Board Meeting Live Stream - 1/6/26

001We've got we only got a quarter, so it's fine. All right. It is January 6th, 2026. This is our 7:00 board meeting. We're going to begin by indicating who is here. We're going to start with Clark because it's all the way on the other side of home. Clark Nelson, >> Karen Wender, >> Chris Wyn, >> Connie Burgess, >> Kim Chandler, Julie Jackson, >> Bob Hubber, Ben Worsley, >> Nicole McDermott. All right. Um, we're going to first of all welcome those people who are here visiting. Thank you so much. Uh, PTA, would you mind standing up and being recognized? Michelle, vice chair. Amy Warren, your house president. >> Michelle Steve, Granger President. >> Thank you for being here. GA >> Children's President Granite Office Professionals, uh, middle managers, it's a very light meeting today because students

002are not back. Uh, GAPA, GF, um, elected officials, GASA. We have an administrator here. And while she's up, we're going to have her come up here because she's going to lead us in our pledge of allegiance. [laughter] >> All right. If everyone will please stand and join join in the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. >> All right. And our reverence is actually Hunter High School. Um, and Jen, are you going to introduce it or >> But so is my coach. Perfect. Come on up. We'd love to hear. >> So, I'm Jen Johnson. I'm the principal at Hunter High School. And in a moment, um,

003my some of my amazing students are going to share the reverence for tonight. And I will have the opportunity here and introduce my amazing debate coach, Kristen Owens, that will explain to you better than I will what these kids will be doing for the reverends tonight. Last year, as my first year at Hunter, I had the opportunity to go and watch a debate tournament. And if you have never experienced that, which I hadn't until last year, I was blown away. And I got to spend a a few Saturdays watching our kids compete and perform. And I remember leaving and like texting Kristen and I was like, "Oh my gosh, this is incredible." And and I have become kind of a like, you know, like a nerdy super fan of my debate kids because what they

004do is incredible. And so the fact that they get to share a little bit with you tonight, their talents and their skills, I'm so proud of you all. But I am going to turn the time over to Kristen Owens, who is one of our teachers at Hunter High. She's a social studies teacher, but she's also my debate coach, and she's going to explain a little bit better what they're going to do. >> While she's explaining, we'll invite the board members to go down and and have a seat. >> Great. Thank you so much. Well, um I'm the debate coach at Hunter High School, as well as a socialized teacher, as Jen said. Um and um we're often debates often thought of as only one thing, just debate events, but we actually have over 12 different

005um region events that students compete in in additional to in addition to other kind of extra events they do throughout the year. Sorry, it's kind of weird to be positioned this way and then have everyone like, okay, so um tonight I have three students that will be presenting selections of their events since we have somewhat limited time. um they've edited down their materials so that instead of showing you just what one event looks like and what one student's capable of, we're kind of smooshing in three different students representing three different events and um different grades at the same time. So, if they'll come on down, including our team president, I'll introduce them before they do their performance, just so you have some context for what their event is. And I do have to brag a

006little bit on my team because um for our uh our success last year, we actually won the leading chapter award um which only about 250 schools in the nation achieve every year. Um there are two debate districts in the state of Utah and for our debate district um um over 35 schools we were the number one school. So, um, and that's thanks to students like this. So, first, um, I'm going to have Quinn Tran, who's a senior this year on our team, uh, present his informative speech to you. Um, informative is usually a 7 to 10 minute speech. It can use visual aids, but it doesn't have to. And its general purpose is to inform or to teach you about something that you most likely don't already know about. So, um, with that, I'll put

007Quinn on the floor. Please mic just go. >> All right. >> So, just a little bit about myself. My name is Quinn Tran. Um, funnily enough, this is my first year at Huner, but I love the speech. So, the event I do is called formative. She explained it. I'm just going to try to teach you guys something. >> You can time yourself if you'd rather. Yeah. Yeah, just to make sure I communication is key. This is something we've all heard at least once in our life. You probably heard it when you're a child. You probably heard from an adult, a teacher, or just any adult leader for that matter. But why do we hear it so much? Why do we hear this phrase over and over again? And when I was thinking of this question,

008I realized because it's true. But what does that mean? What is communication? If I were to ask you what communication was or ask a random person on the street, the typical answer is it's how you talk to each other. While this definition isn't incorrect, I want to propose a different answer. And communication is simply giving information from one person to another. Take for example this very moment right now. I am communicating to each and every one of you guys. You guys aren't talking back and you're not having a conversation, but I'm communicating. This is because I'm giving my information through my vis visual and my vocal image. I'm taking my information and I'm giving it to you guys. So now that we know what communication is, how do we communicate? Once again, very simple answer

009on the surface, but it goes in a little deeper. Simply put, I am talking. Yes. But this is what I like to call my vocal image. There are two main components in communication. That is visual and vocal. Vocal is my voice. It is how you are hearing me right now. Even if I look away from you guys, you guys can still hear me. Vocal is how you get the words out. And how you use your voice is very important in how that information is transmitted. If I were to talk like this, that you guys and this not only limits the amount of information I can give to everyone, this also lowers my confidence. When I seem less confident, I seem less credible. When I seem less credible, nobody wants to listen to me. There's a

010rule I learned about studying communication and that's everybody wants to be heard and everybody wants to be listened to. At the end of the day, this is why we communicate. This is why we talk to each other. We want to be heard as a person. But if you can't make yourself be. So, how do you fix your volume? Because a lot of people, they find this as the most struggling part when it comes to the voice. Notice I'm not screaming at you. This is really unsettling and uncomfortable. Yes, you can hear me from all the way across the room, but it's it's weird. If I talk like this, nothing. So, how do you talk at the right volume? Be as loud as the room. I want to make sure that I can find a line

011where the back row is just enough to where the back people can hear me, but not too loud the front people are overwhelmed. I want to find a good middle ground where everybody can hear my voice and it's in this echo chamber where all the information I'm saying can be relayed to you guys. Another small thing I'm doing with my voice is I'm taking pauses. Imagine if during this speech I talk like this super fast and I were to talk about really important points about how communication is all these things, visual image, focal image, and how these things are so important. You want to hear your voice, your time, your pacing. You don't remember what I just said. That's because I didn't give you guys time to process what I said. And this is why

012this is where I want to introduce the idea of pausing after a statement. When I pause after a statement, it gives you guys time to think about what I'm saying. And you can think about what I'm saying. You can actually use that information. You can store it. Notice how you're processing what I'm saying right now. Notice how you're processing it again. If I didn't give you that time to think about it, then that thought would have just left your mind. But what these pauses also do is they get rid of my thumbs and my eyes. These are my filler words. These filler words negatively impact my image. If I seem kind of nervous about this and um and you see how you're already starting to notice a shift in my demeanor, you're starting to question

013my credibility. This is why your credibility is important. So you want to use pauses strategically in order to let your audience process. You can use them in order to increase your credibility. So when it comes to bulk of the image, the main components I want you guys to remember it by the end of this speech because you're not going to remember everything. You guys can remember parts pausing and following. Be as loud as the room and make sure you pause to process it. But if you guys remember when I talked about communication, there's also the visual part. If I look nervous once again, credibility goes down. I'll get back to that later. But my visual image seems disconnected right now. Why? Because I'm not talking with my hands. I'm not making eye contact. I'm not

014connecting with my audience. I can still connect with my audience without my hands, but when I use my hands, it enhances the words that I'm saying. They're not just doing random motions either. So, how do I use my hands? Use it to reflect your words. Talk with your hands. When I give my information to you, see, I'm taking the words. I'm giving it to you guys. This is just how you use your hands. But where should you place it? Down here, I already look more nervous. Up here, way too distracting. So, what I created was the sphere of confidence or the sphere of power. Keep it from your shoulders down to your waist. You can hear and your hands seem like they know what they're doing. It's actually enhancing your words now instead of looking

015right here. But what about eye contact? This is probably the most important part. But the hardest, we all know why it's important. It's because you can connect to your audience. Notice how when I look at you, I'm not talking to you. If I'm looking at the floor, I'm not connecting to my audience. But when I look at you, I'm talking to you. And this creates communication that it's very clear line and it's more personal. Cuz now it's not just words that you're hearing. It's words that I'm saying to you. So this is how you make eye contact. But there's something I've been talking about this whole time. That's your credibility. How can you seem more credible the most? That is honestly sounds a lot easier, but you just have to be more confident. If you

016keep letting your mistakes bring you down, you're not going to grow. Mistakes happen. And if you I want you guys to remember the time you guys had an embarrassing moment. Like really easy. You guys could have like tripped up the stairs, thrown up in class. It's really easy for you guys to remember an embarrassing moment about yourself. If you try to think of an embarrassing moment that a peer that a friend of yours had, it's a lot harder. And that's because nobody else remembers your mistakes. So when you remember your own mistakes, you have the power. You can either let that break you down or build you up. Have confidence each time. You might make a mistake during a speech, not even during a speech, but during anything, but don't let that take your confidence.

