one thing disconnect kind of that we saw is they did their digital citizenship plan and you saw the results from that then they did their school safety plan and in their school safety plan they said we're concerned about social

048media use and so but they didn't so we're going to try to really focus on connecting those two so that when they talk about school safety they realize you're also simultaneously doing this digital citizenship plan that that should be linked together really pulling that education together so they understand where those parts go um a stronger pta training integration really pulling our pta in uh the video contest i think is just the start of how we can engage these great organizations in all of our schools to really help support our teachers and students with visual assistance two pieces to that kind of interestingly i met with all of the pta leadership in the councils and regions this week and one thing is when the secs were given the statutory responsibility the digital citizenship plan some of

049the ptas believed their role went away that they could no longer host white ribbon they could no longer support this that it was all in the sec wheelhouse so a little retraining to do in that area right to make sure they know this is a partnership right and then the other thing is i put all of them on notice as you're staffing your boards for next year if you have enough volunteers to make sure you have that health and safety officer that can really help us with the with the rollout of further digital citizenship so they're a full partner yeah we're really excited about that integration and collaboration with them the next one are staff and administrator training one of the things in some of our initial conversations with administrators and some teachers is uh

050they didn't grow up with these in their schooling right they didn't grow up with them in their training programs and so how do i as an administrator effectively um engage with the student engage with a parent and explain to them what's going on and so some of our administrators and teachers have expressed kind of some unknowns about how do i have i'm not sure what that even is so i can't talk to a parent about that and so really helping our administrators and staff step up their training and understanding of the threats that are out there but also how they can help support their students uh coming back to school in a safe environment and then creating guidelines and educational resources to choose what best meets their needs right we don't want to tell parents

051when you get home with your kid with a device do this we want to say here's a bunch of resources here's how we can help you here's where we have training we have webinars we've got places you can go to learn things that best fit your family and your home and so we really want to be able to connect and do all of those things so that's kind of our ditch set update does anyone have any questions or anything for us so several years back we went to denver for one of our national meetings and the police down there gave us this actual report of digital learning plus digital concerns and it was really insightful like it was 12 13 pages long and they were specifically looking at sex trafficking um with that digital learning

052piece so i don't know if we have that but i probably could get ahold of that officer because that was one of their big things down there if we need or want through our through our sros through our carry team work and our relationship we do get that information from them on not just human trafficking but in cases where um off school out of school hours bullying comes from cyber bullying we also have some of our gang related incidents come off social media and this was a packet though that had all the different sites that students would go to that would say this is a good site because or this is a great site you might want to verify that you know watch what your students doing or your child's doing with this site what

053it looks like it's really safe but when you start going through the back door parents what happens when you go through the back door i don't i don't know if we have that well on our parent connections website we do have a top 10 apps to look out for um that we do try and keep updated and then we also have a back to school uh poster series of apps and things for students and the teachers can kind of put up in the hallway parents can look and see and so we're going to continue in messaging that promoting those things and making sure that those stay up to date for our families because i think that's really important goes down to that parent education piece other questions first off i just want to say thank

054you this is awesome i love to see how you have taken this and really strengthened what we already have and it's just so great you know i think last time a few months ago when you first brought it to us really excited to see that common sense media badge i think that'll be great that certification thank you so much for taking that running with it and i know this is a lot of work this is this is so much more than what we have been doing it's great what we have been doing but certainly we can address more i was just thinking about global climate surveys we had two years ago ironically the number one concern for teachers and parents was cell phones and what happens on them and i know our school counselors say

055the same thing so i agree with you i think there's sometimes a disconnect between you know oh we love our digital citizenship oh this is our largest concern so a few questions i have um how do parents go to get this information how are we sending it home how are they seeing the links to see your your monthly is it monthly messages you're saying so every school is required to send home a monthly message as part of their digital citizenship coordinator so some do it as a sky alert others put it on their website some have a principal email a lot of times in our elementaries they have that you know principal email that comes up some put it there so it is up to each site how they disseminate that sometimes it goes to

056the teachers and teachers send that out to their their families and so each principal does things a little bit differently but we've created them at the district level here's an elementary here's a middle school and a high school message to go out and then they send that out on there that's great would there be a consideration to have that on on the website there's a button they can click and link into and also i would suggest that once we go through the certification and our schools all have those badges that we have that on our website too that we're that we're safe and the other thing is as far as um as far as the dangerous different things the kids can get into there is a parent in my community that has has done a

057lot of communication a lot of things with parents regarding games there's and i don't know if that's something that's uh you've looked into but there is there is actually a lot of sex trafficking and pedophilia where what happens is a kid that's nine or ten years old is playing a game and they think they're playing someone their age and then they're older and they're so so that's something that's also going to be on there not just the social media those types of things okay and then uh another question i have is would it be possible in this digital citizenship sphere to think about how much time our children are on the screens and for teachers when we go to training and staff the teachers say okay it's time to take a break in the classroom

058i know at our upper levels sometimes we're doing a lot on our screens but take a break close down your screens and have some sort of hands-on or movement because i know that's a concern with a lot of parents a lot of parents don't know how much screen time the kids are getting at school and then they come home and maybe think maybe there isn't a lot of screen time but there is but i know that's a concern that has been raised with parents is that something so that's something that we want to look at um one of the great things that it has done this year is they've really upped their reporting on what our chromebooks and are being used by and that those minutes and all of those things so we're going to

059grab that data and then start kind of developing understanding of screen time as it relates to educational use versus passive views versus games and really be able to provide some guidance around what that looks like so that's the goal of this community there's a great book called glow kids that really is informative to parents about what happens with screen time with kids okay the other question i had is uh is there a way for parents to be able to see and access the screen time their kids have at school would we be able to do that with it just a little bit of this is how long something that we can look at midi and kind of see what can happen next with that and where that data can go we are gathering that data

060and we're actually reporting it for school administrators you guys could actually look at it levels as well it's in the dashboard but we're not doing it for individual students we're doing that at the level in the school level so i think it would be really challenging for us to gather it for individual students but we could sure publish that to parents to say well this is screen time that your kiddos have at your school average at this school yeah i know there's other schools in the nation doing that i know even sometimes in the when you register your your student there's actually an informed consent about screen time and so the parents know and they're saying yep that sounds good there are some interesting outliers like uh if a student leaves their chromebook open all

061weekend then we're starting and they're probably not really that's not their true screen time but all of a sudden that really starts to distort some of that so we can improve we'll continue to work through this and improve this is kind of our first iteration of it and we'll get better at it for sure we want to definitely put together some definitions and understanding so that we have these conversations it's a lot more defined about this is what that is and this is what it's not to help out i think it's great as a parent i have noticed an uptick when my sons come home there's all these games they know about and i'm going how do you know about this oh this is what i play at school when i'm done with my work

062so just being able to have some conversations with parents so we understand that's great thank you so much mr wrigley so i really appreciate the stuff you're doing i'm wondering if we could expand it we have a foundation it'd be interesting to have the foundation goes to the cell phone companies in the area and see if we can get donations toward this but not only just that but ask them to come in and teach the parents about what on verizon and what's on t-mobile and what on att safeguards that they have that they could then touch with the parents with their phones because a lot of that stuff is capable there's apps but they're looking they're getting a bad rap because they're you know they're giving us the guns they're not doing anything with them

063but they're giving us the tools that can be used and they may be interested in increasing their public perception by getting involved with some campaigns that we're doing financially through the foundation and more than that just getting involved and maybe teaching because there's a lot of stuff that parents do i didn't i don't know how i can get in here and make sure my child doesn't see this or how they don't do that and and maybe if we got them involved it's good pr for them but it's also an opportunity for us maybe to be involved in the community so maybe to enhance it and maybe give us some money to enhance our skills without even taking out of your budgets that would probably be nice so thank you yes other questions comments no i

064was just going to piggyback on him so i went to a conference this last weekend amber will love this anyway they talked about hattie and how the presence of cell phones in school is a minus point 34. and so um that the fact that they almost lose a year by having their cell phone with them at school just as having it as a presence fascinating that's it folks i would love to gather some data from the schools that have chosen to do something about it i mean i know draper park middle some of the efforts that they've made over the last year to to really make sure the phones are put away has been a totally different experience for my sixth grader versus her siblings that were there before um so maybe to gather some

065data i know butler middle has also done it but and i know we're all nervous about talking about that at the high school level but i've lost count of how many parents have talked to me about this issue and i do think often i'm like sure putting so much time effort and money into making sure that they have a great educational experience we have a choice about how we really want to handle cell phones in the classroom so and thank you for what you're doing because i think this is awesome when i saw the common sense like certification i was like i didn't even know that was the thing for school so thank you for finding that yes we're excited we're excited to kind of recognize the awesome work that they're doing in those things

066any other comments oh thank you so much this this really is it's really um wonderful the work that you're getting and as i read through this i thought you know we can't filter along our way to safety we have to train and teach and model and practice the way to safety and i think that that is the direction that you guys are coming in and i'm really grateful for it so thank you thank you okay next on the agenda is a policy update i will turn time over to um mr jeff christensen to talk to us about a couple of policy updates so now is the time for your first chocolate if you store it up before the meeting wait wait wait what time is it oh i can't until eight o'clock i can grab

067one at seven o'clock so just a couple of policy updates from the policy committee tonight so um the first one is our student educational travel um if you were to look at the the history of this policy if you'll recall back two or three years ago roughly in march of 2019 is when we had just had the legislation dealing with student fees and we were really looking at about how to address fee legislation and so we met and discussed and really changed the student overnight travel policy in a number of ways specifically adding a travel radius distance how far we could travel and the number of trips that each school could take on and so that was roughly in march 2019 and then we came back shortly thereafter and i've just been making minor tweaks

068to the policy since then of course we had the period of covid where no one was doing any travel so last october we were back here again to sort of refine the issues that dealt with limited liability and passengers so the reason we have it here again is of course we have um each year we're required to update our fee schedule so we built into the travel policy what we would charge for student overnight travel and so with the update for the fees that we're going to look at in our next meeting we've adjusted the amount in our student overnight travel to kind of coincide with that so that's the first update is just i'm adjusting the gross feed cap expense for student overnight travel from 1250 to 1500 consistent with what's on the agenda

069for their approved fee schedule then at the same time we also have with the utah high to schools activities association frequently uh biannually or sometimes between two to four years they'll realign students based on enrollment and so we also have this issue of region competition requiring student overnight travel so we're proposing an exception to some of the additional criteria that we set out where we would allow regional or region competition requiring overnight travel for instance if hillcrest is in region 7 and they also have uinta so if one of our teams needs to go out to that location and it may require overnight travel we're putting in some language that allows the administration one to approve that with not following the standard procedures in terms of how early that travel would need to be submitted

070to the board and also some ratification provisions that aren't currently there so you can see those are the main elements in this revision where this region competition requiring overnight travel would not count against the number of trips that schools currently are allotted and then also they wouldn't be required to adhere to the 45-day travel reapproval process and then i guess most importantly the school or district will pay for those travel expenses that are associated with the regent competition travel that's a detached red line um this is for the board's consideration i can take any questions on this before we move to the other policy if the board has any feedback feedback for the policy committee after this meeting you can send it to me board on this one okay thank you then the other policy

071is our home and hospital instruct instruction policy when we were going through the student section we updated this policy in the 2018 school year we were just kind of working through all of the different sections and we updated and modified this policy specifically with our special education provisions outlining situations where we would need to not just engage in home and hospital we would need to have home instruction since that time we've been through covid and we have had some experiences in the district where there have been several issues where we have felt we needed to adjust provisions in the home and hospital construction it was designed for a different era where we didn't have the ability to put anyone online it was designed when teachers were making trips out and a bit more restrictive in

072terms how we would allocate those resources to someone that may be on an open enrollment permit so what we've done throughout the policy is is try to modify it and update it in those ways so the first is we're clarifying that a student on an open enrollment permit could qualify for home and hospital services if they in the event they return to their boundary district we have procedures in place where we can allow an analysis of student services in the school to look at those circumstances again we've added some components based on review with our student services department to do an assessment for students whether they're at the elementary or secondary level if they're going on home and hospital how can we ensure that they'll receive adequate services and then just a few more specifically

073looking at how we provide our iep services um if we send a teacher the older model was that we would send a teacher for two hours of instruction per week that may not be consistent with an iep plan and so we're going to require a meeting occur to address those issues and the last is we have some course requirement issues where we don't have a comparable course we've got some provisions in place to help students so we think these are good measures to help update the policy again i can take questions or you can send feedback to the policy committee on these issues any questions i have kind of a weird question so like i have an example like if a student um is home and haas is home in hospice not hospice the hospital

074and they would they would ask if they could just come to lunch to be with the other students of the school would that be like written in the iep because they just want to do a little socializing with people but they really need to be home or whatever the reason is would we be able to manage that under the iep so i mean each individualized student education plan will have a host of related issues to determine whether or not that's appropriate as an appropriate goal for students i can't speak to that but i think if they were looking at how best to maximize that student's opportunity to get benefits they would look at i mean if they have an existing iep they would in that way otherwise they could look at whatever jews depending on

075what the situation of the student is that wouldn't know the policy though that's drafted right because then the idp would be consistent with the policy right so if they had a 504 or an iep but the 504 is not on this policy then they could then it would be consistent with it so do we need to include a fiber yeah we may have these are the language additions i think we've got that already based in there we can address those issues as they're they arise but what we didn't have was this issue for requesting a specific meeting that be convened for the iep team is that the iep it doesn't matter what type of student they are originally 504 regular or iep iep is constructed once they are put on home and hospital instruction so

076that would be an addition right drop a new one once there so an iep is going to be developed if a student qualifies for special education services yes if a student is any student not necessarily not an iep if they're injured in some way and can't be to school we have programs where we can send us either put them on home and hospital for a time period and that's handled through our responsive services or student services department depending on the nature don't we write up a little plan for them while they're at home that may be worked on with a teacher or an individual administrator on how to support them we're not calling it that's not a separate distinct from an individual education plan under idea okay and then another thing is i think we

077had another change that isn't up there the original policy has middle school and high school students are allowed to not be marked absent if they're participating in this but doesn't say elementary and we wanted to change that to say elementary as well that's included it's it's not listed as one not highlighting as one of the changes yeah i just we had some we had some additional redline elements that aren't listed on that i just want to be sure it's in there yeah it's in there thanks any other questions or comments on this when the committee meets next we'll um look at the 504 before make sure just want to jeff for his work and policy committee you think about the last probable three months i mean we have really worked on our shoes dating back

078even to last year and i i just appreciate his leadership and very you know he's his attention to detail and really preparing the policy committee and bringing it to the board so we've got some good issues coming our way so they're not yeah the hits are going to keep coming so thank you jeff and then board are we okay if we bring these two items back next time or possible action oh yes my other thought is just we don't have in policy organization of what happens when a child is put on home in hospice as far as as far as what the plan includes we've talked about what it may include i'm just wondering if that's something you said student resp um you know responsive services construct something and i understand what the original intent

079of an iep is but would it help to have in policy that we have a written plan for the student that's doing the home and hospital care so that so that the parent can say oh i know that we're going to have this amount of instruction or things like that i know in practice we already do that but do we want that somewhere in the policy because that's kind of nice for a parent to say oh this is what they've agreed to do and we've got this specifically laid out so i don't think i think that's already done in our practice so i think really in our practice yeah i think the only update really is when iep meets home and hospital when those two things meet together and one student and we don't know

080what that looks like i mean you don't know what the hospital is going to say needs to happen and you don't know what the student's problem is they have to write the plan for and so for us to say this is what we think they should get you eliminating us when we're putting us in a situation where we're responsible for something we may not be able to do and i'm not saying any specifics but just that it's in policy that the parent can know that there will be a plan written for their child no not something we're interested in we may want to find out what responsive services does i mean i hate to tell them what to do in their job they may already have this some way that they deal with i suspect

081anybody going home in hospital they have some kind of plan for their writing because we're going to have ladies now we'll talk about their assessment i think it will be covered in those procedures yeah policy it says that that the request is made to initiate services and then the parents and the physician and determine the length of time and the type of services that will be needed so it's just going to be very different okay okay that's good all right that concludes our items for study sessions thank you very much jeff and we have a few minutes we will reconvene for our business meeting beginning shortly at seven o'clock you guys finished ahead of schedule you can't do it okay i think we're ready to begin i would like to welcome all of you here

082to the meeting the business meeting of the canyons board of education today is march 29th 2022 and we're meeting at the district office located at 9361 south 300 east in sandy utah and the first item that we have on our agenda is to approve the agenda for um tonight's meeting so i will ask for a motion on that i'll make a motion to approve the agenda for tonight march 29th thank you is there a second i'll second it thank you any discussion to this motion scene then i'll call for a vote all in favor say aye aye any oppose that motion passes thank you um we are pleased to be led in the pledge of allegiance by copper view elementary community school facilitator jenna landward who then ms landward will give us some highlights from

083cop purview elementary i pledge allegiance to the flag of the united states of america and to recover before wish to stand one nation under god indivisible with liberty and thank you awesome i'd like to start off by saying thank you to the board for having me my name is jenna landord and i'm the community school facilitator at copper view elementary principal smith and principal campus we're sorry they weren't able to be here tonight they had family obligations so i'm excited to highlight copper u um and our community copper view elementary is a full title one school serving about 450 students in the midfield area as you know title one funds are federal dollars aimed at increasing the reading and math achievement of students who are economically disadvantaged and or eligible for mckinney-vento assistance prior to

084covert 19 our school was declared 100 free lunch under the school lunch act and additionally 41 are multilingual students and 13 qualify for special education services copper view has two half day preschool classrooms three full day kindergarten classrooms and 15 first through fifth grade classrooms we also have two administrators 23 full-time teachers two academic coaches eight wellness team staff members an extended learning facilitator an alternative language specialist a family learning facilitator and four interventions our team of professionals are striving for academic excellence and successful citizenship in the form of csd's five pathways community school model academics youth development health and social services parent and family engagement and community partnerships with this model we are proud to be able to address the needs of the whole child their family and their communities our teachers and staff

085are the lifeblood of our school and work tirelessly to build positive relationships with our students and believe there is a direct connection between positive relationships among adults at school and our students success our staff believe a safe and caring environment maximizes learning and in doing so they create spaces for students to feel loved and valued additionally our students cultural and linguistic backgrounds are assets to our school and lastly achieving common goals requires cooperation communication and commitment between students their families and community our diverse population is comprised of generations of families from midvale new newcomers from all across the state and nation and students who have recently immigrated to the united states over the past few years we've received families from the democratic republic of congo syria egypt iraq iran afghanistan venezuela colombia el salvador brazil

086guatemala and mexico our school represents a vibrant group of students that learn together play together and dream together in the same way our students come together so do our families if you haven't spent time in our family learning center i invite you to do so it is a special place unique to our four title one schools in the district where parents families and community members come to learn english digital literacy literacy and volunteer our family learning center students also learn how to be active members in our child's education and in their child's education and how to engage in school life best of all our students whose families engage in our family learning center have overall better outcomes and success in school another cop review highlight is our before and after school programs and the enrichment

087activities that go along with them as well as youth development opportunities our extended learning facility sandy bellona luna does a wonderful job and provides quality enrichment programs that are designed to give students the opportunity to try new things and explore and develop interests outside of the academic classroom activities range from art stem and athletics sandy also supports our ell students throughout the school day and with small-based group instruction and one-on-one language support speaking of student supports there is one group of people in our building that deserve recognition for the work they do every day our cop review wellness team is comprised of our school psychologists social worker behavior assistants hopeful beginnings therapist school nurse and myself are a task to lead coordinated efforts to to support school sorry student medical and mental health needs this

088team of professionals works together to provide multi-tiered student support a proactive learning inter environment for all students using restorative practices behavior strategies counseling services linkage to community resources and promotion of health and wellness to ensure we meet the needs of the whole child i'm constantly impressed by the work of these individuals their patience commitment and dedication go beyond words and our school would not be what it is without them one great addition to our wellness team this year is having a full-time nurse at our school stephanie ellert has implemented systems that play an important role in the health of our students during this complex time she has guided many families to the resources they need for their entire family and prevented unnecessary absences when appropriate another wonderful support that is new to copperview this year

089that cannot go without acknowledgement is the parent square school-wide communication app that was implemented with the hillcrest and georgia feeder systems parent square has increased our parent and family interactions giving parents a tool to to reach their child's teacher in a convenient and easy way it has also provided ease to our teachers as they can text parents and families and know who has received those messages not to mention it is reaching parents in their preferred language no more google translates for staff members and parents only need to use one app for their elementary child their middle school child and their high school child from an admin perspective it has been so nice to be able to see who's connected who's using it and who might need their contact information updated thank you for all of

090you to all of you who approved the funding for this useful tool in our schools it has been a wonderful asset to our school-wide parent and family engagement to wrap this up because i know i'm out of time copper view is a great place to be because of our amazing students and families and staff just one last thank you to the board for your continual support of special programs and individual roles in our school many of them unique to cop review that would not be possible without your leadership so thank you and thanks for having me thank you thank you for that wonderful report and thanks for all the good work that's happening will you at copper view will you please let principal smith and assistant principal capes know of our appreciation and extend it

