Canyons Board Meeting

001okay right there it's pretty crazy it's not the same shirt he was wearing that day but it's like it is um oh um set up with another presentation so um i would like to welcome everyone to the meeting of the canyons board of education today is march 15th and we are meeting at the district office located at 9361 south 300 east in planet utah um first item on our study session is board meeting logistics and i would like to just express our appreciation to our it team and to everyone um that's participating in the meeting tonight for their patients and the it team is is working as you can tell we have moved back into this board study room which is something that we have missed the last couple of years and so um just

002wanted to recognize that and we're grateful that they've been able to re-configure some of the audio visuals so that we can also live stream our meetings i know our members of the public have been very um been very actively following the work of the lord through the live stream service and so we're we're grateful for that um that engagement level of engagement and grateful that it can continue while we still while we meet here in this room so um that's part of the board meeting logistics um also for there is um we need to talk a little bit about some of our upcoming board meetings so the um just more immediately looking at the meetings coming up in june we have a meeting scheduled for june 7th and june 21st and um there's been a

003so june 21st was is kind of tentatively we're looking at we're looking at a roundtable meeting but a couple of board members aren't going to be able to be here so we're one i'm asking does june 7th work for a round table is that okay with everyone i like something i haven't planned my life out that far all i did plan until like you know june 1st when i get out of school and then i start planning on life calendars i know not you want so we already have a meeting that day so it's just changing right around the table it's more round table meeting rather than a regular board so that's right because we'll be doing the budget um so that means the 21st we could do the budget hearing right two one of

004those oh are you not here on the 21st either okay um we had that to be the only business item on the 7th all right oh thank you thank you um okay and then also in your in your envelope there holder there is a draft schedule for the 22-23 year and we get 23 and 44. this is the only 23. oh 23 24. sorry it's yeah okay that's okay so we've already approved the 2223 schedule and so this will be a first look at the 2324 schedule and we won't we don't really need to talk about it but look at and compare with your personal calendars and if there's any any concerns or issues then then um let us know we'll bring it back for formal approval at the next quarter any questions on that

005yes i will not be at your next board meeting but um i will send you my problems with it okay sounds great okay not great that you won't be here but great that you'll send me the information either one could work well okay are you afraid i will be here but you know whatever um all right and then yeah so bring that back and then just just a reminder that that meeting here in the study room it's great because we're around the table we can see each other and stuff but but still i think to um for for purposes of people listening on live stream as well as conducting the meeting um if you please just kind of indicate to me if when you would like to ask a question or make a comment sometimes

006we get focused when the presenters up there and it's hard to see someone is trying to you know make a comment so so i'd appreciate if we could keep that same practice going okay any questions on this the logistics all right that concludes that item and now we will move next to the arts consortium report and you will turn time over to sherry here there she is welcome sherry jorgetson our the district arts specialist well um thank you for this opportunity i'm always grateful to talk to you about arts and advocate for students as you know canyons district was formed by a vote of the people in november 2008 general election and while the district didn't become official until july 1st 2009 many steps began right away to ensure a good upcoming school year one

007of those things was to survey the communities on what was important for them in the district that survey indicated a lot of interest in music and other arts programs and as a result i was the first content specialist hired coming on board in march of 2009 soon after the arts consortium was created and made public through a newspaper article about the newly formed district i was tasked with being the chair of that group and to develop a mission statement the consortium meets quarterly and it's a relatively small group consisting of school board members right now amanda and nancy who are participating with that arts teachers from different levels and arts contents community arts members as well as parents the purpose is to promote the arts and provide recommendations and ideas for improving arts opportunities within

008the district we have been able to create some great partnerships through these efforts for example sandy city elementary art show is now open to all canyons elementary students as opposed to only those whose boundaries school boundaries are in san diego city canyons youth symphony does a side-by-side joint concert every spring with the american west symphony and has proven to be really beneficial for both groups we have other formed other partnerships and created opportunities as well although most of them are outside of the school day as a part of the consortium work and my work in general we regularly go over arts enrollment data i've presented some of that data to the school board in the past well there are requirements of 1.5 credits of arts for high school graduation and 1.0 units of arts required

009for middle school for the most part arts courses are always have always been viewed as elected so as an elective teacher for 30 years i know how important enrollment is for job status unlike required content elected teachers have to be really good and go above and beyond in order to maintain student interest and therefore enrollment some people may view that as building a program but i view it as quality instruction and helping students to build upon previous skills much like in any content i want to tell you a personal story concerning enrollment in the arts i knew when i was a sophomore in high school that i wanted to be a music teacher i started band in the sixth grade and continued all through junior high and high school my sophomore year i also added

010an audition choir class to my schedule in the spring of my junior year the counselor told me i couldn't continue to take both choir and band my senior year as chemistry was only offered during those two same time slots academics were also important to me i graduated sixth in my class thank you the counselor went on to tell me that i needed to focus more on academics for college and less on electives and the master's schedule was forcing me to do so so in typical jorgensen fashion i somewhat politely told my counselor that i was going to college to major in music and i wanted and needed choir and band and chemistry needless to say the master schedule was adjusted chemistry was offered during additional time slots i did indeed take all three courses my

011senior year i felt very prepared for college and for beauty's major the purpose of this story is just to remind us that we don't always know students ambitions or interests or what keeps them motivated what sparks their curiosity or creativity or where their talents may lie as the consortium has discussed enrollment many i wonders have been brought up so rather than speculate on the many reasons why students do or do not take an arts class the idea of a survey was brought up there was discussion about surveying students teachers and parents and we decided to start with students thus the arts elective survey was created and distributed to students this past december and january the purpose was to identify student interests as well as identify barriers that may prevent students from taking elective courses and

012so now i'm going to turn the time over to our program evaluation department because they're the ones who did the analysis of the data and compiled the results so laura and julie i was one of the first secondary achievement coaches julie and i were tasked with creating survey um aries guidance and even though the focus was to get input on arts electives we expanded it to include all electives so that we'd have a bigger picture of what was happening in our district first i'm going to talk about the middle school survey middle school and a high school survey so um first i want to talk about the middle school response rate which was 60 participation of students so kudos to our middle school principals and teachers um that's pretty good representation across all of our

013middle schools shout out to butler same yeah so we can be very confident in the middle school students so some of the highlights you have the full report in the book box that you can dive in a little more is when we asked um what student interest level was by content area their number one choice was visual arts 45 almost six percent said that that was their they very much were interested in visual arts some of them are shaded in red and these are ones that more than half of students that they were not at all right when we asked why they might not take an art collective in middle school the number one reason was i did not have a room in my schedule i'll probably buy some advice from my family what was

014returning is almost 20 said i was worried i wouldn't be good at it so this kind of alerts us that there's some anxiety going on with student maybe not self-perception of i'm not going to be good at it right to do it um we also add an important electives word to students in both courses and we're very satisfied with the offering at their school and that was actually reversed for um identifying as male 1 you know arts with not enough schedules and family and i mentioned the fear of not being good at it questions on middle school before i jump into high school okay so highlight um our boundaries was very low we only had 21 uh respondents and we're very departure so we have to kind of take off in interpreting these results because

015they may not be representative of all of our high school students so just kind of keep that in mind as you're looking at those results you know it was me i was just saying those are kind of low numbers i think we even gave them two extra weeks or something some of the highlights they too rated visual arts as the highest interest level in electives they had similar top rated ones world languages what their class is up there as well social studies obviously it's not a middle school top choices as well i forgot to mention that the top four middle school interest levels matched our enrollment patterns this does as well with visual arts world language and facts social studies so how they so how they were so yeah small numbers of students are probably

016interested in some of them how they selected their electives personal interest and enjoyment as one would expect the graduation requirement was the second highest and i again fight from family members my perception of what school counselor does it helps students so um again their reason for not taking a high school art for collective class number one i did [Music] summary okay um so from the takeaway so some of the variables that are in play that sherry already mentioned are things like fte allotment some of the state requirements for coursework and and then we also have the limitation of school schedules and trying to fit everything into our variations across our school sites obviously there are other i would call easier targets to manipulate those would be big rocks to move impact one is the prerequisites

017in collective course sequentially one is how we're communicating with families and with students about electives another is the both they're at student interest level what is um student relationships impact students here are some thoughts in terms of the smaller rocks that work so what are the factors that might be impacting students level of interest in elective courses that currently have that low interest or have a high interest among the low number of students how can we maybe change that interest level more interesting to a larger group although we they commented on no rhythmic schedule as an excited reason we're not only in our selective i'm not really sure what that means so obviously it could mean that i would like to take more collectives but i can't because it doesn't fit my schedule it could

018mean i got the electives i wanted so i'm not taking any more my schedule is full don't give me anything else to do please so we really don't know what that means we could dive further into kind of their reasoning number one since family advice was a commonly cited reason are there any documents in how we're conveying information about elected officials being communicated to our families that they can make when it's a consensus around the purpose of like this and is the purpose of electives the same as middle school in high school and could we do a better job of getting consensus on what an elective means of those two levels and making sure everyone understands um [Music] my sense is since family advice was a common reason is we give our kids that's great

019so you should take it too or they don't really understand now that the world has expanded a lot instead of the offering choices what that means for their child another transformation is the process of electricity selection and reservation some of the open comments some students were i didn't get the choice i wanted i wanted this class but i didn't get it before i registered to wait so i just got sign some class so is there some adjustment that we may make sure that there's an equitable offering to us so if we have advanced courses the student really wants that content area it's in their schedule but they don't have the prerequisite could we make some adjustments you know expectations or provide some scaffolds and then our elective courses with low enrollment such as that um

020for the student relationship or for class deployment you know that word spread quickly about don't take this class it says etc etc so is there some messaging we can do for students a nutshell full of just some amazing information yes thank you here he's here to address questions for them okay whatever all right so board um questions comments just yeah i think this is really the tip of an iceberg of a lot of good information and um you know um as we've been working on the strategic plan this whole concept of the role of electives in a student's experience has been at the forefront of conversations so so this is very helpful i think there are a couple of questions and comments um mr prickly so first off thank you this is very good information

021i was trying to take a look at it and see the trends and stuff um on physical education did you break that out did they i mean because we talk physical education a large number of our kids are in wrestling they're in basketball or whatever which are really electives versus just a regular general class we didn't break that out in this category dude so in the when they made their choices we have the content area so we used pe health and then we gave examples of courses so that they didn't get names it would be interesting the reason i was to do this because you could make an analogy basically to music and choir the instrumental i would suspect we've got about 22 instrumental we probably about 22 to 25 percent of our kids are

022in competitive sports uh that fall into that so when we look at that those kids in schools that try different things you're in the choir group or you're at the job group or whatever group you're in middle high school you know um i think that that really sort of interesting you haven't provided a friend of kids however it's really interesting when you took an instrument on music 22 percent chose to go intermittent instrumental music only 23 percent went to angular language parts so language arts wasn't very popular either but we were forced to have that so it was interesting to see on this i i'm finding though and a lot as you said on the questions we looked at the questions as they were afraid to come out they were afraid to audition um my

023wife and i use a small publishing company we're finding more people are now going to spotify and being passive participants in the arts rather than active we're selling less music we're selling less sheet music we're seeing less people even moving that direction they're just moving towards the passive arts which is sort of sad and maybe in the district if we can sort of try to push the active arts so that they're not lost in the next generation because i think from what i've seen over the last 10 12 years we've had this business it's amazing we were selling quite a bit of that music goes down which means that people just are not playing which is not participating so i don't know how we look as a board in the arts in general uh how

024we we sort of make sure that it doesn't become the dying arts because the kids it really helps them in getting going out on performance and putting yourself out there helps a lot later on in college career readiness and that they're able to be more confident and when they go out and make presentations and other stuff where sitting back playing video games doesn't always cut it as far as getting those social emotional skills that you need to have so thank you for doing this it's some really rich information i wish the high schools would have given us more because we have to do this again with this low number it's not very easy to make a comment on for what you were talking about when i saw that the instrumental numbers were as far as

025interest were about double of the vocal numbers choir numbers that really surprised me because everybody knows that it costs money to play an instrument and so my initial thought was a lot of families who didn't feel they could afford it would you know that would be way down low compared to coral but then when i saw the confidence level thing i didn't think i'd be good at it well everybody knows you can't play an instrument until you start right people know that they don't expect you to be good at an instrument right off the bat but most people have sung since they were a little kid off and on and so people kind of expect you to be better at that because you've done it before and so we've this has really and will lead

026to some really rich conversations with the teachers i think in terms of their expectations and are we teaching kids how to sing better or are we teaching songs are we teaching kids how to be a better dancer are we just teaching choreography it's those kinds of conversations that i think are going to really enrich our arts courses and our instruction my wife asked the question because she looked over it too she was asking the question so how many of our elementary schools now really have a choir so that they're learning that at a young age how many have a place a lot of the kids when my wife was in there did plays in choir and the kids went on to high school into college to do the arts so are we providing that at

027the elementary level uh so that it actually feeds into the middle school in high school or are we seeing if we're not in all the areas it may be affecting our high schools well kovac put a big hit on choirs as you know we we actually choir actually came out as the the big no-no content you know from the state and everything um after that super spreader event in washington state and so that that really didn't help the cause at all and so are a lot of our elementary schools stopped doing choirs because of that and other things as well obviously um and now we do have a few schools that are going back into that but i was not surprised to see that visual art was the top we discussed this at our arts

028consortium meeting last week because we have 23 out of our 30 elementaries plus jordan valley that have a visual art program and it can be done individually so during coven it was easy to carry on usual art because it's an individual thing but during covet it's difficult to be an ensemble it's difficult to be a choir a band a dance company uh theater you know those things are difficult to do because they're ensemble oriented and i do believe covet made a difference how much of a difference i don't know we would just be speculating but it has it has definitely made a difference great thank you chlorine so speaking of speculation so when i started teaching 100 years ago we had to take methods in music methods and art music and dance i mean methods

029and dance and methods and drama and we were expected to teach all of those in our curriculum somewhere during the day and so the kids were exposed to singing in the classroom a lot and doing drama and doing dance and doing art i know we've pretty well stuck with the arts because it's not very hard to have a teacher come in and we have that program i can't remember the name of it where the parents can actually do the art part of teaching at so when you look at they're not being exposed starting elementary then why would the students not have some reserve about how good they would be at drama or how good they would be at singing or how good they would be at dance because they have no exposure to it's like

030saying okay you're going to take trigonometry in in middle school but you haven't really learned anything but basic math and so hopefully with our strategic plan we can start integrating those back into like um in my classroom we always sing the phonics stuff because we could sing them and then highlight them and then use them during the day and so there's just lots of ways to integrate those four things if we just do it right but i don't know if the elementary teachers that are coming out of college right now get that same background i don't know that they have to take methods and drama and methods and music and methods and art and methods and dance so that means if we want to have that exposed to them we have to start some pd

031days that are those kind of days like even using i forgot the name again my cards expressed when teachers can work with them in a pd in a in a plc there's a lot that can come from that because we had dance at our school and we met with them and we did science through dance and those kids scored high on their rights just that year with sage but really high because they had it integrated through the dance so hopefully as a board we can keep working on that strategic plan and start keep moving that exposure in the elementary so maybe then they won't feel like they don't know enough or don't aren't good enough or have no idea about doing those things yeah so i think yeah i mean we have a lot of

032work to do in this area let's see holly and then so two thoughts i had with this presentation i think the the not enough room in in the schedule means two totally different things at the middle school versus the high school because at the high school level we have graduation requirements where the kids are required to take certain electives so even though they have more periods of the day they have required electives and then at the middle school we don't have required electives but we have a very different schedule where they have less periods in the day so going along with actually what clarine said uh you know i mean in elementary school we have brain boosters and they rotate through these classes and then we get to middle school and because of some schedule

033restraints it's like there isn't exploration time necessarily and so it makes sense that at the high school level they're saying i don't know that i would be good at that because if they have gone through all of middle school and had zero exposure and then to get to high school and try to do that that's that's a lot more intimidating so i just um you know i'd be interested to see a follow-up question with the high school with room in the schedule because if it i would think it would be related to the fact that they have those required electives and then it makes me wonder it's almost like we have it flipped the exploration should most likely come earlier in the middle school years if these children then want to go ahead and be

034competitive right as they go to competitions and things at the high school level probably the exploration should start sooner it kind of goes back to what i was saying about the purpose of the two levels if you look at this individual school data you'll notice that albion middle school has about 24 strongly interested in vocal music there's a couple of things happening up there that are a little different one is they have a very dynamic teacher and we know that the teacher makes a big difference in any content and the other thing is they have that arts wheel which does allow kids more exposure to wire how much is dependent on one or the other you know of course we don't really know but that those are two things are a little more unique okay

035what if anybody's in front of here go ahead you know i look at this uh out there i'm looking choral music in the high school level you've got 11.2 that are very interested in it and then i move over to someone i've got another 18. so i'm i'm sitting at you know roughly 29 percent that right is my math fat that's about right about 29 that are somewhat or better interested in choral music you know and what's the old saying that the optima sees the glasses half full testimony sees it as half empty and the cpa sees it once in a way there's so much surplus capacity in the glass okay but i look at our high schools and you know let's round them down to say you've got a couple of thousand kids in

036a high school and you have almost 30 percent uh you know you that sometimes you've got probably five to six hundred kids in a high school that are interested in choral music you should be able to build a pretty good choir program out of that many kits i think you're exactly right and probably the same thing you know that if you look at the numbers on instrumental you look at i think that you've got still a strong enough base to build a pretty good program if you follow the circuit so that it fits in if the schedule fits yeah because i hear a lot of stories from the teachers telling me that and again these this is not scientific it's just conversations i have with teachers where they'll say yeah i i can ask my

037class and i've got a hundred kids that are interested and only 30 actually make it into my class so that's where the stars aligning you know kind of comes into play so it to me it seems like a fit issue not a demand issue yeah i don't know and at the high school level remember we only had 20 so for all we know they were all girl i mean it's just a very good now okay i think a couple other quick questions because i mean really like i said this is tip of the iceberg and it's just um you're just beginning to have some really productive conversations on this topic amber and then amanda um so thank you for all this this is really great i do have a question because i thought our middle

038schools actually had requirements for the classes they have to take okay let me tell you what they are right now yes okay i have the paper right you're different great i know look at my papers so besides the core english science social studies history they they are supposed to take at least one course in each of the following and this is specific for seventh and eighth grade because of how we moved into six so health college and career awareness which we moved down to sixth grade digital literacy the arts and pe so they're supposed to take at least one in each in seventh or eighth grade so that's that's what the state accounts for so when you when i look at the data from the middle schools that's why some of them they've embedded those

039requirements with their core core as one of their required so they have fewer choice electives so okay yeah so i love this survey and it actually surpassed my expectations i have felt for a long time that it was really important for us to ask the students what they think and um i was surprised at how high the percentages were for students saying that electives are really important to them and i was also surprised by how many said it was they couldn't take them because they completed their schedule it surpassed my expectations the other thing that was a big takeaway for me is the social and emotional piece um when we look at so many students that are saying that they aren't taking classes because they are afraid that they won't do well to me that's

040a red flag um as a parent with a child with anxiety who has now received professional help with exposure therapy there is nothing better to help kids with their anxiety than to have them drive something that is outside of their comfort zone and do it successfully when they are not having those experiences their propensity towards the anxiety increases and increases and increases over time and i really feel like we're cheating our kids the opportunity for them to learn that social emotional skill set by not giving them lots of those experiences one of the things that i feel like is important for all the rest of the board members to know as being on the on the consortium we had access to look at all the data including the open-ended responses from the students and i

041was amazed at how many of them wrote about their arts and elective courses and what they meant to them they were very eloquent and very specific and i'm just i'm going to read some of them here and i want you to think of this through a social emotional lens it's an amazing class to be peaceful i was always really and these are middle schoolers by the way they're not high schoolers i was always really into drawing an art and want to look into a job doing art i like to dance it makes me happy i love to play the cello it makes me happy they are fun and educational and i feel like i can be myself in them i love arts and theater theater is fun and interactive and arts are calming and quiet

042which i love i get to express my emotions i like that many of them are creative and expand my image of things i get to create be creative and express myself i can move i learn new things that will help me when i am an adult i love that i get to be creative and be me in dance i have freedom i like the physical movement and creating something great and working with my hands they are fun and let me express myself and make me happy they are very fun and inspirational you are able to learn lots of new skills and most of the electives are a really fun way to express yourself i love the ability to create and express when i am in dance and i love how i can put magic on

043the page when i am in my ela electives and transfer to another world this is just like a fraction of what these kids wrote and i keep thinking about everything that they've gone through during the pandemic to me this is critically important that we are making sure that they have access to these experiences it's a very important part of your emotional work so that's my major takeaway um i'm really grateful for all the work you did i know it took a long time to put this together thank you superintendent so just um briefly to follow up on that looking at this from a couple of ways there's one aspect i think that i'm not offering any solutions but is part of this equation first is on the social emotional part i agree with amanda's assertion

044you think about the mental health crisis we've been in and what will draw our students you know back to school where they've been kind of off the grid for so long um i think this is key to get our students re-engaged secondly we're down a thousand students in enrollment and so thinking about ways that we can be creative to attract students back into the district i think this has to be part of the equation thirdly and i know this is a whole nother thing to to discuss but rethinking dli and its impact on not just the impact it has in each individual school but the amount of fte that we're committing to a program that really supports a small number of students i'm not taking away how important that is but when you look at

045our middle schools and the impact it has on fte and how that affects the arts that has to be part of that conversation and um and on a bigger scale you know thinking about what is the end game for dli students it is the purpose to achieve college credit is a career pathway last week as i mentioned to some of you i spent some time in davis school district at their catalyst program and looking at some ideas around working with national security and targeting and you saw on the survey world languages is there you know what what is the end game for students that really want to pursue that and if we're going to stay committed to the number of fte that we're dedicating to that small number of students you know are we really