017Give yourself that power because you know you're the only one that remembers it. Throughout this whole speech is basically how you can communicate better. When it comes to your vocal image, I want you guys to try to just be as loud as the room and implement pauses. You guys will exponentially see your when it comes to your visuals. Try to talk with your hands and make more eye contact because you actually get to connect with your audience. That is the most important part because you are seen. >> [applause] [applause] >> Okay, our next student that's going to come up is um one of our congressional debaters and she's going to give an affirmative response um to the following bill, which I'm going to read so you have context for it. So um Congress is just

018like a mock Congress. Um there are affirmative and negative speeches on bills that are written by students um from schools throughout the state um like the bill that I'm about to read. So this is a bill to grant citizenship to dreamers being enacted by this Congress that section one the United States shall grant citizenship to all who were given DACA status. Section two all individuals who are living under DACA deferred action for childhood arrivals program will be granted US citizenship. This provides access for children with parents who don't have US citization to become a US citizen. Section three, this will be overseen and funded by the Department of Health and Human Services and the Department of Homeland Security. Section four, this will be implemented at the beginning of 2027. Section five, all laws in conflict

019with this legislation are here hereby declared null and void. And so Moana Fitzmanu is going to give an affirmative speech and afterwards typically um a student is expected to answer a few questions from um their other legislators in the room and if you guys would like to fulfill that role at the end of her speech, I think she would appreciate that. >> My name is Rich. I am first year in I'm going to three main reasons I am informed affirmation of the bill citizenship for first of all because most trainers are already trained in the workforce. They are already contributing to US businesses. Secondly, because they contribute a lot federal, state, and state taxes as well. And lastly, because they've been members of the community for years, they've been contributing as citizens and they should

020be treated as such. First off, most dreamers are already trained in workforce. Going forward in 2025, 1.5 million, that is almost 23 of all trainers in the US, they are all trained in the workforce and they are all working jobs. They are all contributing to these businesses. They're earning money and they are giving back to the economy. They are helping to people and they have not done anything to war not being engaged. American Congress says they contribute about $6 billion in federal taxes every year and $3 billion in state and local taxes every year as well. If they can be contributing to society citizens, why should they contribute to such and members of the community for years already? So that 9 billion that I just mentioned in Texas that's been going on for about 20

021years. They've been having that over and over every single year for 20 years. So US in 2022 they confirmed that trainers entered the US as little kids. They were about six to seven when they are all about 30 years old. They have been here for almost almost for over 20 years decades they have been living as people in our community. They have been part of their local things culturally, socially and economically and they should be granted citizenship to solidify their place into society and to protect them. As I mentioned earlier, they are trained in the workforce, but National Library of Medicine, they confirmed that that undocumented people are a lot easier to take advantage of workers. Employers can skirt minimum wage that can just not be like pay. This is incredibly harmful to these people.

022And while they are citizens, they are still working people in the US and they were granted liability. They were granted the right to stay here as recipients. We should be protecting these workers. They shouldn't just be casting them aside because their parents decided they were going to bring their little kids. They did not have a choice in this. And I can't imagine that a six-year-old had intentions coming to their parents. These are little kids that were forced that were forced into the country by their and they have learned to take that in and they have grown up and they have begun to contribute to society, to contribute to taxes and to contribute to their communities. And so this is why I think that we should support this bill to bring citizenship to dreamers. And maybe

023in supporting this bill, I can walk into this room one day and see a lot more dreamers and I can see a lot of people who look like. Thank you. >> [applause] >> Oh, come on. Give her a little bit of a challenge. >> What do you think is the biggest benefit to giving citizenship to >> uh United States? >> Well, first of all, they contribute to federal taxes, local taxes, state taxes. They have to um be As I said, they are working. They are earning money and they are giving back to one of the biggest as >> what would be your response to the biggest argument against that? So, think of your opponent side of this conversation. How would you respond? >> Many people say that this bill would encourage more people to immigrate

024illegally to the US, but that's just not true. encourage people but it won't change anything your status recipients were cut off in 2012. Nobody knew who can receive this this status. So nobody knew will become citizens if we pass this bill. It's just the people who were brought here as kids and have grown up for 20 years in this country. So nobody else should be encouraged to enter. >> [applause] >> And then lastly, um Kiana is going to come up and do her dramatic interpretation. Um I she'll state this in her introduction as well. Um but it does contain um some sensitive material. Um violence, um drug cartels. We'll leave it at that. I didn't say DI is a 7 to 10 minute event. Um it is memorized from a script that is cut by

025the student from a pre-ex existing piece and then because it's dramatic interp it is very dramatic in nature. >> Hi everyone, my name is Keon Luong. Um like she said, she did just give a brief introduction of my events. Um it's dramatic interpretation and I'm not memorized on my piece for this year. I'm almost there. I'm this close. So, I will be covering my piece from last year, just so you guys are aware. Um, but a quick trigger warning. It does mention things such as integration, brain, violence, death, decapitation, and like she said, um, drugs like Okay. Um, I'll begin my right now. You are my lawyer. No. You want me to stay in America? Yes. It has been a very long journey, but I have no other choice. Do you want to know my

026story? My cousin told me to tell you the word asylum. It is supposed to be a magic word as you know. Okay. My name is Inest. I moved here from St. Nonetheless, it is a very bad place. Do you know it? I cannot stand any longer or I would die. The Miles would get me. This piece is about a young girl named Venus trying to convince her to help her stay in America because the place where she was born is unsafe and her staying there could result in her being either raped or killed. I chose this piece because I I have many family members who have tried to immigrate to America from Mexico. And while some of them were given that opportunity, others were sadly not given that chance at a better life. This is

027remember one word by Tammy Peters. We did not always have to worry about the virus. We had a small home. It was nice. We even had a new floor, not dirt like our neighbors. My mama was beautiful and she would increase his cloth on the walls to make our rooms pretty crazy. My papa was strong and he worked for the faculty. He had a bowing voice that sounded like thunder in a rainstorm. There were two of us kids, me and my older brother Tomas. I even had a little dog. It was all mine. We would not be until I I pretend we talk about how bad President Osa was for our country. What the government had begun, he wanted to do something, maybe form a protest or start a strike. My mom begged not to

028do anything. The next day, Antonio, one of our neighbors who worked for Pop, ran into our home gasping, "He's dead. Your husband was yelling yelling about corruption and the shot shot him. After that that left my mom all alone the two of us. So she would have to find work. There were not many options. So she wanted to make us. When she worked we did pretty good but there was not always much food. So me and Thomas would go hunting. Sometimes we would go to the church and then come to the royal when I'm in the background. Other times we go to the go to the bakery and ask for bread or something. But there were times when we could not find any food. So we would have to make a game to keep our

029minds on black hunger. My favorite game was explorers. Me and Thomas would look for treasure at the garage and he would use what he thought to make beautiful pieces of jewelry for me and my mom and my mom loved it too. She would always go into all the neighbors saying how her son was going to be famous artist someday. That's how the house had his hand. He was ravaging old garbage can on the cut to mid cuz it's right there. It's formed the perfect center circle. Thomas called it his smile. His hand was always smelling everything in the world. That's how he was. Wanted to do something to help provide for me and my mom, but there were not many options. After all, he was only 13 at that time unless he joined the Mars

030games. But Thomas never joined them. He hated them in everything that they did. They would move drugs through drugs through our cities and they would take women out of their homes in the middle of the night and break them in the streets. But still they sent the coders trying to recruit him. One day he must even got so irritated with them that he spit in the face of the boy delivering the message. That was a huge mistake. That night after the sunset, Tomas did not come home, but he always came home. When the sun went down, we would hear the gunshots. We would hear the screams. Sometimes in the morning, we would find bullet marks on the side of the door home. He always came home. That night, Mama and I stayed up for hours