091to all the faculty and staff and all the teams that are doing such great work there thank you um next we will hear i'll turn time over to jeff haney and kirsten stewart from the department of communications for some recognitions president thank you for this time to recognize the accomplishments of students faculty and staff in the canyon school district tonight for our recognitions we're celebrating the achievements of champions leaders artists and scholars in our community those who are mentioned tonight will receive a letter of commendation from the board and the superintendent but before i get going on our recognitions i want to draw your attention to the fun photographs and videos you may have seen on all of our district social media pages mostly facebook and twitter you'll see here that we are highlighting the

092unique process the canyon school district follows to choose a teacher of the year as we've mentioned before every school and program in the canyon school district is invited to pick one teacher of the year and from that group we select one overall teacher of the year who will be canyon's district representative in the state teacher of the year selection process this week all of our schools and programs are unveiling who is their teacher of the year you may have seen a whole bunch of those photos and videos go up on our social media pages today please keep watch or the next little while for all the announcements of all of our schools and how they are celebrating the contributions of our teachers we want to give a big shout out to the canyons education foundation

093they provided all of the gift bags that went to our teachers of the year gift certificates and prizes in the gift bags are worth almost 500 and the winner of the teacher of the year selection process will be announced on april 19th at a a community ceremony hosted by the board of education and the administration will start a reception at seven the event starts at 7 30. the entire community is invited to see who will be announced as the canyons district 2022 teacher of the year now our first honoree tonight is having an unforgettable year as a senior at corner canyon high school now yes it's very true that cody hagin's big year was just made bigger he was recently announced as the male high school athlete of the year and the governor's state of

094sport awards now cody has committed to play football at brigham young university and he's been honored as the utah gatorade player of the year the deseret news is mr football and this came as the chargers record-tying football season and a championship game appearance at rice cycle stadium he also is the reigning 6a state champ in 100 meters and we are crossing our fingers that he'll be able to complete that one more time and bring the trophy home again to the kim's canyon school district congratulations cody as the male high school male athlete of the year in the governor's state of sport awards our next honorees are winners of academic allstate awards for winter activities a few weeks ago we celebrated the academic all-state award winners for winter sports but in recent days the utah high

095school activities association has released the names of the 30 canyons district students who have earned academic all-state awards in theater forensic and music now these students from alta jordan and corner canyon high schools earned these prestigious academic honors at the same time that they excelled in their artistic fields now the high school activities association has presented the awards for more than 25 years for students who earn at least a 4.0 grade point average and score among the highest in the nation on college entrance exams so to celebrate these students in theater from corner canyon high school creed gardner lauren dunn from corner canyon audrey wilson from alta danielle gibson from alta matthew squire from alta zoe slaughter from jordan high school in forensics abby hansen from alta alex brown from alta james numbers from alta

096maron mon from alta and in instrumental music carson clegg from alta carson iverson from alta chloe angstrom from alta james numbers from altec catherine numbers from alta lily maddox elta matthew pastor rick from alta matthew squire from elta michael watts from alta britain bettinson from jordan lindsay webster from jordan and lucas pierce from jordan in vocal performance that's creed gardner from corner canyon audrey wilson from alta caitlyn mooney from alta lauren garrett from alta matthew squire from alta trinity beardle from jordan william pierce from jordan and silly slaughter from jordan so congratulations to our students who received academic all-state awards in theater forensic and music and our next honorees are winners of a scholarship that is much sought after among utah students and canyons district's winning streak at the sterling scholar competition was extended for

097one more year last friday night hillcrest senior adanja zoe liu was announced as the top winner in the english category marin mon right there in the middle was a runner-up in the speech theater and forensic forensics category you may have heard her name just a few seconds ago by being one of the academic all-state award winners and kellen hollinger from corner canyon was a runner-up in world languages congratulations to these students and to all of our sterling scholar candidates they work very hard to be semi-finalists and finalists and in our case we have one winner and two runners up so congratulations to all of our students the sterling scholar program is sponsored annually by the deseret news and ksl tv and those sterling scholar recipients receive scholarships to help further their education president tingey thank

098you so much for this time to celebrate the achievements of students faculty and staff in the canyon school district we turn the time back to you thank you so much it's wonderful to hear about all these amazing achievements um okay yeah sorry um we're gonna unmute the phone because you are now unmuted okay um so we've now come to the patron comment portion of our meeting while not required by law the board often designates time in meetings to listen to the patrons of the district please be aware that patron comment time is limited to residents and taxpayers of canyons district students and parents of students and current employees of the district patrons may provide board members with written documents these documents must be submitted to the board's secretary cindy over here at the meeting or

099emailed to the office of public communications by noon of the day following the board meeting time allotted for public comment is at the discretion of the board president tonight um based on the number of individuals that have signed up we will allow those speaking for themselves three minutes and those speaking for a group four minutes comments made during patreon comment time are part of the public record it is the board's practice to listen and take notes during patron comments the board of education does not discuss matters that are not on the meeting's agenda nor engage in public comment on individual students to protect their privacy or on employee issues if a patron wants to comment on a district employee's character professional competence or mental or physical health the board requests that those comments be submitted

100to the board in writing however if the patron determines to verbally comment on those personnel issues the comments need to be civil and refrain from personal attacks insults defamatory or slanderous comments about an individual the board of education would like to make it clear that critical race theory is not part of the curriculum being used by canyon school district there are no plans to incorporate it into the curriculum or instruction in canyon schools the board of education values input on all sides of issues to maintain decorum and respect we ask that those in attendance refrain from applause or other types of demonstrations during patron comment time as well as throughout the meeting so um thank you our first patron is will be addressing this from the telephone by telephone i'm angela meredith and then she'll

101be followed by julie bean and nicole woodmancy so um angela are you there yes um can you hear me yes okay thank you um yes i'm angela meredith um i'm speaking on behalf of special education particularly high school special educators i just want to take a minute to thank julie bean for all the work she's done getting special education ideas concerns and comments this past week and putting this together but i want to address special education particularly the accommodated core classroom at the high school level um i i just want to kind of take a minute and just explain accommodated core is kind of a unique classroom um setting whereas it's not it's not the most severe with special education it's not extended core it's not resource these are students that are i i say

102in between kind of that in between um ability or disability um more and more of our students are taking high school diplomas this was very different than a few years ago i've been at brighton high school nine years in accommodated corner um and we have now an alternative diploma that we are now offering our school district is offering um i think a lot of my students and i speak on behalf of the district with parents and students will seek an alternative diploma it used to be a lot of these students would receive a certificate of completion and continue their education at canyons transition academy um this group that's been accommodated hard they're they're a little bit higher maybe higher more higher functioning students that attend transition academy so with this um i know that our

103school district special education is is pushing a lot for us to be more involved with transition services and that is post-secondary high school options um so we are teaching we are teaching multiple subjects during the day math reading history transition um and we are also coordinating and working with outside agencies to help our students and our parents for choices for post-secondary options um this is almost a whole other not a job but it adds to what we're already doing more involvement again with these agencies um such work and duties may include facilitating applications to apply for these agencies and apply for funding for post-secondary education or job training assist the parents in the direction they want their students to go with post-secondary options set up and help facilitate workshops to learn skills and job readiness

104and career readiness for our students assist in core class requirements we work closely with our high school counselors these students that speak diploma diploma they're out in mainstream classes and a lot of these students we don't have paras to go out with them and sometimes we don't have enough peer tutors um to go and assist them in these classrooms many times um these students are sent these classrooms we work we advocate for those students we work with this piano teacher to help them but this is becoming more and more a big responsibility for an accommodated core teacher um in my opinion at least at brighton high school so a lot of us um yeah we are advocating we are advocating for modifications accommodations in these core subject areas i mean we're trained in reading writing

105and math miss meredith science yeah i mean i'm i i apologize i'm sure you didn't hear but the timer went off so oh i'm sorry could you just really quickly wrap up or we invite you to send the rest of your comments to us in writing no i can wrap it up thank you that's really all that i have to say i i sure appreciate the time and board of education i appreciate all the support you've given us this year with virtual fridays for extra time with this in special education thank you thank you um julie bean nicole woodmancy and then sally scott it's a song thank you thank you president tini canyon school board and superintendent robbins my name is julie bean i'm an acc special class teacher at jordan high school i'm also

106a cea executive board special program representative today i'm speaking on behalf of approximately 75 special educators and para educators from our district their names are included in a letter that i have sent in regards to my speaking tonight last august i had the privilege of serving on the strategic planning committee at the first meeting we introduced ourselves and had to share what our superpower is i said i had a deep well of patience patience is a prerequisite for special education teachers and for our para educators however our patients is running thin the enormous expectations being asked of us with fewer resources have made our jobs even harder sorry um lost my spot see i just need to keep looking um it's safe to say that we're drowning here and we all want what's best for

107our students and teachers and aides who are drowning probably won't be able to give students what they need i'm here asking for three specific things first special educators need additional time to meet required responsibilities second we have to improve paraeducator pay to a living wage finally we must work to reduce caseloads and class sizes and special education i had an epiphany during the planning team's meetings where i realized that special educators are given equivalent prep time as general education teachers but we have many more required responsibilities not accounted for in our time we have all the federally required paperwork for ieps including development maintenance meetings file management data collection ongoing re-evaluation evaluation testing behavior management bips scrams quarterly progress monitoring lre paperwork and those additional meetings and more paperwork along with phone calls and emails

108related to special education services and we still have to plan for classes sometimes for five to six different subjects grade student work reflect and adjust and attend the meetings all educators are required to attend i did a time study of my quarterly progress reports each report averaged 20 to 25 minutes to complete i have 21 students it took me a total of seven hours i get about six and a half hours per week to plan so our time just is not adding up paraeducator pay starts at lane two at 13.71 an hour they can move to lane three after taking three two hour classes which are not paid training time to move up to 15.50 an hour these positions have been difficult to fill especially in the last few years full-time parent educators can have

109a sub while part-time educators do not get a sub we have to manage without them paraeducators are our support for our individualized education needs for our students and deserve a living wage classes and caseload sizes have been steadily rising caseloads range from 5 to 47 at least based on my unscientific survey i did of 138 special educators but we should really be striving to keep special classes um held to 15 or fewer and resource elementary 25 or fewer and secondary 30 or fewer on another note i asked respondents if they were leaving or considering leaving special education and an alarming 69 of respondents were either contemplating or are planning to leave this year due to the enormous expectations lack of support and the increasing caseloads please consider our needs as you go into budgets and

110planning for next year we need help we are drowning please work to make changes to these items so we can better serve our students thank you um nicole goodmancy sally scott and then um sarah lee hi i am nicole woodmancy i have been a teacher at midvale elementary since 2012. i am one of two special ed teachers at midbell elementary my partner teacher malaya boyd and i have worked together for six consecutive years and this year is unlike any other which you are starting to hear our caseload has reached 92 students this is the highest it has ever been it is important to know that our scrams do not often reflect this number and this is due in large part to the high mobility of the students at midvale elementary our caseloads at the beginning

111of the year are different in the middle of the year and also at the end despite the high mobility rates we take pride in receiving students providing specialized instruction immediately and working hard to make sure their files are in compliance this caseload of students is similar to midvale middle school where they have three teachers to support their caseload of 90 students when our caseloads are this high our small groups are actually large groups we have eight to ten kids per group and differentiating for their needs is unrealistic to achieve we are unable to provide faith and meet iep needs of the students despite our best efforts our team has participated in lre review meetings eight times this year all eight students have been placed into special classrooms we would like to do eight more preparing

112the lra packets often comes at the expense of our personal or family time the work that goes into getting students the support they require is substantial we have completed 40 eligibility assessments this has either been an initial or a re-evaluation our sst committee has additional students they are hoping to refer before the school year is through with only two of us and a completely full schedule this is very difficult to accomplish we are consistently sacrificing our lunch breaks or small windows of prep time to get testing done we have reached out to district testers to support us scheduling the minutes according to our school schedule and over 90 individualized education plans is very difficult when short staffed we are giving up lunch breaks including our only paraprofessional this is not ideal but serving the most

113at-risk students at the highest at-risk school is our top priority there have been on occasions that we have had to cancel some groups due to our short staffing general education teachers can confirm how hard this is on our students they require they are required to come to resource for support and instruction on their level we are unable to meet all iep minutes that our students need as required under special education law our purpose in making you aware of our circumstances school year is to bring attention to the need for allocating more than just additional paraprofessional hours we have had a vacancy in this position for most of our school year midvale elementary needs another full-time special education teacher to provide specialized instruction that our students so desperately need we are dedicated and we love the

114students at midvale elementary but if we continue with the status quo this will lead to quality teachers burning out students falling further behind and it will continue to be challenging to build momentum to exit tsi thank you for your consideration in allocating an additional fte to meet the needs of our meet the needs of our students at midvale elementary thank you sally scott sarah lee and then jenna landward hello thanks for having us all here i'm another special education teacher i'm so nervous i'm at jordan valley school i'm a third year teacher and it's difficult to articulate the level of burnout that i feel amongst my peers i look at the faces of my para educators and my teachers and i can tell that we just do not have the energy or the time to

115complete all the needs and i can see the stress that has on our students our students need support they need para educators who make a living wage we need teachers who have time to evaluate their ieps to be able to determine the best plan forward for them please please please pay attention to julie's letter she i can't articulate just how grateful i was to receive her email asking for our input because special education teachers and peer educators need to be heard we need support we need your support so please take as much time as you need to review julie's letter to listen intently to the rest of the special educators who are going to speak tonight and to think deeply about how to best support our special education students thank you um sarah lee and

116then i i i know i called jenna landward but i think this was signed up in error because jenna's still here okay so after sarah would be um lindsay christensen and then andrea luker okay my name is sarah lee i am the library brain booster instructional technician at spruce wood elementary although i have also been addressed as library teacher the book girl and even grandma on occasion i am nearing the end of my fourth year as a brain booster teacher and the end of my eighth year working in education in this job i have found my passion i love kids and i love books and i'm pretty sure they love me back in this position i have more responsibility than any other job i've held i teach and create lessons for our entire student population

117that adhere to the utah core library media standards for k-5 most of my job is spent in face-to-face instruction with students as such i am also expected to use best practices when it comes to pbis and support our school climate goal in my spare time i'm expected to inventory weed maintain and update our book collection i'm also expected to attend bi-weekly team meetings and monthly district pd meetings and collaborate with teachers more expectations include finding a substitute if i'm sick or need to be gone and preparing sub plans i don't get paid for that time off and this substitute would make almost as much as me or in cases of some brain booster teachers more than a brain booster teacher would make on that day i am functioning in the role of a highly qualified

118professional but i am making four dollars an hour less than our district starting pay for bus drivers they deserve fair compensation don't get me wrong as a matter of fact i'd love to do the alternate path to licensure and get a library endorsement but i was told that if i got my teaching certificate i couldn't stay at the elementary level so i'm stuck in my professional aspirations because my heart is with our young students turnover three booster teachers is pretty high with most citing better pay as their top reason for leaving the brain booster program is an important part of our schools some students who struggle in the classroom can find success in a different space like the library or playworks or art or stem if our district values the brain booster program like it

119says it does let's get some compensation that's commensurate with education and experience i never thought that with a college education i'd be working an hourly wage job in my 40s but here we are this is what i love i just wish things were a little different i know that as a ward you can move mountains when it's necessary i watched the public comment from the last board meeting and i'd like to add my voice to the ones you've already heard asking for you to more fairly compensate the brain booster teachers as the highly qualified professionals we are and are expected to be thank you for your time thank you um lindsay christensen andrea luker and then katie redd all right thank you it's wonderful to be here thank you for making the time my name

120is lindsay christensen i work at sunrise elementary and i am the stem brain booster instructor i will be finishing up my fifth year working there and i also just love it and um do find a great passion working with the kids and that's why i'm there as bb teachers we are in a unique position as specified before we provide consistent support to every teacher as well as every student and i do find that as a critical part of working as a brain booster instructor i've been able to make very meaningful relationships with both teachers and the students and i feel like that really helps us in a social and emotional learning environment and that we do see students year over year and we can spend many more of those hours getting to know them better

121i really really enjoy seeing them grow up and it's very great to see now that kids that i taught as first graders are leaving the school as fifth graders soon what a gift i hope that my efforts in being there year to year has created a sense of security connection and emotional support as we bond as i bond with the students the current wage however does not adequately reflect the duties of a brain booster teacher we provide a safe and organized learning environment teach curriculum to large groups of students often larger than homeroomed classes create memorable experiences through projects that cannot be replicated in the regular classroom all while building in the knowledge the students have gained from the previous year it is unique in that we can cover areas in second grade and build

122off of those for third grade in the stem classroom there are many aspects to this job that draw me to continuing in my role i love working with the children i've appreciated the flexibility of the part-time job i really feel like i'm making a difference and i also enjoy developing curriculum and the creativity that that involves in addition to what's provided by the district this year will be uni or the following year will be unique to my class my school in that they've asked me to continue teaching the district provided curriculum but also to back up what's being taught in the homeroom science wise which i'm very excited about and that i can create some hands-on learning opportunities that might reach more children that have a difficult time learning in the regular classroom i also

123love working with administrators teachers and staff at my school i cannot say that the pay is one of the reasons i return year to year i did graduate with a bachelor's in biotechnology and a master's in finance of course different positions i've held probably had different levels of pay and that's understandable um and yet here i am also in my mid-40s loving it's the job i never knew i wanted and i love it i only ask that the wage reflects what we do every day thank you very much thank you andrea luker and then katie katie redd hello i am andrea luker i am an art teacher at east andy elementary i have a bachelor's degree in fine arts with an emphasis in ceramics 13 years ago i discovered there was an unused kiln in

124my children's elementary school and i started to change that and get that being used seven years ago i was asked if i wanted to be a paid art teacher at my school paid is better than nothing i took the job and um so the days of going into a teacher's classroom while they stayed there stopped i have my first year the district helped me figure out how to orient my classes and what to teach and i discovered if i had been paid under the bts as a or hired as a bts art specialist i would have been paid about twice as much for about the same thing i'm doing now however i also discovered that since i accepted a lower paying job bts will no longer cover me because i only start new programs so

125i would have to quit stop for a year and then start again or go to a different school at my class i have adjusted lessons to better cover the utah art core curriculum i integrate science math and social studies i teach about other cultures through art and i scaffold lessons to help students enjoy and become more successful with their arts and as a 3d specialist i find the projects for students that say i can't draw i um i work over my hours because i have to be ready for those students when they walk into my classroom and no principal wants to hear that i work longer than i'm paid for but i will do what i need to for my students it seems to be right now that the district feels like we are second

126class teachers because we and then we don't have a fair wage i don't have the teacher's license because i wasn't asked to have it at the beginning i'm not going to be paid more if i get it and i as a part-time employee i don't have paid sick days or paid time off i don't have insurance right now my pay is the joke of the family i earn less than my 19 year old um what hurts most is really if i have an official sub come in to cover my class they still get paid more than i do i'm the only person at my teacher at my school that teaches the art core for and that's every student in the school i deal with behaviors i go to bds i now teach lessons out of

127professional development classes and i'm even the blt rep for my team at my school all my children have moved on to middle school high school or college it is no longer convenient for me to stay at an elementary school i stay for those moments when students are successful when i make a difference and out of habit i think i'm thinking harder and harder each year whether it's worth staying at my school if my family needed my income i would have to move and get a different job my school is on their fifth playworks coach they're also their fifth master or fifth stem teacher to head master's degree i encourage the board to raise our beginning pay to 24 an hour for part-time split specialist teachers we are still part-time but we'll still do our best

128to enrich students education by opening their eyes to new possibilities because we are teaching what we are passionate about and that has power thank you katie red hi i am katie redd i am here to advocate for better pay and benefits for our brain booster teachers i have taught at lone peak for 15 years and have seen what an amazing addition the brain booster teachers are to our school before brain boosters the arts were left for the teachers to teach and often times didn't get the quality or attention those subjects deserved i have also seen what it's like to not have high quality teachers who aren't invested in the class or the students and also to have high turnover in the brain booster classrooms because the teachers need to find a job with better pay

129it is imperative that we have high quality educators who are invested in the students it makes all the difference as a teacher i value the brain booster teacher so much and have seen firsthand with my students and with my own child how much brain booster adds to school i often hear students say that their favorite days of school are the brain easter days i have seen kids who rarely feel successful in the regular classroom feel like they really shine and are the stars in the brain booster classrooms the only way to retain high quality brain booster educators is to give them adequate compensation when i realize they are paid 15 an hour with no benefits retirement paid time off um i just knew i needed to advocate for these amazing amazing educators as i saw

130through the pandemic i never knew who the board was but then through the pandemic i started tuning in and realizing how important the board is and i realize that you guys do listen and you care about the teachers students and community which is why i felt like it was really important for me to come here today and add my voice to others who have come to advocate for our brain booster teachers thank you thank you and we thank all that have come to address the board this evening and if just a reminder that written comments can also can be submitted either to the secretary or to the office of communications okay next on our agenda is are the consent items i will call for a motion it's okay thank you i will call for a

131motion and in making that motion please list each of the items on the consent agenda i'll make a motion to approve the consent agenda which includes item a approval of minutes for march 15 2022 item b approval of higher in termination reports item imc approval of purchasing bids imd approval of student overnight travel item e approval board meeting scheduled for 2023-2024 and the imf approval of usbe rule r 277 compliance training [Music] thank you is there a second to the motion i'll second it thank you any discussion to this motion seeing them i will call for a vote all in favors please say i i any opposed okay that motion passes thank you next under new business item eight a strategic vision final draft i'll turn the time over to superintendent robbins thank you president