046are we really getting the value that initially the district set out to achieve when we started dli so i know that's not probably the most popular part of this conversation but when you're thinking about reducing enrollment and expanding programs and i think we all you know seem to agree that electives are a big part of that you know i'm just not sure how we pay for all of it to make it all fit and that's one area that i think we have to really evaluate closely along with the arts themselves so just a couple of those thank you um clarine and then holly and then we probably ought to wrap it up so along with what rick's saying is we've always had this discussion about esl students and i know like at mount jordan i

047look at their schedule and we have these esl students award even resource students who are doing a reading and then a reading and then a reading and then they can't even get into an elective because of the fact that they are in these the schedule of trying to learn reading and um even in math the same thing like the regular math class and the remedial math class reading and and like i said before there's many ways to learn to read and if they could get it out of the one reading class because i'm telling you that all through elementary we've been working on that reading and it hasn't worked by giving them remedy reading remedial reading and more reading we can get them into a singing class that they can sing and enjoy that is

048you know meaningful to them they will learn to read and so i just i don't know looking at the albion thing in the art well and how they actually get those students engaged in the art well back to your statement this isn't an easy fix but i think you have to look at that piece too because those students are stagnant they're not growing we're not getting significant growth out of them and so along with that what are we doing with those little esl kiddos that are thank you along with talking about electives and arts i just wanted to emphasize when we're talking about the mental health piece there's something that's achieved in these elective classes and i think for a very long time before covet hit our youth have kind of been at battle with

049being connected to one another and their peers and what happens with their screens and technology and one thing that electives provides whether it's orchestra or a lacrosse team or debate or drama all of the members of that class are working in unity towards a common goal and they are able to establish these connections and relationships and really build a community with each other and so all the while while this is happening it allows our kids to focus and excel in something that excites them and drives them and is what keep what keeps them finding joy in their school experiences so i just wanted to remind us that as we look at these electives that we need to remember you know that there's a bigger picture as to how that helps our kids socially and how

050that helps them feel connected to one another and this is a battle that we're going to continue to face with with technology and with screens and it's increasingly more difficult to have collaborative work in general um with kids and and so those electives provide that and provide those friendships and that common goal and that community and i think that's something we need to also think about great thank you thank you so much i'm sure we'll be in touch because as you can see this is something that's very important to the board so thank you for providing us this information and your your analysis of it that's very much appreciated and i holly thank you for that comment i just started draping park yesterday morning and on this fire room in the choir room on the

051wall different choir the place where friends become family and that's what happens with it's a sports team uh debate team anything that's a team and i think that's critical thank you okay um next we're running a little bit behind schedule but let's um next we'll turn we'll um turn to the next item draper parts schedule discussion board i'll just i'll remind you that this is a um it is a first reading and the administration is presenting information that the board had requested and so i will ask you to keep your comments and questions till after the presentation and that that we're not making any decisions tonight but the purpose of the discussion tonight is to receive this information and then let the administration know if there's additional information that the board needs um for the

052next discussion on this topic so um with that i will turn the time over to cindy hansen from the school performance department i brought dr watts while i didn't bring him but he agreed to be here um and i just wanted to kind of throw a little piece in about electives i know as as chlorine was in elementary school singing my brain immediately went to mr martin in the fifth grade and i can sing you the erie canal and i can sing you a horse with my name and we didn't have a lot of educational singing but we did a lot of singing that i can't remember five minutes ago but i do remember that okay uh so draper park just a an overview of the things that um i was asked to provide for

053you so we're looking just kind of briefly a lot of this you already i'm sure have looked at so we won't spend a lot of time going over each little piece but the schedules both the bell schedule and the master schedule looking at the elective options and the number of students who actually enrolled in each class the current options and then what they've enrolled for for next year looking at the fte allocations those are quite different for draper park from our current year to next year then looking at their academic performance you can clearly see the covered piece and and where that's impacted them the intervention classes acceleration classes and supports and then also just a few differences between sixth and seventh period schedules and then we added a few slides with some other scheduling

054options that we can look at um so this is their current six period day they start at 7 30 as we know um and it just has each lunch there's three lunch periods and then the master schedule is there if you want to link on that where it has the whole big every teacher's you know individual schedule i won't take time for that now and they're currently building that so just last week they got their final allocations for their fte i know chip had to make some shifts in in what he was going to spend with his land trust in his tssa funds to be able to offset some of those changes and then did you end up having to ot transfer teachers just barely no just barely know so that process happened so now

055they can kind of settle in and start building their their board based on and those things that they just got last week this was just i included it it's the stuff that you just basically went through but these are specific draper park results they really mirror the middle school results the top four classes were visual arts pe world language and facts so you have the same results so as you look in in the data i'm going to share with what they actually enrolled in it's reflective of those top choices as you can see in the numbers that the kids chose so here's where we are this year currently and i just kind of put there in parentheses so students have a one just in sixth grade they have one credit keep in mind that's because

056the cca kind of the non-core required is already in one of their requirements so they have cca as well as therefore and then they have one additional the dual language students that's a full credit so it makes it you know a harder choice for them um so they do have 14 elective choices and you can see here again art foundations which is drawing one or art one 245 students you can see in theater quite a few pe high numbers um and then when we look at our dual language for this year and one thing to keep in mind at draper park because they have two programs you have two teachers in each language right yes so there's two there's two full-time teachers in the french and two full-time teachers in the um chinese at that

057point so seventh and eighth grade a lot of the elective options cross so they can choose them either grade to take so here they would have um they have health already built into their required classes so that takes a 0.5 and then they would have 1.5 additional to choose and then again dli is one for the language class and then it's a 0.5 for the culture and literacy class that they can take either in seventh or eighth grade most do that in seventh grade but when you look over to the far side over here only eight students took the culture and literacy class for french and only 11 in chinese and i i i'm suspecting that's partly to regain that 0.5 elective choice but um but you can see again art 74 99 ceramics they

058love the ceramics there i want to see some of the tutorials he's a good teacher 203 students and then you can see um through the band the choir band etc it's reflective of what their survey results were um eighth grade of course they get all of the options from seventh grade but then there are some specific more advanced classes the advanced art the advanced theater manufacturing tech and manufacturing tech what what is the specifics of that what do they do in that design and manufacture small projects uh in our materials processing lab it's not a workshop per se but they do little gumball machines and boomerangs and all sorts of different products like that so that's us so next year and i put there our enrollment is down approximately about 116 students so when you

059divide that by the fte allocation of 26.3 you can see that there's quite a few um so again the the options and the amount of electives they have hasn't changed right now this is the numbers that have signed up i specified here these were all grades because for the current year they had kind of differentiated between six seven eight and right now they still are just in the process of all the numbers so you can see that same kind of information there's not a whole lot of difference except the overall number is a little bit lower and then same with so when you look at our options across all of our middle schools they vary depending on whether it's a sixth period or seven period day depending on whether it's a dli school or not

060we only have two middle schools that do not have dli programs and those schools are albion and eastmont every other middle school has a dli program in it draper park and butler each have two so they have french and chinese so that's going to impact some of their options as well so i'm just going to kind of talk through alvin's a little bit because your exploratory arts wheel um but otherwise the information the explanations are similar for all of them so when you look at sixth grade and albion they have nine choices they have in one credit like like draper park and they can choose between the exploratory arts wheel or they can choose one full year music class so things like band one they can sign up for or audition for symphonic band they

061have orchestra one or orchestra two so those are some of their options that they could take as a full year of music if they're more dedicated music student but if they have dli they don't have that sure you don't have dli at albion that's right they don't know so it's not an issue there and they do have the pe sixth grade that it's already included as a required 1.5 and then they also have a quarter tech and a quarter facts so so they embed some things already into kind of their requirements so those are elective classes but the kids take them seventh grade 16 choices they have one and a half to choose from um pe is one of their 0.5 that they have prior to that and then ninth or eighth grade 19 choices

062at one and a half so similar to seventh grade and so butler you can see it's a little different because they do have the dli uh but the exploratory arts wheel so our dr hart she's a she's a creative sort she's always got ideas and always thinking of different ways to approach things so this kind of hails back to what we used to call tlc back in the day when seventh graders had to do their exploratory piece and middle school really is about exploration and giving people or kids chances to see where they fit and what they like and how they can learn to really find their way so what they can do and kids again they can choose this as their one or they can focus more in band orchestra et cetera but they

063choose between those or they get those four so music slash choir they have a creative writing debate they have an intro to dance and a visual art so they have kind of the benefits there you can see on the sample school schedule or the student schedule so their one period rotates through those four areas and then they have their cca and their pe that are already there as well and then they have their four core so you can see how that might look it shows you what those teachers are what their schedules look like the choir teacher the creative writing debate so a lot of this depends on what your teachers are licensed to do how you you know your master board your fte allocations there's a lot that goes into this whole process but

064you know talks you guys mentioned collaboration so this kind of gives them more opportunities to collaborate to kind of decide what they may want to do in the future find their way so that is one option that's done at albion then it just kind of goes through the same pattern i'm not going to read through everything for you but eastmont and indian hills these are two of our three seven period scheduled days so you can see some of them may have up to two credits or two and a half credits um both or indian hills is a dli school but eastmont is not miss curt falls does have some we have avid there so she has the avid elective required in sixth grade um so everybody is exposed to that kind of college and career

065mindset then you have midfield and then mount jordan is the third of our seven period days um and then union so just kind of goes through that same pattern so fte allocations just so you you know how that works so 26.3 students per period which doesn't include their prep right so that's it's also if it's a six period day it's 26.3 over six so usually you're you're spreading that last 26.3 out of five other classes so it's rarely that low we wish we wish that were really what it is but it's never typically there um so this current year draper park was allocated 61.25 fte based on what we had as numbers and we had an additional 0.917 allocation that we gave to offset some of their school needs and interventions and things they were

066trying to do so additional even at that point additional staffing and mentors and instructional aides were paid for from our land trust and tssa funds um this year our enrollment is down and so with that 116 fewer and that number kind of goes up and down and i know for one of the very first times in a long time dr watts has accepted lots of permits like it used to be kind of an oh we can't take any more but you know the permits he's accepted so um we have the big dish addition or change is that the eighth grade class going out is like 520 in the incoming class is what for 85 or 74 yeah so 404 that's a big difference uh so then next year the most recent allocation dr watts received

067was 56.5 based on enrollment and then he was given additional one out of our answer funds and he's now used additional funding from land trust and tssa to offset that and because we had kind of a little bit more money from those funds previously because of coven so we were allowed to carry over he has more to actually offset and what he'll be able to sustain so that's fte academic data just we'll go through this quickly but as you look the 2018 2019 which was our last little bit of sunshine before covet hit um you can see there that the uh the spring math ri or mi 74.2 percent of students were proficient or advanced and in the ri 81.9 percent were proficient or advanced and you can see the rise you know 61.73 so

068as we look at the current or last year's data you can see kind of where those differences are so we have uh in 2019 2020 we kind of had to stop at the winter because we didn't have any spring data that's when the schools were closed you look at the spring from last year you can see from you have the basic below basic proficient advanced and then the number proficient again this is the fall and then from the spring you can see the percentage went from 27 to 62 so you can see the growth that was made over the course of a year in the math and then the same thing for the reading the growth that was made over the course of the year there when you look at the academic data from last

069year when you compare it to 2018 2019 the rise the science went from 81.1 to 64. so from 2018-19 to 2021. math from 73.9 to 61.5 and ela they somehow they they raised from 69.7 to 73.6 so again just kind of drawing attention to what we know is that covet had an impact and we're we're in a place where we're wanting to keep making gains and while we're seeing growth still we want to get back up to those previous years growth and that just shows you and i thought it was interesting in this one um we're at winter so right now they have 56.1 proficient or advanced 75 proficient or advanced in the ra but the winter mi of 19 they were 39 basic or below basic and this year there's 43.3 basic or below

070basic so while we're making some progress our lower categories in the mi there we have more kids in the basic and below basic right now for our winter data and in the ri in 1920 26 were basic or below and currently it's 23.7 so we're a little bit above where we were so always room to grow and and just things that you can be aware of and this just shows you trends so you can see kind of the stay pretty between 2016 and 2019 and then nothing and then kind of regrouping and regaining uh just so you know there's a lot of interventions um basically as as you look through this you know most of them you you're servicing your ml students you're struggling readers students who need help with math there's a lot of

071social emotional support with the mentors and check-in check-outs and trying to build relationships giving them time to work with teachers and you know having the social worker do some different things with them so a lot of a big variety of different interventions that are designed both academically and both for their their wellness and dude we're still talking about draper park yes this is all draper park i was just making sure we weren't talking about now all middle schools no okay the only information that was um more to all middle schools was just that little breakdown of getting my mindset and then acceleration so we have honors in math and ela um there's going to be some extension for sixth grade next year some differences in how they get their honors designation we have the math

072summer bridge which is an opportunity for those students advanced in math in sixth grade to do some courses modules and basically advance through seventh grade and join eighth grade math and seventh graders so it better prepares them for advanced math classes when they're in high school so those are some of the acceleration opportunities and then lots of different clubs and extensions things like honor society and gov student government advising scholar chess club club thursday where they do all sorts of different activities so they have a lot of other things to engage students outside of just their academic course work okay so just some and truly this is not comprehensive you know i'm just kind of picked three categories between our current schedules of six period and seven period days just three ways that they're different

073in a six period day you traditionally have about 165.78 hours of instructional time per year in a full year class because there's 60 minute classes in seven period day they're 50 minutes and so your instructional time is 137.78 so there is a difference of about 28 hours between those two schedules in terms of your core instructional time teacher class loads you have in the sixth period day you have five classes that you teach with the prep so 32 on average we know that that's going to vary for class and per period sometimes when it's the opposite of the big choir or band class then that class is really small and then other class periods are really big it's rarely tidy um but your teacher load is 150 to 170 students a day just kind of

074depending on that variety in a seven period day they teach six classes at 31 and so their load is between 180 and 200 students per day so there's some variety there um and i would say that is if you're doing like with a seven period day and a sixth period day this is core so if you're an elective teacher on the sixth period day that does the ab elective flock you have twice as many students because you're basically seeing every student in that grade in the seventh period day they're not doing that they're just semester classes and some of a few of our middle schools i think draper park is one that does semester electives so they only see half of those students each semester rather than over the course you know every other day

075um and then just the number of elective choices we kind of went through this so this is going to vary by school you know some may dli plays a big factor in how many choices additional choices they have for electives uh so then these are just these last few slides are just showing you a few different kinds of scheduling options some that we looked at five years ago when we were reviewing different middle school schedules so you know the sixth period option i just included butler's spell schedule so you could see it has a different start time 7 55 still has three lunches the class periods you know are still the same a seven period schedule this is actually indian hills bell schedule and they're the latest start time of my middle schools they start

076at 805 so it shows you monday through thursday friday and then with the different lunches and that's on a 50-minute period and then this is a seven period modified block i i don't know where wchs is it was a bell schedule but it was the um the modified block i know sherry and i had a conversation about this it's one that i actually the schedule i taught on when i was at murray high for many years um but when you look there's there's a lot of different modified versions but this was one we had looked at previously it has three days so in this case they have monday tuesday and friday that are all seven periods 45 minutes in this case and then when you get to wednesday and thursday it's a block so it's

077an a b block there so they have a 90 minute period for each of those days so it gives them about 140 hours of instructional time so a few more than a traditional seven but because it's seven you'll notice on the thursday they added an enrichment period so that could be an intervention it could be a students go to other classes or other teachers for help for additional you could have a lot of different ways that you would do that and then they built in some time at the end of the schedule for their plc meetings so there's variety but but just so you know that that is a schedule that some people do i mean there's a lot of different options with schedules and i think it all comes to really starting with what

078the priorities are sure and what it is that we're trying to accomplish with the schedule so that we can best meet the needs of the students so that's kind of the framework and then the a period a b um this is jordan high our high schools except for brighton are on this similar schedule so jordan high 77 minutes um they have an app period now it stands for prep time academic prep time yeah it took me a minute so so the way that they have structured it it's designed to be academic in nature so they have it's about 35 minutes every day one period or one day they they're assigned an app teacher right that's one of their regularly scheduled teachers they go in one day a week and they have a check in a

079grade check kind of a mentoring and then other days they're able to go get help from different teachers they sign up it's all electronic they sign up you know to go work in other classrooms where they can go to their regular app teacher and do homework so it's it's that piece that's available to them so when you look at that and high schools are a whole different beast in terms of their electives and and the way things work but there are 77 minutes so they have 114.2 hours of instruction for a full year class because it's an a b okay and then they have a semester classes 57.1 hours so it's it's fewer by quite a bit than there are six there are seven period days that we listed um but that does take 106.8

080hours out right so you're losing that for 35 minutes each day um teacher class loads on average 31 students so 186 to 200 you know they have a lot and then just thinking about high school electives again whole different beast i don't even want to count how many it's a lot but they have singleton classes they have you know some electives have multiple sections and then with high school it's the unique situation of a lot of those electives are also graduation requirements as holly was mentioning so they may fill a cte graduation requirement or it may be a cte elective it kind of depends um and then just the offer the offerings i think it all levels are driven by who you have in your building as a teacher what are their endorsements what licensing

081do they have what classes are they able to teach if you don't have a cte teacher that can teach a specific class you can't offer it so that's always part of the process i think one of the things that's important about the app class is it's reducing the amount of interventions that are required at jordan because now the students have time during the day to go out and do it so you don't necessarily have to have a math class and a remedial math class to help support you because you have time built in the day to get that support so it actually is opening up an elective for some of the students so that's important thanks wendy okay can i just say something about that i think most of the high schools have like brighton

082has a flex period i think hellcrest has seen every well actually every school is on a slightly different schedule before you yeah every high school that is true yep a little bit different so that is information so i know we're past time i don't know we're running behind but that's okay we that's we're used to that i guess a little to some certain degrees so um so board yeah if you have any kind of just questions or comments or requests for information to come back like i said we're not making any decisions we're gathering we're in the gathering information um stage right now so i i assume so yeah um otherwise so so let's maybe just start here with mont and go around cindy my biggest question on this is it a math question it

083really is i mean this is all math no matter what you do it's a math question i look at the number of minutes instruction of kids recedes and then as you break that down per period helmets they're receiving going from 50 to 60 or 60 to 50 minutes and you move that across the school year and let's hypothetically say i i am in a math class if i go from 60 minutes to 50 minutes to the teacher still able to cover the curriculum required for the math or am i going to come out of that ear behind the eight ball that's that's question number one first part of it part a um the second question is if i have a student that instead of having sixth period now has seven periods and i'm still trying

084to cover the full academic year and all especially in my academic core classes is that student gonna hit overload because he he slash she now has seven preparations instead of six preparation to be ready for the next day are we gonna burn kids out with having that much more work for them um i will speak from my experience as a as a principal who worked in both schedule because at mount jordan my first year we were on a sixth period and i don't care if you don't answer that question i mean if you're adding more remedial reading classes yeah the kid's going to get burned out but if you're adding courses that they love and passionate about no so it depends on how you build their schedule right so we try not to when they're

085students because some of them i mean truly could be in three or four interventions and we try never to do that so we find other ways to support and prioritize what are the necessary interventions and give them that and then make sure they have choice so that they can find joy in their day um just quickly about the content i will find or i found that um my teachers had to work smarter i mean because usually in a class i mean i was a teacher for 29 years there's time that's wasted you get kind of familiar with i can my starter will just take a little bit longer i can you know talk more about this or that and you just learn to tighten your practice better you know clearly if i walk in and

086i've got 10 minutes for class period i'm not going to get the instruction if i've got three hours worth of instruction time i'm going to get burned out listening to the uh humdrum of the day and somewhere between 10 minutes and three hours there's got to be a sweet spot yeah and and i can come back and give you more information on that but i but in my personal experience um teachers math was the most challenging because we were moving to a new math program maybe math yeah and it was because illustrative is much more based on inquiry and on discussion so it was a little bit harder for teachers to get used to you know allowing for those things and dealing with the scaffolds that were necessary for the the new math um but

087but they they were able to do it they were able to still hit all of the standards throughout the year that they needed to do so what you're telling me is the old adage that's more instruction time equals better education is not true uh no but i think you have to be i think it's the quality of the instruction time because you can waste 10 minutes it just depends on how well they're using their time would i be better off with 60 minutes of quality instruction well i think probably yeah maybe our teachers should be working smarter with 60 minutes they have that's the possibility okay we're smarter anyway all right so a couple of questions that you can bring some information back on so i i i'm kind of demonstrating i really believe that

088students can only learn what their bottoms can endure and like they're sitting there for 90 minutes they they lost it after the first 15 minutes and so there's this little rule of thumb about if you are a 13 year old you're probably good for 13 minutes of explicit instruction and if you are a 15 year old it's probably 15 minutes of explicit instruction and so i really believe that having stubborn periods and i think sherry told us once of a 10 period thing i loved her 10 period thing um with more opportunities to have more with their electives but um so going back to your you know 50 minutes um i can barely sit in this thing for 50 minutes and i'm an adult and um go through the instructions so i think having more

089um electives that they really want to go to that they really want to that are engaging to them we will get more students back than if we are doing 60 minutes and they don't have an elective that they can even choose and back to the remediation thing like i said before which we've had that discussion it doesn't help them to remediate to immediately to remediate but it will help them if they get involved in something that they really like to do and especially those right brain kiddos which now they say really aren't right brain but i still think they are kind of that really want to do those right brain activities i don't really have any questions so my question is for leon i would love to be able to see a comparison of expenses