031waiting for him, hoping he would come in the door. But he never did. Eventually, mama sent me off the bed and said I should try to get some sleep. But when I reach the bed, how could I sleep without a protective arm around me? Eventually, I saw the sun start to come up and I ran out of my room to see if Tomas was there, but he wasn't. That's when I noticed that there was something outside the front door. So I opened it and saw a big basket with a lid on it like but it wasn't ours. I was curious what was inside. So I car and began taking the lid off the basket. I finished taking the lid off and I still cut the buffy part. Oh, everything in the basket. Arms, leg, hands,

032feet. That's when I saw one of the hands. Who wants to smiley scar? You might have with a tick hand. I sat there for a moment and then my mom called me in. Yes. What do you think? But how do I describe this to her? How do I tell her that her little boy is in front of me dead in this basket? Alas, I didn't pass them. Mama pushed past me and when she saw she screamed in horror, THEY MADE ME UP. My baby, what did they do to you? Mom fell to the floor crying and all I could do was sit there and hold her and cry with her. Then I heard something like laughter. So I got up and in the field by our house and saw a group of boys around the

033monster playing goofball, but it was too early. The sun had not even fully come up yet. What are we doing here? I wanted to scream, "Go home. Can't you see my brother is dead? There is no one for joy. Please just go. But there was a love in my throat where they were not for and that's when I noticed what they were playing with was not it was misshapened. The colors were off. It was the head of Kumas. They were kicking around my brother's head. At that moment, I passed out. When I woke up, my mom was destined to have me leave San Pedro Sula as soon as I could. Why? For can come after me next. If I were lucky, I would be one of their goiers. But more likely, I would be one

034of their girls. would be brave whenever they wanted or I would be sold to someone who would use me for the same thing. The only other option is I would probably be killed. The sister of Tomas who spits in one of their faces. What kind of life would that be? No. Mama has a cousin in Houston. She wrote to him so he knows I am coming. He told me to tell you the word asylum. He said if I told it to you that you would help me please. I cannot go back to San Juula. If you send me back, I will be raped or killed. Won't you help me? Thank you. [applause] [applause] And I'd just like to put a quick plug in. We have a very long season. Um we need judges for every

035tournament that we compete at. Um usually because we have many more students than this about seven to 10 judges per weekend and we compete about 13 to 14 times a year. Um we still have um about four or five tournaments left. So if you have any interest in judging speech and debate, we're happy to train you and we would love your help. So, please reach out to myself, Kristen Owens, or Jen, our principal, and I would be happy to share our competition schedule with you, and we could really, really use your help. Thank you. [applause] Oh, >> thanks you guys. We appreciate you being here. >> And good luck to the rest of your season. >> Thank you so much. Thank you. >> Thank you. >> All right. We're going to go ahead and move

036on to our good news minute. Um, Clark, we're going to start with you. Is that okay? >> We've been closed, so I'm going to defer my time to others. I guess I'll say this. Uh, over the break, I had a chance to uh attend a bunch of um athletic events. And so, thanks goes out to uh our administrators and coaches who are still spending time with our students uh over the long break. and as well as a huge thanks to our counselors uh at the secondary level who are dealing with uh second semester starting tomorrow morning very dark and early. I've had the opportunity to go to some choir concerts which have been fantastic. I'll always um you know Christmas it brings [clears throat] on a lot of holiday things you know celebrations and so

037I was able to go to Granger's choir concert which was fantastic. Likewise, Clark, I've been a attending some swim meets and um love seeing the different competitions that go there. Everyone from the proficient divers to those who are barely learning how to get off the block. So, um that's been fun. But the highlight is actually Valley Jr. always does a thing called Winterfest. And it is basically a holiday school store where kids save up behavior points, good behavior points, and then they use those as their currency to purchase gifts most often for their their younger siblings and parents. And it takes an army of volunteers to make that store run. everything from early on getting recruiting donations u monetary donations as well as just gifts being donated to meeting up to pricing each item and

038then the actual event of running the store and so we've I think we had at least 20 volunteers there and uh kids are excited it's it's a very good program um so it it was very fun to participate in I look forward to that every here. So, it's good. Chris, >> um I also got to go to a few choir and Christmas performances and they're always so much fun. Um I want to mention one in particular. I went to Pleasant Greens. Um my granddaughter goes there so I was going for double duty board and also to watch her. But what I was really loved about that performance is they had each grade, you know, do their song and come off. They also had their um essential elements class, their e special um ed class come

039and they did a song and it was the cutest thing I've ever seen and um it kind of just made my whole Christmas cuz every time during Christmas it got a little crazy. I thought back to that song and it was so cute. Um also Magna Steam PTA, I just want to thank them. They had me come in and and I got to read to the fourth grade the Polar Express. Um but that school and that community, that PTA provided a box of cereal per student and pajamas for the student. So they they rotated stations and they did um like the hot chocolate in the cafeteria area and then they got to do um a craft and then they came in and got to hear Polar Express and um they rotated through the whole school.

040It took most of the day and um it was a really fun experience and even those fourth graders are still they're kids, right? And so they still have that magic with with the Christmas spirit with them and it was so much fun. Um and then my last thing is most of our schools do some kind of um charity event at the at the end of the Christmas break and um see the causes Cypresses and they always just those SBOs's work their tails off for our community and I appreciate their hard work to support our food pantry. um they I don't know if they actually met their goal, but it was really close if they didn't. And um I want to thank our community for their support. They they show up for our our kids and

041um I just really appreciate their efforts. >> Thanks, Chris. Connie, ditto, to everything that's um been said. Also thanks to um the teachers who expressed thanks that they didn't go back the kids didn't go back to school Monday nor today and the teachers had time to prepare and that they could enjoy the Christmas break because they didn't have to worry about preparing until Monday. So, I appreciate that very much. And um it's been fun to go to some u many of the athletic events um while they were while the kids were on break, but moratoriums, I don't know how they were if they had moratoriums to practice um to not practice [clears throat] because they stayed pretty busy. So, thanks Connie. Kim, >> thanks for mentioning the the break, Connie. I was going to refer

042to the same thing. Um, just wanted to say how much I appreciated the longer Christmas break we just had, allowing a much increased focus on family time, holiday gatherings, things that are super important to our kids, especially [clears throat] at this time of year. So, thank you to those responsible for that calendar decision. Oh, wait. Was that us? >> [laughter] >> Yep. No, all of you. All of you. So, I think that worked out really well and I know like Connie said, some teachers have shared their appreciation for this as well. So, just wanted to point that out. And then looking forward to uh one of the big things that draws our attention very first of the year is always the legislature um legislative session coming up and looking forward to hearing Ben's and Todd's

043preview for us this evening. So, thanks. I got to go to a lot of Christmas concerts and things like that. And at um Upland Terrace, I was sitting there and the fourth graders came out and there's a little girl who had like headphones on and she wasn't singing really, but she was doing the actions and the lady sitting next to me, it became very clear was her mother and started sobbing and is videoing everything, but she's like sobbing and and I eventually am like, "Okay, I'm sorry. I'm on the school board. can you tell me this story? I need to hear whatever this is. And she says, I that this is the first time my child's ever been able to participate in any event with the traditional kids. And the fact that I found that

044after all the work my teachers have put in that they finally found the thing that helps my kid participate is so big. And this is probably the highlight of all of our Christmas. And I just thought um you know and I'm crying while she's telling me and everything. Um I also got to go to uh so great job upland Terrace. That's what I wanted to say there. I also got to go to Skylines um dance concert and oh my gosh again uh they it's not just dancing. It is art. It's fullon expression over there. These guys are making statements with their dance such that I'm over here sobbing and thinking about important things in my life based on what these students are trying to communicate to me and it was just absolutely incredible. I would

045have paid $50 to go to that concert. Um it it was so good. Um, and I just wanted to also make sure to take a minute to recognize that we um we unveiled at Olympus High the Matt Barnes uh what do I call that? Basketball court. We we named the court after Coach Barnes. And Coach Barnes is at this point the third winningest coach in Utah history. Um, and he hasn't even reached near close for retirement. He will definitely reach the level of the most winningest coach if you ask me. That's awesome. And he stood up and went through all of the talked about all the coaches, talked about all of his students from 1995, which is when I went there. The the like some of my own friends were there and he's talking about