132uh if drew is on the line we'll turn it over to him in just a minute from education elements but i just wanted to express my appreciation to the board and all of our employees parents in public that participated on this this is quite a historic night and i'm certainly very excited to release this document to the public and potentially ask the board for consideration to officially adopt at our next meeting in april so this is uh exciting for a lot of reasons i'm thinking about just all of the blood sweat and tears that have been poured into this as i've mentioned before i think a guiding document like this created in an environment that we've been in definitely has a lot of investment and i think that's very positive in going forward as this

133is really our north star and hopefully will guide the decisions that are made in the district for many years to come so i'm just more than excited and proud to see this work go forward so i really want to express my appreciation to the board for all of your work on this to see this happen so if drew's ready drew you good i'm here can you all hear me okay yes you got it okay great well good afternoon everybody well good evening i guess um great to speak with you all and as superintendent robin said this is really a this is a moment of celebration we've been at this process for almost a year now um from the the very inception of this strategic plan to where we are right now we've made a lot

134of really great progress and really excited to share that all with you right now um just as a note um what you'll see on the slides here is a direct reflection of what will be presented in a a printed published copy of the strategic plan so note that this will this will not just exist in a slide format there will also be a published version available to the public as well so what you'll see um on the screen here i think can everyone see that yes okay great um so uh the first thing that we wanted to just note is um on the next slide the the note from both superintendent robbins and um uh from the board president nancy um just kind of outlining the the why behind the strategic plan why we're why

135we're doing this in the first place how this is going to guide our work moving forward and serve as rick said our north star moving forward to make a lot of decisions that will help to improve the experience for all stakeholders in the school district from students to teachers to parents and leaders as well you'll also note that in the strategic plan we we made it very clear that we are building off of the vision and the the mission that has been in place for the district since its inception 2009 um so on the next slides you'll see that uh that vision commission is reflected there and it is still very paramount to the district's success moving forward if you go to the next slide you'll see the mission statement and the core values as

136well those are things that are very important to keeping front of mind for the district as we continue to move this work forward and things that we certainly do not want to um certainly things that we do not want to dismiss um as we as we continue this work and uh a reflection of uh a lot of the important work that was done um when the district was formed back in 2009 and what you'll see on the next slide is um just a reflection of the core tenets again a reflection of something i think they are displayed behind the board right now on those uh on those posters there just the things that we want to keep very front and center and importance our front and center as we make our decisions moving forward and

137speaking of that forward direction on the next slide you'll see the four focus areas that we're really going to hone in on to propel the district to where we want it to be in future years and those those strategic initiatives and success criteria will fall under four categories uh high quality learning access and opportunity human centered supports and operating systems we can dive into those in the coming slides in a little bit more detail and and all of this as as superintendent robin said is a reflection of a multitude of community inputs of planning team meetings of focus groups empathy interviews um really almost a year of stakeholder inputs into this process so we have made it very top of mind for us to make sure that as many voices as possible are heard throughout

138this process and hopefully what we have presented here is a reflection of that and a very um a very focused approach to allow for those um top of mind concerns for constituents in the canyon school district uh to to come to uh to be front of mind and to really uh be focused on for the coming years so what you'll see on the next slide is the first focus area it's high quality learning as a school district it makes sense to really have this to be the the top of mind uh priority item for all of the work that's going to be done um in the coming years and you'll notice that on the coming slides we don't have to go um we we can go side by side or we can kind of go

139a broader approach but what you'll notice in this section in particular is a relentless focus on providing a really high quality learning experience for students and also if you actually go over to so actually slides 8 through are really focused on providing high quality experiences for students and then when we um get over to slide 12 we're really focusing on how to prepare our educators to um be well equipped for providing those experiences to our students so throughout this focus area we're really focused on a multitude of things from aligning learning experiences to the utah portrait of a graduate to focusing on a competency-based approach for teaching and learning and then also enabling educators to have those job embedded supports to provide for really meaningful professional learning so this focus area um as i mentioned

140is really robust and is probably in is definitely the most built out of all the focus areas of the strategic plan because um this is really at the core of the the value proposition for the school district to provide a meaningful high quality learning experience for all learners i'll pause there and see if there's any questions about the high quality learning experience focus area before we move on to the next one uh questions mrs neighbour i have one uh first off just i am so excited the majority of all of this i feel is is all the hopes and dreams of of this past year uh my own personal hopes for this for the school district as well as what i i gathered with all of our workshops and surveys that we sent out and

141listening to parent input uh i i have two questions the first is once we we approve this to go out to the public we're providing one more opportunity for public to give feedback right and so is that correct yeah we can take feedback i would not recommend changing any content at this point okay so that leads me to my next question when i went back to my workbooks and i took pictures of the sticky notes when we were here in the board room and all the steps we went through uh the one thing i think perhaps some of the community might have questions on and i i'm thinking i may have questions on is the competency-based k-12 i'm not sure i don't want to get into too much of the weeds but what are we

142committing to with that are we because competency-based right can mean a lot of things it can mean abolishing letter grades and that type of thing and when i went back and under the access to high quality learning that wasn't something that came through those workshops and so i'm concerned that perhaps members of the community might be worried or have concerns about that so so what are we thinking with that well first off let me just say this there are a lot of planes on the runway right so this is eating an elephant one bite at a time and i would recommend that all of these are taken into consideration and prioritized obviously you know anything around a model the k-12 model is a huge shift in thinking and and paradigm having said that you know

143i certainly don't think building out a competency model next year would be a wise thing to do but i do think it it does pose some questions about what letter grades mean in the district and how we advance students more in a skill based mindset than than more of a compliance model and i i think you know as educators we should always you know be thinking about when our students graduate from canyon school district or from our state what are the skills necessary for them to compete in the world and that probably is more based on mastery more than it is checking off the boxes so i'm excited about that proposition and to see you know what that where that leads us but um i i think lining that up with all the other priorities

144that are in the plan that's something that i think that we take it one day at a time that's my thoughts and and i just want to add to that um the strategic initiative in that impact area says csd will develop an engaging and competency-based k-12 model so that will be part of the process is to develop and and determine what that looks like and like superintendent said it's not something that you just flip a switch and you do it it will be a whole process in and of itself to develop that model um mrs oakes so and answer your question that may not have come out in your committee but it came out strongly in mind in the post-secondary pathways in part because you have a lot of students that might not necessarily be

145gearing themselves towards a college education but they need to be able to demonstrate mastery on certain principles there's a lot of different variations in competency-based learning the other thing that we also need to consider is that the utep portrait of a graduate really talks quite a bit about competency-based learning and because we're embedding you know the utah portrait within our strategic plan by virtue of that relationship is something that we're going to naturally be looking at did you have a follow-up yes i do so i've obviously competency-based learning has been around for for decades really starting in the 1980s and i know there's a lot of different ways to do it i just anticipate when we send this out to the community that we are going to be asked questions and i know we have

146talked about different things like letter grades with competency-based grading as well and i know we're not going into the details but i want to be prepared as a board member when the community says hey when we see this does this mean and if we say well that's in the works you know i want to be able to give a definitive a definitive some sort of plan in place and not say well i don't know we'll just see how it shapes out well if i may suggest i would think the answer that you could give would be that will all be part of the development process those details will be okay and then the development process as we move forward with the development process we hit how how does that look when we are developing it

147is that something where we will also be the board will determine what the process should be so that will be an upcoming agenda item okay thank you so much mr wrigley thank you i think as we bring this out we probably need to let people know that like the board functions at thirty thousand feet that this is a thirty thousand foot document this is a guiding star document uh the actual details uh will be drawn out as the board and the district decide which areas with the parents that we're focusing on and we'll be able to draw upon all the mass of data and input that we had from parents that were given to us that it's not all represented here what i liked about this document is what it didn't say at 20 of

148because as what it didn't say is it pretty made it pretty clear nancy continues to say we don't support critical race theory i don't see i know it's strategic agenda versus critical race theory it says and we we talked about before we don't support transformative social emotional learning there's nothing that says we're going to do social emotional learning i think it gives us a good theoretical document a good direction of where this board is going at a thirty thousand foot level and i think it gives the public hopefully uh confidence that we're doing basically their values and what they feel most important so i think we try to draw that in and later on i think we'll define what this means specifically as we start addressing that particular issue is that right superintendent i mean

149is that the intent of this particular document versus all the other ones they're given yeah i think you know the point being that the real effort in a 30 000 foot view is to think about 10 years from now 15 years from now we don't know you know what challenges may be ahead and like any document that guides you know a larger organization or a nation for that matter is that it has to be flexible and it has to be breathable and livable that it can adjust to the needs that arise as we have found in the last two years things can change overnight and so i'm confident that it accomplishes just what you're talking about just one other comment on this is there's two one is as i'm wondering as i look at this

150document even the collapsed documents is 21 pages i'm wondering if it might be possible for us to put together one or two pages it just talks about the impact statements and the strategic initiatives that gives a bigger picture of what our major concern in the strategic initiatives the the success criteria is sort of how we're going to do that and they can go to the mother document for this so i'm thinking i mean if i'm going to hand this to somebody i'm going to say here's 21 pages just go through it i think it would be say here's two pages or two and a half or something and then if you want the full document to go to the full document and my last comment on here and just something personal on there the pictures

151need to have the shadings of the different colors on this first girl looks like a smurf um so i think if i i'd like to see just a clear picture rather than the blue and the the orange and the whatever color that's on people so just to comment on that too that it's in a slight deck because of last minute changes to the aesthetics and some of the pictures and themes so those things can still be changed or you know okay just this just as when we go to publish it and that's great feedback for drew i mean it looks graphic but she does look like a smurf anyway so thank uh you zoaks so i know that there's different critiques and and questions and clarifications but i do want to take a moment to

152celebrate i am so excited about this first section of the strategic plan i'm excited about all of it but years ago when i started on the path of researching a lot about education as a parent um i looked a lot at 21st century learning about the five c's you know creativity collaboration communication curiosity critical thinking problem solving those are things i am deeply passionate about hands-on learning the ability for a child to be able to move in the classroom and have different ways to learn um these are the things that breathe life into learning for children and i hope that the public is able to see some of that things including steam the ability to have healthy physical movement both indoors and outdoors i'm a huge proponent of outdoor learning for children there's no better

153science learning than for a child to be able to go outside and touch with their hands the things that they're learning about and the same is true when they're creating art and one of the things i saw last night in the lone peak elementary art show was amazing they had been learning about the life cycle the butterfly and they created models of um out of clay and then in ceramics they had created um caterpillars and then they had a whole blacklight room where they had done butterflies monarch butterflies that under the light they glowed orange it was spectacular and my thought was none of those children will ever walk away from that experience not remembering what the life cycle or what metamorphosis means it was amazing so i hope that what this provides teachers and

154administrators is the opportunity to breathe oxygen into the learning of a student in a way that maybe we haven't done as much before um so anyway i i think it's a cause for celebration on so many levels thank you any other comments on this section mrs my bar i also just wanted to say how excited i am i love how we are looking at also challenging all types of learners in every building providing diverse pathways and that hands-on learning and i really see this access to high quality learning as as that north star and and our guide as we in the next several years as we develop systems and look at curriculum maps i see this really tied into curriculum maps and i am really excited for how this is going to uh ignite the

155kids passion about learning so i wanted to include that i know i had that one concern just because sometimes i like to anticipate if there's going to be a concern how to respond appropriately but i am very very excited about this plan thank you okay drew i think we're ready for the next section great thanks for all those those comments everybody and and i just wanted to go back to i think superintendent robinson said um i think it was you who said this is going to be a flip of a switch it's definitely going to be a kindling of a fire um so this is going to be a process that's going to take a little a little bit of time and and we're not going to get to where we want to be overnight

156um it's definitely going to take um it's going to take time it's going to take investment of resources to to get to that place where we want to be and especially with competency based learning it is it is a process and i speak from a number of years of experience on that front um but it's it's really encouraging to see that uh the district is headed in that direction because that is um for so many reasons a a a positive direction for meeting students where they are and challenging students um to kind of exceed um exceed their potential so um i think it's i think overall this whole section is really positioning the district to be in a place um that's very forward-thinking and very equipped to support students where they are and propelling them

157to where they need to be and even beyond where they think they can be so props to everyone who's been involved in the process for for thinking in that way um speaking in that regard our second focus area is around access and opportunity and this is really around making sure that all students in the district have have the resources necessary to actualize that really high fidelity learning experience um that would be talked about so making sure that resources and opportunities if you go to the next slide um are available to all students regardless of how they might be learning for how they might be progressing through their learning journey and creating the conditions and the environments for all students to really thrive wherever they might be learning throughout their their experience in canyon's school district

158so i want to pause there to see if there's any questions about access and opportunity as that relates to our strategic plan in one of our focus areas any questions or comments nope go ahead great so the next uh the next slide after that is human-centered supports yeah so what you'll see here in this section is really making sure that we're we're putting people first and operating from a human-centered perspective as we're making decisions um that will uh that will again create the conditions for um all stakeholders in the school district to really thrive so the first impact statement the next slide there is all students families and employees will feel safe supported and have a sense of belonging within their school within their school's communities and what the what the planning teams have really

159created in this particular section is to make sure that guardrails and guidelines are in place to make sure that everyone can come to learn come to work come to thrive in any canyon school district facility or within the canyon school district environment really come there to to be their best selves so human-centered support is really all about that and making sure that lifelong learning is something that is both uh supported and encouraged for everybody who's associated with the school district any questions or comments about that particular section questions comments board nope go continue all right so the last section here is about operating systems and what we mean by that is really how the inter-workings of the school districts functions so the board the school district leadership i'm talking about how if you look on

160the next slide um how roles responsibilities and accountabilities are kind of aligned and how they function on a day-to-day basis to make sure that we are really driving towards that core value proposition of providing really excellent and high quality learning experience for students and on the next slide they're really providing uh channels for effective and clear communication between stakeholders between the district between uh between the district and uh families between the district and teachers between teachers and students really making sure that those communication channels are open and transparent and making sure that everybody is on the same page so um the right people have the right information at the right time and really with that so so with that core really high functioning operating system on the back end of things uh with those human-centered

161supports really making sure that we are meeting all stakeholders where they are and providing uh providing for their needs depending on what those are allowing for access and opportunity to all the resources and the abundant resources that camus school district has to offer and then ultimately providing for those high quality learning experiences which are at the core of the district's value proposition we hope that this strategic plan will serve again as that north star that direction that the district can head towards and really be a source of inspiration was a pride source of um momentum for from moving the district forward and um providing for that excellent learning experience that students are experiencing right now and students in the future will um expect to experience as they as they enter to enter the district and

162then graduate from it so we're really excited and honestly very pr from from an objective standpoint from someone who's gone through a lot of uh strategic planning processes with a number of districts um just want to celebrate and shout out and thank you for such a thorough and thoughtful process in in articulating this plan um it's been a while um like i said we we started this back in may but um i think what we have right here is a very solid direction for the school district to continue on in a a north star to guide our path and i'm looking forward to hopefully supporting the school districts moving forward in making these things come to reality and hopefully this can serve as a model for for other districts who are looking to um really

163articulate a cell vision for their direction moving forward so i thank you for our time together so far um and looking forward to hopefully working uh working with you in the future to make all of these things come to light thank you drew um so so one question uh mr wrigley talked about maybe having kind of a a more concise document will that be something that we would look to see um when when the layout in the graphic um as graphic part of this is all completed yeah so that's a really good call out it's it's uh sometimes overwhelming for a member of the public to digest this entire document and again just just for the record this is um not what the strategic plan will look like when it is in its published form

164there's a kind of a document pdf version of it that will be coming out shortly what we will also create is something that is kind of at that higher level so that just articulates the impact statements and the focus areas um and perhaps the strategic initiatives if we can fit it onto the document just so that it can be very digestible and easily read by the public if they want to get into the the nitty-gritty and the details those um those will be available as well in a more detailed plan so yes that is uh that's part of our uh communications rollout great thank you mrs oakes i just wanted to give kind of a shout out for the last section as well i love the whole thing but um one of the things i

165really really appreciated about this we've heard a lot this year from parents about concerns of feeling like they're a part of um their kids education that they want to have a meaningful role that was something that we really tried to aim for in the strategic plan and and not only that like also teachers and administration in different schools it was so fascinating to read their feedback of feeling like sometimes there were missteps in communication or being understood or hearing um feeling like things were received at the district of of concerns that they had and so we wanted to make sure that parents are heard and supported in their role through feedback loops that teachers are that all stakeholders in the district have that there's always room for improvement and i think that setting this as

166a as a goal and a vision is such a critical part it will help everything move forward more effectively so i want to thank everyone that worked on this both members of the public members of staff and different departments and throughout our our different schools it made such a difference so thank you thank you mr wrigley sure i'm going to express my appreciation of the board and the administration and to you drew on this this document i think it's this is a crucial time this is coming out um and i say that is because people have been asking me for a while so what is your north star where are you guys going are you going to be following some of the philosophies that are going on back east are they moving into here i

167think it pretty clearly outlines where we're at which is really sort of helpful in regards to people moving into the district they could look and say is this something that i believe that my kids would benefit from it's also something that teachers and administrators could take a look at they're thinking about doing in the district and also for our current staff to say these are the things that i yeah i value this i stand behind this and so it gives a foundation for what they're working for to help get us all on one line my concern is is once we pass it then the fun will begin uh but if there's all kinds of stuff that will come from this and all kinds of stuff we'll have to prioritize because there's only so much money

168so much time but i'm hoping that as this document comes out and we'll see with comments and stuff that people feel assured that the canyons district is going in the right direction and that we do represent the public with all the different comments and stuff uh because i know right now a lot of people are concerned where are you going what are you doing this will that's to hold us accountable as a board and future boards in regards to directions so thank you all for this and i'm looking forward to moving forward and getting the public comment on it thank you mrs nybar i do believe with this vision and you look at all the different aspects we're engaging the children and the students it feels that this mission statement students will be college and

169career ready and they will be engaged and enjoy the process of their education it feels like we have taken the student life experience and fleshed it out into color now and so that's what's exciting to me about it is there's i'm inspired when i when i read all of the things we're trying to accomplish it's it's it brings with it some innovation but it's also i think inspiring and engaging for our students and hopefully addresses those those ways we can help our kids be passionate about what they're doing at school thank you any further comments or questions okay so i'm bored we'll be bringing this back to our next meeting which is april 19th for formal approval of the document and drew i i think at that point we will see the finished version from

170you and your team prior to that is that a reasonable time frame yes you will uh the uh our graphic designers are already making um making progress on the comments that we've received so far so um i invite the board if you haven't seen the the pdf version already to please um make sure that your comments are forwarded to me um would probably be the most efficient way to do that i can make sure that those are incorporated in the final published version and on the 19th we'll be able to to celebrate that that final document okay great thank you so much drew for all of your help and support and your team as well please give them our appreciation i will thank you all this has been uh this has been great it feels

171so good to be uh to be at this place and to have such a such a powerful plan to guide the district moving forward so thank you for for having me along for the ride thank you oh i apologize mrs schill so i i don't want to say what everyone else has already said so i do agree with what's been said so far but i do have one question like are we ever gonna talk about the vision and mission like are we gonna change those things is that something in the future like what is the timeline around that um i don't know that we have a set timeline but that would be something that we could bring up in our round table discussion and and figure out when and if and when that would be

172a good okay thank you put on our list okay great okay next item 8b 2022 2023 bell schedule this is a second reading and i will turn the time over to leon wilcox business administrator thank you president and uh congratulations to the board this has been i was looking back it's been about a year as drew said since we did the rfp and selected ad elements and started this process so it's been quite a i think it's been it's always part of the journey and so it's been a pleasure to work on this with you uh let's just talk about the bell schedule i wanted to uh you know we got our documents to you yesterday and posted on board docs we've been quite a process to try to come up with some plans here

173are a couple options and we can deviate a little bit off these uh options that we want to discuss here uh out there uh a couple things that we've always talked about you know our bus driver shortage continues on even though we've given them pay raise and we're still still just barely above you know most of our neighboring districts uh they're all we're all right there in that 21 22 dollar an hour range but we also know that cdl drivers get a lot more than that so we're trying it's always a challenge we could use 15 more uh cost buses are going up you approved buses on march first they were about 140. we've just received word that that's going to be about six or eight percent increase kicking in in may so we're glad

174we got in front of that so they're going to start approaching 150 000 for a regular bus that's they used to be 90 when we started as a district uh and we're always trying to become as efficient as you can especially with lack of bus drivers fuel costs increasing everything that we've found and then we have our bell schedule you know compressed at the you know as we try to start as many schools as we can in the shortest period of time and if you attach uh edulog we have two reports out there uh you know some of their conclusions as they looked at our routes one is just our increased population you know it's odd that or we're not necessarily getting more k 12 students but the population in the district boundaries has increased

175you know some 15 000 from the last sentences just more cars on the road more congestion uh but our transportation we do do high loads you can see there our average travel time is about 21 and a half minutes that's pretty good as we try to get as many students on each route as we can we also have lots of programs that require transportation such as special education we have sea tech shuttles going back and forth we have diamond red shuttles salta not to mention all the extracurricular and our field trips that are also all these provide challenges for us we do have some uh changes that we want to discuss with you first and foremost well let's just talk go down the list here glacier hills legend and bellevue combining we are recommending they