090associated with each schedule a cost comparison of the four and um another thing i i just keep thinking that i think it really needs to be reiterated is that the arts are part of the common core and if it is part of the common core and we are supposed to provide that for kids if we have schedules where we're losing excellent arts teachers and we have a problem that has to be addressed and i think we need to look at it through that lens apart um i am also concerned when i look at these schedules and i'd like to see comparisons between the different schools and maybe even outside of our district at some period models to see what kind of stem and coding and computer science electives other middle schools have i'm extraordinarily concerned

091that we are not getting these kids early enough and i just had a conversation with someone who leads a group called utah tech leads it's associated with silicon slopes it's a parent who's a constituent of mine and she's extraordinarily concerned about the lack of stem education that we are not getting early enough and we specifically talked about this middle school piece she's up on the hill and they're starting to actually organize as a group because they recognize that not enough people in the utah state legislature understand this problem she had a conversation with one of our our former legislators that used to be in the canyons area and he said i don't understand why aren't you guys just hiring our students and she said this is a woman who actually started her own tech company

092and sold it she said i don't know how to explain this to you but they are not coming out prepared so we have to look elsewhere we really do need to look at this i keep thinking about this with what's coming at the point we have to adjust um so that's one thing i'd like to see comparisons of what other kind of stem classes are made available for other types of schedules um i would like to see comparisons with accelerated classes what are we seeing in seven periods schedules eight period schedules like are we allow you know able to offer more acceleration for students that really do legitimately need it and are frustrated and this has come up as a question of equity why is it like one student can go to one middle school

093and receive accelerated learning and then another one can't so can i just clarify one thing amanda is when you talk about the comparisons are you just looking for across our middle schools or outside right well if we don't have like for companies there's not a lot of difference with within our middle schools well i know for instance like indian hills offer certain like honors classes and jupiter park middle doesn't and we have parents that are now traveling in between the two schools in order to make sure that sixth grade yes otherwise it's just ela and math yeah but i i would be interested in knowing like in an eight period schedule what kind of accelerated options middle schools are providing because i mean i understand um to the superintendent's point i understand what he was

094saying about dli and arts electives but i do know we have neighboring districts that are offering both of those and effectively and why and how are they doing that so i kind of want to understand that and um yeah i think that's more or less one request so okay thank you i appreciate that this is sort of a deja vu for me something you've been here to understand we've done the stock this before uh we gave up the seven for the six so that they get 28 additional hours a year seed time i really would like comparison like you did from draper from the last two couple years where they're at like to see the same thing at the sevens to see if there's the same loss or how that one academic data within the

095seventh and eighth eighth other six period programs and the seventh period program so we can sort of see what you're saying on on the seat time for that 28 hours a year we gave up a lot of electives we gave up a lot of stuff i want to see academically if you did that the other thing is is from your discussion we have 100 110 kids in dli in 6th grade 95 and 7th and 95 and 8th your average teacher has 150 270 students on the sixth period schedule we're putting a lot of kids in other classes to subsidize those it looks like well and in sixth grade dli for like for french it's yeah that's for both programs like french is only forty-one and chinese yes yeah i added them so we have on

096average 32 kids in a classroom we've got way less than that it looks like on our numbers we actually the dli program go back with the superintendent's talk up the dli program is actually being supplemented only but fte but the kids are going to the other classrooms which are making a more difficult a higher staffing ratio for those particular kids are we actually carrying classes with 11 and 8 kids in there this is a problem because if we're carrying classes 11 8 all the other kids are then being pushed to other classes for them so that's an issue that we may need to take up just on the whole dli discussion and my third question is on this then my third question is on this is if we go to a seventh period in there

097is there enough room in draper park we cram that like sardines they're not using everything other than restaurants for classroom time is there enough space in there for seventh period right now that's what i'd like to see if you take a look at and see if we offer more electives is can we even do it because of how many kids we have out there that's my three questions thank you okay thank you ever okay i'm really good questions everyone um my so my two things i want to talk about are first of all i asked for this last time i want to see the data from when we switch we are all on a six third day then those three schools switch to seven period five years ago i want to see that data like

098did their test scores go down did they stay the same i mean if they stayed the same or went up then great but if they went down i mean that's just something we need to look at um and we'll have to as we look at that um because they're very different in terms of their growth like some of those schools are highly impacted so they're not going to have yeah yes these others and that's the thing compare each school just to themselves yeah well that's what and then my my second thing is i really don't want to make any decision on this until we get involved from the community from probably not the next step but i'm just throwing it out there that's what i was wondering about is we have policy in place so

099how are we skipping the policy that the sec was supposed to come to us the board has a final decision in the policy so the policy is to guide if this discussion wanted to be initiated at the school level but the board can take it off it doesn't have to be that's awesome so but that would be something for us as a board to discuss after we feel like we have all the improvements and then we would suffice okay first off thank you for this presentation i love draper park middle school i i have had a child there since it opened in 2013 and i've served several several several years on the school community council i was passing out the water bottles with principal levitt when we first opened so um in the very beginning

100we weren't on a sixth period where we're actually on a seven period and we had something called viking time where kids could sign up for math if they needed extra help with math or they could go to pe it was labor intensive for those poor people that were figuring out where those kids were going because we had 210 kids that always wanted to go to pe so we weren't on a sixth period if we're looking at tests schedules we do need to be cognizant of the fact that we changed we went from sage to rise and whenever we do a new test there's a learning curve for teachers to prepare students for it okay as far as things to bring back i would love for you to look at a five by five that's less

101seat time for the kids it allows flexibility in the schedule provo city school district does that currently with their middle school students so i think there's a benefit that the kids get to move around a little more there's a benefit because not only do we free up more flexibility on their schedule to have self-guided learning where they're looking at their own interests it also allows kids that maybe need an extra math class because they're behind they don't feel like their only elective has been robbed from them so i'd be really interested in that i'd also like us to look at how many students at draper park currently opt out of state mandated classes that is how kids are buying back their electives they're opting out of college and career awareness they're opting out of help

102they're opting out of digital literacy and they're opting out of pei was at the state board of education meeting when we got the permission to opt out of digital literacy so alpine school district we've talked about honors that's a really big problem when we are taking away from our honors classes like right now on the registration card you know there wasn't a sixth grade honors class i know we're looking at doing this extension with online alpine school district does a test in where you actually have an honors placement test granite school district has done that for years and years and years i grew up in granite school district there was a honors placement test there has been question about whether we can sort kids and differentiate into honors at sixth grade we have several data

103points we have their their state tests that they do in fifth grade we have teacher recommendations we can look at their mastery level on their report cards and then we can also do an honors placement test when we're looking at the discussion of how to challenge every child in every school that mont has also been interested in i think we need to look at we don't currently have a curriculum map for honors and when we've talked about our strategic plan when we're when we're talking about schedules we don't have a curriculum map for honors the the instruction is to dive deeper and to have a faster pace and so looking at how we can strengthen that pathway for kids um one one thing is is we we can accommodate a seven period someone asked about

104that because in 2013 that was one of our highest enrolled years at draper park and we had the seven period with that viking time so we can accommodate it our enrollment is actually down we have a lot of different reasons why we think that i have actually gone in canvas on the west side of third east in draper we have a lot of new housing developments they do have young children there is actually a significant amount of those people moving into draper that are going to charter schools and are not in our public school so that's really important to note when we're looking at electives i would really like us to bolster the healthy lifestyle electives and look into that we used to have a team sports class in eighth grade and it was so

105highly enrolled we had a hard time maintaining teachers in our other elective classes and and you couldn't fill out that course request there was way too it was eighth grade only and pretty much nearly every eighth grade boy signed up for it and then they had to be told no you can't have it because it's full and so that was removed so i would just like a superpower so i think the healthy lifestyle electives um i know that's one of the biggest enrollments is pe so looking at that so i also would like to have you come back and look at the eighth period block without that app and instead what that instruction time is like for for the year because then we have this idea that instead of doing the app maybe those kids

106when we have such a large portion that are basic or barely below basic or nearly proficient if we have that many kids that are doing that then maybe we need more kids that have that elective where there is a a math lab or a reading and writing lab i don't know i i like more information about how that works at jordan because i haven't seen that before we don't have it at corner canyon high or any of the schools my children have been in or i've been involved with before and so i'd like to see how that works because i don't i need to know more how is that differentiated or kids just assign that if they've determined that they need help in that area and how and how exactly that works and the multi-language

107learners how is that working there and would it be better accommodated just to have a 5x5 or a 4x4 traditional 4x4 because then all the kids are getting more instructional time in their core as opposed to pulling out for that that other that eight what is it app what's that acronym academic prep period academic preparation okay so those are my questions sorry trying to be quick and economical at the time so when is my uh timeline for a two-hour presentation to you also i think i will schedule a chunk of time for this next maybe on the 29th all right thank you board and um you know we we really appreciate it and understand the enormity of this discussion and so thank you for providing the information and for bringing back the requested information okay

108um board we have one other quick item that um rather than moving it to later in the meeting i'm going to go ahead and and we're going to have this in study session because i know alice will be very brief and and it's an item that is on the consent agenda for board approval so so we kind of need just to have a minute for her to explain it okay we're going to go over briefly the final reports for land trust and tssp from 2020 so we're going to go back in time just briefly to do that a couple of things i want you to keep in mind is that 2020 2021 was a very unprecedented year with covid and a lot of the things that we just didn't anticipate happening so several of our

109schools were unable to spend down to less than the 10 percent that we typically asked them to spend down to and a lot of this was because we couldn't find the staff that we needed and in other cases there was a supply um shortage that caused some of these carryovers as well um so that along with the school closures and some of the hiring challenges that we had uh really had a substantial impact um not just on the carryover but on the ability to meet the goals okay so this is a breakdown of schools that met at least 50 of their goals or all of our schools had anywhere from two to four goals and i have to say it's pretty extraordinary that we have this kind of percentage of goal attainment given some of

110the challenges that we had in a lot of cases we had schools that met more than 50 percent of their goals and in some cases fewer than 50 percent of the schools i had to carry over we had 12 schools that had to carry over more than 10 percent of their land trust money and 15 schools carried over more than 10 percent of their tssp money caused a lot of anxiety and a lot of grief for our schools because they know how important it is that they uh spend that money down um they were actually very creative in ways to try and spend that money so i think it's pretty uh phenomenal that we only had this many that had to carry over more than that amount so again despite challenges that the schools were

111under they were able to make some really good gains they would like to have done more and done better we didn't have uh some of the data we needed to to look at to really compare year to year um but i think overall i would call it a success in a time of turmoil so do we have any burning questions about those final reports any questions um i i have one small question sure so that each school's final report or summary of it of sorts will be posted on their individual websites absolutely okay i hope it was helpful to have those those reports ahead of time i know it was something about a few issues accessing it but um i think that that's good and we can continue to do that next year and then

112compare from year to year with those reports so that's nice all right thank you thank you so much thank you alex okay that concludes our study question the board if we could um as quickly as possible like i gotta hurry i gotta super fast okay okay we we are ready to begin and i would like to welcome you to the business meeting of the canyons board of education um today is march 15 2022 and we are meeting at the district office located at 9361 south 300 east in sandy utah and i would like to thank those that have joined us here in person and and express our appreciation for your patience as i realize we are running behind schedule and also um appreciate those that are joining us online um thank you for your patience

113with with this and those of you that were probably listening in realize that yeah we've covered a lot of ground this evening and very important discussions so thank you um the first item is to approve the agenda for tonight's business meeting i will ask for a motion on that i'll make a motion to approve the agenda for tonight's meeting should i go through the consent agenda no no this is just the oh god i'm stepping ahead yep okay thank you is there a second to the motion thank you we have a motion and a second any discussion to this motion all right scene then um i'll ask for a vote all in favor please say aye aye any opposed okay that motion passes amen uh mrs oakes was the second yes and um mrs jill

114i think will be joining us in a minute okay um next we are privileged to be led in the pledge of allegiance by butler elementary principal jeff nell walker who then will share with us some school highlights about butler elementary there we go and to the republic for which it stands one nation under god indivisible with liberty and justice for all good evening and thank you for this opportunity to come before you guys and to share some of the good things that are happening at butler elementary school um last week was national school social workers week just over three years ago i wouldn't have given this a second thought however that's when things changed for me in a big way that is when butler became the beneficiary of one of several grants written by bj

115weller dating back to 2017 to bring a halftime social worker or counselor to every elementary school in canon's district this was shortly preceded by efforts that begender took with karen sterling and amber roderick landward to bring a halftime behavior assistant to every school for my report this evening i would like to highlight the impact of that significant event on butler elementary school i'm very confident my fellow administrators would agree with me that this initiative has fundamentally and positively changed the work we do in schools for the better it has helped principals be more efficient leaders help teachers more effectively deliver instruction and help students and families have a better quality of life inside and outside the walls of the school as we are all aware the pandemic has only served to magnify the social and

116emotional issues and effects of trauma already present in our student population to my knowledge all schools are experiencing an increase in the number of students who are acting out or otherwise need emotional support until three years ago i did the large majority of the legwork on the front end responding to and managing these behaviors while our halftime school psychologist did the work on the back end with groups and counseling i'd like to highlight the impact of these recent funding changes and recognize the valuable contributions of our school social worker kelsey weaver as well as her behavior assistant kim robinson we have every reason to celebrate national school social worker week at butler elementary our school social worker mrs weaver is clearly a cut above the rest three years ago the district funded a halftime social

117worker at our school from the beginning we chose to fund the remaining half of that contract with tssa funds to have a full-time social worker and a full-time behavior assistant i often tell people that it's the best money i've ever spent as a principal just having a social worker at our school provides a huge boost of support for students teachers and for me as the administrator having mrs weaver as our social worker has exceeded all my expectations we live in a world where the increasing number of students suffer from anxiety or come from situations filled with trauma that's on top of the typical social challenges that all children and adults deal with mrs weaver is critical to our efforts to respond to those needs she wears many hats at butler she carries a caseload of

118students who meet with her weekly by parent permission to work on things like social skills friendships and emotional management she teaches and manages our social skills curriculum in classrooms she and her assistant kim robinson are the rapid response team for classroom support when a student is struggling with emotional management mrs weaver along with mrs robinson spent nearly every one of our 180 days each year in the cafeteria during lunch using this time to make connections with students and promote appropriate behavior in the lunchroom that alone is a monumental task she advises teachers and helps set up behavior plans for struggling students she helps run our school-wide positive behavior intervention and supports plan including setting up and running the bobcat store where students use good behavior tickets to buy prizes she serves on our building leadership

119team mrs weaver has even taken a dream that i've had and made it a reality for many years i've wanted to develop and provide an after-school club to help girls build self-esteem and teach them positive ways to negotiate the sometimes complicated world of pre-teen friendships while being kind and remaining true to themselves this club is called girls support girls girls are taught to develop confidence and love themselves and to recognize that they are all in the same boat they learn that they can grow more and be happier when they support one another instead of tearing each other down i was thrilled when kelsey accepted this task with enthusiasm and put the program together excuse me she developed and uh sorry i lost my place she developed and taught the lessons with support of her assistant

120mrs robinson recruited students contacted parents and gave up hours of her limited planning time to mentor these girls after school she completed the first six week session with sixteen fifth graders in january and started her second cohort after school today with a group of third and fourth grade girls because mrs weaver does so much i'm sure i've left out something in fact i know i have left out the most important thing despite the daily challenges of her job which often involve working with students when they are not at their best mrs weaver has done all this with the most exemplary inspiring positive attitude she is an amazing role model for our girls support girls club and all students at butler she's on a short list of everyday heroes that i admire most whether or not

121any individual student at butler has worked directly with mrs weber their school experience has been directly changed has been changed for the better because of her i will close by reminding all of you just in case you missed the opportunity last week to take a moment and thank your school social worker and all staff members who are specifically tasked with this most important challenging and life-changing work it it's not too late to do so now thank you very much you principal and we appreciate all that you do and will you extend our appreciation to not only mrs weaver but the staff and all the students there at butler elementary thank you so much okay um next we'll turn time over to jeff haney and kirsten stewart from the communications department for some recognitions those are

122amazing ringtones so president tsinghi thank you for this time to recognize the achievements of students faculty and staff from the canyon school district tonight for our recognitions we are recognizing the achievements of champions leaders and scholars in our community those who are mentioned tonight will receive a letter of recognition from the board of education and the superintendent but first we wanted to remind the canyons community to keep an eye on the social media pages of the district and of their child school for fun photos and videos of our teacher of the year announcements at all the schools and programs today the eastmont patriots unfurled the banner for their 2022 teacher of the year ms lynn martin eastmont middle made the announcement during assembly as you could see there in the audience was sandy mare monica

123zultansky now lynn's announcement at her school uh for teacher of the year is the first that kenyon's families will see over the next few weeks per tradition every school and program chooses one teacher of the year we celebrate that person with gifts and prizes and a banger banner to hang in their school and from that field we select one overall teacher of the year and that person gets additional gifts and prizes from the canyons education foundation the foundation are the co-sponsors of the teacher of the year program in canyon school district every year in fact the foundation kicks in all of the gifts and prizes and uses events such as the upcoming boots and bling spring gala to support our hard-working and committed classroom heroes so once we teach the pick that overall teacher of

124the year that educator advised for the statewide honors in the state teacher of the year selection process so please watch all of the social media pages over the next few weeks most of them will be announced by the time we head out to spring recess our first honoree tonight is the councillor in chief for canyon school district now in canyons we know tori gillette as the counseling specialist with 16 years of experience under her belt but did you also know that she is an adjunct professor at utah state university and a member of the faculty at the university of phoenix and there over the years she has mentored countless school counseling professionals she's also a trainer in crisis response models that are widely used throughout the state for her leadership and contributions to the school

125counseling field tori last week received the lifetime achievement award from the utah school counselors association you can see there that the announcement was attended by dr robbins and several members of the administration congratulations to tori for this amazing accomplishment our next honoree is the guy that you will see cheering for the diggers and the chargers and for the huskies and just about every other prep sports team in utah now he may be always on the sidelines cheering for our teams but tonight we are cheering for kevin egan who is named the super fan by the utah high schools activities association now he is a retired jordan high math teacher and football and baseball coach with the last 26 years of his 31 year career in education at the home of the beat diggers kevin received

126this award uh during halftime of jordan high's quarter-final game against lehigh at the university of utah now kevin tells us that he goes to games led by former colleagues he keeps the friendships formed over all of his years coaching and teaching and close to his heart and how he keeps his memory alive is supporting all of the student athletes that are being led by his colleagues now by the way something i looked up the jordan high girls basketball team made it to the quarterfinals this year of the 5a state tournament it was the first time since 2008 that the jordan high team made it that far it was an amazing game and uh we hope that they go even farther next year our next honorees are among the finalists for a prestigious state honor from

127the state organization of elementary school principals to canyon school district administrators have been named finalists for principal of the year and assistant principal year from the utah association of elementary school principals now this is alta view elementary principal scott jamison who is up for principal of the year and carolee mackey from midvale elementary school who is one of the finalists for assistant principal of the year from the uae esp so fingers crossed that mr jameson and ms mackey will receive that final honor and and we will let you know how they make it in that process our next honorees made a big splash in the pool and the classroom during the swim season jordan high boys swim team not only had a fantastic season finishing 12th in the state but they claimed the honor reserved

128for the top student athletes in utah the boys swimming team was named the 5a academic state champions by the utah inner scholastic athletic administrators association now this honor is reserved for the team with the highest cumulative gpa among all of the varsity teams in utah get this 3.8 was their cumulative gpa so congratulations to the beat diggers this is the first sports team in jordan's history to receive this award since it was started several years ago so congratulations to the boys swimmers i also want to mention a milestone in canyons district's history this year's graduates are canyons district's first class the first group of students to go all the way through canyon school district so to help celebrate that milestone we invite families in our community to share then and now photos of their high

129school seniors take a look at the photographs that you took of your kiddos when they were kindergartners and then put put them side by side with photos of them as they um put on their caps and gowns to graduate from high school so dig up those old photos from throughout the years post them on social media with the hashtag firstclashclasscanyons or you can always send those to me communications canyonsdistrict.org and we will put those on the district's social media pages as well now we also want to give a commemorative pin to all members of the 2022 graduating class in the middle there is the design of that commemorative pin that we will be giving to every member of this graduating class from the hawks the bengals the chargers the huskies the diggers and of course

130the diamond ridge raptors so congratulations to all of our prospective graduates who are members of our first class first class a list of the dates and the times of our commencement addresses for alta brighton corner canyon diamond ridge jordan and hillcrest as well as entrada adult high school or as on our website please take a look at that it's a special time for our community where we ring in all of the celebrations with palm and circumstances president tingey thank you for this time and we turn the time back to you thank you i know um how much we appreciate this but just looking at that first class and recognizing how quickly those years go and and what a what an amazing tradition that was started at the very beginning with that vision of the goal

131was to grab it to have graduates that were college and career ready so thank you 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 should be submitted to the board secretary at the meeting cindy over here or emailed to the office of public communications by noon of the day following the board meeting time allotted for public comment tonight will be we have eight individuals that have signed up and so each will be given three minutes and um

132comments made oh those let's see i guess there's one representing a group and they will have four minutes and um comments made during public comment patron comment 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 engaged in public comment on individual students to protect their privacy or employee issues if a patron wants to comment on a district employee's character professional competence or mental or physical help the board requests that those comments be submitted to the board in writing however 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

133of 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 the patron comment time as well as throughout the meeting thank you um i will call call the names i'll call them out three three so you can kind of get prepared uh we'll begin with elena seal and then sharla arnold and then cassie walker elena here yes go ahead come forward thank you i'm elena seal and i work at lone peak elementary i've been there for 17