046memories with them. But you know, the most important thing is that coach Barnes has this bowling class, first period, and he invites as many seniors to be in that class as can possibly be. And my kids have been in that class. And he knows everything about every kid in that class. And I I don't know, but it might be a class size of a hundred. Like, it is enormous. And he handles this all by himself. and his goal is to create unity within this group of students and he does it. And uh also all of my kids are incredible bowlers because of coach Barnes. Thank you. Um my update includes I I got to go out to Bakus Elementary. Uh the Jazz Bear was there and got to play some games with the kids and

047they were super excited. Um thanks to Mark Miller Subaru. They brought some joy and excitement to that school and those kids and they they had a really great time. And if you want to see the pictures, the admin totally they could have rivaled um Dr. How and his elf costume. Um uh so so much fun and just the kids just were so excited about the the Jaz Bear being there and the gifts that they got. Um, I did have a meeting just kind of just so you guys are all aware about the Taylor's Full remodel and had some parents come and meet with us and the community is so excited. We're so excited about this remodel that happened. This is different than this is the the addition that's going on to Taylorville. We talked about

048some things the the parents expressed some desires for what's happening there and I think it was a really productive uh conversation. And then um also kind of along that same vein, the Taylor'sville Auditorium is under construction right now and we couldn't be more thrilled, which sounds really weird, but it is. They've tore out the seats. I got an updated picture from the seats being torn out. The the floor has been painted and uh the holes filled and they're going to get ready to put the the new seats in there. So, we're super excited about that. Um the highlight I will say though was I was here at the district office. I believe it was on Tuesday the 23rd. Is that correct? Anyway, I was here and I was on my way out and I said

049to Heidi, "Why are you guys still here?" And she said, "Well, Ben's going to get on at 3:00 and dismiss everybody." And it was 2:45. And I said, "Well, can I do it?" I said, "I'm Ben's boss, so I could really do it, right?" [laughter] So, I uh >> That's what I said. So, I got on and I got to I I got to dismiss everybody about 45 minutes early. Everybody except for Justin Nagley. He was not allowed to go. Um, [laughter] but it was actually kind of fun. But I I just want to acknowledge and recognize that we did still have employees that were working hard even that week right before Christmas all the way up until the 23rd. And appreciate that that we do have hardworking employees and hardworking people that that work

050for us and that that have a dedication to our kids and I appreciate all that they do. So, that is mine and we're going to go ahead and move on. I don't see any elected officials here and we don't have anyone signed up for public comment. I just want to double check. Um, so we're going to go ahead and move on to our consent items. These are things that we've had uh for the last few days, last little while. Um, and been able to ask questions about. If there are no further questions, I will go ahead and entertain a motion. We do have I do have one amendment though and Chris I've asked her to do it. Um but Jared Gardner has requested just because we need to get a a bid a different bid

051for the Cottonwood High School performing arts department their trip to Southern California. We need to get a bid for the bus. So we are actually going to pull that from the consent agenda. So Chris has a motion for that. But is there any other questions before we have a motion? >> I have a request but we can do it after the motion. >> Okay. Okay. Um, I move we accept the consent agenda with the exception of the charter bus services for Cottonwood High performing arts travel. >> I'll second that. >> We have a motion and a second. >> I would like to just request in the minutes of our last board meeting when we're talking about the Cottonwood High update and the possible five periods coming to Granger High. I was very adamant that I

052was shocked that um the Granger High School's name was being thrown out without prior acknowledgement to or communication and any kind to the Granger network or community or students, faculty, families, everybody. And that was not captured in the minutes. And so I would like to just if if people are okay and if not I can vote no on the consent. That's fine. Um, but I would like to just have a sentence simply saying Karen acknowledged that uh Karen questioned why Granger's name is being thrown around here without prior consent with the community or network. So Stacy, if if everyone's okay with that amendment, I would love to capture >> just so you're I believe you can take that just through me and I can >> Well, I and I apologize. That's on me um not

053doing it earlier, but since we're here in the voting minute, I would >> in the future. >> Yeah. I just dropped the ball on that. But I still even though I dropped the ball, I would like that captured in the minutes. >> Do we need to amend our >> Okay. So we can accept an amendment to the motion to um accept the consent agenda with the exception of the the charter bus services and performing arts with the amendment of including Karen's Karen statement. >> Do I need to second that? >> Well, I will second. [laughter] >> Okay. So, we've had a motion and a second. Is there any further discussion? All right. Oh, just a real quick heads up that I had a had a concern about a land trust software purchase. So, I am

054voting no today. >> Okay. Thank you, Kim. All right. Um, any further discussion then? All in favor, please say I. >> I. >> And any opposed? >> Nay. >> Okay. Motion carries. We will go ahead and move on. We have our information item, which is a big one. Can you see this one here? Thank you board members. Uh it's exciting to time of year and I want to give a huge shout out to all of our loyal fans who have shown up tonight. [laughter] We're going to talk fast. Um, so please just stop us if there's questions and um, a lot of this will get fleshed out in the JLC meeting later this week uh, for those of you who will be there uh, participating in that as well. So, we'll quickly go through the

055legislative calendar. Todd's going to spend some time talking about revenue and then I'll speak to some of the interim bills and at that point in time if there's specific bills that you have questions about, we're happy to address what we know and understand about those particular pieces of legislation. and then we'll wrap up with the the tracking sheet. So, uh we like to kind of point out what the the next few months look like. Uh you can see, uh right out of the gate, the first day of the session, they do pass a base budget bill. This is to ensure that uh that we have funding in place um going into the next uh school year regardless of what uh whatever decisions are made. So, this is a base budget bill. if they can come

056to an agreement on a final budget bill, this will be uh the bill that will fund us for the the next year. So, usually we do see as you go through the the last day uh final appropriations, executive committee action um is on the 27th of February. Um that's when we see some of the final pieces of our actual budget coming together and Todd will be speaking to um that as well. So, um you'll see uh Thursday, January 22nd, final bill prioritization and uh bill requests and appropriations. Uh so, box box cars are abandoned after the 30th of the month. So, you have to have your bill filled and uh published at that point in time. And then obviously the final day of the legislative session uh 45 days will be uh the 6th of

057March. Uh Todd, do you want to speak to this? So the basis for the base budget bill is the forecast of student enrollments. And so what you see here on the green bars is the number of students in the education system. So this is charter schools and district schools. Uh the yellow line represents the growth or the rate of change and we'll see that since 2022 we've been in a decline as a state as a whole. And in particular, uh, this last year, the, uh, drop is about 2.1% across the the whole state in enrollments. So, we're deep into the, uh, 10-year period that was forecasted of student decline for the state of Utah. So, we're about halfway through that. Hope it's halfway and doesn't go any longer. If we go to the next slide,

058this I just wanted to call out. This is the state's projections for all of the LEAs of the state that I've circled Granite's number. So, they're forecasting our decline to be in the 4.6% range or 2,500 students. So, we'll wait for Steve Hogan to do his magic and and get us fine-tuned into what we'll experience, but this is what the state is forecasting at this point. Again, that's about double what the overall state experiences of a decline of 2.1%. So that's the student side of the story for the base budget bill. The revenue side has to do with forecast of property tax and sales tax. This is called the green sheet. This is presented to executive appropriations that they voted on just this last December. Uh as you look at this, you'll see it's broken

059out into three sections. You have the general fund in the top section, the income tax fund in the middle section. That's the one we're most interested in. That's where public education is funded out of. and then they combine the two together. At this point, there is growth in revenue. So, it's not that we're declining in revenue. There is growth in revenue. It's just not as much as it's been for the last 3 years. So, this is uh they're starting to see this as the new level of funding uh for the state of Utah. When we get to the bottom line there, if you look at that line 25, there's $362 million available for uh appropriations this legislative session. This is after they take out line 23. So line 23 is tax cuts that are tied

060to the um to the federal tax code that was changed in the one beautiful bill act. So the legislature has an opportunity to tie the state's tax code to the federal code or leave it disconnected. Right now it's connected. So, these cuts that are in the one big beautiful bill will also carry through into the state of Utah's uh tax collections or lack of tax collections. They can decide to separate from the federal tax code, but that would take an act during this legislative session to do so. This is a signal that they're probably not going to do that because they're taking it out of the revenues at the outset with that $362 million. Can I clarify during your thing or not? Do you want me to wait? >> You're when whatever you want to.