176follow the bellevue schedule regardless of anything else here today uh edgemont starts at 9 8 45 bellevue starts at 9 right now we are recommending when they combine it's the nine o'clock because most of the bus in transportation will be in the current bellevue boundary so that is the recommendation there the schools listed below we won't read them all you can see them there we're going to have the we're proposing to have the same bell schedule as this year the caveat would be on the fridays as alice will present next on the early outs particularly the secondary school so we'll have to adjust that to you know that whatever we approve there to match the bail schedule here okay but we'd like to keep all those the same uh as and then uh we've talked

177about the edulog uh report now when we did the agile log we looked at as you can see the proposed bell sched times out there what we wanted to do is look at mount jordan and draper park right they start at 7 30 very early i have a i think all of you know i have a child to attend to draper park and then the impact it has at these other schools you know the in the same boundary who run the same routes okay and try again trying to maintain that efficiency with the number of bus drivers that we can that we're able to hire and get to work for us so we looked at a couple different options here and they're noted on these schedules here uh if because keep in mind we and

178we said moving it back 20 minutes because three of our other middle schools start at 7 50 as you can see there number two 755 and then indian hills at 805. so if we move draper park back 20 minutes which we can do uh you can see the impact that we need to adjust the three schools there draper elementary lone peak and spruce would they'd have to go back about 20 minutes again they're on that you can see their current times there other schools three other schools in that feeder if you will uh crescent don't call alone willow springs could all remain the same it would be a tight window but we do think we could manage to pick up there okay so that's option that's an option right there leon what time do those

179schools start nine o'clock they all start those three right there start at nine o'clock yeah okay so basically everybody in that feeder would have to start at nine now if you take a more bigger much bigger slice at going looking at an hour okay and again that's what we had them study and the feasibility of amazing the buses during that busy time of during that busy uh traffic time what it would take and you could see the impact there it's much more greater if you move draper park back an hour you can see all the other schools that have to change uh crescent ocala and will springs would get into that you get into a pretty late start time there at 9 40. parents working parents may have problems with that then you have the

180later time getting out as well as we get into after four o'clock and that's also could be problematic we also need to note that where draper park is located on 13th east two wayne lanes road going both ways also under the 32nd coming up to drager park two lane roads you know you have summit academy across the street starting at 8 15. so that's one of the reasons we needed to look at 8 30. now that being said uh we've heard comments about what about eight o'clock could we look at just eight o'clock and the answer is yeah i think we can't do eight o'clock if you wanted however oops let me go back all these schools oh let me go back to the correct slide here all these schools would probably need to move

18110 minutes to correspond to that change okay so that you're looking at we really need to dive into this and see what we can do but you'd probably look at draper park draper or lone peak looking at that nine they i'm going to have to say probably 9 15 right now we could look and see if we could get to 9 10 but it'd be tough and oak hollow those other three royal springs press it all up but the nine start would have to go to about that nine ten mark as well ten minutes also coming out on the backs yeah okay this is sorry just the question this is only student time we're not talking about teacher time so like when you're talking about 4 20 and the teachers still have to do 30

182more minutes we're talking about teachers getting out at 4 50 at in the afternoon now whether or not you can move their time again that's just if we went the 8 30 schedule okay draper apart that's this now maybe they could come early right they'd have to there is time they'd have to spend it after school no doubt but maybe they could look at coming coming earlier and getting yeah earlier yeah okay but there is a there is just a big domino effect as you try to look at this uh maybe i can just hit mount jordan really quick and i know there's lots of questions mount jordan the exact same scenario i think mount jordan again we just got these finalized yesterday again i tried not to use a term final because we're still

183making small seeing what we can do i think mount jordan would prefer the 750 start even though we do have an 8 30 option there's from what i've heard so far but uh there's is closer and of course they have about only 60 percent of the students that draper park has so there's not as many impacting to all the schools but although you would have to move back 20 minutes diamond ridge would also have to move back 20 minutes as well glacier hills could stay at right at that 9 o'clock time that we're proposing if we did the hour i'm not sure they want to do this but you know again we had that option if they wanted to do the full hour again just start moving out of you way back along with glacier

184and diamond ridge but i'm not sure they my initial conversations with them is they would probably just go with the 20 minutes but that's before we got the study back so with that we'll just stop right there and lots of questions i'm sure thank you so much for all the time and working with edulog and going through all this i'm very very grateful and i know we've heard from a lot of parents that are grateful the mount jordan middle school community has not been as vocal as the draper park but i've actually had the opportunity the last two weeks to talk to a lot of parents whose children go to mount jordan middle and they also are very excited about getting a later start time all the parents i've talked to um as you look

185at this i mean the number of schools that you impact and what happens to the dismissal time of the 8 really makes it look like that's not really the best option uh i am really interested in seeing an eight what an eight o'clock start time would do because a lot of these parents that have been writing in sending us petitions all these things they've done a lot of research and a lot of the research american association of pediatrics you know american sleep institute all of these medical groups have said eight or later in fact there's a whole national movement says um it says wait until 8 00 a.m so there's something i think maybe even psychologically about 8 a.m or later you know really makes people feel like like that's that's more healthy for their

186kids the other thing that you did mention is draper park their busing route is a larger geographical area um those that are up those that board the bus on south mountain a 7 50 start time one of the concerns is kids boarding the bus in the dark up on south mountain at 7 50 you're okay most of the year except for winter winter they'd still be in the dark and i know they've had issues with stop signs and written into draper city and concerned about their kids getting to the bus stop safely in the dark and having cars see them so i'd be really interested in eight o'clock i know summit starts at 8 15 but we looked at 8 30 which is a 15 minutes difference so maybe we could look at the eight

187i'd be really interested in that also um just having note those students that opt out and do an educational release of first period i don't know if it if it would be worth the time to just look at a traffic study because they actually are dropping off their kids at 8 00 20 which is right at the same time summit starts those do tend to be the kids that are driven not bust and so a large portion of the of the children that are driven are in that group and you know traffic i know i'm one that drives a car pool of kids and it hasn't been a problem i just think maybe we ought not to think we're limited to that if the traffic can handle that so something to think about a traffic

188study the last thing i wanted to mention is i have heard from some teachers at draper park and counselors that say gosh you know i'm trying to make plans for my family i didn't know this was going to be happening and i've got kids i need to pick up and so you know i'm wondering what we can do for them i think dr robbins talked to me about an idea of a zero period uh maybe that could help accommodate some some of our staff i don't want any of our staff to fill last minute they have to change schools in order to meet their family needs with this change so just wanted to bring that up that would be part of two agenda items down so we are going to be addressing that to agenda

189items down as far as how we can help out those guys i don't want to speak for cindy right yet what's that [Music] i'm not gonna spoil it for her okay well i don't want to be spoiled but and i just just wanted to mention i just want to i want to make sure i'm vocalizing that perspective because we love our teachers and counselors and we don't want to put them on them and anytime you change schedules must it's there's a wide range effect we know that you know i i have a parent boy who gets on the bus in the dark so i know exactly what it is and so that's it's a challenge and you deal with after school activities before school and yeah draper park's a big middle school it'll be down

190around 1500 next year but it's there's a lot of kids there and a lot of impact welcome to mont he's here okay okay thank you um i think we have quite a few other questions let's see if i get him in the right order as as who indicated uh mr wrigley mrs schill and then mrs oakes thank you um just a couple questions for you our current schedule and i read this document and the larger one too amazing documents anyway um we currently have high school middle school elementary in our schedule is it feasible to do high school elementary middle school as far as moving the kids around because if that's the case that we can move some of the kids in elementary a few minutes early maybe and not affect the others i mean

191what's the reason why we saw that so i would say that lives into the strategic plan okay and i would say if you wanted to once as you develop out your distribution and you could look at that that would be a big discussion item something that we could look at but something you know we're looking at you know i think we're looking at a fix for next year and then maybe something bigger the year out but it's uh certainly nothing for next year one of the problems we do have is that we just have a lot of elementary schools okay and that's and that that's that's you know when we you know we put and they're not as crowded as lots of districts but we have a lot of elementary schools so that that answers

192sort of one of the questions that i was going to ask is you know i think mods put this and the boards talked about the the whole thing of taking a look at a later start just in general maybe the year after or so as you spend some time on that so what we're looking for is a minimum amount of disruption with everybody's schedule for next year um as we spend some quality time trying to figure out what may be the best thing to go the year after yeah i i would yeah i would support that you would really need to start if you wanted to start something the fall of 23 you'd really need to start the fall of 22 september when kids come back to start you know because you that's a lots

193of impact you got jobs you got sports activities you've got working parents you've got all kinds of my rate of issues and so that would be a big the moving of mount jordan middle school and draper are totally separate as far as schedules it doesn't the best is not affecting them right i mean the buses to drapery and mount jordan are totally different bus stops because mount jordan never really asked for any other time and 750 is the standard start time for multiple or middle schools so it doesn't make any sense to put them later than the rest of the middle schools if we're only going to do it for one year that they may just want to follow well i i it's 20 minutes later but i think you know as i talked with

194the principal matt mr watts dr watts actually he he's you know he said it would probably be good if they could move back 20 minutes yeah i think that 20 minutes is reasonable to 750 because for making for clearing up one thing we cause problems in one two three four five six other schools we need to talk with them aren't we on the not the draper park but i mean the draper park at the seven eight thirty one so i mean my concern is by fixing one thing without going to the sccs and talking with some of the schools we may be causing some real problems especially if we put them back to 9 45 that's oh yeah that's half the day that's that's pretty crazy so he said the simplest thing on this i

195guess is to maybe move it to 7 50 maybe think at 8 o'clock but we'd probably want to if we go to 8 o'clock we probably want to talk with the elementaries in the draper area to get the input of the elementary appearance as before we appease and meet the needs of one school we may be taking off several other ones so it would be nice to get there to see where they stood on i have a constituency of one that would be my wife mrs wilcox and i went over this with her last night and yeah this option here would be her favorite she did not like the 4 15 kids getting out but yeah but yeah again i want to emphasize with all the data we just got this together last night uh

196and and so we haven't this is the first time it's been seen by we wanted to give it to you first we haven't talked to any secs any schools any principles for that matter this is yeah this is probably kind of the hot off the presses type thing that would probably be the next thing with the 7 50 and 8 o'clock within the draper area specifically talking with these schools to find out the rest of the elementary schools where they stand i know the elementary teachers are always feeling the middle schools and the secondary schools drive a lot of what goes on in the district it might be nice to get some of their input too yeah again i'm not sure five or ten minutes to get back to that eighth clock start i think

197is people who have kids in both i think would probably be okay with a five to ten minute push back on these elementaries here before that eight o'clock start if you wanted us to do that okay mrs schill mrs oaks and mrs arnold okay so i i was gonna say a lot of what steve just said because i just remember about i can't remember about six years ago when we did that bus study and even changing 15-20 minutes no one was in favor but you would have thought like the earth was falling the sky i was falling whatever so i just want to make sure whatever we decide we get input from those elementary schools because i know your parents do not like even the elementary kids getting out weight yeah we did that in

1982016. bob was over transportation at that time he's not here because he's still having some ptsd of that night so of those meetings so yes yeah because yeah we asked every school and i think one was okay with it out of all of ours yeah it wasn't so we just need to be careful with whatever we do and make sure we get input from the skulls we're affecting yeah i agree and that's in the perfect world we'd have you know gas would be it's cheap like water but water's not cheap now because it's so scarce so i don't know what gas would be like air and and we'd have all kinds of and we could get kids to and from school but it's the issues we have with just transportation or you know they're never

199going to go away and they're never going to be perfect for any district and that's just part of public education is finding the best solution we can yeah mrs oaks and then mrs arnold thank you leon so i just wanted to clarify before when we talked about this one of the questions was whether or not high school start times would be impacted but it looks like that's no what we wanted to do is just look at the no we said we'd look at the out the middle schools these two middle schools only and in any impact to the try to keep it as minimal impact and try to keep that to the elementary school again we can come back a year from now we're starting the fall i should say and look at the whole

200thing again take a long time to really study that out if you want yeah that's good with those actually because i thought for sure they would be impacted so they're not no no no high school times would be changed okay just the fridays if you go with the the early what are the other dominoes we're looking at yeah but the north high schools are changing but it and it actually is our recommendation that you do come back in another time you know we do look at a big route optimization okay and we could choose a different start time for dpms versus mount jordan correct absolutely um and i i know you and i had a conversation today i'm one of the proponents of if we're gonna get really close to eight let's just do eight

201o'clock that's really how i personally feel about it especially after hearing from such a large portion of that community a unanimous scc so um i would be in favor of at eight o'clock but of course and i think 8 30 i don't know the sense i'm getting from my other board members they feel the same 8 30s out like i just don't even think that's an option but it would be kind of between 7 50 8 o'clock if we could get comparison figures on those and also get um like if we send options out to the elementary schools to give them an idea of you know some of those choices i don't even want them seeing 8 30 i think they'll panic yeah and as far as summit academy goes i know that that's been

202a conversation um on and off over the years summit's been there a long time they've had the same schedule for a long time i don't see any reason why if they really if it is major issue with traffic why we can't have a conversation about you know maybe moving or adjusting their schedule five minutes here there i um i think that we've tried to work with them over the years i think if we were to explain to them what how much the community's been asking for this maybe that would help and we can we can reach out i think we're more concerned on the afternoon with summit because you know when buses come in the morning they just drop off and then they leave right in the afternoon the bell rings and then they wait

203kids load up and they wait seven minutes to exit and so then you start getting a little bit closer to the summit time off and that's so that's a little bit more worried in the afternoon that being said you usually don't have as much you know work traffic if you will in the afternoon at 3 30 as you do it eight so yeah thank you mrs arnold and then mr millerberg so um i have some of the same concerns i do not believe the mount jordan middle school has been informed in any way shape or form about this i was at their sec meeting was never brought up wasn't even talked about at all and so maybe yes the principal knows but i do not believe my constituents know i think that the minute that

204this hits out in the real world with everybody knowing that our emails are going to be flooded just like six years ago and when you look at these times if they leave at um well let's use mount jordan so if they leave at diamond ridge leaves at 4 15 and it takes some 20 minutes to ride the bus and get home i'm not worried about diamond ridge except for the fact that those kids might be needing to get the jobs before 4 15. but if you look at glacier hills and they are leaving at 4 15 they're writing the best 20 minutes you're talking about them getting home around 4 30 4 35 and i the winter time it starts getting dark about that time so now you have the other issue of instead of

205dark in the morning now we have the dark in the afternoon and i think we're just really pushing it and so right so somewhere in the middle is where i'm back to it again and that one school one school affects seven other schools that that's concerning to me maybe that one school affects only three other schools but um i'm pretty sure that my email will be back in the thousands again just putting this out there and i want to emphasize that late to 4 when kids get home that's if you start at 8 30. i'm getting into the i'm getting the impression from the board that we don't even want to really entertain that so so for mount jordan the two schools would be out of use moving to nine o'clock which a lot of

206schools are right now and diamond ridge i talked with amy we had the oppo option of moving diamond ridge either earlier or later and i talked with the principal today later highly highly recommended the later the later yes i would guess that too yeah so knowing this school yeah so um so that's my thing too i would like to get to the sccs and to the other people who are not even having a clue that we're even having this conversation to continue this conversation so thank you mr millerberg and welcome to the meeting for the record i'm joining the conversation late but i am joining the conversation so um as clarion just mentioned i worry about the amount of daylight left especially with the elementary kids getting home safely is one concern but i also

207believe the kids need some time to wind down after school if you know weather permitting they can go outside and play they can go blow off some steam and i think that's an important consideration for the kids but the bottom line of this whole thing is we need community input and i don't my personal feelings are that i don't know that sec is sufficient community input i would like to hear more in depth from the parents and you know let's let's let's not forget who we work for okay we work for the kids primarily and second place come the parents and so i think we need to just make sure that if you're going to make major changes that we do what the people want that we work for absolutely and that's that's our part

208of our input is taking this and what you want as i said we just got this last night this is the first showing what do you want us to do and how do you want us to disseminate it if you want you know what actions we'll try to do our best to get it done your elementary schools are really good at communicating with the parents yeah and if they you know i i'm sure that uh our communication people can write something out for each elementary school to just have them send out to get community input on it but we can't do anything until we know what the community really wants absolutely yeah yeah um definitely and like leon said that's kind of this is a really preliminary first look at these details that we haven't

209had until now so that would be definitely the next step board what what do you feel would be appropriate and adequate communication to the community in order to receive the feedback that we would like to have is it something um mrs mybauer go ahead uh i feel that we should provide options but i feel that the 8 30 option because it impacts so many schools and puts them so much later that that i wouldn't be in favor of giving that out as an option but i would like to see another option like 8 o'clock or even 805. you know anything that's eight or later i would love to see as an option to put out two parents to pick and i was on the scc actually with the 20-minute change over at draper park and

210our all of our parents unanimously actually said no don't vote for it because it's only 20 minutes and we want to be later than that so times may have changed but that's what i'm saying you know all these people that have written petitions and things i know they've read the research and i know they're interested in eight or later so again hoping that 8 30 is not given an option to the parents because it impacts too many teachers and schools negatively but and somewhere around eight and another option i i would be in paper other thoughts yeah mrs shiel do we actually have time to get another option and then to get the feedback i make the change the decision behind if it's here oh yeah for these if we if we limit it to

211just these two schools okay draper park and mount jordan and the feeders yes we do feel like i say we do feel pretty confident we could go 8 o'clock but those other schools need to move 10 minutes does that make sense uh yeah so yeah mrs arnold i just had a huge senior citizen moment it was right there in my brain and then it went right out oh the problem is a trickle-down effect i mean like at my school right now we don't start until five to nine however we have parents drop off kids at that school at like 7 so when we start moving this back and then they're dropping them off at 7 35 then i mean like that's that's a problem i'm just giving you some problems not really giving you some

212answers here and you move it back another hour you know and you're not starting until 10 o'clock almost in the elementary school i mean that's what we're looking at one of them was 9.50 we can't do that i'm sorry we just can't and then i got thinking about what month said too like in the middle school you okay they can sleep in they'll get no activity in the morning and then they'll get home at five and they'll have no activity in the night and so where you're solving one problem you're also creating another problem so i i think we're back to the parents and getting their input this is not a dollar uh i agree i think we should not present 8 30 as an option the other thing i was thinking as you were

213talking with the trickle-down effect could we possibly look at if we're doing eight o'clock start time for the middle could we look at elementary schools going that 10 minutes earlier can we look at it on the reverse way or is it all going to be no it's all going to be later because the buses have to go get to draper park then back out to the communities to pick up the elementary kids so no you'd have to basically swap if you will have the elementary start okay and we haven't even done that okay yeah so i was just thinking right see i was just thinking right here on this 7 50 start time alta views current start times 8 20 the proposed is 8 40. we're moving it by 20 minutes and we're still able

214to do the route so i was just thinking why couldn't we move that 20 minutes earlier instead of 20 minutes later because it's still 20 minutes no because the buses these same bus drivers and the same buses go pick up the mount jordan kids take them drop them off and then go over and pick up the altiview kids and so what you're doing is you're compressing the times right you're bringing the times closer together you have to we have to separate the times because that makes sense yeah unless we're not talking about the same yeah i don't think we are what i'm saying is if we were to say mount jordan middle school goes to an 8 a.m right now you have the difference of 20 minutes so it's that same bus driver doing those

215three routes so why couldn't it be a possibility that the bus driver starts with altivi and so theirs goes 20 minutes earlier i'm just thinking of chlorine's point with parents dropping off i mean it's you know what i mean they start with altiview then they do diamond rich however if we could look at it the adverse way just because younger kids tend to be awake in the morning right um you know they're they're not the ones necessarily sleeping in but if it's too much trouble i think that would be a yeah i think that's again a long term thing if you want your elementary starting before your middle schools and that's i would not recommend that for next year but yeah the idea is you have to again if you move one school back the

216same bus driver gets on his bus because he's going to jordan high in most cases here then he's going to go pick up it come back to that same neighborhood pick up kids take them to mount jordan go back in that same neighborhood pick up the elementary kids and take them now to view so each if you move one the others have to move with it yeah same address i understand yeah so okay so there's no easy answers as we've said right no and that's that's one thought i had always knew transportation scheduling was complicated but boy reading through some of this information just took it to a new level um so so board let's just let's just be clear here we're separating some issues because some of these major topsy-turvy district-wide type decisions really

217need to go to a much more thorough process involving a subcommittee or some sort you know assigning it to long-range planning or something like that um and so right now let's let's just kind of narrow our focus to these two middle schools for which the board has asked the administration to provide this information the administration has provided the information and now the board is seeking and we're talking about a way of gathering some well communicating it out to those school communities and gathering feedback from them so um so just i just wanted to clarify that any any other comments on on that that bit of it okay let's talk about the communication piece okay i was just gonna say like going along with what mom said i mean i do think we should get input

218from school community councils but maybe this is a decision we should send out to every parent like every parent survey okay so the board feels like just for those school communities all parents in those school communities okay and and um i would like to also ask the administration as you're putting together a plan for that that we have a way of separating the input that comes from the elementary parents and that that comes from the middle school parents and that it's weighted somehow because um middles you know it's not just all the numbers thrown into one one report because i think it's it's important for the board and i think we probably would help us in our evaluating that feedback so and can we have the survey be specific not just say this start time