134years i gotta get my glasses on sorry i was hired for a ready reading intervention and worked in that position for 12 years and i was not able to advance further because i've completed my lane i talked to our wonderful principal and she offered me the position as media tech but i like to call it librarian teacher i have been in this position for five years i order books uh manage 16 000 books inventory the textbooks and put thousands of books away i also on top of my library work i teach 12 hours a week in brain boosters i have 633 kids make lesson plans and collaborate with my brain booster team weekly so we can build on our lesson plans and the kids can have maximum benefits i also attend pd meetings pbis training

135and go to classes for endorsement to better myself and my position kids need consistency routine and friendly faces that knows to that know them and this is a hard job and in turn over there's there's lots of turnover and brain boosters because it is hard and that creates a behavior problem for the kids because they want to know their teachers i want to stay in my lane and continue to work in my my current position i love my job i love books i love kids so now but i have surpassed my lane i've completed my lane there's no other way to advance so what does that mean no more advancement no more pay for my current job i read that target is now hiring at 25 an hour with benefits i don't want to be

136forced to make a change i have invested 17 years into canyon school district please invest in me i'm asking the board to please open the lanes for more advancement and opportunities to grow thank you sharla arnold cassie walker and then belinda jones hello my name is sharla arnold i started working for canyon school district as a crossing guard and office assistant in 2012. when my oldest son finished elementary school and had to choose electives for middle school my husband and i were concerned my son is high functioning on the autism spectrum and his diagnosed adhd i have a bachelor's degree in theater arts and was convinced that theater would not be a good fit for him i was wrong when i witnessed the positive impact theater had on his daily school life i understood that

137i had a calling to teach kids through this art form i went back to school and finished all of my education classes to get a secondary license but stopped just before my student teaching semester i stopped because i asked the svc at lone peak elementary to hire me as the fifth brain booster teacher teaching theater arts this is my second year in that position i help with tier two reading groups serve on my school student support team play direct plays for small groups of students who have similar reading levels and participate in integrated lessons with classroom teachers on top of running 12 lessons per week for over 600 students all individualized to grades and core content standards i asked my principal who is an incredible advocate for high quality education if i could increase my

138hours next year to 30 and get benefits she looked into it with hr and she was told no that's when i decided to organize this request i have seen what this board is capable of i happened to be here at a board meeting several years ago when the secondary school counselors petitioned to add more counseling jobs to each school to ease workload and ultimately aid our students and you made that happen you once again have the opportunity to do what is best for your teachers and your students we are just scraping the surface of what brain boosters can offer i am confident that a pay increase will help this program bloom into something remarkable please grant us a pay increase to the national teacher average which is 24 per hour thank you so much for

139your time thank you cassie walker belinda jones and then stephanie youngeray good evening my name is cassie walker and i am the bts art specialist at lone peak elementary i am here on behalf of my colleagues and friends i have the opportunity to work with a phenomenal team in the brain booster program at my school we regularly collaborate have plcs and work with teachers to support student learning outcomes as a result we have a stellar brain booster program but our current scenario is not sustainable as the only licensed frame booster teacher at my school i watch my colleagues do the same amount of work that i do but with considerably less pay no opportunity for benefits and no paid leave i worked at lone peak in my position for six years in that time our

140school has had three librarians four playworks teachers and six stem teachers and while not true in all cases the majority of the turnover has been pay related either because they were overqualified and left to take a certified teaching position or they were under qualified and left to find higher pay for less work in the district's job description for a stem technician the first paragraph does sound like an aid position it reads under the supervision of the principal and licensed teacher the instructional technician three will assist in developing and delivering assigned curriculum to students in stem however the subsequent paragraphs in that job description read much more like an actual teaching position they include planning and delivering instruction collaborating with classroom teachers creating a well-organized classroom environment enacting classroom management aligned with the school's positive behavior

141plan and providing substitute plans which are provided when they are sick or on vacation and these are not days they're paid for and in some cases the substitute who fills their role will make more that day than they do with a starting salary of 15 and 50 cents an hour so i'm here because i know that when brain boosters teacher compensation is more aligned for the job they actually do it will attract and keep higher quality candidates and because i have seen the board show up again and again for teachers i'm immensely grateful for the time that you guys put in on behalf of our community and our teachers and i invite you to visit lone peak and see all of the good things we are doing there thank you thank you um belinda jones

142stephanie youngeray john packard hello um i am belinda jones and i'm the stem teacher at lone peak elementary school so i am a trained teacher um with a teaching background but um my license has expired i really enjoy teaching stem at my kids school but feel that brain booster teachers are severely underpaid for what we do we teach the entire elementary school so the teachers can get some much needed prep time there is a given curriculum we all have different schedules at our schools so there is need for adaptations to what works best for your school and your students so there is planning of lessons prepping for them teaching children and managing the classes and behaviors with as many responsibilities that there are is surprising that we are paid like an aide versus a teacher

143even bus drivers get paid significantly more than us and they don't need to do any planning and are responsible for less children than than us i know there are issues with supply and demand but there is with brain boosters as well if this discrepancy in pay isn't resolved i'm sure that there will be people that will move on to other jobs because the work they do or that they put into this job isn't worth the pain the turnover rate for brain booster teachers is high which is partly to do with the lack of compensation for the job being done in order to get high quality part-time teachers and have them stick around the pay needs to fit the value the brain booster teachers hold having people stay with the job year after year will increase

144the program's success and to apply the things they learn in a fun way and my hope is that you will see the value we are to the district and that the pay will be more competitive with other teaching jobs and other jobs around whether we have a teaching license or not our experience teaching these kids and being a teacher to them is valuable and memorable to the students thank you stephanie youngeray john packard and then ryan lily white and please correct if i mispronounced your name we expect it to be mispronounced that's fine my name is stephanie it's the proper pronunciation but we'll take whatever we can get i'm a mom to five kids in canyon school district ranging from a kindergartner to a high school senior at corner canyon i came today to speak

145specifically about the draper park middle school schedule that you guys were talking about during your work meeting just to give a little bit of background my two youngest lola and owen are in kindergarten and second grade at sunrise elementary owen's currently in the salsa program and lola will begin next year my oldest son zach was in the salsa program at sunrise but we mainstreamed him into draper park middle in sixth grade because we felt like midvale middle wasn't the best option for him he was able to participate in honors classes there at draper park my daughter maya is currently an 8th grader at draper park middle school and she's part of the dual immersion french program and also a violinist we chose to do dli for maya instead of salta because we thought that program

146sounded like a good challenge for her and it did offer some challenge in the beginning but we found that once she hit third grade she had the boredom that sometimes comes with advanced learners she continued to push onward and is still in the dli program and has participated in honors programs at draper park as well as the math summer bridge program and of course the dla dla program because of the sixth period schedule at draper park maya has only been able to choose orchestra as an elective the whole time she's been there my third child jackson is currently in the fifth grade at salsa program at sunrise middle or sunrise elementary and we transferred him from the dla pro dli program at oak hall in third grade because he loves math and science and we

147knew he would have more challenge in the salta program our plan was to mainstream jackson into draper park like his older brother but i recently found out that the sixth grade honors classes have been eliminated there and i called to get further clarification and was sad to hear that the solution to eliminating those was to do an online canvas program i do a lot of things at home to help my advanced learners and challenge them and where they need the challenges at school not at home in my 17 years of being a mom i've discovered that parenting advanced learners is a lot more challenging than i ever thought it would be providing them with a challenge that they need at school is a constant concern and it takes a lot of attention and effort for

148me to make sure that they're getting the challenge that they need and i've found that once my kids hit middle school their potential which i want them to reach that full potential is drastically squashed i understand that you all face a lot of complex issues and that the teachers as well do when they're teaching to all these different levels but i feel like advanced learners especially the ones that don't act out are swept under the rug often we've had a great experience in the salsa program and i've seen that my kids when they're around kids who have their same learning ability and the teachers who are there who have all sorts of certifications have done lots of extra training it makes such a huge difference in their educational their experience and my salty kids love

149their school they love their class we would have continued our kids in the salted program at midvale middle but have seen that it's been kind of a rough experience so we chose to mainstream and i i want my kids to have as much challenge as possible in middle school and as you consider draper park schedule i hope that you'll consider two things first is that i would love to see draper park move to a seven or eight period schedule my daughter would have loved to try other electives but even more importantly i see that the teachers the quality teachers are leaving because they don't have the chance to have enough elective periods to teach and secondly i think it's time for kenya school district to ensure equitable access to advanced classes at all middle schools

150we're moving my son to indian hills so he can have those honors classes and i recognize that i have the ability to take him there there are lots of parents who don't have that opportunity so those are the two things i hope you would consider thank you thank you thank you okay um john packard ryan lillywhite and then marianne barrows good evening my name is john packard and i am an instructional technician for the play works program at lone peak elementary school i've worked for canyon school district for four years as a brain booster uh the last two years at long peak elementary school and i am here to advocate for equal compensation as uh for all brain boosters as well being a brain booster for four years i can tell you i've seen a

151lot in the short amount of time and handled a lot more than i could have imagined being just a gym teacher but being just a gym teacher there's always been a stigma i mean even the jack black quote from the 2003 musical comedy hit uh school of rock uh says it all those that can't do teach and those that can't teach teach gym i mean am i right um but in all seriousness being a gym teacher or playworks coach it's hard work uh we are teaching physical education discipline courage uh leadership teamwork self-confidence and above all how to have fun in doing so we have the same responsibilities as their teachers would when handling a class of 20 to 30 kids having a plan for every class having a responsibility to teach them our craft

152while we are held with the same duty to inspire motivate set expectations and rewards as well as hold our kids accountable for the rights and or missteps they may take all while using the same classroom management skills that teachers use but with the added element of having to teach and connect with every student in the school not just the grade that they teach also with the added elements of extracurriculars that were responsible for setting up or the uncertainty of where you might have to teach because of the pandemic restrictions all of these reflect the same challenges every brain booster faces every week we all stand before you as brain boosters but we are all equally teachers held with the same expectations to help grow our children into great people we are equal therefore we deserve

153equal compensation thank you um ryan lillywhite marianne barrows and then vanessa crochet good evening um i'm here as a new i just moved into draper about a year ago i have two kids at uh draper elementary who are loving it and we're just looking into registering my oldest at a dream apartment middle school and uh have just kind of um well my my introduction was when she looked at the schedule and the electives and the opportunities and about had a little you know 10 year old meltdown at she wanted to do so many electives and there's only really one option per year for her especially if and she's not in the dual language program which she has some friends that are that um are more restricted that way but i'm just here to voice another

154um opinion about um i would love to see if we could go to a seven or eight period schedule to give these kids more of an opportunity to to spread their wings a little bit and explore some more electives um for me personally and for my family we the music and and arts programs are very important to us i think it's an essential part of um of our society as well my wife loves participating in uh the draper arts council she performs up at the draper amphitheater and has for years and loves that um as and you know i play saxophone and started my first year in middle school and though i ended up getting a business degree in college music is such a such a vital part of my life and i feel like

155studying music or just as other kids have opportunities to study other electives like that helped me be well-rounded and really did help me learn discipline learn work ethic and learn how to excel in other areas that helped my academics as well and helped me keep up in you know core classes as well um you know i was it's talking around the neighborhood it's it was shocking to me to hear that a lot of these kids in middle school use their one elective for late start or early out and it just kind of breaks my heart to know all the opportunities they're missing out on opportunities that i had in middle school you know i took spanish in a reading class and i was in band and had and had so many great so much great

156exposure for that and i would love to see our kids and especially my own children have those opportunities as well um you know i um was looking to have my daughter sign up for orchestra band and was very sad to hear of the loss of an excellent teacher who had a great reputation reputation um the band and orchestra uh teacher at draper park um and would just hate to see other um excellent elective teachers um leave our district you know um i think it's it's so important and they do such a great a great thing for us um and uh let's see i guess that's about it thank you thank you again it's great to be here and i i look forward to participating more in the future thank you [Music] marianne barrows is representing

157a group and then vanessa crochet hi i'm marianne barrows um i'm here representing the school community council at japer park middle school um and addressing later start time which i know you talked about last week but i'm here to talk about it again um i just want to first express appreciation that you guys are all taking a serious look at start time as far as i can understand it it looks like something that you've been talking about and thinking about and i'm here to encourage you to go ahead and act on that as a parent of four children three of whom have attended draper park middle school i sincerely appreciate so many things about our school about our teachers about our administration and i appreciate so many things about our district you all have a

158very difficult job and not easy parents to please sometimes we have a lot of things that we care about and things that we want opportunities that we want for our children to have and i think in so many ways the people in our schools and the people in our district go above and beyond to make sure that our kids have the opportunities that they deserve i also very much appreciate as a member of the school community council i get first to see firsthand how our district is driven by data and um that we focus on and pay close attention to the things that really do work to help students succeed and one thing that we know improves student outcomes across the board whether it's physical health mental health academic success the recommended amount of sleep

159for 11 to 13 year olds is 11 to 12 hours a night and for 13 and up is 8 to 10 hours per night catching a bus at 6 45 a.m makes 11 hours impossible 12 year old kids are not physically wired to fall asleep at 7 00 p.m so they cannot wake up at 6 a.m and get the sufficient amount of sleep that they need a 7 30 am start time is producing kids who are chronically tired and unable to perform to their potential it's only adding to the problems of depression anxiety suicidal ideation and others and it's also adding to a lack of well-rounded education with 25 of our student population opting out of first period which means they're foregoing in some cases any elective options at all of their dli students um

160currently let's see yeah 25 of our kids have educational release for first period um the main reason that they're opting out of first period is to get sufficient sleep and it's doing our students a huge disservice but is also messing with our fte numbers and making our school a bottom of the barrel choice for some elective teachers especially music as we have seen with the severe bleed of music teachers at draper park i sincerely hope you have heard our plea for a later start time and that you will decide to act in time for this 2022-23 school year and also speaking just for myself i hope that you will create more equity across our district an opportunity for our kids by changing middle school schedules to include more than six periods so kids have the

161opportunity to explore their interests to get invested in something they love without sacrificing doi classes or state required classes the job market is demanding creative thinkers now more than ever i just read a study conducted by mit where tech companies were preferring to hire music students over coding students because of the unique ways that their brains are wired in conclusion i just want to encourage you to please go ahead and act on getting that later start time for draper park middle school that reflects the data driven recommendations by the cdc and others which is around 8 30 a.m or later and then i also want to thank you for considering increasing our student elective options and class periods in order to give students more choice in their education and a more well-rounded edge as they

162enter their college and career opportunities thank you thank you vanessa kroshkoff right you guys are scary okay um i speak all the time and then i have to come here and my knees are knocking okay i am so grateful it was great to listen to the working meeting i appreciate all the efforts on draper park middle school schedules um your i was here five years ago and um so were two of my boys um i happened to be serving on the scc when mr levitt came to us and said we need to go from seven periods to six and there was almost zero discussion it was just we're voting vote the end done and i remember thinking okay i guess that's what needs to happen i had no idea that i had a voice as

163a parent to say wait a minute that means my kids might get an elective hang on and that the argument was that the test scores were low and it needed to happen but i assumed it was temporary to get the scores back up and then we would re issue it that was when my oldest was ins of five kids was in seventh grade now my youngest of five kids is in seventh grade and and we're still trying to work on this so i'm asked and i'm so excited about the options that you guys spoke about and i just really invite you to think outside of our district i have visited principals in the alpine district i've visited principals in the provo school district i've looked at their master school their master boards i've spent a

164ridiculous amount of research on data on data about school schedules because this is so important to me and there is a way to make it work there it's working in so many places right now so we can make it work and our kids more than ever need electives just a little piece of data that we got at our last scc meeting was that 40 percent of the students at draper park middle school are missing at least 18 school days out of the year and and more than half of that are missing more than 36 school days so when we talk about seat time those kids are missing a lot more seat time and i honestly genuinely believe that if they can choose some of their their classes and give them more periods they will be

165more excited about being at school so please let's give them the choice give them the option to be a part of a community whether it's band orchestra theater dance choir whatever that is a part where they need to be together they need to look at each other's faces their phones are in their bags and they need that's what they need more than ever so thank you so much for all that you're doing thank you okay that concludes our patron comments for this evening and want to thank each of you that have been here and have addressed the board on this on on those topics okay next is um the consent consent agenda i will ask for a motion and in making that motion please read each of the items in the consent agenda i'd like

166to make a motion regarding the consent agenda um i will read out all except for item f which i'd like to pull for discussion so i'd like to make a motion to approve consent agenda agenda item a approval of business minutes for march 1st 2022 imb approval of higher and termination reports i didn't see approval of purchasing bids and indeed approval of student overnight travel item e approval of february financial reports item g approval of tssp and land trust amendments for lower springs elementary and item h approval of final 2020 and 2022 land trust and tssp reports thank you is there a second to the motion i'll second that motion thank you any discussion on those items in the motion see none i'll ask for a vote all in favor say aye aye any opposed

167that motion passes thank you okay um mrs oaks would you like to discuss item 7f sorry so this addresses the approval of resources recommended by the sex education instruction committee both steve and i served on that committee and we were able to meet once i believe at the beginning of november and most of the um supplementary materials they brought to us were great we actually ran out of time by the end of that meeting we were able to go over all of the materials and one of the items that's up for approval includes some pamphlets from the cdc that specifically go over sexually transmitted infections and diseases um there was a question that came up right at the end of the meeting regarding um not the written content but um some photographs that were included

168in there some of us had questions as to whether or not the text would just be included with students or if it was also the photos anyway um i feel like in looking at it and then going back over the the pamphlets and the pdfs of um what comes from the cdc i'd feel more comfortable sending that i went back to the committee for further discussion um but i feel comfortable approving the rest of it i don't know if steve wants to speak to it himself but mr mr wrigley yeah i agree with mrs oakes um the plan itself needs to be approved tonight but what we're asking to be pulled is supplemental stuff for the teachers uh which is basically some cdc uh information that may be questionable so i'd love to move it

169back and take it back to the committee and review that i guess some of the current policies we have though there is separate from the sexual education program it still gives us a good deadline um as to do and if they if the group again feels it's appropriate they can come back and present it but i feel we can move forward with what the state's requirements on the sex education and any that information that's been playing those pamphlets on the cdc can easily be found by anybody on the internet if they want to find it anyway thank you any other questions or discussion board okay so so what i'm hearing is that um there there was there is a memo on the on board dogs that list several resource items but it's just one of

170those items that you have concern about so yeah so amber i see amber at the back saying wait is the rest top proof so i guess this is where i need to make a motion so i'd like to make a motion for um approval of resources recommended by the sex education instruction committee with the exception of the cdc materials that we would like to send back to the committee for further review so that that is your motion okay okay so we have a motion and a second any discussion to this motion see none i'll call for a vote all in favor say aye aye aye any opposed okay that motion passes thank you so so i anticipate that at some point um if if the committee meets when the committee meets again if they have

171something they want to bring forward then let us know and we'll bring it back to the board okay thank you okay uh next on the agenda is item 8a late start or early out proposal for collaboration and professional learning communities i'll turn the time over to alice peck from school performance thank you president tingey and board members we wanted to talk tonight about a proposal to adopt either a common early out or a late start for all schools in our canyon school district i'll just wait for the powerpoint here we go okay so the purpose of this proposal is to establish a district-wide common block of time for our teachers in order for them to create high performing professional learning communities at all levels these plcs that we call them will ensure a focus on

172learning and not just on teaching as this is the fundamental purpose of school is to ensure that all of our students learn at high levels it is also to build a collaborative culture and collective responsibility in order to impact our school practice for the success of each student and to provide worthwhile content for them it also is to establish a focus on results to assess the effectiveness and helping our students learn through the use of data and how we can adjust instruction as needed to meet their needs so the other purpose of having a common late start or early out would be to ensure that planning and preparation time for teachers is met at all levels as you're aware our teachers are faced with lots and lots of work that includes not just the teaching

173but preparation of lesson materials and lab stations they have to grade assignments and assessments and they spend a lot of time communicating with parents preparing for that personalized learning and accommodations for all students and they also need that time to support and maintain their canvas pages okay so before we dive in uh much more to this proposal i thought it would be important to step back and just look a little bit at some of the data and school achievement over time now i want to caveat this data with the understanding that there are a lot of factors that play into student achievement okay so i'm not going to stand here in front of you tonight and say that one of these things that we've done has been the magic bullet right so it's been a

174lot of different things that we've focused on over the years but i think one of those things that we've worked on particularly at the middle school level and it's really worth noting is when we started looking at this data and the data's going to be starting in you want to consider the fact that our middle schools began the reconfiguration and they did begin teaming at that time and really started to hone in on professional learning communities and how to utilize those to support the students in their school so again there are a lot of factors that play into this data but this is one way that we can look at the effectiveness of what we've done at the middle schools over the years so each of the next slides that i'm going to show you

175we'll compare our district averages to state averages in terms of proficiency in state tests over a period of time and there have been a lot of other things as i mentioned we've had different state standards we've had different end-of-year tests district curriculum lots and lots of professional development support and other things that i think we should celebrate in looking at this data but for this slide we're going to look at 6th grade language arts and if you compare our district's stage data in 2014 to the state average canyons was 8 percent higher in their proficiency um fast forward to 2021 in our rise test and again canyon's average uh proficiency is higher than the state average and again this is for sixth grade language arts so we're going to do the same thing by looking

176at seventh grade language arts our district was 13 higher in 2014 in proficiency on state standards or state testing excuse me and 2021 our rise scores we were 14 higher in our eighth grade language arts 2014 we were 9 higher than the state average and 2021 we were 12 higher than state average okay and looking at math our sage data was commiserate with the average of our state in 2014 and then the three percent higher in 7th grade math we were 10 higher on 2014 sage and 18 higher on the rise test in 2021 eighth grade nine percent higher 2014 and 14 higher in 2021. all right we'll look at our sixth grade science data um canyons was four percent higher than the state in 2014 and again this is state average uh 2021 we