061>> So, you're telling me uh somewhere there in line 17 through 25, one of one of those line items is accommodating for tax cuts from the big beautiful bill. >> Correct. Line 23. >> Line 23. HR1 tax cuts. Okay. Y >> and it's to the tune of >> 13 >> in one million one time. >> Okay. >> 201 ongoing. >> The executive appropriations then starts to earmark and divvy up those dollars. So that 362 million gets uh designated for the base budget bills. Fortunately for public education, if you look at line 8, that's the 4.2% 2% increase for statutory adjustments. So, they're funding that that and that in and of itself is good news that there was enough money to do that without having to curtail that in some fashion. Uh they do anticipate drop

062in enrollments. Uh, so there's a $12 million decrease as well as a $77 million adjustment for uh holding back what what we used to call the hold harmless provision in public education, which is uh you fund the future year based on the prior year's ADM. Well, if you're in a declining situation, that means you're appropriating more money than there are students in the system. So, what they're doing is they're allowing that money to be funded, but only on a one-time basis. They're carving out the ongoing money and letting that decline as the student enrollments decline. Uh, so that's a funding mechanism that's in place uh for us this year. And line 11 shows that they do have the money set aside for the economic stabilization account. So, they're keeping all their commitments from amendment G

063to the Constitution. All of those respective pieces are there. But when they do that and adjust for compensation for state employees, they exhaust the $362 million. So they essentially have no money for any other pieces of legislation or other funding requests, which makes for a very interesting year. And we'll get into that in the next slide. The second half of this sheet started to show some uh challenges that we will face in public education. If you look at line 20 uh line 29 and line 30, you'll see a $35 million adjustment, they are clawing back the $35 million that they made available to us to help us uh step off of school fees. So they told us there were certain school fees we could no longer assess and they gave us some money. Not enough

064but they gave us some. Well, even the sum they are pulling back that will not be available to us and they are putting that money into the catalyst centers. They're doing that for this fiscal year as well as fiscal year 27. So the $1.5 million that we are anticipating receiving, they will claw back by the end of the school year. >> What is a catalyst center? >> Think of a GTR. >> Is it? Oh, so it's like techbased. >> So can we not capture any of that because we don't they're not a catalyst center. Can we recapture because we already have the GTI? >> We're applying for grant monies through that program. >> Okay. But we wouldn't recapture it in the sense that we would offset fees. That would just be one bucket for another

065bucket. >> So are charter schools, charter high schools affected by that also or is it just public? >> All schools that have were assessing fees are affected by this. Now you may not get the money on the center side because you do have to apply for that and go through the state's process. So that was a little bit of a surprise coming out of executive appropriations was like, "Oh, wait a minute. We thought we had that. That that that's like history." Well, they're clawing that back and using it for a new purpose. That experience will replicate itself. So this yellow sheet is the allocation of money to each of the appropriations committees. You'll notice in column E that there's a 5% target. This is each committee is now tasked to find a 5% reduction within

066their allocations so that executive appropriations and the legislative process can use those to fund other ideas or projects that come up during the session. So this is really a reallocation exercise, not so much a cut that money goes away. It's money is being reallocated from one purpose to a new purpose. So that will be the lion share of our public education appropriations conversations is where can we take money to put money somewhere else. The next couple pages are just uh confirming that the promises of amendment G are in a force. So we have the enrollment growth, inflationary adjustment, and economic stabilization deposit are all in the base budget bill. Uh there's often questions about the economic stabilization account. Where are those monies going? The amount of money available this year is about 480 million. And

067these items are all in statute. So even though it's onetime money, these programs get first dips of those dollars every year. Uh when you take into account all of these programs as well as the $77 million adjustment for declining in enrollment, they've committed over half of that money. So no ongoing money and really this is the only source of one-time money that source is cut in half before the committees or even the legislature starts. So it's going to be a really really tight year. In the base budget bill, they go beyond just dollars. They also take on policy questions. And in the base budget bill, we'll see adjustments for CTE centers, English learners, and the economic stabiliz economic stabilization account. All these will have language changes in the base budget bill >> with the English

068learners. Is that still the the bill that was passed last year though that only if we have a certain amount of growth with English learners? >> This is different. Oh, no. Yeah, it's that program. Sorry. Yeah, this will allow them to allocate this year's money even though no school qualified under the the growth requirements. >> So what are they going to do with that money if no school qualified? >> They're going to adjust the qualifications so that they can. >> So we won't see that money until next year. >> I don't I don't even know that we're in the >> none of our schools would have qualified. >> Yeah. >> Even what they will adjust will not make us eligible. the the the requirement piece, if I recall correctly, was you had to have uh

069year-over-year 50% growth. We already have 20,000 multilanguage learners. So, we'd have to get a school would have essentially have to increase by 50% in multil- language learners, and we're declining in enrollment. >> Okay. Sorry, just thanks clarification. >> You're good. >> You guys are always such downers in the legislature. >> It's only me. It's only me. Superintendent gets >> No, I don't have any good news either. >> [laughter] >> It's only us. It's only us. The next three slides are just a preview of what we can expect during pea uh public education appropriations. They did spend the interim period reviewing uh budgets in a in a deep dive exercise. These are the programs that they're pulling forward. So we can expect changes in the CTE program area, child nutrition um and as well as if

070we go into the next page into uh concurrent enrollment and into software licenses for early literacy on the next page. So that we we're kind of getting teed up. This is what we will see as we get into the legislative session for the appropriations committee. You're saying that there will be discussions around the around these specific items because people would prefer to rep prioritize that money. >> Correct. The the CTE program in its various categories is considered too complicated and directs monies into programs that may not be supported anymore. So they don't want to take money away from CTE. They just want to adjust the funding formulas and incentivize different behavior. So that's what they're looking at in the CTE program. On the uh concurrent enrollment, they want to revisit the idea of the 6040

071split between higher ed and public ed uh paying for the the teachers and the other costs of the program. They want to revisit that relationship and see if there's a better way to do that. >> And then I see uh lots of items about technology. >> Correct. here. I mean, that's part of the technology discussion that is being >> the larger. Yep. >> Now, if that wasn't enough and and I'm doing the downer thing, I might as well just hit rock bottom here. This is this is taking an analysis of the federal landscape. Uh so, what we're looking at here are the major programs in the the federal discretionary budget. So, title one through IDA. Uh, and we see the progression of the dollars. So, we have the the president's proposal in the first column

072there, which had significant reductions and a redesign of how monies would be distributed to the states. That one's basically DOA. Now, that that's that will not be advanced uh through either of the houses. Um so the house has its proposal which uh mirrors much of the president's uh budget but not completely and then you have the senate who's also running their version of the budget simultaneously. So somewhere between the two uh right columns is where we could expect things to happen as they compromise between those two proposals assuming that they can actually get to a point that they will adopt a budget. What most analysts are looking at is that we'll probably have another year of continuing resolutions, which in one sense is okay for us because it means that the the budget from 2024

073stays in place, uh, which avoids most of these reductions. Um, so that's not necessarily a bad scenario, but it definitely isn't a ongoing budget situation from Congress. So those are not changes that we will see in this fiscal year. >> We would we do not anticipate them happening but this this is what we have to brace ourselves for >> for next year >> year. Okay. So with um that joyous news uh why don't we talk about some of the JLC priorities? Most of you have been made aware of these. I'm not going to go through these in depth. Uh but uh but you've been to some of the meetings and and participated in those, you can see uh the prioritized funding requests, but with funding being uh so limited this this current fiscal year, um

074I it remains to be seen how some of this this plays out. Um you want to talk about any of these government governor's funding priorities? >> These are here for your information. If you do want to follow up, I'm glad to talk offline. Just as a reminder, the governor is always privileged to propose a budget and that the legislature will promptly ignore. So, um we won't spend any more time on that. [laughter] With respect to that, uh the rest of the remaining slides, I'm not going to go through each and every one of these bills unless you have any specific questions. I did want to point out charter school amendments. Uh that's the Candace Perucci bill um that we expect to be uh presented the first week of the session that would change the the