219or later but can they know the actual option well i i think it would need to be actual minutes of when the first bell rings and when the last bell rings and so we're thinking of giving them two options or what are we thinking for three um well i think eliminating i think current current schedule has got to be an option right yeah but i'm saying or is it going to be current schedule and 7 50 and 8 o'clock can we have three options or you see what i'm saying yeah i i'd be in fur of that three options um yes because i think i think that's that's doable and and that is something leon wright that you could come up with that third option the specific times okay i don't think that 8 30

220is a good option now i think decided that 8 30 is seven seven no one wants that maybe eight o'clock but i don't think later than eight o'clock i i was if so just to clarify i think we can come up with three but knowing that the third would be the eight but knowing the elementaries in these feeders would have to go the ten minutes back uh i i just wanna double check that with our transportation department but i think that's doable for both schools and then we could and you still want the current option of 7 30 then i i think we need to keep that as a current option yes and mr wrigley just really quickly thank you for ranked order of those would probably be helpful if you could say put this

221first second and third option for you rather than just which one of them do you want because that way we could tally it up and say majority of the parents go for here but the other parents would probably go for you know versus just one one thing i think if you rank ordered them i think you'll get somebody that gets pretty close at least their first or second options yeah i mean i think the other thing that needs to be clear is that if we do the eight o'clock that that means the elementary has to be later because if parents are only looking at one thing and don't realize they're connected yeah it all has to be one if mount jordan or draper goes to eight these schools have to go to nine o'clock or

222whatever the time we had areas yeah this is okay yeah i would actually like to see the day rated by school by individual elementaries and middle schools if possible and one more question i had when i was reading through the documents today leon i understand we have more buses um a lot of which aren't necessarily always being utilized partially because we don't have enough bus drivers it's part of the the constraints that we have in this in this plan or in edulog's report based off of bus driver shortage at all no what uh no it's not so much that it's our ability to serve is and to be as efficient as possible at the same time uh that is our that's our goal so now now if we wanted you know the edge of a

223niger logs plan you know you know you can move these anytime but you'd have to have 17 i think it's 17 buses do single run routes that means they leave here go to one school or the neighborhood pick up one set of students take them to that school and come back and that's just not very efficient so just and we talked today just so the board knows we have 182 buses used on regular routes every day we keep about 14 for field trips that we have then we have about 16 regular buses as spares and 8 special ed buses as spares however at any one time we'll have anywhere from four to six to eight buses down in the shop unable to use so so we do have we always make sure we have enough

224inventory that i think is amanda said is we're trying to be as efficient as we can we need more bus drivers we get a little bit of a a break next year because we're not doing these peruvian parking x mark down at the crescent view building that's about eight buses right there but those are single tier runs because we know it's just for one year so we just have a lot of our office people just go pick those students up and take them down and bring them back and that's that's a problem yeah i think we had more bus drivers that really wouldn't make much of a difference we actually asked that if we added two or three routes we'd have to add a lot of a lot of routes yeah yeah yeah so it's

225my understanding too i'll just kind of reiterate this that this these options are built on not reducing or expanding the number of routes that we currently serve so likely a family's bus stop would be the same place stay the same okay all right um sorry any other comments okay so before we move on to the rest of your presentation i'll just i'll just again double um go back and confirm that and clarify that that the administration will put together the information that involves three options and that information will be sent out to each individual school community so that the report can come back from each individual school community is that right elementary and middle yes and anyone that it affects as so a parent that would have a school or a child at the elementary

226and the middle school would receive two two messages or however many i guess they could have someone at a dual language school in the regular ed school and the middle school so but yeah okay so every everyone's clear with that and can we easily have it sorted out where they're saying on the form who their aunts you know my child attends and circle in which school so we can see which schools are saying what right well i think that would be yeah specific to they receive it you know this survey is for draper park elementary parents right so and then but they would also be given the opportunity to rank the three options okay and now timing so great oh yes per household and and i do believe skyward does allow us to indicate who

227the primary email parent guardian is okay i i think that's that's everyone's shaking their head i think that's they're in agreement thank you for asking that and then timing is it something so our next board meeting is april 19th is it reasonable to get the information back to the board for that meeting but the 19th is the teacher of the year and we already have something unclosed so it would need to go to the next board meeting okay so let's do it the first if we bring that information back their first meeting in may and then with the decision hopefully from the board by the second meeting in may do you feel like that's still appropriate absolutely that's uh yeah let's set out that timeline and we'll make it work i i think i think

228our biggest thing would make sure parents and employees know that this is for a fact for this next school year yes which means and also want to emphasize on the survey we're not all those that are maintaining this current ones because you will approve the full you know under law you have to approve the full bell schedule for our schools all those that are not changing we're not going to survey them is that just madam president could we also add to that surveying the employees because it will take a hit on them yes and i think i think we kind of all recognize the impact it might have on employees so everyone okay with that and letting an employee not just teachers or secretaries a bunch of people so with that can we have on

229the survey because it's going to one household and the primary guardian can we have them fill in for which schools they're answering because you can have because i want when we get the survey back i'd like to see okay draper elementary school this is how many people we had filling it out but if it's just one household they may have kids at different levels i want to be able to know yes we have heard from you know either a significant or a not significant portion of and can we also have that divided by uh you know if it's staff or families so we can see it yeah i yeah i i thought we had talked about that if a parent had children in multiple schools they would receive multiple emails one per school oh okay

230after jeff spoke i thought he was just saying one per household so they'll get multiple per household if they have kids at multiple only if they have been multiple schools yes one chance okay okay thank you so yeah uh like we sent out the fee survey it went to my wife's email because she's the primary not to mine and so that will go the same here now my vote won't matter with my wife so she will get it and complete it and and she'll probably get one for both yeah and she will complete it yeah yeah okay mrs oaks one more request on the survey um i i recognize that jordan or mount jordan is kind of in a different situation in terms of the community not necessarily coming to the board and requesting this

231so in that context i'm wondering if for those within the draper park theater with the netcone if for the elementary schools we could explain to them why this is coming forward that we've had members of the sec and and large part of the draper park middle community who have requested this for a long time and so that they understand why i mean if i'm a parent that doesn't have a kid in middle school i'd be like where is this coming from and understanding the context behind that makes a difference in how i'm going to answer the question so well and and i think that that explanation would probably be good on all of the surveys because yeah you those because you will have people who don't have kids in middle school that will eventually the

232elementaries and even kids within the middle school even the youngest might be in draper park but may not care about the middle school but yeah so you could have a little bit of that well i think we got our directions we'll look forward to bringing this back no i don't have any that's the compressed all i said all i again if you want to look at something on the more grander scale it would be our you start probably in september for the following year as we get in the strategic plan okay so so and then do we um do you so do you want all the schools that are not being affected by this potential change do we want to bring that separately or it's okay to wait on that one until the second meeting

233in may yeah i i i would be our preference i think everybody knows that if we're not proposing a change they know that and so i would just recommend you just do one vote in the second meeting okay and i thank you oh sorry i have one thought to look at this more widespread as mont suggested could we sh could and should we first look at that in long-range planning committee like in august or to have it ready in september to talk to the board or i had mentioned it i would like to discuss i personally would like to discuss it in our round table and let the board kind of flush out the parameters and and things that they would like looked at great okay all right okay i think we've concluded that one

234uh we'll move to our next item which is late start or early out proposal for collaboration and professional learning communities this is a second reading and i will turn the time over to alice peck from school performance good evening all right so this is the second reading of our proposal and i did want to just quickly reiterate the purpose behind this proposal and it is to establish a district-wide common block of time for teachers so that all levels can collaborate both internally with teams and vertically with other schools so currently both our elementary and middle schools have short days that give them 90 minutes of common planning time with the exception of out to high school our high schools do not have that same planning time in our first reading there was discussion around providing

235all of our levels with a total of two hours of common planning time and this would have been an increase for elementary and middle schools of an additional 30 minutes over what they currently have now um so i just wanted to reiterate that we talked about that as an option but under the current waiver two hours of planning time would be feasible for all levels however in speaking with the state board of education we're finding that there's no guarantee that the waiver won't be reversed and if it is reversed then we would be under the need to have the four hours for uh first grade or uh full day kindergarten through twelfth grade um and then we would also need to make sure that we had two hours for our half day kindergarten so therefore

236in order for us to ensure future compliance with the 990 rule we need to stay within the 90 minutes of planning time for all levels so i just kind of wanted to to make that clear because i know that there were some questions around that another consideration is our half day kindergarten in order for kindergarten requirements to meet the two hours per day again we can only provide 90 minutes of planning time at the elementary level in order to accommodate kindergarten transition times between classes and then that teacher prep time that is needed by the teacher and so um that's just another thing that we need to consider with the amount of time and i'm going to go into a little more detail in the next few slides about how the half day kinder is

237impacted so let's look at with all those things i just mentioned in mind we're going to look at examples of schedules that would meet the 990 rule again if it's reinstated um so we're going to look now at the early out example for elementary this is currently what is in place for our elementary schools um so start and end times are going to vary depending on the elementary school so i just want to make it clear that this is just an example of a kinder or excuse me a elementary school start times are going to vary slightly again because of transportation and biasing so the schedule for first through fifth grade in any schools with full-day kindergarten classes at this particular school they would start at nine o'clock and end at 1 55 and this

238would include serving lunch and recess and would meet that four hour seat time requirement now the am kindergarten would be from 9 to 11 and p.m kindergarten would be from 12 to 2. um this meets the two-hour rule for kindergarten time and again provides that transition and prep time and the 30 30 minute duty free lunch for the teachers as well so what this equates to is the teachers would have a common planning time from 2 to 3 30 that would be the 90 minutes that they currently have the only other thing to note with elementary is some schools may determine to do their common planning time during the boosters which they have access to now from monday through thursday or they could choose to use this time on early out days for their common

239planning time so a late start example for elementary teachers will have their common planning time first thing in the morning from 9 to 10 30 that would be the 90 minutes um they're scheduled for first through fifth grade in schools with full day kindergarten uh that would have the start time of 10 30 and their end time at 3 30. again this includes lunches and recess our am npm kindergarten is noted there in the two hours and again schools can determine if they do their plc time during boosters monday through thursday or if they would like to utilize that time on their early out days okay so middle school an early out example for middle school that we're just looking at mount jordan middle school it's important to keep in mind that this particular example

240has a seven period day but some of our schools have different periods so all of this their periods would depend on um or the length excuse me of their periods would depend on the amount of periods that they have so in this example students would attend school from 7 30 to 12 30 and um again that four hours of seat time would be uh in place and then the planning time for the teachers would come from 12 30 to 2 30. so that is where you're going to capture the 90 minutes alice that's why i have cindy come join me okay just so um in six periods it's about these are 30 minutes it's about 39 minutes for their classes so it's that little bit longer but the the little bit here the 12 28

241to like 12 58 we typically have that 30 minutes after school before the plc's begin so what at either end because the buses will get there so they the teachers are available as part of their contract time to be available for students for that help and then they would have the 90 minutes so it's kind of all blocked there but it's it's really there's a 30 minute block that's um dedicated for that component and it's the same on the the late start piece and the buses on the late start well i'll wait till we get to that sorry but yeah that's okay yeah thank you for clarifying it because it looks like they're getting two hours and everyone else is getting 90 minutes yes so your late start example is was just mentioned the difference

242here is that that planning time would come before school students would then have their classes from 9 30 to 2 30. and this is the current uh schedule that's in place for middle is the late start yes so so this is the schedule mount jordan so the teachers start at seven and then they go till nine or not sorry seven like 7 15 and then they go just before nine buses drop off at about nine and that's when students are allowed in the building and then teachers have that nine to nine thirty time that they're available to help and then classes start at 9 30. so there but all the middle schools are on the late start so they have a variation of that just depending on what their scheduled time for beginning is because

243mount jordan starts at 7 30 so i just got alice off a little sorry okay so early out example for high school and i think if if bob were here he would say all of our high schools are going to be slightly different so again this is just an example but they would have their student engagement time for an early out example from 7 15 to 7 45 and then you can see all of the class time 7 45 to 12 50. students would be given lunch they could choose to do a sack lunch and take with or they would certainly be able to stay at the school and then that plc block from 1255 to 225 would be in place and then again that student engagement piece toward the end of the day 225

244to 255. so a late start example for high school wait i have a question so the students are leaving at 12 50 but then you're wanting the students to come back at 2 25 why would they come back sorry it would be like the the middle school so you'd need to do the engagement right after the last class and then you'd start your plc so it would just delay the the plc time by that 30 minutes so as classes end they'd have that 30 minutes that the teachers could help and then they would start their planning time for the 90. well then it would be 12 no it would be one [Music] it would be one like 130 not 225. is this the let me just it would be less one more they were busting

245and going home right i mean like yeah they're robust and going home yeah that's what i said it's yeah early out high school high school gotcha that's how i mentioned it no i'm talking about the high school yeah so we're looking at this so where it says the engagement at 225 when the students got out at 12 50. i think that would be 12 right so what what it would be then is like 12 55 to 12 25 would be the student engagement and then the 12 25 to two whatever 55. yeah would be the 90 minutes when the teachers are in the plcs no they do it 30 they do it right right after the lunch so it would go lunch and then you'd have student engagement 12 55 to 12 or one sorry

246and then i'm going backwards 125 and then you would have the 125 to 255 be this the plc block basically what you're saying is this slide is an error we just yeah we just need to move the student engagement up in front of the plc yeah because you're right we wouldn't want them to come back after they've gone home so yeah okay so then we have our late start for high school and again this is where the teachers would have their planning time first thing in the morning and students would then not come to school until 9 20. so once again you have student engagement at 7 15. it's the same yeah i apologize yeah if we if we split that or if we flip those two um you'd have your student engagement backed up

247to the actual school time so so these would just again be examples of school instruction days and these could be any day of the week um just keep in mind that our our middle school and high school schedules are are going to vary slightly so another question that was asked in the first reading was how does this impact the high schools who have athletics or activities before or after class time and so in asking questions we found out that a large number of staff for athletics and activities are actually volunteers and paraprofessionals so they would not be taking part in the professional learning communities every day of the week is impacted by gains and competitions so no one day has a real advantage over the other in terms of whether teachers would be able to

248take part in the plc's or not but the bottom line is there would be depending on how many weeks a season is if a teacher were taking part in athletics or um other activities there would be a period of time where they would not be able to take part in those plcs then we wanted to also address what the minimum expectations for plc time would be per level now in elementary they would hold three plcs per month and this is because they are also required to hold another meeting per month that includes either professional development for the school or for their teams but the middle and high schools would be required to hold their four plc meetings per month to include cross-departmental teaming okay and it was also asked to elicit feedback from each sec

249and blt and so our principals reached out to their respective communities and the result of the slides here are based on a straw poll with each group so it's sort of an overall consensus of what each of the schools came up with and just as a point of reference the elementary schools include jordan valley and as you can see the elementary schools unanimously wanted an early out friday which is what they have in place right now middle school secs wanted two wanted early out two wanted a late start four of them were split some wanted early out some wanted late but they all agreed to the friday high school secs uh three of our high schools said early out two said the late start uh four of the five said friday and another said they

250wanted a different day i have a question on this slide so when you say straw poll can you explain that what do you mean can you say strawberry yeah it's like all the school community council members were asked all the community council members were asked what what we're not doing is taking um like a percentage of of results like if if most of the parents want it early out then that's what we put in the slides if it was too close to call and half of them said they wanted early out and half said late start then then we put that down as a split [Music] yeah and i i see this as just kind of a preliminary gauge of interest right not right not a definitive feedback yeah that was that was my question

251because i've asked a lot of members of my community and it doesn't look like this reflects that so okay thank you okay okay then with the building leadership team again the blt elementary schools uh unanimously asked for early out friday the middle schools we had three say they wanted early out four wanted late start one was split and the eight said friday and then the high school blts said early out there were three late start two four one and friday and again another one at a different day of the week so back to recommendations our recommendation is still that we adopt a common early out on fridays early out is the most family-friendly uh continuity and support for families with younger students with work schedules and daycare should be considered overall it was preferred by

252scc and blts and again that's when you look at the totality of the schools what friday does is it allows for flexibility for family weekend plans uh less out of class time for those students that travel to sports for activities on fridays right now students in these activities must leave the school early a lot of times to get on buses so they can get to their events and there is a little bit of wait time for their competitions and so having them leave or have an early out on friday would perhaps help with less loss of seat time um then i also talked to terry mitchell about pre-k and currently the pre-k classes in our district are scheduled monday through thursday um holding short days on a friday would not impact them at all um

253this was interesting leon pointed out to me um that we only have 33 fridays which is the lowest amount of days per week that we have in class instruction so when you're looking at lost instruction time that's just a just a consideration that we have less fridays than other days of the week so with that my group and i will attempt to answer your questions okay board other questions mr miller berg and then this is my power if i can get myself to turn on the microphone if i can get you to go back to the middle school uh early out yes honest goodness the kids are going to eat lunch at 10 16 seriously they do like a brunch for lunch usually when it's early like that i mean i eat breakfast at seven

254o'clock in the morning and i usually eat lunch at two yeah i mean that just seems such a such a ridiculously early time to feed the kids i'm not looking for an answer i'm just making the comments okay um i can understand your desire to have some uniformity district wide as far as early out or late start i can totally understand your desire to have it be early out but as we just discussed on the last agenda item our elementary kids have different needs in our secondary kids and our middle school have different needs in high school kids and i think that if you take that same logic our high school kids have a different need as far as when you know whether early out or late start would work better for them i just

255think there's so many things going on at a high school immediately after school that doing a an early out for a high school just seems to be so problematic that i just can't understand how that would would even start to work now i understand there are things like cheering their drill and there's other things where kids go to school before school and you know i guess i also would like to know you know you talk about volunteers or people from the community coming in to help coach and do all those things what percent of a high school staff on average would be available to attend plc meetings with your proposed late or early out so my understanding and in visiting with dr doudle was it would be most teachers it would be only those teachers

256that have those activities tell me what percent most is yeah i'd have to find out 80 most equals 90. okay i just didn't winter sports and you understand spring sports right so it's not all of your coaches that are involved in it all of the time that they're going to be involved in the competition that they're talking about most of those headquarters unless there's a competition you don't have to be there for practice so they would they would have their assistant coach do it which is usually their professional you would have probably over 90 percent that would be available and i don't want to be argumentative wendy but uh i'm used to it let's see when did you want to come forward almost 90 percent i don't know what it mostly almost 90 90 of

257your of your faculty would be able to participate in the plc's on an ongoing basis on an ongoing basis and those dropping off would be replaced by those coming back in football would when football's out they come back to basketball right but i'm on its point if you have seven english teachers that means two are gone and five is there no i'm talking about ninety percent of the entire staff so most of that ten percent so if i have 100 teachers i'm going to have 10 people at maximum that are going to be coaching that are going to be a head coach that are going to be involved in that at that particular time and if and if you really want to take it down it might be 85 if i have say a coach

258if it's a football game and i have a coach and an assistant coach it could go to 85 percent but you're but remember that's that's a pretty large faculty that you're that you're dealing with so you're not it's not like you're going to have 50 of your people not participating well you know you also have different disciplines that you're having attend and so if i'm looking at the athletic department of school what percent of those uh teachers could i expect to have in plc on an average i should have all of those teachers in a plc unless unless they're coaching so if they're a head coach then they would not well but that percent is going to change drastically because in a high school how many teachers do you have in high school over 100

259and how many how many teachers you have in an athletic department eight to ten eight to ten and so if i have [Music] basketball happening and i have wrestling happening and i have cheer happening and i have whatever else is happening in the middle of the year the winter sports uh what percent of the athletic department will be able to attend plc so if i give you a specific example of georgetown we'll get down to 2025. so if i give you a specific example of jordan high school and i'm going to look at winter sports i'm going to pull out talon robertson i'm going to pull out trace bubble and i'm going to pull out christian babinski no assistant coaches that would be three out of eight that would be pulled out if there's a

260competition on that particular day so you're not gonna have a wrestling meet on every single friday i'm probably gonna have a basketball game but my basketball coach if it's a home game can still be there to participate in that plc because i don't have to bust those kids if it's an away game and they're coaching yes i'm gonna i'm gonna be pulling more people out because then i am gonna have to pull out my head coach and i am gonna have to pull out assistant coaches at that point because they've got to ride the bus which at that point in time maybe it's not worth having plc on that friday exactly for that for that particular department for pe and athletics that's that could that could be the case the other piece you want to

261look at is remember that not all of your assistant coaches are coming from your pe and athletics department so for example in basketball i have an assistant coach that comes from english i have an assistant coach that comes from social studies so i'm only pulling out one teacher from each other and you know i guess what i'm really doing is looking for additional information here rather than guessing right i'm guessing 90 percent or about 90. it's gonna be it's going to very much based on the school so so it's difficult to give you a specific example and give me a give me real numbers and you know let me know what it would be and then also give me those same real numbers based on late start so if i were gonna do you want

262an example from jordan high for a late start yeah i i think this is some information that can be brought back for the next i wendy i don't expect you to have that off the off the top of your head i probably do so [Laughter] she is that i did build a boy i know you live there long enough that you probably do but and i don't mean to put you on the spot and pin you down but guessing is not really what i wanted i agree i agree um and so what i would like to do is i would like to have something summarized for me that says if we do late start this many teachers would be available to have to attend plc i think you could literally have that information in your