177were eight percent higher seventh grade science eight percent higher in 2014 and 17 higher in 2021. eighth grade science eleven 11 higher than the state in 2014 and 2021 13 higher now again i recognize that this data is looking at different um uh measurements over time um but again in looking at some of the things that our middle schools have been able to accomplish in that period of time i think that um looking at the fact that they've been able to team and they have been able to hone in on their plc's is just an important component of all of that so in looking at this proposal um this is what we have and how it would change so we have right now all of our elementary schools are involved in friday early outs our

178middle schools are currently involved in friday late starts and with the exception of alta high our high schools are right now having to use either before after school time to collaborate and plan uh with the exception of the tuesday late start as i mentioned for alta high so really what we're hoping can change is to come up with a common and coordinated late start or early out for not just our elementaries but for our middle school or and not just for our elementary and middle schools but for our high schools as well now we want to look very carefully at what the expectations of this time would be all teachers will engage in professional learning community work with a focus on student and teacher data problem solving and instruction and again the ability to adjust

179that instruction based on the data that they're finding those teams will be comprised of members who share common content and or students they share common data they will meet at scheduled times at least three times per month they will follow team develop norms and teachers will effectively use planning time okay so there's actually going to be two different options for you to consider the early ad option would be four hours of an academic block of time and this is to meet that usbe requirement in order for us to have considered that to be a full day of instruction that would then be followed are they out function so it would also include a lunch for the students and then your teacher work would happen um during that time that students leave early for the day

180so their work comes at the end of the day when students leave whereas a late start your teachers are going to work first thing in the morning before students come to school and then students would come to school we would provide lunch and then they would have their four-hour academic block time so let's look a little bit at the pros and cons honestly most of the pros and cons are in the eye of the beholder both of these models really quite honestly would do a better job of supporting our transportation department and while i talked to jeremy wardle i don't have any hard numbers in terms of the savings but i do understand that there would be some savings um in terms of bus routes and a number of bus drivers that are needed um

181a common early out would maintain tradition for our elementary schools they have used this schedule for quite a long time and older siblings have been available to help support family needs as a result of this some of the cons um you know we we want to be honest time can easily be misused if not monitored um so just some things to consider with the common early out a common late start teachers probably have more energy at the beginning of the day to really dive into their plc's and do that collective work but i think you know we're all fresher not all of us but a lot of us are fresher in the mornings than we are in the evenings or the afternoons um this could help avoid conflicts with some of the afternoon activities that

182students are taking a part of some of the cons is it may be harder on families to adjust their work schedules and day care particularly for parents of younger students [Music] okay a lot of things to consider but our recommendation is that we adopt a common early out and that that early out to be on fridays for the following reasons uh first and foremost uh we really feel like this is the most family friendly of the options uh the continuity and support for families with younger students with work schedules and day care is something to be considered the other thing that this would allow for is more common collaborative time not just for our high schools but for our different levels and feeders one of the things we've tried to do as a district for

183a while now and it's a time constraint because our schools don't have that common planning time is for our feeder schools to get together and spend time planning and so that could certainly be something that could be accomplished um and honestly having an early out is really the best plan in terms of our transportation department and their scheduling in terms of a friday we felt like flexibility for families weekend plans is something that we should consider if we had a late start in the middle or excuse me an early out in the middle of the week [Music] that wouldn't be something that they could do or take advantage of and the other thing to consider with fridays is it would have less out of class time for those students that travel on fridays to get

184to sports and other activities um so [Music] this is our recommendation and at this time we will be open for questions thank you alice i'm sure there are quite a few questions but i'd like to give superintendent a minute if he had anything to add thank you president and thank you alice for the presentation um so i just want to add to this first off i'm really passionate about supporting this proposal and i think you know looking ahead and thinking about our strategic vision this is specifically called out as a strategic initiative under the impact statement under uh high achievement and learning and all the research is clear that plcs during regular contract time are the most effective in improving outcomes i think we know that but i want to get to the foundation of

185why um why why do we do this and you know what does a plc actually mean over the years that's been kind of thrown around in different terms and has different meaning but the real work of a plc is one is what do we want students to learn what are those common outcomes what are those objectives and that can be you know that might be through state standards that might be through content standards or grade level standards but it's really trying to eliminate educational lottery where students access the same high quality teaching and learning that they can get in any classroom anywhere in the district so that's the first question the second is how do we know right so that might be through benchmarking or that might be through common assessment that our grade level

186teams utilize you can't build that unless you have the time really to you know recalibrate and look at you know if three of us teach the same content or the same grade level without that time to really understand practice that's what drives improvement with instruction right the third is what do we do when students don't learn what what what is our plan for remediation and that might be at a classroom level that might be at a grade level school level district level but again without having a common set of data to compare to how do we really know how to intervene and lastly what do we do for accelerated learners how do we build in i mean we've heard a lot about opportunities especially tonight some of the parents you know speaking to that very

187point and this is where i think it really lends to innovation in the classroom teachers need that time to build new ideas and to really i think something that we talked about in the strategic plan um that culvert is sort of robbed from us is permission so when we're thinking about the future and we're thinking about innovation and providing those opportunities those really are the four fundamental questions that should drive what this looks like along those same lines now that we're pulse pandemic one thing that we've also learned from this is our parents and students expect choice and to do that we're i think we're in a place where a blended learning model and supporting canvas and in-person instruction are here to stay whether it's covid related or not our parents and students want the

188flexibility um and those options and if they if they don't get that support from us then they can seek that elsewhere and so um to me to provide that additional time for us our teachers to really maintain you to me you look at that learning curve over the from the time at least that i got here in 2020 to now and just the amazing strides that our teachers and our staff have made in really delivering on that model i mean you know that's that's that really is where the future is at along with that you think about how content is evolving um digitally that probably even supports you know this notion even more and i i want to just speak to i realize and recognize mont and i were just discussing this sidebar it does

189require a tremendous amount of trust and as alice said is there the opportunity for misuse yes but to me the opportunity and the gains that are there for us outweigh the the risk in my experience all the years that i've been an administrator in four or five different districts i've i've done late start early out mondays tuesdays fridays thursdays and and in my experience um fridays four families at the same time so siblings can can help 10 younger siblings so families can plan weekends and teachers have that time to really collaborate and do the work of plcs and it might look a little different i mean sometimes i've seen plc teams do their work they like to do their plc work uh early in the morning and then use that time uh in the afternoon

190to really build out their you know their their canvas pages or whatever else they they need to do and that does come with risk and i think that falls on my responsibility and our principles and our leadership team to ensure that we we meet those expectations but i just i'm so excited that we're actually having this conversation um you know i i really thought and hope that we would have this conversation two years ago and then we ran into this little thing called a pandemic so it's been nice to actually talk about this in the office and not cover it but um i just want to really uh throw my support for this proposal in this presentation so questions okay thank you i'm sure there are lots of questions um how about if we just

191kind of go down the down the road is that all right okay this is show okay um i just want to add my excitement to this because i was on the um group for strategic planning of high quality teaching which got folded into high quality learning but this was one of the things that we talked about so i'm excited we're already moving forward on our strategic plan um so i have a couple questions so the first one is will elementary schools get out earlier or will they stay the way they are i don't know exact numbers because it's going to depend on bell schedule and all of that but for the most part i don't see there being much change for the elementary i do know that we might want to consider the lunch on

192an early out because honestly if we were to do take home lunches for sac lunches that's going to provide less time for students in the cafeteria and and the supervision of teachers that would give them a little bit more planning time but i think the other thing to keep in mind with elementary is they have been doing their plc's depending on the time they choose some of the plc's have been done during the school day during the brain booster time some are done on fridays so i think that we could certainly keep that flexibility uh for the elementary schools in terms of of when they hold those brain boosters maybe maybe like an hour earlier at the most i mean i'm just wondering for parents yeah and again you know what i i don't know

193maybe you can help us out leon with how much time they have now i think what our our initial plan and we'll bring this back as part of the bell schedule is everybody would get out two out two hours earlier than the regular time so it's i think they get out about 90 minutes earlier now and so we're looking at a few hours so slightly more so just a straight across the board two hours earlier that way it's easier to manage on transportation so the same bus runs routes go the same time well do the same runs every day and that's what we're looking at okay okay then my second question is how will the early out days work with the high school ab schedule because i know that got kind of messed up when

194we were doing the early out or the virtual friday so anyway just wondering if you thought about that that is a good question i don't know my colleagues okay that is a good point since it's every friday it should even out yeah so friday's an a day the next friday is a bd yeah that kind of thing okay okay thank you so much for the presentation and thank you superintendent i agree i do believe that plc's and teacher collaboration cross curriculum all this is made possible better by building that into the into the week for the teachers and you know i know other neighboring districts already have this in place for the high school teachers and this is long overdue so thank you okay going back to your slide i think there have been some

195pros and cons that have maybe possibly been overlooked a con to the afternoon early out as we have several teachers that will be conducting things like football practice you know play practice drill all of these things that just happen at the end of the day and i am concerned about those teachers not being able to collaborate and do the plc's for that another huge pro for a late start if we're really thinking about students and whole child and their health it is much healthier for our students to be able to sleep in not only does the american association of pediatrics agree with that and the american academy of sleep and nbc and the cdc and all sorts of different acronyms we find that there is a direct link between lack of sleep for adolescents and

196negative teen behaviors and we do know that their cacadian rhythms are changed during puberty and so they are more awake at night and more sleepy in the morning if we are looking at data we also know according to the university of washington that when schools in seattle were delayed with their start times the final grades were 4.5 higher we have also seen a similar trend with our state testing those students in later periods of the day score higher with the same teacher instruction than they do earlier so if we're thinking of students first there is a great benefit for a later start because they will have a healthier habit of sleep my dad would always say with early outs guess what when teens go home with early out and both parents are working lots of

197times they're not participating in healthy activities for themselves and they're getting into trouble but i don't know any teens that wake up at six in the morning to stir up any trouble so we do need to look at what that does to our student population there's a good chance if we do a late start they will be sleeping that's healthy for them early out sometimes with both parents working that can have a negative impact on our kids the other thing when we're talking about family schedules if we are doing the early out for families who have a morning kindergartener that means that the any other child older they do not have any child care option that means that they need to go pick up that kindergartner extra early and all the other siblings will not

198be available to attend so that could be a problem for families also if we're looking at two hours earlier with our half day kindergarten that does put our children at school just an hour and 40 minutes and so by the time parents drop off their kids they're coming quickly to pick them up so i am very much in favor of having this teacher collaboration i'm requesting that we look at how to resolve those issues with the kindergarten because the two hour makes it so they're not there very very long and then also i would just really like the district to look a little closer at the later start instead of the early out because i do think there are some pros and cons that are missing from the list okay thank you mr wrigley i

199have put a little bit of history into this so initially we didn't have any late starts early any things and we decided that the plcs were very important and we'd put that in the elementary schools and for some reason we put it on friday afternoon probably so that parents could get out early and have a long weekend i'm not exactly sure because there has been some issues and people being worn out by that time the end of the week and really tired and then we're going to ask them to do their best and collaborate and we've had some concerns mentioned over the years of issues then then after that several years later after we got i'm going to use a word i can't use here after we got an assurance that was working we decided

200to do the middle schools and we decided to do rather than late out on the middle schools we do early and now we're talking about the high schools and some of the high schools such as elsa's decided to go early i had an opportunity over the years to see the participate in the plc's it's really amazing it's a little different in the elementary schools in the middle schools the elementary schools it has an opportunity to that you have at least all your fourth grade teachers and your third degree teachers all get together and say so what are you teaching and what working and what isn't working and that's really cool and you're able to move around it really starts getting a lot of fun in the middle schools middle schools basically a lot since they

201do teaming they're able to come all together sometimes in team and say so i've got johnny in this class and it ain't working for me but he's doing really well in your class what are you doing to make it work for johnny and i've seen some amazing things happen then as they're saying well this is what i do then also they have the opportunity for all the math teachers or seventh grade math teachers to get together and math teachers in general get together in the class but they also have the opportunity for all the seventh grade math teachers in the whole district to get together so they can say well what are we doing on the seventh grade so the quality of instruction i think goes way up and especially for those singletons the choir

202teachers the cte teachers that may be the only teacher in that school can now collaborate with other teachers across the district so their level of teaching is is now on a more of a collaborative nature and they say well what's working over the indian hills and let's try this over east mountain i've seen some amazing things happen with that um and then in the high school we've had no opportunity to collaborate and a lot of times they're doing stuff after school so they can't really collaborate so they come in early um so then again you got the singles and teachers in high school that don't get that opportunity to go to other high schools to talk with one another and they also to collaborate back and forth with the different subjects they have especially english

203and math and other stuff so i see this as being something really exciting and really beneficial in the long run uh i know the parents will be giving up a couple hours but i think the quality of education has been mentioned much more enhanced uh when we're able to continue that we've seen that with the elementary already in the middle school as far as times we have been talking about the possibility of well first off kids need sleep if we put it in the afternoon it doesn't issue that at all if we put it in the afternoon later on we come back and say well yes we agree kids need sleep and we're going to start the school times an hour later or a half hour later then we got a problem because we won't

204have enough instruction time during the day so we have to end it half hour later and that becomes a real problem within the high schools if we have to end it um so mike it's my my i know it's difficult on trying to make a decision but my recommendation would be doing in the mornings my ideal recommendation would be to do it on wednesdays now i don't know how everybody is and we'd really need to talk with people but if you're doing a high school i believe you'd be able to do a b on monday tuesday a short day on wednesday a b on wednesday thursday and you're not gonna get this half day friday because we have that sometimes or a day off um however a lot of monday holidays so there may be

205a problem on that one there's always problems uh but being wednesday being a short day especially for middle schools and high schoolers middle of the week they can make up all the sleep that we're depriving them of by the current schedule at least we get a little bit of sleep um and it doesn't refer and then things so um those are my personal opinions i would be really interested to find out sort of where our teachers and some of our sccs are coming from also i mean we can make these on high decisions um with everything we have but i i really would like to have and i suspect we'll get stuff from all over the place on recommendations but it would be interesting to ask since we are asking the teachers and asking the

206parents um an important question on this it'll affect their lives what would be the possibility so i i strongly agree that we need to move forward with this i'm excited about the middle school schools they've been talking about that for some time it's made no sense that we've had the elementaries early out middle schoolers are in they couldn't take care of each other um and maybe i think also with the part-time kindergartens and stuff or there's some issues and going on there so maybe when you bring it back the next time you go from all this over and see if everything i'm talking about is crazy it could be but uh also to find out maybe get some inputs from some of our our staff our principals or something into what would work best for

207them um so that would help the board of making this decision thank you thank you mrs oakes thanks i am actually really really excited about this um i really feel that we won't be able to move to the next level as a district until we do have plc's at the high school level um one of the things i've i've realized especially with the student advisory council that's such a fun group of kids they often will share amazing things that they're seeing in the classroom and whether it's a financial literacy teacher who really makes the course very relevant for them or a history teacher that makes history come alive in a way that i hadn't even thought of before and i've lamented that we can't take those rock star teachers and what they have to offer

208and be able to disseminate that information and training to other teachers and it makes it so you really have pockets of brilliance that it needs to be shared and i think having a common late start or early out really you know allows for that if especially if the principals from the different schools are willing to collaborate with each other even across schools i know that's a major issue that the teachers in the arts consortium have brought up over and over and over again they'll say i've never had the chance to see what another choir teacher does i've never had the chance to see what another band or orchestra teacher does i mean the opportunity of what they can learn from each other is incredible and i'm i'm really looking forward to that one of the

209questions i have is um whether or not this time could possibly be used for vertical alignment between the feeders okay because i just i have a daughter who is in an honors english class i like her teacher but they recently read a bunch of short stories that the entire class raised their hand and said we read these in seventh grade and she said looked at him and said well then you should have to tell your seventh grade teacher not to teach these which i was like okay this is a vertical alignment issue right you know so i would love to be able to see some of those things kind of ironed out um through opportunities like this um i am also in favor of the idea of an of late start rather than an early

210out for all the reasons that my fellow board members have mentioned i know that um brian mcgill is here and i don't know if it's appropriate for me to ask this but i would be curious to know the reason why outside high school chose the tuesday late start um if if you have a chance to kind of speak to that and one more one that's okay so it was actually piloted the year before i got there um and i've kept it in place every year thereafter um we chose the tuesdays for a couple of reasons one we felt like that was kind of a midline into the week and looking at student health and their mental health in particular and sleep times and that sort of thing we figured doing a late start would allow

211students an additional opportunity to get a little extra sleep is it related to the early mid point of the week and it's worked out great like i was thinking here as we're talking about this for all high schools i don't know how the other high schools have done what they've done without it um we've held our faculty meetings we do plc's twice a month i started doing some self-care interest activity groups with our teachers this year as part of that tuesday late start that time is very valuable it's imperative that the teachers have it but we primarily looked at the late start time to allow students the opportunity to get a little extra sleep so thank you that's really helpful and then i just have um well one of the things i'm reticent about doing

212an earlier early out for the elementary kids is that i do think that there is a lot of social emotional benefit to them just having lunch and recess with their friends and you take an additional day away from that i don't know from my perspective as a parent i feel like that's a loss that i would be sad about um i do have a question for leon on all of this and you know some of what's been said is that this would be easier on transportation i'm curious whether or not um late start early out late start whether or not this kind of proposal would make it easier at all for us to be able to um put back the start time at draper park middle and mount jordan for this proposal i don't see

213that i think that's a whole different topic that we're working on and we'll bring to you next week a couple options for both those schools this as far as transportation goes late start early out the efficiencies we don't see we don't see it either way we would just like to keep it consistent whether it's 90 minutes or 220 minutes either way just so again the routes and the runs buying up every the bus drivers picking up the kids every all five days one of the problems that we have now and i'll also alluded to it is on fridays with the late starts for the middle schools at the same time our bus drivers are you know some of them are working 10 hours 10 plus hours a day on those days so they're getting overtime

214that's where the savings would come in we won't necessarily need fewer drivers because we're already short so but just it would cut down on the overtime that way but it's also a problem because the bus drivers do form a relationship with the kids right over time right and basically they're having a sub every day i mean on that friday whether it's the middle schools or the elementary school so that impacts that because we just can't design the routes because they're all starting roughly at the same time so that impacts that relationship with buses sometimes going the wrong direction or something that happens because there's a sub basically on those routes just about every friday so that's why we'd like to even it up and make it more efficient all right um mrs arnold i have

215lots of concerns i mean i get plc's there's no doubt that i get those i do those all the time but i have multiple multiple concerns about i don't understand how one morning of sleeping in really helps children adult children yes i could understand it was every day but i'm a farm girl my dad woke us up at four o'clock in the morning we went out we fed the animals we gathered in coal and wood and by the way yes i had an outhouse and yes we had no furnace and yes we had to build those fires before they could start cooking in the morning and um so i'm older than dirt and i just really have a hard time some days and um yes we were on the field by six o'clock in the

216morning halloween hey and we didn't stop until six seven eight o'clock at night so just letting you know that piece of information so um i don't know that one morning's gonna really help um i think students still have clubs and sports in the mornings i remember my boys still have had basketball they alternated between basketball in the mornings one year and then they would do cross country the next year because of the use of the field so we do have sports in the mornings right that peop that the students have to practice or participate in yeah okay yeah i'm hearing behind me some schools have drill team and cheer and a few other activities in the mornings yes okay so then my one thought is i don't understand how this helps babysit at all because

217now we have the little ones going until lunch then we have the middle school one's home and then they go and the little ones are coming home and now we have the high school kids who are we don't know so like my thought is if we're going to do this then make it the same across the board for middle elementary and high and is there a reason that we can't make it all the same for all three populations that is what we're proposing we want it to be either early out for the entire district all levels or late start for elementary middle and high okay so because i thought we were just talking high school i don't know how i missed that little piece of admission that's fine and then um leon just kind of

218explained how it saves money on the bus because i couldn't see that either because you still have buses running you're not stopping any more buses from still coming and going but apparently there is a way to save money for that um the parents already have a problem with early out and late start and so i'm not quite sure how we're going to get the parents on board to maybe because all of them will be doing at the same time and they won't be making three different runs for three different times to three different schools maybe they'll buy into that i think fridays are problematic in the in itself um i i have seen it both ways where people professional and they stay and they work and they do and i have seen it where any

219excuse to leave the building and out early they will leave and so um i would choose an alternative day than friday or monday like i was thinking wednesday too i didn't know why i'll i'll to use tuesday but i would probably use the wednesday too because i think we already have and have used many fridays to um be a friday out you know so i yeah so i'm thinking wednesdays what were my other questions and concerns so um right now we meet as departments i thought high schools were already doing plcs because i was told they were meeting as departments so the high school's not doing any pocs or they are meeting as departments i think they're meeting as departments and they're doing the best they can before or after school but they just with

220the exception of the alta um so they're doing it is it enough is it you know what they need i'm hearing no that they really need more collaborative time um to do those things that you've mentioned in addition to being able to do things vertically with other schools and other departments in other schools just having that common time okay and then the elementaries if i remember right and i may be wrong i was thought i thought that the brain booster and specials were where the elementaries were having their plcs during the daytime so does this that then change how they're doing their plcs and are they going to be doing those on the wednesday or is that their work day their work time so it is across the board going to be plc's on that

221wednesday afternoon everybody in the whole district elementary middle school and high school will be doing plc's no um and and i'm sorry if i didn't clarify that better our brain booster schedules at the elementary school right now currently allow for a lot of flexibility by school some schools do their plc's during the school day during those brain booster terms some have chosen to do them on the fridays we would hope that that flexibility would still be in place so we're not changing that flexibility for the elementary schools they can still hold their their plc's in the middle of the day if they prefer but they've always had that early out time on fridays to do additional things other than plc's it could be planning it could be collaborating with other schools it could be there