075prioritization for first writer refusal for school district property or LEAs selling property from municipalities and give it to charter schools. Uh we'd have to offer up our properties to charter schools throughout the state. Um uh so we're working on some amendments to that bill um that I think will make it better, but it's still a bill we would prefer um not pass um given our current declining enrollment and some of the challenges we face with charter schools and competition already. So, um skipping to the next one. Um there is no not this one. [clears throat] There is a couple of bills from uh on attendance that you'll see. We have a couple of representatives and Senator Filillmore who are presenting attendance bills. Uh there is uh another piece that school bus route amendments bill was

076going to be uh for an amendment for a bill that she sponsored in our behalf last year. Uh but that bill is not going anywhere and uh we do expect some enhanced requirements and changes on cyber security due to some uh data challenges we've seen not just in granite school districts some other places as well. uh please uh maybe remains to be seen, but do you anticipate any traction on the attendance type bills that maybe the pendulum could swing back a hair or >> not necessarily. >> I mean, feel free to chime in here, Todd, but it it when I'm looking at Welton's bill, uh it does some some things that are okay. It's not moving that pendulum. Uh, and frankly, Filill Moore's bill is codifying what we already have in practice in terms of

077parental notification. So, it's it's not something that's anything new for us. Um, I know I I did reach out to uh some parent groups last year to see if there was any interest in uh working with uh parent groups in the legislatures to create some sort of education campaigns about the importance of attendance. And I could get no traction on that. whatsoever. So, um I expect there will be some conversation surrounding that. Uh but, uh again, nothing that would move that pendulum. Thanks. I think uh the school device revisions bill you see there at the bottom is expected to be a bell-to-bell ban on cell phones uh for K through 12. And I think that'll be announced at a press conference later this this week. Um, so was that today? Okay. So, I saw the

078press release. I didn't remember which day it was. So, um, I expect that bill will have a lot of traction and we'll have to come back and look at our policies with respect to that. Uh, so that just makes Tyler How a profit in his own land. Congratulations. So, uh, the rest of these, uh, >> or he's the guy who started all this. >> Yeah, it's his fault. Uh the substitute teaching requirement bill uh finally got published was this uh right before the break. This would require no um teaching license for long-term subs. So uh we obviously don't require a teaching license for regular substitutes, but for some of these long-term subs, we generally hire teachers with this would remove that requirement. Um, I'm not familiar with some of these. This school district data access

079is potentially a bill for us uh from uh Senator Bluan uh to help us gain access to just total enrollment numbers uh for charter schools in our area so that we can appropriately plan. We don't want names or contact information. We just want to know how many kids are going to that school so that we can uh appropriately plan for the future. So, we'll see if that bill is necessary or not. Uh [clears throat] there's a couple of other ones that have now been made published. We've already discussed here. Uh charter school facilities. We've had conversations around uh Representative Oxier's uh elementary recess and lunch bill. We've actually provided some data on that. Um this Senator McCay property tax rate ceiling is a 5% cap on a year-to-year tax increase. So, for this instance, uh,

080our our tax our proposed tax increase that was ultimately denied was what, 9%. That would be capped at 5%. Um, and there's this Utah uh taxpayers bill of rights bill. Um, that will speak to some other notification pieces. Whoops, I accidentally touched that. Okay. Uh we've already gone over attendance uh policy project uh is working on some other pieces as well. And I'm not sure what uh Representative Miller's school community council amendments bill. I've not had a chance to talk to her about that bill quite yet. So >> uh I did she said that it's um she wants to expand uh the requirements of what you can use your money for. Oh, that could >> I don't know exactly what those things. >> It's always nice when the they publish that story right about this

081time of year saying schools just got 134 million. Well, it's the same amount that we got last year plus a little bit more. And so then people seem to think that we are flushed with cash when there is this restrictions on what we can use it for. So that would be uh some additional >> I I think she also wants to change uh the representation that maybe um of the the parent to staff ratio or something >> could be different cuz there's some there's some schools that struggle to get enough parents I think her bill >> it's about that. >> Yeah. I had heard that piece and potentially allowing grandparents and some other uh folks to participate as well. This school design amendments uh was spoken to us the last JLC. This basically allows D

082department of construction facilities management DCFM. I was going to say the wrong acronym uh to create some standardized school plans um that schools could get access to or districts eleas could get access to uh to kind of cheapen their costs. Um, obviously we need different types of schools here along the Wasatch Front than they do in Washington County and Park City and so on and so forth. So there could be some benefit here, but I don't I don't expect that will be a benefit to Granite. >> Say is it is it a it's an option, not a requirement. >> Correct. That was how it was laid out. >> It's an option, but we have to go through the effort of reviewing it and determining that it wouldn't work. >> So it's not just it's you

083actually have to look at it and figure it out. Um, Representative Oxier, elementary recess lynch. We talked about that in JLC. She's still bringing that forward. >> Still forward. I had some conversations with her literally right after that meeting and offered some additional data and I notic [laughter] >> I'm just kidding. Remember I texted you and I'm like why? Yes. Why then? >> I I do recall. [laughter] >> Okay. Um, so here's some additional pieces. Uh, Representative Stratton, uh, he's a senator now, isn't he? I'm saying that wrong. Uh, is if you want to pass a bill with respect to water rights or anything water related, there is like a group that has to vet your legislation um, with the state water engineer on it. uh if your bill is going to go anywhere, you

084can get it filed, sure, but it will not go anywhere without this group kind of weighing in on that. And so his idea is that there would be some sort of education legislative advisory committee group that would vet legislation. So in order for legislation, a bill to be filed, you have to kind of go through this group um to make sure it aligns with uh state vision for public education. Uh we've already talked about this bill uh and this bill and this bill and this bill and this bill. We're doing so good. Um this is uh increasing uh notification requirements with with respect to eligible students for special education services. Uh this we've already discussed that bill. Um do you want to speak to this very briefly? >> So bill language doesn't exist at this

085point in time. These are principles under which Representative Oxier would like to put forward uh legislation and she's calling it the taxpayers's bill of rights. I pulled out this one particular slide from her presentation just so we get a flavor of what it is that the new tax environment would look like under this uh bill of rights. Uh so there would be a constitutional limit on revenue and spending and it would be tied to something like inflation. So so you couldn't grow your revenue more than inflation or your student growth or your population growth. So there is some limit on that aspect. Uh >> does she offer to also tie in any unfunded mandates to that? >> No, because they don't exist. >> Is this a bill of rights for what? All taxes, property taxes.

086is specifically property tax and income tax >> and the income. Okay. Yeah. Okay. >> Um refund of surplus revenues. Uh in the case where we build our rates on estimates of what property valuations will be and then they actually happen and then people actually pay their taxes. If we collect more, the Bill of Rights would say that extra piece, the windfall if you want to call it that, would go right back to the taxpayer. It would not acrue to the taxing entity as it does today. Um, and it would also require voter approval in terms of property tax. So, so we could not just as a board adopt a new tax rate. It would actually have to go through some type of voter approval process. Um so so those are the main pieces that would

087exist within this. Um the mechanics and how all of it work hasn't been determined. So there's not bill language yet, but these are the principles that are driving that idea. So heads up. >> I do want to point out that the benefit of McKay's bill is it did include some sort of ongoing increases built in. If I recall, Ty, am I wrong on that? >> No. No. Good news. Sorry. I apologize. None whatsoever. >> His his was a cap and the the push back on the cap was, well, if my district doesn't need the 5%, maybe I only need one or nothing. I'm going to do 5% anyway so that I can keep doing at least 5% every year. And so that was most of the push back to having a cap in place. It

088actually would incentivize more tax activity as opposed to limiting it to 5% in a given year, right? Uh, our legislative tracker will be on the homepage. Yes. >> So, back on the bad news tax thing that was just up there. >> Wait, which one? >> That one. >> Um, I I'm just sitting here thinking my mind's fast forwarding to August, right? And so, what is what what is the impact of this when it comes to our truth and taxation in August? So this this would actually replace the concept of truth and taxation as exists in tax code. This would be this would be your new truth and taxation so to say. >> It would be the vote. >> So it would just be putting it up for the vote >> with limits. >> So truth