263hands from every high school principal by tomorrow morning i think they would be happy to give it to you well no they probably will just bring it back we'll bring it back to the next one yeah no if we're awake they need to be awake okay and then if you have the early morning the same thing so we have a comparison because if we can have a comparison then we can look at it and say well we're going to lose less teachers if we do in the morning or we're going to lose less teachers and do in the afternoon and i think you also need to consider the students because if you have several teams traveling and you're doing a late start they're coming to school for this much time and then they're leaving on

264a bus and they're not going to be in school if you did an early out they'd be in school longer and then they would wouldn't be missing their class i think what we're asking for is maybe a little more granular information on what it would look like in in a high school so yes i'm finished okay um mrs nybaur then mrs oak okay along that same vein one thing that needs to be looked at it's not just game day for example i've had sons that play both basketball and football corner canyon there are only four weeks in the year that are moratoriums every other day they have practice after school which means i happen to know the the staff at corner canyon i know how many of those are teachers and so if if i'm

265a head coach and i've got a plc meeting i'm going to be anxious to get to my athletes and go to practice but in our strategic vision it's quite innovative we are promising that all educators will participate in effective collaborative teams that means our esp employees that means our assistant coaches the purpose behind this was that all of these kids that are excuse me all of these individuals that are giving direct instruction to our children whether it be on the football field or debate team whether they're a full-time teacher or not they will have access to some professional development where they'll be able to meet with with the debate coach at the other high school and talk about strategies and how to pull kids in and that that that we will be that we will

266be able to give them additional training because you know sometimes that additional training can really help people know how to talk to kids when you're when you're trying to encourage them on the field what what's safe verbal language maybe what what isn't things of that nature okay um i went to my high school principal and i asked him because right now currently we have late start in middle school we have early out in freight on elementary high schools are the only ones that haven't had this protected time and i said what would you like as the high school principal and he said undoubtedly i would like a late start the reason being he said because kids don't most kid high school kids drive themselves he said my concern is that we have these plc's going

267on and we may have a couple hundred kids maybe head coach is saying no i don't want practice to be by the assistant coach i want to do the practice but i have to go to this meeting so then we have kids hanging around for practice and so he his concern was who manages all those kids that are waiting for practice the other thing is um i said well what what do you think the other high school principals want he said oh well we just had a meeting and they all want late start too because the majority of the practices in our schools are after school not before school so we are concerned about making sure we're providing the same access for all teachers and instructors to be able to participate in those plcs and

268he said you know i put myself in the shoes of the head coach that's getting their athletes ready for the game tomorrow my head's not going to really be in that plc meeting which i understand okay so the other thing is i i did just do a poll with parents of all the different teams and text message groups i'm on and i just had the 54th come in by text of the 54 i pulled all 54 went late start and i and i i even explained this would be for elementary too i i agree with what mont's saying i think it's maybe okay to split them up i know we're excited about vertical alignment but maybe our vertical alignment planning can be between middle and high school maybe what we can do is have least

269disruption and look at keeping elementary and early out but doing the late start middle and high because if we go to early out we are taking that late start away from middle school which which that might be difficult my largest concern is what does the community want i don't know that this scc straw poll really reflects what the community wants and just like with our previous discussion with bell schedule i would feel most comfortable sending this out to the community of what they would like because just in my very casual text messaging tell me what you prefer i had 54 that said they wanted a late start lastly something that the administrators said a concern they have with the friday early out is excessive absences with people going on vacation it's early out we're gonna

270miss the whole day and so i know absences have been an issue so that may be something we want to consider but my primary um thought is let's put this out to the community of what they prefer because i'm not sure that the early out is the most family friendly okay so um yeah thank you i mean really i mean the purpose of this is to have the board see what other information we need and what other steps we would like to take before making a decision so mrs oakes mrs arnold and then superintendent so one question i have and maybe this is partially fairly on i'm guessing that if we were to decide upon something like this it would not be feasible for us to do that this coming school year is that correct

271we're proposing this year this school year yeah we could do it this school year what concerns one of the things that we were hoping to do is line up transportation okay i think we went over this last meeting our fridays are really rough really really rough as is with the middle schools late start and the elementary same same time that's really hard to get all those routes in if we further complicate that by the high schools going to late start that same day i don't think we could do that i i really don't think there's that potential so you're saying we could not change the two middle school start times we could change the middle school stuff okay i don't think you could do middle and high school late start because we because all of

272those would comply start about the same time as all these elementaries even the elementaries that we're not discussing hold on i'm not done so when when we talk about what is feasible for us to actually execute this next school year i i mean i'm just trying to understand the timing of what you need in terms of feedback from the community and from the board in order to be able to pull off something like this yeah yeah to to pull it off we'd it we'd either have to late start all three levels or early out all three levels okay so it would have to all be unanimous across okay you could look at the what we're doing very difficult what we do now but we probably could pull that off but that would imply but that

273would mean the high schools do not have an early late start on friday does that make sense they'd have to be a different day oh i have to be different than friday okay we couldn't so we so the suggestion or the recommendation from the administration currently were we to do like an early out on friday would not be feasible to pull off by this coming yeah that would be that would be okay that would be if they're all uniform okay if they're all uniform that could so all early late starts or all or layouts we could pull that off and that would be our preference because like i said varieties is so difficult right now right but uh okay that's helpful for you know so it sounds like you need data and information and decision

274making from us fairly quickly okay i think that's you know that we talked about that 17th put the bell schedule this you can tie into that i would see okay so one of the questions and concerns i do have and lsu and i have this conversation so yeah last week i attended alto's sec meeting and um one of the comments and pieces of feedback i got from the sec was they didn't understand why they were being asked this question and um when i was there and i said okay here's the reason why we want iplcs here's what iplc is it's not the same as professional development it allows teachers to be able to collaborate with each other improve teaching quality like we have that whole conversation afterwards parents looked at me and said oh that

275makes so much more sense we get it we understand that one of them said that she was on the scc for indian hills and said we were asked that question individually through an email we didn't understand why we were being asked that question i feel really strongly that if we are going to send this out to the community at large and i think that we should that we really provide some um some clear context as to why we're looking at this what the benefits are how it fits with our strategic plan and our thoughts on that and um to help them understand the benefits that they themselves are going to experience especially at the high school level so anyway mrs arnold uh superintendent robbins and then mr wrigley so kind of feedbacking on what amanda

276said um we we need to know i like i know what the difference between professional development is and a plc they are not the same and so um if we are going to put this out to parents and say this is how we're going to use this time there needs to be a definition definition to what a poc is and what a pd is because i don't remember us ever making promises that this early out would be professional development however you guys have put it into the elementary where three meetings are plc and one meeting is the pd however we also know we have four days given to us by the state that we can use and so maybe elementary doesn't have to have those pd's i don't know that's up to you guys right

277because you're the ones that's not my level of thinking that's not our job that's your level of thinking your job right so um just if we're going to um explain to parents why we're going to either go to early out or late start they do need a definition of what the professional development looks like and what a plc looks like um there was one other thing on my thing and i did want to just along those lines when we created brain boosters for elementary schools that was the intended time for the plc's and the pd and that is still something that would be in place the only difference is if a school chose that they wanted on those fridays instead of doing the plc's or the planning during their boosters they could choose to do

278it on a friday but it wouldn't necessarily be that they'd have to do pd or plc's on that right another question if you take up the whole friday then the teachers have no planning time and then they can't get their curriculum ready for monday right i mean i get that they have you know 30 minutes every day to try to do some planning but in 30 minutes by the time you walk to the bathroom and you get a drink and you go pick up your kids again that that time is gone there is no real time as an elementary teacher to plan or get together with your team and so once again now the elementaries are going to have to figure out what do we have in our team meeting and then when are we

279getting our copies made and when am i getting this curriculum put together so i i have a hard time when we say well you have no friday afternoon to do that anymore because this is now a 90-minute plc so to be clear they would still have that friday if they chose for whatever reason to use that friday differently to use it for a plc or a pd then that brain booster time that they have during the week would be the time that they would have used on friday for planning for teaming that sort of thing like i said by the time you walk to the bathroom and you get your drink of water and you anyway the time is pretty well gone um okay that's fine this is we're gonna come back to this so

280okay uh okay um mr wrigley and then superintendent robbins sorry mrs schill okay i wasn't ready um so i i agree with i think we need to maybe ask all our parents i do have a different perspective a member on the sec is a brighton lacrosse parent and she sent out an email to all brighton lacrosse parents and she told me overwhelmingly parents wanted friday and early out and as well as students so and monta always says the people where we work for are the parents so i there again this is a huge decision and i think we need to ask our parents and i do agree with amanda um how we need to kind of explain why in that email so parents understand why we're doing it i remember now okay um mrs arnold

281i'm sorry i remembered it so if our if our concern what she just mentioned was attendance then the best thing i can think of is if we do early morning wednesdays or after school wednesdays whichever one but not take it to a friday and i get why parents want a friday mom gets my appearance on a friday right anyway so um i i don't i don't think we want a popular vote here necessarily i think we want an educational what is best for kids how do they get the curriculum that they need to get and how we're going to get the teachers to get the plc mr quigley getting late starting to have a hard time thinking um originally we wanted to start this because it was costing us a huge amount of money on

282fridays with 10 hour overtimes tossing a whole bunch of trouble as far as absent they're different bus drivers for the kids and the intent was to try to get some structure to it i think the other one was is we're trying to get some actual plc time into our high schools then we run out the logistics how to do that because they're all quite different um sports on friday mornings do we have we have monday morning we have sport practice in the morning too don't we we don't have any games but they are there for sport practice and it's usually the coach there in the morning for the spokesperson because the coach teaches pe classes don't they yeah so it doesn't really matter the morning or the evening uh right now we have zero percent

283plc's at the high school so ninety percent and plc's is better than zero percent plc's um it is interesting i mean we they did a straw poll here uh just to the schools 36 out of 42 school said early morning early out six said late start at a 42 you know since you have the rest of the parents that's that's a lot of number uh and 42 out of 42 said friday so um and i just cut to some principles and there is some problems on in high school in that if you get out early the kids will stick around for the games later and you get in but they said they would probably try to figure out how to do it or deal with it [Music] i asked them on early out or late

284start or whatever and they said something's better than nothing um you know and that whatever we decide it's going to be difficult and then we'll have to try to figure it out i think if we go to an early late start on wednesday for the high schools and uh early out on fridays for the middle schools uh elementary or late early out yeah then we still have the same issues on bus drivers on wednesdays so we haven't really solved the bus driver issue now we're just doing it on wednesdays rather than the other day so we just exchanged the day of the week um and a lot of people didn't really like wednesdays some did there's no really win-win on all this so we probably need to come out with the best possible option that

285we can as far as busing and as far as being able to get the most amount of people in the middle schools and high schools the middle schools have been doing a late early year late start in the morning it doesn't do much as far as the kids i mean i had five kids every single kid just stayed up late on thursday and they slept on friday so it really didn't get much extra sleep because there's only one day versus being five days a week they just thought it was a party day uh so extra sleep on friday doesn't do much um and some of the time they they said when the light starts it's you know it's a real late start because you get up late and you just don't go you know um

286and then again if we got kids coming in a late start on friday and they're leaving in our early out because of games you said they have very they have very little seat time and i guess it's an educational thing if their that would meet the 990 but their education on a flight is going to be really really low there are any day of the week if they're coming late and going early so there's no good answer thank you as superintendent thank you president just a clarification on the strategic vision it's all educators participate in professional learning we didn't define that as all employees so i don't know you know that's probably still a question to be determined but it that says educators so if we infer that as employees that's one thing if it's

287inferring that as teachers that's another but just to clarify that so i met with the region pta group so this represents all of the pta leadership across the district overwhelmingly in favor of a unified schedule um i know that probably mostly represents elementary right that's on that group um which that's they're on early out on friday so rather we do early out or late start on friday they would prefer it to be the same in my opinion having done this many many years early out or late start on friday there's going to be issues with attendance these are high school kids if they don't have to come to school till 10 30 they're not going to show up many of them if they get out as an early out many of them won't right but

288there are things that we can do to put in place that if you participate in extracurricular activities to be eligible you come to school on friday there's ways that you can motivate kids to be there and lots of directors and advisors and coaches these are kids that are motivated that want to be to school will be to school secondly just in fairness in what was asked from last meeting to this was to get input from secs there was nothing about an official survey so i i'm just in credit to what was asked of alice to do it was not to ask for an official survey it was simply get feedback from sec so that's and i agree i think a decision this you know impactful we probably should have more data that way but that's

289what was asked we went back over that request after that meeting and that's what was asked of us um so those are just the three things i wanted to share um okay um mr wrigley then mrs neighbour forgot one important question what time would the elementary start on a late start because we were talking 9 45 10 50 being a part of the busting time it'd be 10 30. and again this is just an example every school's slightly different but that's going to be about this i think steve i i think we're looking just moving everybody back 90 minutes because that makes sense everybody yeah excuse i talked with a couple parents also on the elementary and their thing was it's easier to get their next-door neighbor to take care of the kid after school

290if they're having to work than it is is to try to get them in the neighborhood getting the kid up in the morning on the bus and everything else it's just easier to have them come home and just walk to their neighbors and that doesn't impose on the neighbors much now if we're having their middle school kids there and they just happen to have a bunch of middle schools kids we're fine but if we don't so as i said there's no good thing i think we'll just have to try to figure out what the best option is but if we change the times of starting times and stopping times and so i don't know how to even kind of decide this until we've decided the busing routes and the times of starting and ending because

291then that changes all of this and what what it looks like and so so um mrs nybaur and then board we we do need to wrap this up and and need to to summarize so i just i i am grateful that we're going to put this out to all the parents because i do think it is impactful and i would really uh be concerned about taking because we are taking away a late start from the middle school so without asking the parents opinions i would hate to take something away that we currently are providing um the other the other thought i wanted to mention is um and dr robbins you probably remember when we met as a smaller committee one thing that was in our access to high quality learning experiences in the workbook from

292parents and teachers and administrators was the opportunity for those whatever you want to call them esp's paris whatever the title or acronym those assistant coaches that come in and impact our students with their direct instruction with whatever program it is there was a lot of interest in in providing some support and some professional development to them and i know you and i just well what so if if you recall you and i talked about it that that this would open up an opportunity possibly that some of these assistant coaches would in fact be able to do do some and we didn't call it the reason why the language is is this way if you can they need i agree they need training no question about it i i just think we're getting we're getting plc

293time and collaboration we're getting that mixed up with but we're not because you and i had that direct conversation dr robbins and we changed it from plc to uh to these opportunities um for for um for some job embedded training we took out the acronym plc you must have forgotten but you and i discussed it and that was something that parents had expressed an interest in so it's it's more of the idea that we didn't call it plc's but these people would maybe have an opportunity as well i see that as a real need even when we talk to our student advisory councils that sometimes um you know these wonderful individuals that come in and help our students for the love of being with them and participating in whatever discipline they enjoy uh would have

294an opportunity to to maybe get a little more a little more instruction with the portrait of the graduate with those skills all right so um i i think we're getting a little bit off track here um right now we're just looking to create a structure that would allow some of these things to happen in certain ways and i i feel like we need to let's just kind of pull it back and talk about the idea of having 90 minutes in each school level that could be used by the school for these collaborative teams and so um just to summarize up let's it sounds like the board would like to have kind of more background information or more detail regarding how it would look like in a high school the number of employees that may be

295affected at various times of the school year right and and that's i mean the same coach or the same employee might only be taken out maybe four or five times during a school year out of 33 possibilities is kind of my take on it a little bit but we want to have some numbers of how many that um some more specifics on that and then to send out get more better a broader range of input and in doing that we would want to have some have some context and explanation for how this time would be used and why it's something that and how the benefit the the benefits that would be seen from this time in that would be seen in the classroom right and in the educational experience um so as far as timing

296on this mr wilcox you indicated that a decision by the march 17th meeting would be still be feasible to implement no may may 17th so so within that time frame then we would want to you know not only gather this information but send out a community input and and i'm kind of guessing that the board may want to get some of this more detail in information before we can even determine what options we want to put forward in a survey or am i am i not reading that right is that correct mr millerberg just quickly just you know to make sure we're all aware that things in high school other than athletics do happen right so it would be as you look at information yeah as you look at what teachers would be drawn away

297look at robotics look at debate look at other activities such as that uh as well to determine what percent yeah and anything that that as of now holds a before school or after school activity and if it's once a week if it's every day yeah okay i i don't know if sbos are pulled out early or late as well or if they just have those most of them have a class period but you know anything each school would know each school knows what's before school and after school are there are there games and clubs too teachers would have to go attend yes so i guess those two again yeah anything that's before or after school okay and then so back to timing and survey so if we have this information come back to the april

29819th board meeting then we could maybe give more instruction regarding a survey at that point everybody are okay with that okay all right anything else all right thank you so much this was really great information and it's important it's a big deal and we need to get it right so thank you okay next on the next item is a draper park schedule discussion update i will turn time over to cindy hansen from school performance um as you know there's a lot of there's a lot of information um i don't plan to read you the slides or i you know i think you've gone through it um i will make a couple clarifications and and see what questions you have as we go through the the information um and see what we want to do moving

299forward so uh as we met on the 15th there were there were several items that were asked and i tried to organize them basically in three categories so um there are the issues that were around instructionally based questions and then data requests and then just kind of some requests about looking at schedules different options for schedules so that's how the information is organized when you look at that that yeah that's just the overview sorry okay so the first part this teacher capacity um this was really looking at gathering feedback primarily from the principles in response to whether or not teachers were able to accomplish all of the instruction that they needed to in that seven period versus a six period day if that loss of that 10 extra minutes you know how did that impact

300or what were the the ways that we saw this so this part um we didn't do a big survey or anything like that i had the the principals all gave me feedback on how they saw as advantages and challenges for their six periods seven period day um i reached out to the teacher content specialist we have four well not four we have four core and then up three or four that are elective content specialists um to see what kind of feedback or what kind of questions or challenges that they have in working with those teachers and then also um we did have one one group of teachers they talked about it in one of their meetings so they they emailed me a bunch of stuff so um these were just the summary of the most

301repeated advantages and challenges because as you know this issue is very complex and and there's no way i could represent every single thing but these were the the main ones so in a sixth period the one of the clear advantages is that it maintains teaming most completely and in the middle school that teaming is that interdisciplinary core that is able to have the same students that they can kind of nurture as they come into middle school they they do their sst kind of referrals through that they have interventions they send out information to parents so it's a way to really make sure that those kids are getting what they need not falling through the cracks and it's been a really powerful part of our middle school philosophy and the work that we've done so that

302was one of their clear advantages several of the teachers and and the principals mentioned that having that instructional time they have a lower overall caseload number of students that allows them to build better relationships you know time for face to face etc um the interventions is more of a review that extra 10 minutes it's not an intervention like the class would be but it's time for review fewer papers to grade again we know that we've had conflicts with elective options so that's one of the challenges sometimes students struggle with 60 minutes you know at the middle school and staying engaged and then with the math intervention the math 180 typically they have those on the a b as an elective and so they don't have as much time on their intervention draper park has it

303every day but it's a semester so it's still not quite as often as some of the others so with seven period again same kind of process students are engaged 50 minutes goes fast they can keep them interested more electives the interventions they they schedule them carefully so they still have some elective choices the teachers adapted to the schedule and you can see some of the data you know what that's going to look like and they're able to do their math interventions every day depending on enrollment teaming can be reduced sometimes your teachers might have to have additional preps they don't necessarily teach all one kind of subject some of the teachers especially in math felt like their instruction was rushed they didn't have as much time for the review or some of the closure pieces

304um elective and core teachers with lab-based kinds of activities felt like it was harder to accomplish that in that allocated time and less in person face-to-face time with that 10-minute loss a day so with the interventions i just wanted to let you see that two of the things that we've really been utilizing at the middle school that are part of that kind of broader schedule because our interventions and our acceleration are the classes that really kind of sort out kids and and take you know some of our extra fte with interventions but we've used read 180 and math 180 and then systems 44 is kind of a level down from we read 180 so our lowest level readers start in a system for 44 and these are both scripted they're programs that the teachers are

305trained and then they utilize um so just i'm not going to go through all the data but just so you know that it gives you the average for each school the average lexile gain so a hundred would be a year's a full year's growth so you can see that you have the the read 180 students in the n is how many students are in that class or took that course and then the whole school's lexile gain so you can kind of compare those those pieces um and then it they divided it so those were the six period days and then the seven period days here as well um i think there is the question oh sorry on that oh wait till the end okay it's going to be so long you might not remember okay

306it's all right math 180 uh just so you realize albion they have those are six uh acc students they don't have a math 180 class so they're the only middle school that doesn't have a course so again you can see some really positive growth we haven't been doing math 180 as long um gotta put a shout out from mount jordan there 95 close to a year's growth and i know in one of their dwisbas they were second behind it was draper park or albion i mean we've got some great folks there um we have great folks everywhere just so people know i was principal there so anyway got a smile got a smile from my mount jordan people um okay so acceleration the other kind of half of this we have you had asked just

307for what the acceleration options look like so i've listed those it's primarily math and ela in seventh and eighth grades and then advanced electives so they have electives that maybe are tryout classes or that are more advanced versions of certain skills based classes the exception is that indian hills has six through eighth for honors and then midvale has the salta program so they don't have honors also they have salta in their core classes and then they have their general classes uh seventh grade there is an intensified math course that's open to all sixth grade students and so what happens is that it's optional they if they're interested they get letters sent out rachel marshall our our math specialist sends letters out between march and june they can complete online coursework they have eight unit tests