222it's just always been open for them to make that decision based on the needs of each of the elementary schools and we don't anticipate taking that away from them so but they would still be able to do what works best for their school so if we change it from a friday to a wednesday then they would not do plc's that day they would just do faculty meetings and pd and possibly yeah they could they could still do it would be harder on on the brain boosters they'd have to reconsider their brain booster schedule but that's what they're doing on fridays anyway it would just be a different day of the week [Music] right now they're doing brain boosters monday through thursday for the most part because that friday is an early out okay um let

223me think if there was anything else sorry about the questions i want you to know i get the farm life been there done that the only part you left out is i want to know what's where you lived it was uphill to school both ways um it was a mock two miles up to emery county high school and two miles back home but it was uphill both ways right okay you know alice you uh you went through the pros and cons one con that i didn't see listed is every family has an oldest child so not all these kids have older siblings to help take care of them so that that could be a problem um i really like the concept of the early out or late start i'm not quite sure how the it

224works with the high schools because it seems like you've got stuff going at both ends of the day and i've not met too many football coaches that'll say oh yeah we've got early out today no football practice oh it's friday sorry we're not going to play our game tonight i you're you're gonna have to help me with the uh concept on the high school level a little bit now on the elementary level it looks like it's going to continue about like it is right you will have the same correct you're going to have the same classroom teacher you're going to have the same principles you're going to have the same district administration tell me as an honest assessment on early out fridays what does contract honoring look like amongst uh at the elementary school would

225you give me an eighty percent fifty percent nine oh i'm going to give it i'm gonna give it 90 and let me tell you why we were very adamant and i know those of you that were on the board when we started talking about these options we were very adamant that that time be utilized effectively um for for the elementaries uh and and i can tell you mod and i don't i don't go out every single friday afternoon to to monitor how the schools are doing but i will tell you and nobody wants to have the shuffle out checking out the parking lot but i can assure you that there are a lot of important meetings and professional development and things that happen on those fridays because that time is so valuable and so you're

226not i you know 100 of the time probably not are there going to be exceptions where people take advantage of of leaving 30 minutes early on a friday because i i mean i can't say that's not happening mlk president's day you know build in i would like to get out of here early but what i can tell you is i firmly believe that our principals and our teachers are being professionals and they are using that time effectively and they welcome that time and they need it so and you know i'm going to go back to the issue that holly brought up with the late start friday for the high school i really like the concept of moving our start time back five days a week not just one and i think we need to separate

227the issues and if it becomes a late start and we can adjust our start time for a secondary school then they just start later than late but i really think that we need to separate those issues into two different discussions and i'm i'm depending upon you to come back and tell me how uh late starter early out on friday's gonna work for uh for high school i can do that for you mark good thank you okay um i have a few thoughts and questions um first of all going back on the history um i think several of us here in the room remember the time when um it was just for one year but we decided to take away that early out for the elementary schools and how in in the name of instruction time

228and and i i was a huge and still am a huge proponent of instruction time i realized it's not all about the seat time but it is it is about seat time to some degree and um but yet i i learned it then and then i i've learned even more through covid how important it is that teachers have time to to collect their thoughts and to make plans to to process through things and and to create ways of doing things a little bit better so like steve mentioned it's kind of quality and quantity both need both are valuable factors that need to be considered i i have um on the high school thing it is it is a little um it's going to be a challenge whether it is early out or late start i

229had some feedback and i think you mentioned this a little bit um alice that in if if it's an early out on a friday that a lot of the teams don't necessarily have regular practices on fridays but they have games and so so that would mean that the participants in the games wouldn't be looking to leave school at the end of the day leave early to go to their games but they they could be provided that but i do see that an early out like on a tuesday or wednesday would be a problem for high schools that do have the after-school activities um and i you know there are some early morning ones but if it is an early out that those early morning activities would just continue right as um and then um a

230question that a couple of just quick questions on short weeks so when [Music] there's not a friday like after parent teacher conference or fall break or something like that would there not be would it be like how elementary school is now where if it's if there's not school on a friday then that doesn't mean thursday is an early out or a late start uh yeah i get i mean that'd be something we'd have to decide that's just a question i have i don't have a nancy i would yeah i wouldn't to me my recommendation would be it skips if it doesn't fall on friday then it's regular it gets so confusing to try to back that up to a thursday or whatever the holiday is if if it doesn't fall on it it stays on

231the schedule i mean and these guys can talk to that but it would really follow up a b if we started trying to put that in place so stay on friday yeah so yeah that was kind of my question on short weeks and then also um the instruction time i'm assuming y'all have kind of modeled out the numbers the 990 and i know yes that hopefully this would still qualify i know it would qualify for a 180 day environment but the 990 hours and and if it doesn't then we would need to pursue getting a waiver of some sort yeah and and that was part of the conversation around making sure that we have enough hours on that day friday wednesday uh to meet those requirements is 990 still i i thought is that still

232in state rule i thought it was waived well it was i think it was waiver covered thing but i think ongoing it's not for next school year but ongoing it's okay so we need we do need to okay because i'm assuming that this is going to be something we want to continue for for many years and then also just kind of a reminder i've i've been also been around long enough that i remember when the elementary schools had the early out on wednesday afternoons in this area and people were very very happy when it got switched to friday so both teachers and um parents so i you know i and and i support i can't remember who said it but i i do feel like at some point before a decision is made i would

233like to get significant input from our school communities all right anything else so it sounds like you've got now some information yes from us to work with and we'll look forward to hearing that from you thank you oh uh mrs arnold sorry it is about the minutes so many schools in central utah got rid of the um early out on fridays they went to normal in this last couple years went to just normal school which then gave them extra minutes during the day that they were then out so they were getting out of school 45 minutes earlier every day that gave their teachers that 45 minutes every day to be able to have plcs and or do their work but when nancy said that if we're doing that for the high school does that then

234add minutes to the day for the high schools so that they're then attending the extra half an hour or 45 minutes so they can be out early on fridays because because i don't see how you can just say we're going to take out these two hours and not put those minutes into the days and make them longer and so now we're going to actually um have a longer day for those kids i'm just thinking out loud about the minutes um i know many of our schools have a little bit of buffer already above the 990 so i guess maybe one piece of information would be to bring back what what those minutes and hours would look like um over the course of i mean leon can do the math 180 days times [Music] you just

235do six hours uh for 144 days which is eighty percent of the time and then twenty percent of the time you're doing four point we're just doing even four you get a thousand so you're eight so we're scooting by but not by much we're about 20 over right now so what you're telling me is we've been making all these kids go to school an extra 20 minutes every day when we didn't need to i'm just saying all right all right well i i think it is a little bit slightly different because of bus schedules as well every school is a little bit different so yeah but i think it'd be helpful to maybe see a chart or something like that with to verify those hours um let's see mr wrigley did you just really quickly

236can you talk with our prior witness mr mcgill uh regarding what was happening in the schools on tuesday in regards to sports and how he did that because there were some there were some questions we had opened some maybe we'd move on tonight but if you could just sort of speak with him we can do that for the next presentation he was working that because it seemed to work out well for him um in regards to having it in the middle of the week and what was happening on friday and and what was happening on practices and stuff in the morning that would be helpful okay okay thank you so much okay next item student discipline update i will turn the time over to brian mcgill director of student services brought a couple props with

237me because when we're talking student discipline i got my magic wand and i got my eight ball so i'm ready to answer any question you got there and it's it's part of uh you know the benefit of having an elementary principal that shares walls with you she's got a whole stock full of stuff so thanks chancey for the uh the magic wand in fact she even gave me an option for a princess juan but i chose the harry potter mom so um president tinghie vice president oaks vice president wrigley mr millerberg mr schill mrs arnold and nybauer mr wilcox and dr robbins thank you for your continued guidance and leadership on making this the best district to have students in as well as to work for as a byproduct of this district and as a

238parent um simply put there's no better place to be than csd um and and recognition of that we just my wife and i just found out that braden got chosen for the madrigals at alta as a junior for next year so we're really excited about that opportunity for him i want to start off just by expressing my heartfelt appreciation and gratitude for this very board and the in-person support that many of you displayed by coming to my mom's recent celebration of life my mom and i were very close and she gave several decades of her life to the educational profession in the old jordan district days and served it at various schools as an administrative assistant and while i recognize community engagement and customer service are part of our main pillars as a district i

239just wanted to say thank you for the personal touch and support during such a difficult time my mom was made up of several threads of kindness compassion and a love and passion for serving kids in schools and her outlook is something i've tried to emulate as part of my healing and grieving knowing that she lives on within me i also wanted to just say real quickly thanks to dr godfrey and the jordan school district superintendent who's a long time friend and colleague in the board of education they did a resolution of appreciation on behalf of my mom at their february 26 board meeting she rendered many years with them so i just wanted to say thanks publicly um dr robbins originally obviously to deliver this presentation on my first day uh on january 18th so

240i appreciate him lending me a little bit extra time of getting my feet on the ground a bit as we talk tonight about discipline attendance and some introductory information as it relates to skill development and the utah's portrait of a graduate so let's go ahead and get started um so first off um we're going to go ahead and walk through the definitions and terms we're going to look at trends in our district uh each of the three different levels why discipline referrals are up which i think a lot of us kind of know the reason there but we'll dive a little bit more into that and then what is the cause of the external behavior that we're seeing in our youth our efforts to to work towards prevention and intervention uh some early warning systems

241attendance data as we look at trends there i know attendance has been a topic of conversation by some of our parents here this evening and then again the portrait of a graduate and skill development focus and then priorities uh within the student services department as i'm relatively new in that arena oh there we go i don't even have to touch the computer um so discipline defined school discipline means a system consisting code of conduct punishment which we have the word punishment there but i'd like to substitute that word with consequences or accountability metrics as i feel like as school administrators can work with students as it relates to consequences for decisions of actions versus punishment which is sometimes we see being done to them instead of with them and then again just looking to aim

242towards classroom management controlling students actions how its attitude and behavior in the classroom as a whole so just wanted to provide you with some definitions and terms as we get started here this evening discipline trend data so what this slide here represents are the last five years in canadian school district a couple of caveats one we started training expanding the discipline categories and streamlined data dashboard in 1819 uh two the years of 1920 and 2021 were under covet and had many less days taken into account of overall records and three the student services team started training administrators in restorative practices also during the 1819 school year just prior to the shutdown of spring of 2020 which we just had the anniversary of um i wanted to to explicate that data and kind of break it

243down just a little bit more again looking at all levels and the two years that i wanted to demonstrate comparison with was um you know i know we're saying pre-pandemic and post-pandemic fingers crossed that we're post-pandemic right um but i felt like the best way to look at a true comparison of data as it relates to discipline with rules is to compare the 18 19 year versus 21 22. and just as i saw as a principal this fall you can clearly see you know with such things alongside as the the deviant licks the the trans on tick tock that we saw uh never in my years that i have to send a letter home to my parent community asking for their support and help is it related uh to such an event in fact we

244had several parents that actually brought their students in some of which had property from the school or disrupted property that they brought back and it opened up i think a lot of our parents eyes to some of the devious work of some of their their kids at home but as you look at those trend lines though you can clearly see in the fall we were up the good news is uh as you look at you know the months of december january and february we dropped off a bit now granted one of the caveats there is is less days as we look at january and february of this year just due to the fact that we had some remote learning days but even at that the data clearly signifies that we struggled this fall but i

245think schools for the most part um recognized i know we did this at alta that we needed to teach our pbis plan and reteach our pbis plan to our students and i think that information is being reinforced and that's shown through with the data so uh positive signs with that i wanted to look at discipline types so in essence looking at the top five categories or indicators identifying each of the three levels and so those are listed there for you and what this does is it helps my team and our school administrators and counselors to look at kind of a needs analysis in terms of what and where we need to be targeting our resources our time our energy and education and training with parents i found it noteworthy that defiance is the one common

246link in behavior between all three levels that are in the top five and if you talk to our school administrators a lot of them will share stories and examples of how that has occurred and continues to occur in our schools out of school suspensions looking at data there again some positive signs what we did here is we looked at data through march 9th again to offer a true comparison of pre-covid and in this current year so while that's a positive sign we've had referrals up suspensions are down probably a lot of reasons as to why but i look at the restorative practices piece that we look to implement in 1819 and the ramifications and the outcomes as a result of that so we're seeing some positive results as it relates to out-of-school suspensions um restorative

247practice i just thought this might be helpful for the board and leadership again as we move forward uh we began his training in 18 and 19 and it obviously came to a halt like many things did in the spring of 2020 but it's a social science that studies how to improve and repair relationships between people and communities the purpose to build healthy communities again increase social capital decrease crime anti-social behavior repair harm and restore relationships as a whole which is key so why the increase in discipline referrals there's a whole host of reasons as to why but i think some of the main ones is looking at the impact of coed the shutdown from 2020 and the environmental and family strain the economics the relationships substance use and abuse happening within our homes i know

248in talking with sandy pd during our shutdown on that they saw a lot of cases with that and uh so we know that was a trend that was occurring at that time the simple loss of learning uh the social connection and engagement components which we know are absolutely critical to our youth um the anxiety and depression rates again have never been higher than we've seen in our history and you know as we break that down anxiety is the fear of the unknown and i think all of us sitting here in this room as well as our students across the district you know i think we can all interrelate to this right with the two years that we've been through and kind of that unknown of what's to come what's to be expected uh and students

249living in that state you know day in and day out over the last two years and then of course the tick tock i don't know if it's devious or deviant licks but not with deviant pretty much the same thing when it's all said and done um so breaking that down even further um i think we need to take a look at you know the internalizing perception of our youth and then the externalizing behavior that coincides with that and so i've got a quote up there that uh you know every behavior is an expression of need um when students are stressed their brains are lacking the ability to return to regulated state and it's that's not just for students that's adults as well and one of the conversations that i had we had with amber today

250at our mtss is looking at um helping our teachers and really all of our educators across the district try to recognize kind of the wise as to why students may be acting out in class and behaving as they shouldn't and there's four identifiers to that right students either are looking to have an emotional connection a relational connection physical connection or control need as it relates to you know their classroom um so what need is the child trying to meet so helping our teachers better understand that and then you know how do young people tell us they're in pain well the irony is you look at the parallels of what's listed up here and you look at the discipline referrals there's a lot of commonalities between the two and again i don't think any of this

251is really really surprising to a lot of us um superintendent robbins and i had a chance to meet friday and we were reviewing through this and this is one of the things he asked me to put in this was a hot topic at a lot of the superintendent listening to our meetings and uh you know administrators at all levels feeling like they couldn't suspend uh when and where it was warranted or that they they can't suspend um so what i'm intending and planning to do and i spoke to our high school principals and level meeting about this is just to re-review the policy with our administration's on suspension criteria i think there's been a perception by a lot of our administrators um that they can't and that they needed to contact our department directly in

252order to get you know validation to be able to do that but we want to empower administrators and we want to empower teachers and i kind of feel like the pendulum swung one way but we need to kind of swing the pendulum back a little bit and provide a counterbalance so that our administrators and teachers feel supported and feel like they have a psychological safe space to be able to work within each each and every day and the power in suspension is not necessarily the suspension itself but it's the initial meeting as well as the reinstatement meeting that we have with kids and parents um to ensure that the students recognize that you know what they've done is wrong repairing that harm or the relationship and taking again kind of that counseling advisement perspective when

253we're working with kids and parents through these situations um and as we talk about suspensions again although you know we want to empower our administrators and teachers to bring about you know peace and law and order into schools i think we need to be very cognizant of the fact that as we look at out-of-school suspensions by student groups there are some concerns as it relates to just disproportionate levels of some students being suspended more than others so again a topic of conversation with training with our administrator at each of the school levels so this graph here shows 1819 versus 2122 by student group and then the next slide here broken that down even further looking at ethnicity again 18 19 21 through 22 and we also looked at data again through march 9th just to

254again have a true representation and reflection of this year versus 1819 and although we've made some progress as you take a look at you know the two data charts we still have a lot of work to do so along those lines i think training our administrators on culturally competent practices when they're working with students from different ethnicities is critically important the dni training that we've been doing last week with all administrators provided by sunlight works is helping to open that dialogue and have those conversations but i think that needs to be a critical component that's considered and reflected upon when administrators are working with students from different ethnicities and different backgrounds and different cultures we need to be open and mindful to that safeguarding the well-being of all of our students and staff again incredibly

255important as it relates to school discipline providing mental health supports and then incorporating parent and family involvement when and where necessary um one of the topics of conversation we're having in leadership um we had some of our top leaders that attended a conference here title one conference here recently and uh conscious discipline was one of the target areas of focus and as i was reading through this and reflecting on it um as a former school counselor with a clinical background and as an administrator as i read through these seven skills this is this is what i basically used as my roadmap in working with kids that got into trouble first of all the administrators got to maintain their composure right we maintain our composure the students oftentimes reciprocate that encouraging kids through the process being

256assertive but yet showing empathy as it relates to working with the child and the parent giving them choices if they have buy-in in the process of what those consequences look like or how they should repair harm or relationships is critically important having a positive intent right having a positive emphasis and focus when we're working with kids through challenging and difficult uh trials and situations as it relates to getting into trouble and then having clear and concise consequences so that students understand exactly what the ramifications for their decisions were um effective uh system interventions um we've got several within our district i've listed some up here there's more there's an expansive list in your folders i think there's some information that cindy had provided as well just some additional support documentation about pure court referrals how

257that's working the success of some of the cases and students with that um as well as some information from our social workers and some of the work that they're doing with students of the schools as well but these are all interventions that we're providing as a district back to students and parents um so we're going to crosswalk switch gears a little bit and take a look at attendance data so what i've done here is i've pulled early warning systems data what i've done is in 1819 versus this current school year i've done a term one and a term two comparison uh looking at where students are at and again i don't think this is any information that um you know surprising to any of this right provided the last two years that we've had as

258we look at term one we had about 7 000 students less on track than we had in 1819 more kids at risk more kids off track and again this coincides with one of our parents that spoke about attendance and how many students are missing school so indicators down there at the bottom on track is our students that are attending 95 or better at risk 90 to 95 [Music] off track 80 to 90 and then our severe cases uh our students that are attending less than 80 good news is as you take a look at term two and you look at some comparison data between the two we're doing better uh but we still have a lot of work to do um so again looking at comparisons there again all of us know that attendance is

259the number one correlating factor with success in school student engagement being intrinsically motivated being connected to their school community and giving back to their school community so it's imperative that kids attend school so with this i've been tasked with creating an attendance policy for fall i'm going to start with the high school level i've got a meeting with all the high school principals here in a week and a half to begin that process we're going to look at each of the templates that are currently in place pre-covered look at similarities comparisons that got that have to be in their rewards consequences as well and our hope and goal there is that we can create a template that could be shared with middle schools which in turn they could look to use and and change and

260modify as needed and then the third gear of my presentation is uh looking at the utah's portrait of a graduate which i'm really excited about this to be honest i really feel like with what usbe has done here is they've they've crosswalked academics and behavior and combined them into into one in terms of the characteristics and traits that we want students to have to not only be successful in school but to be good citizens and quite frankly um to be able to have success throughout their life right because school continues on after high school for most most people so what we're taking a look at here is uh we actually just formulated a study work group this morning again which came out of our mtss meetings that's going to consist of myself amber nate who

261will be covering our special education department sydney hanson and mckay so we have middle school and elementary representation as well and in essence what we're going to look to do is begin to build a conceptual framework of taking the usbe's competencies and then looking at the skill development life skills metacognitive skill sets that students we know need to have to be successful and kind of drill down from there and then kind of a next step uh would be to take a look at uh and this kind of shows you in this next slide kind of what i'm what we're thinking about here and that we would love to get kind of the board's you know input and guidance as we move forward on this and how this all interrelates into our district vision and strategic

262planning as well um but yeah one example so if you took the lifelong learning and personal growth for example those are just some of the sample skill sets that students would need to have to to meet that and as i look at those um you know we've talked about as as part of this study work group the opportunity of maybe having our teachers and our mental health support staff working collectively together paying some of our teachers over the course of the summer of creating lesson plans and activities and curriculum that interrelates um to these standards but i think even beyond that as i reflect upon a lot of these skill sets which i've incorporated into my life a lot of these came through life based experiences and opportunities in school and so i think it's

263important for principals to recognize that a lot of these skill sets can be developed through different mediums at the school level and in my case my personal example having been a part of peer leadership team at alta and having participated in multiple sports in school um lent itself to me being able to have a forum to create these kind of skill sets within my own life and put them into motion um and i'll just close lastly with uh you know the services within my department as they see it moving forward as we look at the four kind of main core components of our district vision and strategic plan moving forward one of those components is the human centered supports and this is a conversation i've had with a lot of people as i've stepped into

264this position and that is what are we doing in terms of the health and wellness not only for our students but i think for canyons district employees across the board and i think this is an opportunity for student services to work alongside human resources to look at ways to provide opportunities to help our employees with their physical and mental health needs across the board and creating some reward systems and value-added measures that makes our teachers intrinsically motivated in the work that they're doing with their students another priority of mine is to again increase resources we heard jeff you know earlier talk about his social worker and the the positive impact that that social workers had directly in the school working with kids and families so increasing resources across the board as it relates to a

265lot of our mental health professionals in the schools evaluating and improving our student study teams across the district again looking at elementary middle school and high school as an mtss team we've looked at the tiered fidelity inventory and we're doing a rating kind of a self-reflection in terms of where we feel we're at as a district and in relationship to the sst operating at the schools and then through that identifying ways that we can actually work with our schools to build these systems of improvement so that students ultimately are getting their needs met whether they're academic or behaviorally through an mtss rti model approach and then aligning the skill development which i just made mention with the portrait of a graduate again that's something i'm really excited about really passionate about um and i think