089and taxation as we've known it >> is no more under this >> under this >> and and this would take place in the I mean if this passes this would be how we're operating this year. I would assume it would be a future year implementation. You wouldn't be able to do it retroactive back [clears throat] to January 1, 2026 because that's how the current truth and taxation starts. >> Okay. So, this would be Sorry, I'm trying to wrap my mind around this. So, August 27 would be the first kind of direct hit, I guess. >> Our 2027 budget would probably be the first that would be impacted. >> That would be impacted. I'm just trying to figure that out in my head. Well, and I'm trying to figure out how we would budget because if

090it's voter approved, would that be the November and then so would we have to kind of do a tentative budget and operate? >> So there are some details that would that still need to so these are the principles, but this isn't the practice. We got to figure out what that would actually look like to make this work. introducing a voter element does complicate what year does that revenue become available because like are you do are you holding a special election? Do you have to wait for a general election? >> That's what I was trying to wrap my mind around. I'm like, when are we going to feel the kind of the effects of this? Cuz you're right, Chris. It's it's it's >> it's hard to build a tent to budget. >> Well, then >> around

091something the voter I mean voters typically there's a lot of people who would never support the tax hike and then obviously we're trying to build a budget on these additional tax funds, but then it gets voted down and now we're in a situation where >> we're amending constantly or we're having to cut programs and cut people. That's really what it comes down to. just just to muddy the waters, there are independent pieces of legislation that accomplish some of these things. So, there is an effort to put a referendum bill together that would govern our taxing process. There is um amendments. There's a bill with amendments to the truth and taxation process that would actually have us adopt a base budget bill with a secondary budget tied to the truth and taxation hearing. So the timeline

092is still July 1. You go on your base budget bill, but you don't have your truth and tax a hearing until August. You could actually vote down a tax increase in August and not disrupt your operating budget because you had a base budget bill on July 1. So So there different pieces of this are are being advanced independently. So, are they looking at because to me that also means that we would to me it feels like we would have to approve a budget a year in advance because of when our deadline is to approve our budget and then to go through truth and taxation. It wouldn't happen. Would it happen in enough time to get it on a November ballot >> under a a voter or under a taxpayers's bill of rights? Yeah, >> I

093[snorts] that would make sense that we'd have to we'd have to be planning way out in advance. So, so there'd have to be some transition period to get to that cycle. I mean, again, the details have been worked out. These are the principles that they're wanting to bring into play. I mean, they're asking us to be essentially actuaries to to try to determine a year and a half away what our budget is going to be need like what our enrollment will be, what everything else will be that we need. >> Do they realize this? >> No, don't answer that. >> Thank you. And just because I can't help myself, um, you know, it it's really interesting to look at it and say, okay, you're gonna have voters who don't who look at our budget and

094can't understand it because it takes all of us, it took us a lot of education to understand the budget and still only understand a percentage of it, right? Um, so we're going to have these people vote on it rather than asking these people to vote on someone who will go do the research and figure it out and vote on their behalf. Right? I mean, one of the things that we need to point out is that there is representation in this budget and in this tax increase when we do it. And it's that's the whole point of a representative government, right? That's what we're doing here. We aren't like executives making decisions for ourselves. And I I think that's what this implies. So when we talk to people, let's make sure to point to that that

095oh voters do get to decide on this by who they vote into office to research it and make an educated decision on their behalf cuz they got to work three jobs. They don't get to do that. >> So we are going through somewhat of a test case of this. Not directly, but the Salt Lake County tax increase is undergoing referendum right now. So all these questions you're asking, they're having to live right now. They wanted to adopt a budget. They wanted to have a tax increase. It's it's under referendum kind of living it. And what happens if it doesn't >> if they're not able to impose it? >> Yeah. Since our tax increase didn't go through, >> that wasn't subject to a vote. >> I I know, but I'm just saying I think we're glad

096somebody else is doing this first. >> Yes. But as you mentioned, a referendum bill is still on the table as well, and we expect that that will a version of that will be resurrected this year as well. Um, we will have our legislative tracker, our interns coming online. She's going to be helping us with that. Her name is Mary Sheets. Uh, she's a Utah State uh university student, so she'll be uh with us up on the hill a lot and maintaining our tractor and being uh in many of our JLC meetings. Uh so you'll be able to see those. We have a handful of bills already on that tracker. We do have a link available and we'll share it with uh members of the board, but it will be available to the public uh in

097the next week or so prior to the session. >> Just want to say I think Mary Sheets is an Olympus High grad. >> She is little plug. >> That's why she got the job. >> I believe you. >> We weren't going to take some Highland kid. >> Right. Right. [laughter] Well, that's all the good news we have for this evening. >> Great. Thanks. >> I feel like we need a name for this legislative duo. And uh >> I will be giving an award to anyone who comes up with come up with a power couple name for them. [laughter] >> The Baptist bears. >> That's the walk up song. [laughter] All right. Thanks. Thanks you guys. I really sinc I mean I know bad news. Yeah. But um thank you sincerely. We really appreciate and I

098think you know this but let me just say it for anybody else who's listening. We really appreciate your efforts and and that is part of the reason why we love having you where you are because you are very influential. We'd like to think you are at least and but you're very knowledgeable and we appreciate your knowledge on that. I want to point out though that it's not all bad news. There's a lot there are people paying attention to attendance. There are people who are looking at maybe giving us more money for PAR educators. Um there's a literacy push. There's a lot of look at electronics and technology. I mean there's a lot of good and also good effort going on as well. So, uh, you know, we just we got a few things that are

099just really really hurtful, but we got some good things, too. I think >> um, we told uh Doug he had to be done by 8:30. So, just putting that on everybody's radar. >> 30 seconds. You have five minutes. >> That is less than a minute per question. Just so you know, >> I've been ready, willing, and able >> for the last hour. >> Exactly. Um I I I do want to make a correction. Tyler's um uh press conference is until tomorrow morning at 11:00 a.m. That's when your That's when your bill is going to be announced. >> Not today. Yeah. >> I thought it was like >> Oh, no. Um board members, thank you for having me. Uh we do have six policies, three first uh first readings and three second readings to to talk

100about tonight. Um the first policy that we'll discuss uh on our first reading is article 7C2 school grounds and access uh school grounds access and safety. I will say that this policy has been uh in the works and been um uh discussed for many many moons and um finally came to uh an agreement on several um of the critical issues in in this policy. Um you can see at the uh the back few pages of that policy are the policies that were consolidated into the policy that's currently being uh being um put forward. uh couple of areas of emphasis. One is um section C where we list out the priorities of use of school uh grounds, school school fac uh our our school properties. Um and uh that might be of interest to you. also

101of interest is probably prohibited uses under section G uh where we try to describe the kinds of activities that will not be allowed on um school property and and then section H where we discuss uh animals on school property. Um bring this to you on a first reading. We like I say have had a great deal of discussion with respect to this policy and this is the policy that um that our law and policy group um uh um agreed upon and if you have any further questions about it I'd be happy to try and respond >> when he says that this is this has been a long time in the making. We've been talking about this for a year and a half two years. Two years >> at least. >> We've been talking about this

102for two years. So, any questions? >> I just want to say I I of all things for parents to complain about having their kids step in dog poop is I don't know if we've I I know I've heard that. And so, it's it's just incredible to me that we have to put stuff like this into policy. And I understand why we're doing it and I don't disagree. It's just sad where our society is that people can't clean up after themselves or after their pets. And so now we have to come and actually put it in writing and ban pets from our school grounds because we have to put up these borders in order to protect our kids cuz it's embarrassing for them to walk in with that kind of stuff on their shoes and then

103the whole classroom smells like that. And it's all because people can't be considerate and clean up after themselves. So I'm supportive of this policy. I know the dog. We've kind of had a lot of debate around that and and I think we all kind of feel bad that we have Well, I can't speak for others. I I feel bad that we have to get to this point to to put stuff like that in, but I but I realize the reason why we have to do that. >> May I ask two questions? First, first on the dog waste. H how do we practically speaking begin to enforce this policy? because I feel like there is >> I I mean there's a long history of of folks going to school grounds with their pets and while we