308that they have to pass at 80 or above by june 30th and doing this course basically advances them through seventh grade math so they would start their seventh grade year as an eighth grade math student so it puts them a year ahead in math for those um sixth graders who are advanced so there's that option across the district and we're getting more and more students who have qualified for that um so honors classes just so you know the ones who have who are doing just ela and math in seventh and eighth grade they have a sixth grade designation so typically in math the illustrative has additional kind of future or further learning questions that they complete as part of their honors for math the ela classes kind of vary by school some have additional readings

309that they do or books or you know project kinds of things so they have a designation that each quarter for honors in terms of qualifying like if there's testing in you know a few of the middle schools follow they look at ri mi rise um and they have minimum requirements that they you know want kids to follow because that gives them the best chance for success in an honors class and so they follow those and then depending on how many students you know meet those requirements they can they can build their board there are some middle schools also um who allow students to self-select if they want to just try and honors they can try an honors class they have conversations with parents and students providing that same kind of data of you know if

310you score here on the ri or the mi or in your rise testing you probably will have a better chance of success in a rigorous course there are not different standards the state does not provide honors versus grade level standards for students so the the standards the core standards are the same regardless um the opt-outs so you were asking for the state required opt-out electives at draper park so currently there are 30 sixth graders who have opted out of cca 7th graders who have opted out of health and they did not have digital literacy this year so none of them opted out of that for next year in the sign ups they have 36 sixth graders incoming opting out of cca 71 health and 131 they are offering digital literacy next year and 131 of

311the eighth graders have opted out out of about 500 kids and so these are trend numbers that it's been pretty consistent for the last couple of years um the elective options at draper park so we're looking at healthy lifestyles and some stem with healthy lifestyles sixth grade has pe dance one and two seventh grade has team sports dance one two and three eighth grade has team sports stands one two and three and then there's also a dance company that um they can try out for um the stem parts they they currently have five cte stem classes so there is cca facts a and b they have manufacturing tech and i think it's called educational technology and then they'll have digital literacy the tricky part with um our stem classes at the middle school has been

312the licensing and the endorsements that are required it's really hard and the state doesn't you know it's not like they have a lot of you know under this umbrella you can teach all these classes and so they're they're pretty demanding in terms of how they go back and get those licenses and endorsements so a lot of times schools are are limited in what they offer based on what their teacher is qualified to actually teach so that's something i think we want to want to work toward so looking at options to bolster especially for next year what kinds of electives might be available at the school beyond their sixth period day and this kind of refers back to i think what leon was talking about earlier with the zero period or the after school period i

313know dr watts has talked with with teachers and and they're showing some interest there's not like specific i want to teach this class yeah but um art drama facts manufacturing tech coding and pe were people who jumped on first and said yes we'd be interested but they're not exactly sure what that would look like whether that's in a prep or whether that's the zero hour or whether that's after school part of the thing with the zero hour if you're adjusting schedules like if a teacher comes earlier and leaves earlier then any meeting or anything you're doing after school in faculty meetings or whatever they're not part of and so you're automatically creating some division there same if they come later and leave later then there's problems with any meetings or anything that is held before

314school so so there's trickiness with that if you're looking at a an a stipend or a a pay for a seventh period prep or whatever that might be an extra period then it's costly that way so those are just some options i know dr watts was also interested in beefing up the club thursday and involving community members who could come in and offer some other kind of enrichment things so those are some ideas for trying to get some things going so we're looking more at what those specific class options might be for students we should be able to have that information soon so scheduling costs just across as we look at different schedules you know there's so many factors that go into a schedule that it it's not just this schedule cost this much money

315it just kind of depends on a lot of different things um fte it depends on your enrollment the kind of schedule you have your teacher licenses what they can actually teach so you might need more but you could maybe absorb that it just kind of varies same with filling a teacher's schedule often if you have more for example more elective options or more periods in the day that teacher has to teach more periods and sometimes it's hard to fill a schedule so you may have to have multiple preps for teachers they class sizes can increase and there's a lack of teaming often you you kind of sacrifice that that teaming a little bit depending on on your numbers and things like that so those are all possible kinds of costs again this is not a

316comprehensive list of every single thing these are just some of the most pronounced so the growth measures i'm just going to go over kind of what the things mean and then you can ask questions because there's a lot of those slides and i do want to shout out to my isd people that they gathered all this data for me you know and laura tuesday and hal and rachel and all of the content specialists and leslie so 2016-17 so the request was to see the the last year we were in six periods altogether so that was 2016 2017 and then what that data looks like as some schools have moved to seven and some have stayed on six um so just being aware that that that's our first year of data then the 1718 is when

317we piloted some of the schools piloted illustrative math so not everybody was trying it out but a few did pilot it so that had some impact on data and then 1819 is when the sage became rise and that's when we implemented illustrative fully across the district and so there were a lot of growing pains to learn how to how to be effective instructors and learners in that process okay so these are just the slides that are related to rise you have all district and then they're by middle school so you can see excuse me over time from 2017 to 2019. we have the 2021 on the separate slide and then it has their gain earth decline so all of them are listed here so eastmont indian hills and mount jordan are the three schools on

318a seven period day okay and then looking at the the rise when you add the 2021 i know mr sanderson was really wanted to make sure we we didn't misinterpret just recognizing that there's caution we had lower participation rates you can see there our district uh 89 percent in sixth eighty-eight percent and seventh and eighty-five percent in eighth and usually it requires a 95 participation rate by the state so that's quite a bit less we did we did still score above the state most most of our schools so um that's the rise data this was just kind of an explanation for this slide which just is from our our state data gateway it basically just shows schools that have common demographics and things like that and how they compare and so it's showing you draper

319park there at the top and then the ones in orange are target schools so these are just our um canyons target schools so albion and butler who scored above the target which in this case we made draper park the target and then the other schools that were below them and that was in 2021 so again kind of an odd year draper park is often our top performing middle school and rise okay so this is looking at then the ri again following that same set of years so the the the number you're looking at from fall to winter and then from fall to spring is the the proficiency so the number of students who gained proficiency in those tests in that window of time so it's not necessarily saying oh i had growth from below basic

320to basic it's saying no this percentage you know i had this improvement in proficiency or into the proficiency category um and so they're all um designated for you and then you have the seven period as well and then you can see with math we the math inventory changed between those two years so there was some gaps there um in some performance and so you know with union when it says no testing there they they have permission they've worked with isd for a lot of years where they focus more on the rise preparation in math for that spring test so they use that rather than the mi so that's why it says no test okay so there's our um seventh period okay so you want me to just keep going okay um so there were costs

321to fte so one of the things that hr has been working on steve diamond's worked on this really a lot for us is trying to come up with a an equity-based fte allocation so we're really trying to give all the schools the resources they need and there are a number of factors dli is one of them so he created a formula that the the principles fill out was here the principles fill out and then they give back to him so it's part of our whole fte allocation process so we kind of know where we fall um so when you look at this though there are some differences because it depends on how the teacher or how the principle may fill that schedule so for example when you look at butler and draper park where they

322each have four teachers at butler those chinese teachers they may be giving them additional preps outside of the dual language classes where in draper park they're they're only teaching dual classes which we talked about last time where some of them had very very low numbers so the impact on their fte is a little bit different because of that um but you can see it's at least that 3.474 total fte and then getting just to the the schedule pieces so this is draper park's six period day and then again advantages challenges some of them are similar to what the teachers and principals identified and then these are some additional things as we've talked through that so maintains teaming again we talked about the additional instructional time it has the most instructional time of the schedules that

323we looked at building relationships feedback the time for interventions again i kind of want to clarify that i know i've talked with with some of you about the intervention is more of a pull out with math and ela and it's more kind of review time to close loops time to you know visit with kids get help on answering questions so it's less of a formalized intervention time and then fewer teacher preps similar challenges that we mentioned before this is mount jordan's bell schedule again students are engaged electives i don't know that there's a ton here that's different we talked about the instructional time and then the filling the teachers schedules and multiple preps those can be challenges as well the seven period modified block um this is one when i met with sherry jorgensen it

324was one that she had looked at in our previous kind of discussion and research of seven periods i have yet to find one in utah that looks like this exactly this is an out of state schedule i know when i taught at murray high we had this schedule for a number of years but it when you look at it again they're engaged there's more electives there's interventions with their elective choices so very similar to seven period you have the additional a b days for lab so you have actually i think i forgot to write it on the slide but 138.6 is the instructional hours but you do have a high teacher caseload higher and then similar challenges as the seven period day um this is viewpoint and i apologize mckay said cindy you need to

325put the wednesday day and i'm like there's 39 slides i think that's enough anyway there is a wednesday early out at viewpoint this is the alpine middle school schedule and it's the same across the whole district so they have a a b block and they have jurassic they're the raptors so jurassic is their kind of advisory period and then they do have an eight period early out at the end of the day for plc's we met dr watson i went and visited viewpoint met with the principal and he said they don't do teaming so they don't have that at all they have the plc's are just content the content teachers work together in their departments on that time but they do have you know more elective choices things like that so as you look here

326the class periods i believe are 75 minutes so they have some additional time to intervene or review or do with those kinds of things um felt like it was a good preparation for high school and the schedules that they would have most of their high schools had a block period they had time to complete their labs and any kind of longer activity and they could he really felt like management of their classes only focusing on four in a day instead of seven or whatever was really helpful with the kids um said it takes the kids a little bit of time at first to remember that what day it is and what they're supposed to be doing for that day but that they catch on quickly um in this particular model the the teachers only have

327a prep every other day a lot of and they have a kind of a productivity thing but they only have a prep every other day so that would definitely be a challenge you could make it in every day i know our a b blocks they do have a prep every day it just raises your class sizes more because you take that one class and now spread it out over everything else the instructional time is is 118.6 hours and when i give those hours it's always a full year so if it's a semester class then it's going to be half of that higher teacher class caseloads 195 to 200 240 students so when you think about grading and relationship building and all of those things there's some challenges there like i said they didn't team multiple

328preps for teachers so that filling their schedule's challenging the five by five block this is an example from centennial middle school in provo district and this is another one that dr watts and i visited last week and so they have five periods a day they also have what they call i can't remember what they call it but they have a block of time well it's plus there where they have that um time monday through thursday that they they have some time off or not off they have it for like a an advisory kind of thing um so in the 5x5 block they have a lot of elective choices that board just made me dizzy but there there were a lot of things pretty much every teacher core elective every teacher had an elective or something

329else they were teaching besides their one subject in the core classes they were mostly classes that were related to their course so for example in english it was debate or creative writing or journalism i'm in social studies it was current events or what have you so a lot of different options and flexibility uh one of the things they do is double block students so if a student needs an intervention like we would use with ri or mi you know one one day they have that the regular core and then the next day they'd have their intervention so those students have lots of time in that subject but others don't um so it allows the school to have some flexibility again familiar with block schedules but this becomes um tricky filling teacher schedules when you've got

330to fill eight periods now out of ten um less instructional time it has the least if you're if you're not in a blocked class it has the least amount of instructional time um and then higher teacher caseloads 240 to 260. i know this particular principle when i asked him about the kids managing 10 classes and and all of that he said well they don't have they don't do homework in any of the electives and they have different ways to help them manage it so lots of preps for teachers okay that's the last one oh thank you so much that's amazing how you were able to gather all of that in just two weeks took a village yes thank you so much as superintendent would you like to say something before just um real quick i

331wanted to tell cindy thank you um for her work and alice as well um the amount of effort and work to pull this together in that short amount of time is nothing short of amazing so thank you cindy i know how much i bugged her just myself um took a lot of her free time to to do this so much appreciation um i think [Music] you know talking with cabinet and really looking at where we're at and i know i've talked to many of you as well about this we've already done uh fte allocations for the upcoming year we've already done uh transfers most of the master boards are pretty locked in already i would not recommend any schedule changes for next year having said that i think there is potential when you look at

332some of the possibilities with zero hour um and i in my mind that may be something that we utilize esser funds for it's one time it's meant for recovery that could apply here in looking at some type of elective offerings that are in a zero hour setting that are not going to really change the the master schedule that much and it comes with its own issues right i mean it the timing of it may not be the best but it would provide a temporary type of solution that would allow us to study this out i i think considering the foundation that we have now and the data and the study that already is underway with what's there i think is a great start but if we are truly thinking about looking at schedules this would

333probably be a fall beginning and then you know with a full study task force assigned to this and then come back as leon said maybe in january or february with some recommendations if the board you know wanted to take that up as consideration and i think one thing too to make clear you know engagement with students and looking at all of our our achievement data no matter what let's celebrate the fact that there's so much growth there and there's so much positive there and when you see our school's performance you know compared to the rest of the state even through the pandemic let's not forget that and this is a tribute to to you know mtss isd all the training school performance all that's gone in to really supporting great pedagogy in canyon school district

334remains so you know let's start from that premise is that we're not fixing something that's broke we're trying to enhance our students experience so we'll start there anyway thank you thank you um mrs arnold and then mrs oaks so just a couple of thoughts that have been going through my mind um i recognize this is like a huge um it's like whatever the word that comes before thank you undertaking i got taking you couldn't come up with under it's a large undertaking um so i know that molly hart has an elect elective will they explore way more electives in her six periods than they get in other middle schools in the sixth grade yeah right and so i'm wondering if there's a way that we could look at that and and i don't know but

335actually put it in place in all six grades where all the schools have the six periods which would give them opportunities students opportunities to have more exposure to more electives i'm just trying to think out loud on how we get some of these students to have some the other thing is i know in the elementary that we go over and over and over these interventions i mean like walk to read and reading straight explicit instruction constantly for years now i've been here almost eight and yet they get to middle school we get these kids to middle school and we're saying oh you still need more math interventions oh you still need more reading interventions and we're gonna take an elective from you that doesn't keep them in school doing math twice today it really doesn't

336keep them in school during reading twice a day and i really think we need to maybe take another look at what we're doing with interventions because i really do believe they can learn to read and learn all of those pieces of reading by singing music and or being in drama or being in place or being in whatever else we use language for that are electives and the same thing with math i have gone to classes where it's music and they teach you through music how to do the fractions how to do the multiplications how to do things i just kind of feel like we have to break out of this box that interventions are the only answer and yes i know that hattie says that interventions is like a .64 but the intervention may not

337be reading the same book five days a week it might be learning that song and rewriting your own song i'm just trying to figure out how to give these kids more opportunities and maybe a reason for coming to school a little more of a reason than to go to my math my intervention in math class uh mrs oakes and then mrs schill okay so i have a lot to say because this is something i care a lot about so please be patient with me i want to tell you thank you for all of the information you've gathered and especially for taking the time with with dr watts to go down to alpine and provo school district and check out that schedules those schedules i recognize that's a lot of time and sacrifice in the midst

338of gathering so much information cindy so thank you um i also feel similarly to what crane was saying the zero period thing i'm not thrilled with it it feels more like a band-aid more than anything my biggest concern is that those classes will start to feel extracurricular rather than co-curricular um my my sixth grader has participated in club thursday but there is a large difference between making harry potter wands yeah versus learning stem or robotics you know where they're something that they're getting every day so my one request is if we were to do a zero period that we're making sure that the content that they're receiving is rich that it's it's not cursory or something that they can get at a youth activity outside of school that it's something that it really is something

339driven by it's a real class a teacher yeah that has been trained in in that particular area i would be very interested in seeing if we could implement an arts wheel if we really can't go outside of a sixth period next year because of staffing issues let's find ways to encourage the opportunity for kids to be able to do things like that i i don't see why we couldn't but maybe there's parts of this i i'm not understanding um one of my other thoughts when i read through all of this is kind of i don't know it might seem obvious and i know you addressed it in your beginning comments but i'm concerned that we didn't ask enough elective teachers about their perspectives on the advantages versus the disadvantages i didn't really ask anything yeah

340so yeah i think it's easy to kind of generalize and look at your overall schedule as a school administrator and say here the advantages disadvantages but part of why we find ourselves and ourselves in this place is because we've lost so many um performing arts teachers over at draper park medal and understanding the advantages or disadvantages from those teachers and and making sure that there's not an inequity between the core versus elective teachers i think is really important um i mean for instance when i look at this elective teachers actually have more students in a higher student caseload in many cases than any of the core teachers do and they i mean i am curious how they would feel about a seventh period a period or if they would actually feel like it was rushed

341um the other thing i wanted to address was instructional talk um i think you know some a lot of things are brought up throughout this presentation about less instructional time there's less face-to-face time that's really the same argument i think we're aware of that i think we need to get down to a bigger picture about okay what's the trade-off exactly we know that there's going to be less instructional time but what are we gaining versus losing along with that um the thought i have is i i'm actually kind of a big fan of the seven period modified because it does allow for more time and lab-based activities balanced out with some other regular days and i would like to take a deeper look at that i also had that in high school and it was

342awesome our big labs that we had to do for science were always on thursday or friday and it works very well with a white late start or an early out um with regard to teeny this has been brought up over the years a lot um i know that numbers fluctuate like for instance next year draper park middle is is down 100 students or about 100 students right and with regard to their enrollment and so you know those numbers do kind of shift and change and i know that this last year dpms adjusted to create a team that was a seventh and eighth grade team so i know things can happen i don't i have a difficult time believing that there's absolutely no way to team on a different schedule um and and so i'd like

343to look at what that would look like maybe understand those other schedules with regard to schedule costs and i'll defer to leon in a second but um multiple perhaps depend upon the amount of teachers you have really and so fewer teachers mean multiple preps right so so much of that is how many teachers you have on your staff and your overall student enrollment right yeah so i'm going to do my class i didn't have a question about that um and i maybe did fully address it was there was such a large variance between butler versus dpms can you help us better understand why yeah so when i i had asked steve diamond that same exact question um because he sends out the formulas and and they fill out so part of it's how the principal

344fills out the formula information but a lot of it comes with how much of their how much of their schedule is strictly dli so if if chips for teachers or dr watts if his four teachers only teach dli and some of those classes are seven kids or eight kids then it has that higher impact on his fte versus if principal logan does this chinese teacher has a math 180 class or has you know so i'm i'm still taking those other courses okay i do remember you mentioned that i'm sorry no that's okay it's getting late it's 11. yeah i'm so sorry with regard to the rise data is something i noticed is that indian hills eastmont and mount jordan did make some gains after moving to seven periods and that midfield decreased even when it

345went to a sixth period and i think it's important to recognize so much of that comes down to quality of instruction right um with regard to interventions this is something i thought a lot about because i know that four of the original priorities when the district originally kind of shifted to sixth period and some of the schools it included things like extended time right we talked about that um making sure that there was opportunity for electives and choices that teaming was piece of it and also that there was scheduled intervention within that 60 minute period my experience in in talking to others is that those interventions whether it was to accelerate certain students or to help with those that needed remediation or assistance that that hasn't always necessarily happened and i feel like we're seeing

346that a little bit with the read 180 and the math 180 classes kind of being their own separate thing um i just wonder if we're really functioning the way that we originally envisioned and whether or not we're really meeting all four of those needs and not necessarily making you know some of them subservient to the others um so those those were just some of my my basic concerns and i wanted to just to you know leave the last question to leon i called him earlier today and i just mentioned that i would be asking a question about cost fte costs related to six period schedules versus seven or eight or whatnot if you can just give us some basic perspective on that that would be helpful sure uh just really brief it all depends on

347the school teaming doi all so all these as cindy mentioned there's no civil i will say this usually uh six seven periods require left i'd hate i don't want to go out and say that's this hard rule of thumb but that's usually the case i know uh just to be anecdotal years and many years ago it's talking with mike's royce cindy's cindy's predecessor and he said you know adopting this schedule when we adopted it back in 2013. he says it is going to be expensive with fte and it is most of our cushion does go to the middle schools you know the board has approved 25 30 fte cushion with the majority going to support middle schools so but i i i don't want i cannot say on the block schedule because we don't have

348those in middle schools our high schools do pretty well but they're so large so it's not i don't think a true comparison they usually don't need any supplementing of fte on the on their blocks but they do get covers that so it's not a true comparison but that does run pretty a little bit better now yeah yeah i think the early years of teaming for sure they were kind of keeping them whole to you know these 24 teachers and they were going to have and now it's kind of evolved where teachers i mean the schools have had to adapt so it's not as much that true model that took some of that initial fte um and i know at middle schools you have a lot of programs that aren't funded so a lot of the

349fte goes for for those things but okay i'll get ready for my next mrs schill and then mrs nybar okay so um i just wanna start by thanking you for putting this all together like last meeting we asked for so much stuff and i really thought you weren't gonna be able to do it anyway so thank you for putting that together and thank you for all the people that helped you because i'm sure it was a team effort um so this is really good information and i i like some of the ideas in here like i like the zero period um day idea just because if we do that send out a story to parents we can actually gauge like what what do they want you know what what's missing um my other question but

350i think it was kind of answered is what what happens with the fte from the six to seven period day and i think leon just answered that but most likely most likely we would have to let teachers go basically because we would have less fte well it depends i mean i can give you i was the principal at mount jordan when we switched from the six to the seven and it really didn't really change much you know we just teachers had to absorb that in their prep so we had more classes so now an english teacher might need to teach a debate class or a creative writing class elective teachers um for some of them because they've been doing the a b they'd had you know 10 preps so now they only had six so