266canyon's you know we could be a potential model uh for what that looks like not only in the state but i think in the nation in terms of helping kids at each of the three different levels uh develop the skill sets that they need to be successful in school as well as in life and again just aligning your resources funds and other opportunities uh with the board strategic plan as it relates to my department and my area which again i'm very passionate about and i'm very excited about the opportunities that are ahead of us and in closing i just i'd like to simply express my appreciation and gratitude for all the candidates district employees at this time in particular our esps whom without them we couldn't run school our teachers our mental health staff our

267nurses our administrators to see the efforts shown these past couple of years during some of the most trying times for our students and families has been very inspirational and i have lived that firsthand as a principal many of us have felt like health practitioners alongside uh serving as educators during these past couple years and i realized today we can begin to get back and dr robbins kind of spoke to this to some normalcy and focus on you know helping students achieve engage and be contributing citizens and their pursuit of continued success so anyhow that's a report on discipline that's amazing that's a lot of information and a lot of work um and thank you for putting that together for us um board any comments or questions for dr mcgill mr wrigley oh i'm sorry superintendent

268why don't you okay thank you and then mr wrigley thank you president you and brian just want to tell you first how much i appreciate all your work on this and jumping in with two feet and just going at it and also you know recognizing um passing of your mother and how all that transitioned and everything uh certainly thoughts and prayers are with you at that time and still are so um just a couple of thoughts the two kind of themes that hopefully that we're talking about uh can help address some things that have really been weighing on my mind and as you we've been around on superintendent listening torres brian mentioned this issue of student discipline and as you saw in the data defiance that definitely supports what we've heard about disrespect and a

269lot of the things that are that are happening so i really like the direction that that we're going i think you know thinking back to the premise of restored practice um when some of those bills were first passed to kind of reset and repurpose the juvenile justice system i totally agree with the intent of how that went but as i've said before there also needs to be a clear backstop in how we address student discipline and in many cases a lot of times you need those supports and those backstops in place to compel and provide that support to parents to get the help they need so you know it it definitely shouldn't in my opinion fall completely on the school district's shoulders to convey all of those services that are necessary in some of these

270cases and i think just to further that conversation at the cabinet level another discussion piece here is you know looking at our spectrum of services especially when it comes to severe behavior and our abs system or units and what that looks like we've seen a lot of increase in real serious uh behavior by some of our students that probably need another layer of placement um whether it's temporary or not and i know you're aware that we're working on that so i just appreciate all the work that's been done there and i just wanted to speak to this last piece because i think this is really important moving the district forward as we i don't think we need to rehash all of the ptsd everybody's been through when it comes to social emotional learning but i'm

271just going to call it out for what it is but i do think to brian's point it provides us just a golden opportunity to really build on principles and skills that are set forward in the portrait of a graduate and if you look at if you look at our strategic vision we've actually called those out as implementing those in a tiered support system approach you know honesty integrity responsibility hard work resilience lifelong learning personal growth service and respect and you know my thought is is that in recommendation would be and we can bring this back but i know there's a lot of questions around this like how are we moving forward as a district when it comes to tier one support uh for this uh this kind of um thing especially considering where we've been

272in the past you know with uh different vendors and whatnot but as we've talked about it in cabinet a couple of things one would be to develop modules that are age-appropriate at all grade levels based on those principles that are found in the strategic vision and are part of portrait of a graduate almost in a playlist kind of format for schools to utilize at the same time i think it would be important we've discussed a few different models of parent engagement but my thinking would be in recommendation that the board maybe consider something like a parent application and we run parallel um as these are formed and and brian or his team can report to a parent group and then as these initiatives are started and completed those groups would then expire and we would

273move on to the next verses creating standing committees that are the same people you know all of the time and that way it would give parents an opportunity that want to participate during the life of whatever initiative that we're working on you know have that opportunity along with you know standing input from our secs and our principals and and teachers but um this would be uh really in place of going out to an rfp and putting it out to vendors which right now for me i i you know i really struggle with this i mean that that likely would provide probably an easier and more convenient way forward but the cost that it would and the amount of effort and time to put into an rfp and a vendor i think we have expertise within

274the district and amazing people that can help develop this curriculum and i think if we run that parallel to parent engagement we can accomplish all of those goals and and address those concerns that we've been facing over the last few months so i didn't want to take away steal any thunder but just that's something that we've been talking about thinking about so yeah i i think it's critical you know that we have the secs involved in on the process of something like this and obviously a lot of parent input uh as we move forward so that would have to be a critical component the other part to this that's exciting is you know we've had some conversation around some of the feeders being able to focus on this uh some of the same core competencies

275at each of the three levels so that really hits home from elementary to middle school to high school so thank you mr wrigley um people often call me and say i wouldn't let your job so same thing for you wouldn't want your job humpty dumpty fell off are you talking about the high school principal job or this job there's the current one get all right all right and all your staff this has been just a yeoman's job over the last two years humpty dumpty fell off the wall and you've been trying to put the pieces together it's been very very difficult in this process uh we're finding as you said disrespect and defiance we're seeing this showing up on our dress codes which everybody's starting to complain about it's just a way to express themselves

276in defiance against the system um i see just in general people i talk with and even some of the students had an opportunity to teach a class high school class several months ago and one of the writing assignments in english was tell me what you're viewing in the next five years i had three students is that i can't tell you because i don't think i'm gonna be around in five years so the level of hope right now has been totally destroyed and i think that's tying in with our non-compliance and it's funny if you don't have hope in the future if you don't hope in yourself that things look a bit better um so that that in general i think is something we need to work on that's been destroyed and continues to happen with

277the wars and other stuff that's going on this is continuing for our youth and i've never seen this level of a lack of hope within our youth any time i've been dealing with our youth uh i agree on the the character education we don't have to move the scl thing that's been hijacked however the principles we've come up with their strategic plan and that's going on here i think they're hard to disagree with but i think we're also we took this course away the sel program the character education program away from our middle elementaries they're screaming they're saying we have to have something at our middle schools so i agree with you dr evans we need to move forward with that if we're going to solve this problem uh our teachers have to have some

278we need to start but we found really the kids that are coming into middle school we're having some real issues because they didn't have that foundational character education in the last couple years that came from elementary and we've seen an increase in rates of behaviorals because they just don't know how to they don't know how to act they don't know how some of these competency skills that we're not going to have on college and career ready if they don't have the emotional quotient skills you know emotional intelligence skills that they need and we're never going to get our grades up if these kids have no hope and the kids aren't emotionally put back together glued back together again uh we could try it till doomsday to try to educate them if the maslow's hierarchy needs

279the basic levels are not met they're not going to achieve higher education as a high school principal i've always built my schools from the bottom up in essence looking at self-actualization as learning in the classroom and if students don't have their physical needs met uh their mental health needs if they don't feel included and safe and welcome and uh and they're not a part of the community right i mean part of our job is creating opportunities for kids to connect and be a part of the school and provide opportunities for leadership that's what intrinsically motivates kids and their learning and i'm telling you that's really the key secret [Music] to everything that we're doing and that's helping every student find what makes them tick in terms of their interests their passions their desires and intrinsically

280connecting them with learning and extracurriculars and once once a student becomes self-aware of that um their world can change uh immensely yeah so i i support like robin's in this move that you're not gonna be able to do your job until we as a board do our job and give you some tools to help you do that because the students really need to have this foundation otherwise we'll continue to have behavioral issues and all the other acting out things thank you any other comments i think there's um a lot of work to be done i just have one quick oh i'm sorry oh i didn't go ahead sorry i didn't see your hand no problem uh i i wanted to thank you so much for your presentation dr mcgill um i was reminded of two

281things as you stepped up first several years ago meeting you at a district training when i was an scc member and you were a principal and we were talking about some of the challenges our children face today specifically with technology and you talked to me about a presentation that you had developed at alta high about what the consequences are with kids who do things they're not thinking of the consequences online and as you remember i emailed you later and you shared that with me and i would really love to see and i'm really really excited about this really excited about the idea of of our district pulling in the expertise we have here and engaging parents like dr robbins talked about um but i'm wondering how you can also build in and i would love

282to see and ask if through these modules we can look at what respect means online and and what as i've gone out and talked to a lot of school counselors they all say that is the number one issue in their school is what's happening on the cell phones i can vouch for that as a high school principal we saw a lot of that and it just continues to be an ever increasing amount you know moving forward and i think the the whole tick tock challenge was a perfect example of that yeah i mean we had kids doing things that normally wouldn't be involved but you look at the extrinsic rewards that kids get from participating in that and the notoriety and the fame and the likes and the followers and then and some of these

283social media companies providing extrinsic incentives for kids to pay in other means and so students end up living in this other world that they get influenced by instead of being you know in the here and now [Music] and it's it's influenced their behavior in lots of different ways so i i see what you're saying in terms of the digital literacy up there and again looking at their respect and tying some of these core components and competencies together so that that would be awesome i was just talking to a student um yesterday and he was mentioning how he feels it's harder than ever to connect with his peers that a lot of the connection is on the phone and that a lot of that is really just motivated by self how do i look in this

284snapchat what am i how am i promoting myself and so i i see that as a big role in this character development is helping kids connect together and recognizing the dangers and and some things to be careful of online the other thing i was thinking about was i have received a lot of communication from parents especially at the elementary school level with bullying and um i i'm just asking i'm very interested to see how how we're going to address that especially at the earlier level sometimes that's very quiet and not very visual and and i i just had a parent actually from ocala elementary and i'm really very grateful for the slide you talked about with consequences and and helping administrators feel psychologically safe and the permission to give consequences and dialogue you know with

285the perpetrators because that's been i think sometimes a hardship is we love the restorative practices but making sure that those victims also feel safe and don't feel like it will be repeated because of maybe a lack of consequence so and then the third thing i wanted to talk about was um how we can pull in great examples in our modules of our student body so i'm remembering a video you sent to me and i'm going to frame it as a student with special abilities that is able to draw their peers into supporting in such an amazing way the student that gave the graduation speech with the standing ovation i was just recently at a basketball game and we have a student with special abilities also uh and he's a a team manager of the basketball

286team and he was hyping up the crowd during halftime to make these crazy half-court shots and he got one in and the entire student body rushed the court and raised him up on their shoulders and i think that as we can pull in examples of respect and support with our peers and have these kids see those in the modules of you know what they're aiming for and pulling out some of these great examples that we have too within our district that would be kind of a neat thing to see it's a great suggestion and as the father of the son who's on the autism spectrum i can tell you that there was one student that made a life-changing moment uh at a football game when he he pulled me over to the sideline one of

287our sbs and said hey mcgill it would be okay if i asked braden if he could come sit down on the front row with this and cheer on the hawks to which at that point my son was always headphones on like you know he was too much sensory stuff going on too many distractions he just wanted to get through the game through his device and i said i thought to myself it's never going to happen in a million years but i said yeah i said go on up there and pointed my wife and he out and uh sure enough he got this excited you know look on his face took his headphones off and i sat there and watched this like what is going on right now and he went down to the front row

288and i'm telling you what that did for him as an individual his confidence and the connection he looked at these kids like heroes and that the power of one right that one person and that one experience um and i i can't thank this young man enough for him thinking outside the scope of himself and just his peers and trying to you know get a kid excited um but we we saw amazing walls come down after that one experience which was awesome i know that i owe that student lot wow thanks for sharing that you have better examples like that yeah that's exciting because it helps inspire kids and focusing on you know what you can do and what the possibilities are and quite frankly you know i've had a lot of thinking along these lines

289too of um you know the topics of digital literacy and bowling and things of that nature uh and you know it being a hot topic in terms of you know outside speakers coming in and things of that nature i've i've thought you know when i get someone in one of the things i would love to do is actually create a presentation that i could go out to our student bodies and present and what that allows me to do is stay connected with the kids and anyway that's something that's on the forefront of my mind that i would love to do so awesome awesome thank you so much mrs oakes [Music] thank you i'll make this brief i really appreciate your presentation um just to the point where we've been talking about losing students and decreasing

290enrollment i do think and and i echo some of what ms neymar said it with regard to some of the cyber bullying and other problems um i spoke with a family yesterday that moved here from california they were excited to engage in the public schools here their daughter has been the victim of a serious cyber bullying um issue that's been going on in the high school and the mother's first question was do i need to put her in a private school i think that this is um if we can shore this up and improve things where our students feel safe going to school it will help us with that because i i do think private school is one of the first places people go i mean this came up with the discussion of the voucher

291bill this this year that if someone's been a victim of bullying that they would have access to the money i think we would have less of that kind of discussion if we were um doing a more efficient job of making sure that the discipline is is tightened so anyway it's just a thought thanks a lot thank you um so just a couple thoughts i i um like what you're doing and where you're going and i really support this idea of developing and using our in-house abilities and but and on those working groups or ad hoc groups whatever however that ends up looking like i think it would be helpful to have some student voice in there as well and um because sometimes they they can see things that we can't for sure and they can

292express things in a way that we cannot yeah and so so that one and then also on the attendance um situation i'm really grateful that you're looking into that and if in your exploration and development of of of some policies if it's something that we as a board need to also address through board policy you know we'll look forward to hearing from you on that awesome any other questions or comments thank you so much we're looking forward to all the good things to come thanks you guys i'll take my eight ball back to my chair now okay so um next item is the final legislative report i'll turn the time over to charlie evans director of external affairs and susan edwards public engagement coordinator i don't know i know we've talked about kayla i don't

293know if we've ever had a chance to actually introduce her here in addition to being our most well-connected intern she's also our best intern that we've had and i just wanted to bring her your attention and introduce you i know we've talked about her before but here's kayla she's told me i love kayla she said we cannot take any questions though so [Laughter] one of the things that make susan and i such a good team is that she always sees the glass as half empty and i always see it as half full a half full of poison and but despite our pessimistic view and outlook on the world and legislature i think we had a very good year this year so we're going to fly through this deck i don't think there's anything on here

294that we haven't talked about before do you want to update this okay um we continued our trend of more education bills this year than we had have ever had before we had no we had one year 170 one and this year we had 170 and those were all of course on our tracker and we're going to talk about the highlights here tonight go ahead soon all right this is a sheet which we have mailed to or we have are going to email this part of our deck to all of our legislators they're always interested in how we present to you uh that the funding that they provided for us and this is what we receive in the legislature financially it was a very good year for school districts in utah there was a total of

295about a nine percent increase in funding six percent of that is involved in the wpu and the rest of that is represented there in addition to that uh nine percent they also put uh over 600 million dollars in the rainy day fund which is a nice benefit that public education has those of you on the board during the 2008 downturn and recovery remember that you know as we started to pull out of that recession public education started getting its funding back quicker because of this rainy day fund than other state agencies did and so to see them put that size a little chunk of money in there this year i think you know we know there's another downturn coming it'll be nice to have that when we do i think all the rest of this

296we've talked about and if there are no other questions we'll move on um do you want to just do the budget highlights all right my eyes are tired if i can still read the slides so on the budget highlights we did some potential positive financial impacts some of them are grant money but you've got students with disabilities hb hb 125 which was state transit room tax that just allows a cte program and hospitality and tourism to continue on um hb 273 civics education amendments that has is a grant program if we choose to apply for that and hb i can't even read it from here 396 is that that says paid professional hours for educators and um that one they put a lot of time and investment in and felt like that was widely we

297were kind of laughing earlier because we looked at the list of co-sponsors and it was virtually every legislator that wanted to tell the teachers that they wanted to invest in them so and then the next one we did budget highlights on ways we saved money by not by working to not have things passed we won't say that we killed anything but um hb uh 211 school fees that was not intentional we supported it all the way through work to make it better uh leon and other business managers worked closely with that as well and in the end they didn't choose to fund it separately and so it would have just come out of the wpu and that was the death note for many of the legislators is that it was not funded on a line

298item um i do think it'll come back i think they will bring it back and probably take care of it yeah hb 305 um natural resources that was just an incidental bill that had to do with green belts and not really with public education but as it turns out would have taken 15 million out of public education charlie went running and we managed to get public education opted out of that uh hb 140 government attorney fees which would have changed how that works and we would have ended up paying on that and then the last one uh was phil lyman's bill that if you all didn't allow people to talk everyone that wanted to speak it here that there have been some legal penalties for for that so there were some of those that we

299were able to kind of thwart so that attorney fees bill would have worked very similar to what we're used to dealing with when we're being sued in federal court at the claimant succeeds on any part of the claim then their attorney's fees are paid and that would have carried down into district and the state courts too so that was a pretty big deal um what of these do we need to go over susan the first one is your bill that chances are the governor will probably veto it's uh was a bill that was worked on all sessions but it ended up uh at the last night in the last hour they ended up banning the transgender transgender yeah it was a actually that was i think the last bill they did or second the last

300bill and only passed yeah and that was a lot closer than i i thought it was equality utah did a really good job in working that bill i only passed with 16 votes in the senate and um the governor has said that there that they will veto that but i'm beginning to sense some weakening of the knees in the governor's office so i'll be interested to see if that actually happens um let's go to the next one soon full day kindergarten we've talked about this before um i'll just say one more time at a very critical moment we didn't quite hang together as we should have with school districts and it cost us about 12.2 million dollars in my opinion but we still we still got we still got 12.2 i i think we could

301have gotten closer to 25 but we had some not some naysayers but some of our districts that have a different set of problems than we do we're concerned about it and you know when that happens at the wrong moment we lose money and we did we talked about the early literacy program which was funded and passed about that um period products in schools never heard a bill that you hear every single day of the entire legislative session but that was it kayla's favorite it seems odd that we had to pass the bill to do that but that bill is passed and those profits can be made available at your discretion in schools oh sorry you're right it requires us to um we already are i think but now they're required in a certain manner right

302so you grow your own teacher was expanded in the way that we had hoped that it would be and that has from what i can gather not just in our district and other districts meant it's real successful program and they added the counselors which is what we wanted and other school districts wanted to the education innovation program creates oh that's right they both of those create essentially what they refer to now as a sandbox which allows uh people to uh make a proposal to have certain regulations and rules waived to try new and innovative things and so that that that bill passed and could be interesting if one of our some of our schools or teachers want to use that um the curriculum bills we've talked a number about about these the only one that

303passed was representative ivory's sensitive materials in schools we talked about that on the last time we were here the rest of those bills failed uh and some of those bills were pretty awful bills in my opinion but i don't think we've seen the last of any of those bills including represented by ivories we'll see those in the future as well um i i will just say i don't we we've been very harsh on those bills here and they deserve to be harsh i don't think anybody any of there was no real will i don't think by anybody that proposes bills just a lack of understanding of what happens in our schools and how um schools would be governed i'm hopeful in the interim that we can help educate and come to a better understanding with

304those people so that we don't see such a growing measures again but i'm not making any guarantees that we want why don't you do this so the the one that did pass the sensitive materials in schools um it requires us to have a review process for a wider breadth of materials than just our media center materials and we'll take steps i think uh dan's already advised some of you on and we'll be working with the policy committee is that correct to figure out the next steps in that so but we don't anticipate that's going to be tremendously hard to line up with you've already done a lot of the yeoman's work on that in your library policy oh yeah so we're just leading into a little discussion on the hope scholarship and i just wanted

305to draw attention this is when i say hi i mean susan who developed this slide deck you can see how many of our children in this state go to public education i haven't seen this for every state but i have to believe based on the appropriate education you see in most states that 94 percent is a very large number and would be among the top if not the top in the country of percentage of students that go to to participate in public education in our state and so you see we see how important it is to protect public education because there is an appropriate education system to drop fall back on as there is in some states uh our private education and so we take we take this as you guys do and as you

306guys direct us to we take this very seriously at the legislature and we've talked about the hope scholarship uh before and what potentially that could have meant and we just wanted to take another victory lap here in nancy's famous words and there is hope okay in case we haven't told you that bill failed in the legislature and i think uh and as i said before i think it went down so badly we may have but we'll break from it in the next couple years at least that's what i'm hoping and yeah and then we have the fun part so we always get to have student groups and and kids up there this was a special day the girl on the right happens to be stevie ellison's daughter um the girl on the the left side

307is one of our jordan valley students that came up with her mother to testify to a bill for special needs students she's one of our jordan valley students and representative ellison brought a book on she she was carrying a little dinosaur if you'll see and he said you like dinosaurs and brought over a book about state raptors and read with her for quite a while there on the side and uh then turned around afterwards and actually was going to purchase that book for her and get it to her um but then jordan valley also made with the fingerprints of the kids there at jordan valley a thank you for him for all the work he's done in that area of which he's very appreciative um mid-valley students came up to the capitol and we had

308them up there for a day which was a lot of fun to show them around our pta celebrated 125 years operation in the state of utah which was was great and all of our legislators came that day to celebrate with them our south valley chamber and our junior women in business had their day on the hill we had a little unfortunate time for them because they were immediately below the rotunda when the brighton drum line performed which was also awesome but very loud so usba day on the hill you've heard us talk about where where rick and amanda i believe witness who got to play drums with them uh great day up there and then believe it or not we do manage to work in a tiny bit of fun and uh during this legislative

309session and and uh we're not all as miserable as we make it sound for the entire seven weeks that's true we are close that's chase clyde with the uea in that picture so thank you very much for the opportunity of representing the canyon school district it's an honor that we don't take for granted and we really appreciate you guys allowing us to do that happy to take any questions thank you any questions or comments ford we will we will follow kayla's direction and won't ask questions but we will express our appreciation for all that all that you do sorry was there a question down there can we just ask if we can get a copy of this powerpoint yes yes okay and like i said we are sending that portion that shows how we presented

310the funding uh to you guys to um to our legislators um they're always very interested in that and i want i want them to know that we accurately represented what they did and it was a very good year for us this year and i think public ed as they usually do came out better than others in the funding we didn't get everything we wanted or hoped to get and we'd hope maybe get a little more on the wpu but still i felt really good about it great thank you thank you so much for for all the work you do you did at the session and continue to do because we know the end of a session is just the beginning of the next one with all the interim work and everything so thank you next

311um is the 2022-23 fee schedule this is the second reading i'll turn the time over to leon wilcox and who is going to turn the time over to gary he's done the yeoman's work on this and he said he could do it in five minutes so that's right we're gonna do this in five minutes and i'm sorry everybody left and you're gonna miss this presentation but that's how things are so i know you just can't wait for this so so hospital it seems like such a long time ago but house bill 211 didn't pass so so that's where so we have adjusted the um but we do believe that a bill will come back next year so we're not out of the woods uh one of those things that will continue to keep going up

312uh therefore we've adjusted the fee schedule in lieu of of the bill not passing and so we have what we've done we've reduced the amount of the registration fee and you can see their proposed fee uh registration fee will be 50 for high school that's and 35 dollars for the middle school that's a 30 dollar decrease in both of those fees and we've red and we've taken out the tech the 10 technology fee that was assessed before because we know that we can't do that so what it comes down to it's 40 savings per student for each family so we feel that's it'll give us a time uh for for for the schools to adjust to a smaller amount and but and hopefully this year they can adjust and then next year we don't know

313what will happen but we feel that a bill will pass at some point in time uh to take out the registration fee completely and we've added back the field trip fee that is for field trips taken during the day uh the board rule 277 states that ellie can't charge for textbooks so we have taken out all the textbook fees uh from our from our fee schedules and that also consumables for uh math math or english or whatever they have and i think that that's probably the biggest hit for middle schools because that's every student takes math and they have a consumable so that was that's going to be a lot of money for them so but i've talked we talked to the principals i was in with the principals and their leadership meeting and they

314said they're they're going to adjust with it and they've already made some plans so good for that um but we have added back the consumable for the uh concurrent enrollment textbooks for con for concrete enrollment and advanced uh placement we can still charge textbook fees for those and so we've added those back for the current year uh we've adjusted all the fee schedules and uh for house bill not for house bill 211 not passing and these uh these are the links that you can go to these are for the master schedules but we've also uh put onto each of this each of the school's website their their fiscal year 2223 fee schedule and it's up to date with the changes that the schools have asked me to change with adding classes and also reducing the

315registration fee and having those out there so they are open to the public now if they go onto the school's website each of the schools website and they can see those fee schedules at this point uh basketball concessions was asked last time they don't make a lot of money on basketball concessions as you can see here so anyway uh these are gross amounts that we're talking about that means that the costs of the goods are sold they're not even taken out of these amounts so it's even less than what is on here so i you know wanted to pay for referees and stuff it's not going to happen and and depending on the school you're at too you know some of them really don't or they i think you know like hillcrest they have the

316the baseball team was going to do the concessions and they were going to take the money for that piece of it but again that wasn't a lot of money for them either so um this from here on out was the same as the last uh time that we met and so these are all the same as there hasn't been any changes so that is the end of my presentation i hopefully was less than five minutes so well done okay um board any questions comments on this uh mrs arnold when you mentioned that the middle schools will make adjustments to not having consumables does that mean they won't get consumables or they will get consumables they will get consumables but they're going to use tssa money and land trust money to help fulfill backfill that need

317okay thank you mr millerberg i understand not sure or having students pay for their uh concurrent enrollment but help me better understand the uh white they would have to pay a fee for an ap class it seems to me that we're uh we're punishing kids for being smart i i it's just that it's not for the ap class just the textbook itself now as the board you're i mean you can you can always but if you're not smart you don't have to pay for your your textbook but if you're smart you have to i just want to make sure i understand this it's for the test not it's for the test so the money goes straight to ap it's not money the school gets i think what he what we're saying is that and and

318i i should clarify that uh you're right the textbook is is not we don't have them charged for the textbook only for the concurrent enrollment one that are with the college that the college is requiring that okay but for the textbook if it's in the class for the high school we we don't have them pay for any textbooks and i i apologize for that yeah i was reading it it looked like they had to pay for their textbook no it's just the ap test that they have to pay for the test however they uh they are the schools will work with their students if they can't afford it they will help them out i've talked to all the print high school principals and they all work with their students so that if anybody couldn't afford

319an ap test they they will they will provide a way for them to do that so the kids are smart but i'm not i got it no i probably said that wrong so i'll but on the concurrent enrollment the textbooks because some of those textbooks can be up to two hundred dollars and the student has to be called that because they're getting college credit for that uh mrs nybar uh just one quick question there are fees like chemistry lab fee and things like that in high school but that counts as part of this total correct i just didn't see it on your slides when mont raised that question it's not for textbooks but there are lab fees yes they are lab fees for dissecting frogs and other animals i saw i can't remember what it

320was but it was an animal that i had never heard no not i've heard of that that i thought they're dissecting that in in biology okay that's that's really that's pretty cool and mine was a frog so but that is part of their total yes and they there's a class b up to 30 dollars per class they can charge and that is for those lab supplies yes but no textbooks yes mr wrigley with the reduction on collection of fees how much totally are we losing on that and where are we getting that phone to pay for it i mean i mean it's generous to do this we probably need to go that direction but how are we paying for that because it's it's a substantial amount of money i figure we i think when we

321were looking at the total it was about 1.2 wasn't it 1.3 so half of that that we're going to be losing and leon and i have we know that we're going to try to increase the supply account for the schools to give them a little bit more money there but also we look at balances in the high school and you know their millions of dollars they're huge balances so they need to start using some of that also and next year if the bill does pass we're hoping that it will be funded by the state so that we would get money from that also so i think those are the places that we're looking at to help subsidize the loss of that forty dollars actually it comes down to forty dollars per student but it helps

322the family got a great deal just wondering i mean it's like the wpu if you move it over to here you gotta lose something in this process so i just wonder what we're losing so we've we've been uh scary mentioned we've been working with the principals on the balances and looking you know land trusts our supplies what they re and what they really need you know some of these things maybe we can maybe they can do without as with some of their activities or whatnot with charges that can we think we can do without too so it's a team effort because we do think this charlie suzanne gary hall mentioned coming back and so hopefully it's funded but it may not be funded up the amount we're charging either i don't think we'll get good

323thank you um i have a couple of comments and leon you just mentioned it too and gary you did as well as far as not being able to charge for those consumables and expecting the schools to use land trust and tssa i'm not sure that we can expect them or require or ask them to guide how the secs use their monies we can just create like some guidelines but we can't require now this is from the principles when i was in the meeting with them the leadership meeting they said oh we're going we're going to use to try to fulfill you know to uh i'll help with the loss of a loss of that and then uh leon's also has has uh suggested that we're going this as a district will help also uh with

324help with that uh void that they're you know that they're losing with that uh decrease in registration so no we're not we're going to require him to use that but the principles themselves said oh yeah we we know we're going to have a reduction and so we we're thinking of ways to counteract that okay i i just would caution that we'd be really careful on that because um it's it's pretty specific that those funds aren't used aren't to be used to supplant and so i just want to hopefully in the conversation that is had at the schools and and leon hopefully you can help help with that so that we can be careful yeah absolutely we know that the schools are developing their plans right now they're actually bringing those to you next couple meetings

325so we'll make sure of that as well yeah and i just would be cautious because to me that kind of might be a planting type thing so we just want to be careful um and then the other thing is kind of the communication piece now that we have we have these these fee schedules together that are looking pretty good as far as ready to be approved which we will need board we will need to approve them take action at our next board meeting but what type of communication is has been done or is being done to so that parents have enough are made aware that these are available for them to look at and to provide any feedback to the board uh we haven't made anything yet uh we're just waiting for the board to

326you know give us some direction because they say it just passed and and it's on their fees it's on their websites so they can see them right now if they go in and look at that but if if there's some other direction you'd like us to go then we'd be more happy yeah thank you i realize that this has been a unique scenario this year because of we were just kind of waiting on that that one bill to find out if it's going to pass or not so i think i mean what we've done in the past haven't we just done some a district-wide blast of communication letting parents know that the draft fee schedules are available and and then provide a avenue for them to give feedback is that board are we okay with

327that approach okay anything else on this topic oh yes mrs snyder with your concern it may be important to mention that when we shifted to the illustrative math i know at least one middle school that they have been using those land trust and tssp funds to pay for those so it has been something that has happened in the past because they're all all i as far as i know now all our middle schools use that math and it's all consumable it's workbooks that once the kids fill it out we can't reuse it so thank you okay thank you gary i know it's been a tremendous amount of work yes we're and it's almost almost done so we'll yeah we'll get out the communication with uh yeah and i was thinking three years ago when we

328had to make this whole shift that was a lot of work too so it's a little bit easier hopefully this year than it was a few years ago when we had to make the big shift it's the unknown you know it's still the unknown just that waiting that's right yeah thank you and thank you to your team as well all right thank you okay item last item in new business is that right yep okay um usbe rule 277 328 compliance training this is the second reading listed as possible action i will turn the time over to superintendent robbins thank you present team if you read the memo and the overview this is in regards as we've talked before in response to rule 328 equity education equity in schools and just we've had some light works

329present to the board a summary and in included in the docs are the actual curriculum that we were utilizing to do the leadership training with cabinet and principals i'm proposing a training trainer model so essentially uh once we've built uh capacity with leadership and principles then it would be up to the district leadership to develop [Music] the training for the rest of our educators in the fall so i'd like to see that leadership capacity finish up including the board by july and then we would move forward with planning training in the fall and that would also include modules developed by the state our understanding right now is those modules are more compliance policy and rule-based so i i think there's a nice fit between the two and um we completed the training with the principles

330and so we're moving forward with that to make some adjustments and go forward so i don't know you've already had the presentation with the at some new level so if there's any questions we can take that if you want to take action on it consider that as well any questions lord um mrs nybar and then mr wrigley i'm excited about being trained and i just i'm wondering are we going to get some communication about how we're building that into our schedule with our meetings or workshops or that type of thing if you're saying before july when do you think we might have a schedule for that that's a really good question i will work on that just want to make sure i can come there questions or comments oh sorry mr wrigley not very long

331one i just want to compliment dr robins and his staff when this came out i was really concerned how we were going to address this there are some districts that have moved forward with that that have been catastrophic i think from my point of view and how they dealt with that and their patrons have not been very happy with that also and their staff have even quit i think this is open to the public they can see it it doesn't have any of the major issues on diversity inclusion that have been across the country in it i think we've done a very core principle job on doing this i'm excited about seeing it come in i just like the way that sunlight works and the administration has worked with them to put together a good

332solution to this mandated training that we've had to do uh that's going to uplift our staff rather than make our staff feel bad about themselves so thank you so much now i i just want to comment on that too steve i i think as you mentioned from the start this is a very complex and difficult issue and you know i don't think by any means this is perfect i i think even in the training you know i it really does challenge your values and your beliefs but hopefully we can continue to improve that and as you mentioned that it it's in a unifying way instead of something that divides us but um i think you know all of us can react differently based on our own lived experiences and i think that's why that makes

333this even more challenging but i appreciate all of our administration and our principal's willingness to have this conversation and to consider different perspectives and also to give me feedback on things that they you know maybe liked or disliked in this but i agree i feel like it's it has been um much more peaceable than maybe it could have been and you know that's a tribute to our community the board our leadership our principals our teachers and our staff as we work through these our families so thank you what i really like about this is that we just didn't rush forward and say everybody thou shalt all take this we're going at a slow pace we'll let the administration take the board we'll let you take it we'll get some more input and that we when

334it finally goes out to the russ's staff we'll have a better product uh it looks really good now but we need some tweaks as you said but we're just not going to throw it out there and say take it in the next couple months you've got to schedule for july then we'll be from there we'll move it out and roll it out and hopefully uh by the board taking it and uh for administration then we'll be able to get the kinks and if there's any issues on that we'll be able to address that then okay thank you so this this is listed as possible action so motion would be in order i'm just trying to figure out what the motion would be reading through this thinking i'm not seeing what we're making a motion to

335approve um yeah so essentially at some point the board needs to approve the um training materials as required by 277 328 and what's being presented are the training materials um that that has been created in conjunction with sunlight works which is the agenda item just doesn't reflect what emotion would be to prove what it is we're doing so are you wanting me to suggest some wording for emotion okay you want to pay bring it back superintendent is that okay okay all right we will bring it back and with wording and there may be wisdom in that i mean the state hasn't released those modules yet so i think once we get those and just how those fit with what we're doing that probably makes sense to pull that together at that time so okay sounds

336good well that concludes the items on the agenda for this evening i will turn time over for comments from superintendent robbins and then from business administrator mr wilcox i just want to follow up on principal nywalker's comments about social work week and [Music] special thanks to all of our social workers counselors all of those individuals in our district that have really stepped up and supported our students in student services and brian's team during this hard time they're much much appreciated and also krista pippen from ceas here every board meeting we meet monthly i just really appreciate our teachers support and collaboration that we enjoy working together so thank her on our team thank you mr wilcox yeah just the one one item uh last meeting since last meeting we've had parent-teacher conferences just want to

337thank all the teachers i always look forward to that to go into with my boys so it's always very informative so they're always so well prepared and so well done so just thank you to all the teachers for hosting those thank you okay um board comments let's start down here with mr millerberg during our meeting probably about an hour and a half ago um my son sent me a text and it was uh one of those things that comes up that says two years ago today two years ago schools shut down around the world these are the biggest impacts and i give the list of impacts that have taken place i just want to say thank you to everybody that's still standing i'm done thank you mrs arnold i'm thinking that all the administration who

338comes here every tuesday that we have board meetings and stays with us until 11 11 30 12 o'clock at night should talk to the board about having a late start on wednesday mornings [Music] other than that i would like to either that or ask us to do an early out so we can get out of here before 11 11 30 12 o'clock at night anyway just thank you to all of you thank you mrs oakes beware the ides of march right um it seems like yeah the neighbors go late thank you for everyone um and your involvements there's been a lot of people that have presented to us today you recognize it's taken hours and hours of effort you guys go above and beyond on a consistent basis and we're really grateful for your help

339we know we fire a million questions at you and you're always so gracious and professional and probably inside you're like really that's a lot so um thank you for your patience with us as a board um i know that my fellow board members and i try and be thorough and sometimes that's at your time and expense um i i just wanted to put a shout out to some of the artistic things i've been able to attend lately um i got to go to concerto night at corner canyon high school i was able to um go and watch indian hills middle school participate in the middle school art fest they take a an ikea chair and create something and then they um it's a contest between all the middle schools against each other it's for riot

340it was a lot of fun and it was amazing to see um the stained glass guest artists at mon peak elementary school had over to the school they have created and i encourage any of you that can actually go on march 28th for the grand reveal but they had the students actually get together and draw what they felt like their school looked like and and how to represent that and then um painstakingly as the community they have put this together with stained glass it's an amazing piece of art it's going to stay in the school for years to come and then in the process the kids also got to make stained glass ornaments together so i took my youngest with me over there and it was delightful and so fun to see the kids working

341together um they principal um stacy is pretty amazing i have to say she's created some real magic over there along with some of her bts and her brain booster teachers as as we heard from them today and i was grateful for for all those that came to share and and speak with the board anyway have a great night thank you everyone thank you mr wrigley uh just want to express my appreciation to our rt people tonight i haven't popped all night long they got me a wind guard on my mic i don't know who was doing that i got to send him a thank you note but anyway i've been popping for a year and a half here on this mic so thank you uh it was really sort of nice for somebody who sings

342and uses mics this is great i also want to express my appreciation to our board members our administration um when i when i got on the board and a couple of us it was not unusual to have a pretty easy night sometimes and have you have one topic every you look at our agendas they're crazy as far as things this is amazing how many things and issues we have to deal with and how much time it takes for the administration we're dealing with some major issues and we do long nights but we really are doing good work we really are moving the district forward and we're dealing with some issues that i thought we'd never have to deal with on the school board so thank you for your cooperation and working with this um these

343are hard things to deal with and still stay together as a board so thank you mrs nybar i wanted to express my appreciation also for the level of preparation for everything on the agenda and to all the administrative powers that be in those presentations thank you so much uh i wanted to also thank our teachers i was unable to attend parent teacher conference because the in-person parent teacher conference was our board night but i just wanted to throw an idea out there we had a great scc member at draper park middle school jen morrison that came up with an idea that there was a thank you table for all of the parents and students to write thank yous to their teachers and they organized and made sure that every teacher receives some thanks and and

344any anyone who who can see through the eyes of a teacher those parent-teacher conference nights are very long and the level of preparation those teachers go through to do that i just think that would be a wonderful tradition for our district to possibly adopt in the future um i uh i i related to mont's message about where we were two years ago and i i believe there's some really amazing things that have come from covid you know i'm reminded of that song i get knocked down but i get up again um but we really have have grown i believe and this strategic plan i think has come into fruition partly because we've really recognized the power of connection and to keep our our kids engaged and and i'm really excited for seeing that come emotion

345and when we're talking about um school counselors and and i believe a theme throughout this night was was the mental health of our students and making sure they're thriving and i wanted you to know there was an amazing conference this last weekend there is a group of parents that have put to put together this this conference for uh high schoolers and they have ambassadors from corner canyon alta jordan hillcrest brighton skyline riverton bingham harriman and copper hills they have speakers come their purpose is to help students learn how to show kindness how to have unity and connect with one another and uh one of the guest speakers was steve nelson sharp which is one of the piano guys he's a celloist and he talked about how his adhd was a weakness his whole life and

346he was dif it was very difficult for him and he didn't feel smart but once he got a cello in his hands his adhd became a superpower and it became a strength to him and his music and he talked about harnessing our power within and not comparing ourselves to others and and to he said he said this is where i'm thinking of that those lyrics i get knocked down he said when you fail at something promise me you'll get back up and say i got this with a big smile anyway they also had a byu kicker there it was amazing i pulled into that parking lot and it was packed to the gills they had over 400 kids just an event right it was hosted at apa but i just wanted to to bring that

347to our attention as a district that we may maybe look at also maybe sponsoring one of their their events and it was really neat to see these kids that have felt maybe like they've lost a little bit of that connection to have that and that conference and and what a neat experience that was and um grateful for wonderful parents to to see that need and to fulfill it i i lastly sorry this is so long but one other thing i just wanted to highlight some students really quickly there was a student at draper park middle school that reached out to me he has created these articles about native americans and their story stories and i just thought we have so many talented students in our district and how we can highlight them and help them

348feel success with all the things they're doing even outside of school a second grader at draper elementary they put together a petition for their dli chinese teacher because they'd read a short story and i believe it was from wonders online about putting together a petition and these students decided they wanted a classroom pet and so they signed this big petition about getting a hamster they actually talked about how they would raise money with their parents to get the cage and the food and they would take turns on the weekends and albeit that teacher has agreed and they now have a classroom pet and this second grader was ecstatic to tell me about how she's making a difference in her school so i think those are wonderful stories of success that we are doing something right

349and what amazing kids we have and that's all thanks thank you mr schill okay i'm going to try to talk fast but i'm really tired so i don't if i can do it um so i attended the last student advisory council and i've never been to the very last meeting before and it was really great to be at the last meeting and kind of talk to the kids about what they've learned and any suggestions they had for us and they actually had some really good suggestions so i hope that we will consider them i'm not going to say what they are but people there know what they are um we also nancy and i um and the superintendent and leon we all did a tour of the new brighton high school with the mayor and

350city council of college heights and they really enjoyed seeing the school and it is really beautiful and i'm just really grateful that our students have that building and that our voters voted for that um also brighton had this school community council theater luncheon and that's where they invite all the principals scc pta chairs and presidents from all the schools and that was really great we haven't done that for two years and it's a tradition that nancy and i have both um participated in for years and when we were chairs we did it and it was actually nancy's idea to start it and it's really great and we just love that they're continuing that tradition i want to thank charlie susan and kayla they just did an awesome job and as always they are just incredible

351up there and just experts and i always um talking to them and seeing what they're doing and asking for their help so they're awesome um i want to add i know cindy left but i want to add one other thing that i would like us to talk about with the draper park middle school schedule and that is i i was not on the board i don't think any of us were on the board but possibly steve when we actually made the change to the sixth period date so i i'm just wondering if you can give us a history like why did we decide the sixth period day anyway i'd like i mean i think that would be helpful for us as a board and that is all my comments thank you thank you um i

352i know it's late but i just want to share an incredible experience i had yesterday morning i was invited to volunteer in a high school math teacher at jordan high she invited us to come and she had set up these different rotation things and i got to have one station and the kids rotated and i learned we learned about polygons it was a review for a test learned about polygons and rotational symmetry and i mean those those kids taught me but they were amazing how well they understood how well behaved they were and and the teacher sent me a thank you note which um i i i'm just going to go ahead and read it it was from a student thank you miss kingi for your help because it was a bit difficult for me

353and you were there and able to give me hints and work it out with me on the ones i didn't understand so i got a glimpse of what it's like to be a teacher and to make just a little bit of a difference in a student's life and and it's just pretty amazing and i've been so ever since and i've been thinking about rotational symmetry and for those of you that don't know what it is with polygons okay so there's polygons that are all different shapes right they have different number of sides and you take 360 and you divide it by the number of sides that the shape has and that's the degree of symmetry that it has and but but the thought that i've been thinking about is it it starts with the circle

354and 360 degrees and then each individual shape all fits within that same circle but is so unique and has their own unique characteristics and things but but the common but there is that commonality of we start here and we go all the way around and we come back and um anyway it was just pretty exciting for me and it it was kind of a bucket filler experience so i'm grateful for the teachers that do a good job and helping the students every day and and i know there's a lot of stresses and strains about teaching but i got a glimpse of some of the rewards as well so um if there's not anything else i declare the meeting adjourned thank you all