351some of them had to let go of some preps and and kind of revamp what their schedule looked like so we were able to keep our fte and make those adjustments in our master schedule but again there's variables depending on who you have that's qualified for what and the numbers what kids sign up for all of that okay that's good to know but it can it can cost you more like i said it it's hard to make it yeah so um i i mean since we can't do this next year i mean i think i'd be in favor if the board if we all want to look at schedules to maybe have a committee um also i think we just need like we're just barely adopting our strategic plan so i don't know if we

352just need to take a step back and like maybe we need to prioritize what we're going to do next year so maybe at our roundtable we can talk about that because i don't i mean maybe this is the most important thing we want to do i don't know but i think we should talk about it so that's all thank you this is my power at the risk of sounding redundant i also want to thank you thank you so much for the work thank you for meeting with me separately um we've got a a a very i i just kind of think she's like a superhero because she she holds a lot of expertise and yet she's presented this very objectively you know and done just everything we asked and spent all the extra time and

353i know it takes a village so please thank all of those who helped you through this and and i feel that way about all our presenters too by the way um grateful for your expertise so um a couple of thoughts i have i don't want any teachers or faculty to feel like scrambling or stressed for this next year um and so i know this zero period idea we're we're kind of addressing the all you know when we're altering that start time that maybe that helps them a little bit but the one concern i have when we're saying hey we're going to open up electives to these families when we have 25 of the school right now opting out of an elective for sleep i'm not sure if the class before school starts is going to

354be filled or you know something that's going to be utilized so i'm not sure if we just limit how maybe just there's priority to those teachers that really need that for their family schedules and just have those ones do the ones before school because there may not be as much interest or i'm not exactly sure how we're thinking of gauging that and then doing more after school is that something that you talked about or thought about with doctor um when dr watts talked with me about um some of the current concerns with teachers with a change in the bell schedule yeah kind of the separate thing um i think he had mentioned three or four i'm not exactly sure how many teachers that impacted but part of it would depend on what they teach because

355a lot of kids aren't going to sign up for english right i mean i would just have more more and more creative writing but yeah i mean i think it's they're more elective kind of those engagement things that they don't already have access to that we're trying to get so part of it would depend on what that teacher teaches and what that availability would be or how we could help them so okay yeah so you could have an after-school period as well yes yeah yes so we could maybe just do a few for the before school for those faculty that this impacts and then the majority after okay and then uh the other i i really i really relate to to clarine's statements about these kids that need interventions i i worry that our our

356students that are pulled out for that those advent those interventions or repeats of other classes i think they're really feeling punished because we're taking away their elective and we're giving them more time at something they don't feel successful in and i would love for them to have an opportunity to feel successful with a class of their choice so i do think that that is a huge benefit to a larger schedule um as far as the seat time uh i've been reading a little into hattie's visible learning and he there's 252 influences and affects size related to student achievement and under those 252 influences a lot of it is engagement that the teacher provides and seat time is not mentioned as well as there's other you know educational philosophy philosophy and research with zimmerman and carlos

357and they're saying the same thing that that seat time we're not really seeing this relationship between seat time and student achievement and i know there's others that say there is but just reading into that it does make me question if we have a longer period of time so we can do more hands-on learning and labs and science experiencements and all of these things that sometimes the setup is too long that it makes it hard difficult as a teacher if you've got a shorter time period and we're doing more engaged and hands-on we do know the students retain that better and so you know as far as quality of instruction that'd be something we'd really want to look into um i i do really believe and like the fact that students have the opportunity to prepare

358for high school by the same schedule and get accustomed to that i know leon just mentioned that fte hours that actually we run pretty well at the high school level and that it's not super expensive draper park middle school's population is the size of some of our high schools so you know that might be relative you know there um i do think that providing more class periods and schedules i do think that that does fall in line with our our strategic vision in many ways engaging all types of learners i see i see clear pathways for more class periods for both advanced kids that are behind or even just iep and 504 kids that maybe need other mo you know other methods so i i'm in favor of of uh harnessing the expertise in the

359room and round table and really looking at this as a priority for draper park and i'd love it to look into that for district-wide in our middle schools uh thank you mrs arnold and then mr wrigley oh sorry i thought you had asked for another okay my microphone when i was organizing college is the school that was doing the 5x5 blog and i remember them saying the reason that they did had the electives not have homework was because the students would have 10 classes of homework every night and they only they only did it for a couple of years and then they got rid of it because the students couldn't keep up with all of their homework well the first year they had all the homework and then the second year and the kids couldn't

360keep up with it so then the second year they um said no homework for electives and then the third year they got rid of the five by five but i was just going to let you know that um that i had remembered that that was part of the big issue with the 5x5 just in case somebody else didn't think or know about that thank you thank you mr wrigley thank you um where do i start um when we inherited our school district from jordan i think for time and all eternity there were seventh periods one of the complaints as we surveyed our initial parents where academically they were in the dumpers and we needed to do something with the middle schools so we spent forever trying to figure out on eight and ten and five

361and seven and you name it i've got huge files of it as to what would be the perfect file there was really no consensus other than the idea was is we went to a six we'd have more academic time and by having more academic time our scores will go up the data you point to me doesn't really show any clear things that that was a significant difference between a seven maybe maybe i need to look at them more uh between the seventh but we also knew as as they did for the sixth period that our arts programs and our music programs would go into the dumper and that's what corner canyon prince uh music teacher told me it was true uh and i think jordan's program suffered all of the high school programs suffered because

362they they couldn't do that so then we started getting complaints from the three middle schools that are now seventh period and we said okay well we'll just take a look at this again and we did this whole rigmarole and took a look at it and we said we'll just give choice so those schools that want to go seven go seven those schools who want to go six goes six and those schools that had six their music programs and their feeder schools went up those schools that didn't sort of struggled but not everywhere because it seems like we have five schools with six different versions of the sixth period so everyone took the said well we got six but this is how we do six and this is how we do seven and we have seven

363different middle schools or several different schedules really to be honest with you um and so you know but by going six and getting more academic seat time we also lost a lot of other elective times and i think some of the kids were bored because they just left i mean this sort of thing came we have the brain boosters we put the brain boosters in because the kids were getting just overwhelmed with education reading rhetoric so you know i don't know if it's really made much difference all my five kids well yeah they all my five kids graduated from from east month five of them have bachelor's and two of them got masters so obviously the high school did a good job but the middle school did a good job and my daughter because she

364was in the seventh period program is now one of the top bass players in the state so without that she may not even have that chance to play jazz and she wouldn't have done that uh so for her and a lot of my family have been greatly affected and the arts has been an important part for them um it is interesting because draper parks the online complaining about the sixth period and everybody else was saying no we're working because we have our own version of the six and it seems you're working um brighton's had some issues on filling their their music program hillcrest has had some music on there but they're doing better and they're sort of figuring that out so their music programmer is going that way so we're really only talking about draper

365i mean we could go back and open the whole thing up to take a look at what's the ideal schedule and i don't think there's an ideal schedule there is not you know i know i've got binders on this there's no everything's got us plus and minuses and seat time and i mean five by five is like 96 hours priorities and you're going to compromise a lot of electives but whatever um so i think at this point for this solution at this point until we change the start time and and make it later for draper because if we give them a bunch of electives they would be opting out of them anyway like you said for 25 so and what that means is it just cost us more because we couldn't fill the time because

366they're not there um i think the zero option right now is the only thing that we could probably do and see if we can make that work for next year whether or not we take a look at this again i don't know and we may just need to take a look at draper and do another survey and find out if where the parents want to go and they can go with the seven or six i mean [Music] seven seem to work well with music either way our academic scores have gone up over the years we've done a stellar job all of our our middle schools that that issue that that we originally had we do not have any longer it doesn't matter if we have a seven or six or whatever it is it's just

367the question of is it worth giving up your electives for a little extra seat time and three more points on the richter scale it didn't make any difference for my kids they're all successful um so um i i think at this point we probably need to move on and just say go for the zero period and we'll try to see whether or not we want to i don't agree i think that i think that molly hart has a program that wouldn't be that hard to implement i think it would be as easy maybe i don't know no it'd be a little tricky for next year just because there are very specific teachers who have room in the schedule in the master board that teach specific classes so i don't know that all of the middle

368schools would have that same i didn't say awesome i just said we're look we're only talking about draper okay i apologize for everybody and draper is pretty well in the same it's okay to say social economical group with not as many necessities of interventions like mount jordan for example so i don't know why we couldn't maybe take a look at both of those because i think that that would give more students more electives but that's just my my thought on it lpn doesn't have a doi program does it they do not that that makes a big difference yeah that could be it so but i can have we can certainly meet with dr watts and i can meet with dr hart and look at it and see what his staffing is and where he is

369i think what got us here was a question over what to do over draper park not what to do with our entire school district academics because i think our seven period programs are liking it and our sixth period programs are liking it so i'm not and they seem to be academically moving up so i'm not sure opening everything up is starting over again if we're gonna come to any more conclusion we already did uh other than what are we gonna do with draper park that's the question okay thank you so to kind of wrap this up um i i what i'm hearing is that for this coming year where we are working on possible later start time which very much may impact the number of students that are electing to opt out of the first

370period which hopefully the school is prepared to when that decision is made they they might need to do some adjusting right in their master board anyway and that that to do any any other wholesale change at this point in time would be just really not feasible and probably would not be received well you know at all but then also it's we need to as a board talk about forming a task force that would look at it in more more thoroughly and in more detail and um and so i think another time that the board really got to talk about that because we also talked about it and and um there's been board member requests for for district-wide look at later starts and at secondary schedules so i think all of this information is really good

371foundation for some of that work yet to come so um so board i'm i'm kind of hearing and thinking that at this point we ask the administration to work with the with draper park to see what they can do to kind of help and yes the zero period might be just a band-aid but it if it is something that provides opportunity that they can make it work i don't know that that is something that that is really a board decision at this point i see that as an administrative feasibility thing does anyone disagree with that okay do you want me to bring back information about what what they're offering for those or how what the kind of decision is for those i i think once if they get it settled into a plan then then

372we can i think it would be helpful for the board to to know what that plan is and so is there any other okay on that one mr wrigley i think you summarized that well i think the thing that we didn't gain from all of this is that even if draper wanted to go to seven it's unfeasible to do it for next year that we're gonna have to wait for the next year and then during this time we could meet with draper community decide if they're going to keep the six modify it if they've that worked for them or moved to a seven going into eight nine ten five that's a whole other issue and we've done that three times now thank you this is oaks yeah so i just want to make it clear

373for the public whoever might actually be listening to this that we aren't backing away from a schedule change because we aren't supportive of the idea of changing something that has more electives it's because we can't get effective staff this late in the game right um and we want really good teachers for the long term to be able to build programs and other things so this is recognize that what we would be implementing next year would be a temporary solution until we can get further information one of the things i would like to ask in light of the fact that it does every year when you're talking about performing arts it makes a difference of who's enrolled i'm wondering if we could look at a zero period option of having instrumental music or some of the

374other arts because i know there are a lot of kids that they just simply can't fit in their schedule that may likely be interested in doing after school i have no idea if the band teacher would be interested in that or not but it's worth exploring and i really akin to what we talked about when we're looking at the wheel if we can expand it and maybe it makes the numbers easier maybe it makes it harder beyond just sixth graders i mean when i looked at the wheel i was dying inside a little bit but my sixth grader didn't get that like the albion kids because i think it's such a wonderful opportunity for them to explore so thank you thank you thank you so much it's matcha who next steps is i don't even

375have a deadline yeah so we'll be working on it but when you're ready let us know and we'll yeah we should be able to i mean it'll be sooner rather than later because there's always urgency to build their boards and for teachers to know their schedules and so yeah okay i'll let you know thank you okay next um 2022-2023 fee schedule this is a third reading and action is requested um we have leon wilcox business administrator and gary ford gary's doing a great job there we go well hopefully this will be quick and easy since uh since it is the third reading so we did as the board asks and we've got with communications and they sent out a sky alert in english and spanish and to all the parents and students and uh talked

376about the following points uh seeking feedback saying that the maximums were the same as last year there was a thirty dollar reduction in the registration fees providing information how to attend the board meeting and also provided the web location where the fees are at and then also how to get the communication back to to the district and so that was done thank you for communications we appreciate their assistance in that so all the comments we received uh were as a friday i downloaded all the comments that had that we had received and put them on board docs and i as i looked yesterday and today there were no more there were in any other comments on the on the fee schedule so uh leon and i were met together and we uh increased the supply

377budgets significantly for the schools so that they could um provide for the for the consumables since they are not allowed anymore for the uh for this year because they're considered textbooks so hopefully that well that should provide enough funding for them so they don't have to dip into their tss or tssp or their land trust budgets so there have been no changes to the fee schedules and these are the uh places that they can go to do to obtain the uh the fee schedules if you want to look at them these are the master ones and as we as we said they're out on each feet on each school's website that they that parents or anybody can go look at them and see it for their specific school so possible board motion that's what we

378need now is a decision and we have to before april 1st so hopefully before midnight [Laughter] thank you board um just i'll ask quick are there any questions or comments on this uh mrs nybar i just have a quick one that we should probably correct so the idea that we can't charge a school fee for consumables has actually been for a few years that was made when i was a school community council member at draper park a few years ago the difference is now all of our schools are using that illustrative math that is one of our larger consumable fees but just wanted to make that correction because it kind of the way it's being described it sounds like that was a new change this year but that's been a few years back not allowing

379to charge for consumables no this is the first year next year the 20 22 23 year that admitted a they made a board rule that we could not charge for textbooks and that was part i also described that as consumer roles before you could you could charge for consumers yes okay so there was okay so it must be then land trust funds it must be that's what we're writing there was a law about not being able to use money for consumables but maybe i'm misremembering and that was for land trust academic plans is that what it was there was something we had to change because we were trying to pay for that money for the workbooks when we were piloting the illustrative math so i must be confused that must have been for land trust

380funds we were not allowed to to use it for that consumable but anyway okay go ahead dad i don't know sorry i'm sure i'll find it yeah i i don't know that there's a specific law against land trust and consumables but um so i'm not quite sure what that is so okay any other comments or questions i'd like to make a moment this is yeah i was going to say this is action requested so motion would be i'd like to make a motion that we approve the 2022 2023 proposed elementary middle and high school master fee schedules as found on board daleks also can you add in there c t e and c and c uh c tech and the c t e and c tank i guess we'll add that to my amendment there

381yes thank you okay we have a motion all second second and a second any discussion to this motion see none or call for a vote all in favor say aye aye aye any opposed okay that motion passes thank you very much appreciate all your work okay next item long-range planning update midbell area elementary school boundaries i'll turn the time over to mr leon wilcox business administrator yeah big thanks to gary for all the work on the fee schedule that's a tough undertaking that we have to do every year so thank you to him uh just want to give you a quick update on our mid-bill boundaries we've held and before i get going i just want to thank several people i want to thank floyd i want to thank kirsten attended all these meetings and

382tracked all the data i want to thank mom he's attended a handful of them i want to thank the sccs for allowing us in want to thank the parents who've attended our open houses and and send us feedback so thank you to everyone want to thank our principals for also helping and facilitating this you can see the dates there we've met with the scc's to discuss the boundaries the dates there for the open houses we're going to have the open houses in january but with the omacron surge we postpone those to february boarddocks has lots of information notes on all those and at everything there if you wanted to review those again big thanks to kirsten for out on the communication front with social media the text messages the skywar sky alerts on board docs

383we re we had our portal where we had about 1 600 page views and on we've got oh 15 or so comments back you can see all those posted on board docs there of course anytime you make a boundary change there is a there are statutory compliance we really discussed this back in october then at uh our as a proposal so that would be the clock when the clock starts ticking uh and so you have to wait for 120 days from that before you adopt and so you have to do other things besides getting public comment which we've had at every board meeting but tonight in the next couple we've also mark and i met with the new mayor mayor stevenson to discuss the boundaries as well so all those things that we had to

384comply with we've done so there uh it was pretty much a unanimous narrow unanimous recommendation that we go with option three again this is the least impactful it's around 70 students give or take you can see we're shifting the cone area we call it the cone the east of state street from carperview to mid valley that's probably the biggest well that is the biggest of the two again we have a little excess capacity in mid valley with the new school would like to fill that up also draws a cleaner line for the middle school boundary middle the state street is the middle school boundary so they would just go into union as where they live now so they just follow the appearance right into union uh it also keeps copper view a little smaller but

385which is also what we wanted the other one is moving the avenues from east middle into midville and also keeping all the jordan plus growth in midvale so that's about 25 students or so in the avenues again almost a walking route down main street all all side walking in underneath the sidewalk underneath the freeway in and then into the school properties there here's our timeline again we talked about the first reading tonight is an update uh depending on how you want to approach this right now we have a second reading but we have lots of bail schedules and policies and whatnot at our next you know look at next meeting and then we'd possibly adopt on the third if you wanted to delay that to the teacher of the year that'd probably be fine i

386think would sooner the better just in case somebody with a kindergartner first grader or going into kindergarten or current kindergartner going to a first grader wants to permit enter their new school you know that give them allowance we want to make sure they have plenty of time to do that and then we'll communicate about what you approve again we want to emphasize this takes place not next school year but the year after so we want to give people plenty of time for that so with that that's the update happy to take any questions thank you any questions okay so um let's just go back on the timing if you're okay i think may 3rd would would clearly give us because right now um it was on the agenda as midvale area this time and then

387next time and then a decision on the third everyone okay with that time frame okay we will plan on that then thank you that concludes the business items on our agenda so um i will now turn give time to superintendent robbins for a report and then to mr wilcox for report thank you president uh real brief this morning i had the opportunity to visit the road home in midvale and spent about an hour there i just want to give a shout out to connie crosby and all of our staff that works with our homeless students and i got to be there early enough to see the bus pick up and see those little kiddos get on the bus and interestingly this morning one of the parents this was their first day at school students first

388day of school and so just being part of that was was pretty awesome but all the services and everything that's done on their behalf is pretty pretty overwhelming and humbling so very grateful for everything that we have um and especially our education system for our kids so thank you thank you mr wilcox just a nice meeting tonight thank you for the board for all the uh discussions and a big thank you to this week's payroll that's going out 300 bonus for our employees to do something next week we hope they enjoy their time and can get away and then you know 300 almost may almost be a tank of gas right now but uh but it is hopefully they can do something something small with their family with that so again big thank you to

389the board for allowing that to happen thank you okay board members um if you have would like to give a report or comments uh let's start with mrs shiel no comment it's very late so i'm not gonna say anything okay this is my power thank you to all of those who presented today and for that amount of work also props to draper park scc it's late and i was like i know this i looked up my agenda from 2019 and i guess we had heard rumors or whisperings that there was going to be a law against charging fees for consumables and we had we built it into our land trust to pay for that illustrative math but anyway love that illustrative map math and what it does for our kids really cool uh what it

390does little little lessons for the advanced learners for everyone who needs help and helping people think math-minded i just i love that program and i i love what our asd departments and other departments do to help us with our kids find what's best so thanks that's it thank you mr wrigley i'll pass okay thank you mrs oakes thanks i've gotten to attend sec meetings for alta and altera attend events for lone peak elementary last night and then ran over to corner canyon for their wellness night there's so many wonderful things happening got to have a town hall meeting and hear from constituents i always appreciate the chance to hear from parents um i do just want to clarify one thing since i was on the strategic planning committee um i do not on the base

391my best of my recollection recall any discussion that we would provide plcs to coaches we talked about more training from them but not plcs and discuss that there is a distinction between coaches versus teachers and their roles so just want to clarify that thank you mrs arnold i know it's late but i actually really did something besides teach this week so i have to say i did make it to my sec meetings and i plan getting to the rest of them and i did hear the plans for the land trust in the tssa and it was really interesting how each one of the schools took the approach of teaching that and explaining that and having input on that and so i do want to tell all the principals that i will be coming to their

392sec meetings in the next few weeks so i can listen about the land trust and the tssa rather than read them one or two nights so we have to read them thank you mr millerberg one item of note is uh i was able to attend the midvale elementary sec week ago um it's kind of a hybrid meeting to where uh principal reynolds was in her office uh doing is conducting the zoom in most people had remoted in and i showed up at the school and jerry jorgensen the secretary at midvale sent me out to the what's it called the community services portable and i walked in there and i was the only one that did not speak spanish in there and they had people translating what was coming over zoom and so i'd listen to

393zoom then they translate and i mention this only because for years and years and years they've been trying to get members of our hispanic community to participate in scc and principal reynolds has done a great job reaching out to that community and to have seven people speaking spanish in that room was just absolutely awesome so um i don't know what i'm more ha well i do know i was gonna say i don't know if i'm more happy about how principal reynolds has reached out to bring them in or that we have the people participating but i am so thrilled that we have uh those people that interested in the education of their kids and just a great deal thanks thank you and um i just um wanted to because land trust and sec came up

394i wanted to thank alice peck and and the team for getting those plans ready and to the board um a little bit sooner than what we're used to having them so that we do have a little more time hopefully to to read and review and become familiar with them i want to thank them for that and then this last couple of weeks i've been able to attend several school based events and i you know art shows stem nights steam nights plays productions and um i'm just so grateful that we're able to do those again and it just has been such a bucket filler for me so i thank all the schools and thank all of you and if there's nothing else i call this meeting adjourned