104don't well for all the reasons that Karen just said it's difficult to have to get to this point or disappointing is maybe a better better uh word to use. I I would like to think and hope that if we do begin to enforce this um and we we've got to then maybe things can change. But how do we practically enforce it starting now? That's question number one. So let you go. >> I'll take that. Uh I we we won't be able to be very successful. Uh what this allows us to do um is give a tool to our allied police agencies when they do see somebody on school property with a dog that they're not just waiting to see if they let their dog off the leash to sight them or they're not waiting for

105us to call them to say somebody's on school property with an animal that's unleashed or isn't cleaning up after them and then by the time they're able to respond. So really just provides a little bit of a tool that once they see it, they know that it's prohibited. We'll be advertising that broadly to our allied agencies and obviously our grant police officers would be able to site it the second they see it happening as opposed to waiting for a call to come when we see a potential violation. I would say otherwise um signage uh HB um 84 um fencing that's going to be going up hopefully in the next several years and some more clarity just on what the expectation is. I mean at this point there hasn't been uh a a a clear statement

106of policy and now there will be one. So uh in addition to what superintendent just mentioned I would I would add those things. Can I just follow up to that real quick? Real quick, Clark, man, that's hard to say fast. Anyway, [laughter] Doug and Ben, am I not wrong in assuming too? We want to give our administration the same power to fall behind the policy that if they do see dogs during the day be, you know, a drop off, a pickup, that it actually gives them the ability to do the same thing as law enforcement. So that's kind of when I was reading this policy, I kind of thought, "Oh, good. We we can empower our own administrators to say, hey, actually, you know, it's a new policy. You can't have your dog on property

107anymore." And it empowers them. So, >> yep, that's an excellent point. Thank you. >> That's right. My my other question is is distinct. Um up above in section C, we talk about the priorities. I'm also trying to make sure I understand how we practically distinguish between numbers three and four. three being other public use and four being community use. >> Um obviously if there's a formal entity I can see that distinction but there are plenty of informal groups um that may desire to to use a school property which maybe falls under community use but if they're a little more formalized like just I'm just again kind of practically speaking how how is that distinction >> made? So, um the number three and number four are distinct in the sense that number three is intended um

108for entities that want to reserve the property, rent the property, um be able to have assurance that they'll be able to use the property um at the time that they've actually rented it where four is kind of everything else. Um and so the idea is you you're absolutely right. We're trying to draw or we're trying to find kind of a uh a balance between um the the civic center um uh legislation that that was passed years ago and now HB84. We're trying to find a balance between those. Um we feel like we tried to do that here. Number three, controlling it to some degree um with with our other policies regarding rentals and that sort of thing. And number four, allowing community use beyond that in a in a much more kind of informal uh

109just, you know, trying to be a good community um uh resource. Uh that's how we've addressed it in the policy. Um if that's it could be made more clear, please let me know. >> Thank you. >> I do have a question actually because I wasn't here for the last word the the last policy. I appreciate your updates by the way. Um, have we talked about is this just going to be something um that gets updated as we update the the fencing or do we have money somewhere set aside or somewhere available to immediately be able to put up signage on all of our fences and all of our buildings. >> We do have our own sign shop and some of the resources. So, we'll start to roll this out once the final vers we're on

110the second reading on this. This is first reading. So once we get the final approval on this, we'll we'll create a timeline and roll out plan and we'll start education. Uh with respect to the itself >> and with respect to the money, you can ask Todd. >> I don't know where he's going to get it either. >> Wherever you want. No. [laughter] So, in our in putting together the the capital uh projects for this year and next year, we actually did a three-year plan this year or this cycle. And in that, we had set aside contingency funds for things that come up during the course of the year. So, a project that wasn't known in advance but comes up, this would be an eligible uh use of those dollars. Um I guess >> and there

111is some for HBA at some point. We'll talk through the capital project process we went through and what the projects are, but part of that was to carve out a contingency. >> Okay. Thanks. >> Do we address class pets at all? >> Not in this policy. We have in a different policy. >> We do have we have it in other policies. >> We just want I want to cover because there are plenty of science classes or just just a variety of classes that do have animals. My fish causes a lot of disturbance. Also, does this policy prohibit like I know some of my um schools have brought in animals >> like um like service animals, >> not just service, but like just to bring in an animal for like a reward like, hey, we're bringing

112in >> this animal to, you know, for a fun something does that >> and that's the same policy that that So, there's a few different policies that that are at play here. The one >> not this one. >> Yeah, correct. That this >> I just want that's my question. Yeah. >> Do we need to maybe reference that for the second reading? Do we need to Yeah, just put that in here that >> policy. H1 H1 has some exceptions already for ADA and um access and accommodations, right? >> Yeah. >> I think like I've had I've had assemblies at the elementary when I was in PTA where they bring in like a little not really a mini zoo, but it feels like it. You know, they've got these different animals lined up and I think that's

113more what Chris is. We have rewards like I'm going to bring what the principles brought their pet in and to like take visit all the classrooms to say you know here's our reward you get to >> have the dog >> and remember this isn't the animal policy this is the community access policy so it's what access does the community have to >> bring their dogs to the what >> like show and tells and things like that so that's what I'm saying like >> it's in a different policy policy it's not addressed I just wonder if maybe we need to enh H just put that on a four just a four that says just four for policy referring to >> um or H1 already like I was saying it already says except pursuant to this district

114policy you could just add the other district policy that would be really helpful. >> I just didn't know if that yeah if it would because that's addressing service animals but I don't know either place either place would be good. Okay. Um, while you're doing that, I wanted to point to uh that, you know, the idea here in the priorities is that the first priority is for students to be able to use the building um for school sponsored activities. Second, that we would like government sponsored recreation or like municipal, right? We're going to work with our cities and county to and they'll have to rent the building but and then third will be to rent it out to public to our public and let it be reserved for that. And then fourth will be for other

115members of the community to come on the property and we are saying that we do want members of the community to come to our properties but our problem is especially at our high schools they are often booked. They are booked solid. They are being used like crazy. Um, and so we do want our community there. We also need to keep our kids safe. We're trying to balance that out and we're also trying to balance out keeping our kids um, uh, supervised. And so, uh, what what we're kind of saying here is that when, uh, the other three groups that are higher priority, um, are not there and we have somebody on the premises that it is open to the community. the the grounds are open to the community, but we've got to have somebody on

116the premise. Am I correct that that is what we're that's not what the policy necessarily says about that part? That's that was the clear intent um that we had when we drafted the the priority section was was specifically that to um for us to be able to you know have a framework around which we can we can invite folks um at the proper times and in the proper um you know for the proper events and activities and that sort of thing. And if those events and activities um I if if access to the property is not going to impede on any of those uh programming or events or activities then it then it would be open to the public. Yes. >> You know though uh here under community use uh let's see this is C4.

117>> It says schools can imple No, no. District property is generally made available for community use when not in use for school activities. And that's not true. Um, our schools are generally made available for community use when not in use for school activities and when supervision can be provided or when there is an employee on the premises. >> Well, isn't that part of the building rental? >> Well, this is on the community use. This isn't the building rental part, >> right? But that that would be I would just Wouldn't that be just >> This is for I live in the neighborhood and want to go walk on the track. This isn't for I want to reserve the field, right? Or I uh want to just go play on the tennis court. >> We have, remember,

118we have allowed discretion for principles to be able to limit the access to the property, but we've also allowed them discretion not to. So, at an elementary school, for example, um to take a walk on the field, I don't think a principal is gonna have a problem with that. But if >> okay, that reminder is key. And then um also uh so then when it says let's see um schools can implement additional limitations to access grounds at the discretion of the principal. Can we add there um after discussion or approval from the slid? We did that above number >> community use again. >> Uh I'm on community use but above on number one under C1 we put principles after consultation with the school leadership and improvement director are authorized to place constraints and I think

119I'd like to see that also on number four. >> Yeah, we did discuss that in loan policy. >> We did. Yeah. >> Yeah. And I don't know, how do we feel about because I mean I I felt like it needed to be authorized by the slid. Um I I actually asked for it to be authorized by the superintendent. Um or by Well, actually I did say the slid because I just said assistant superintendent, but it's also the slid in >> in high school. >> High school. >> Is that going to be a lot to go through the slid? >> Tyler, >> maybe I'm in the minority here, but I'm going to disagree. I I I think we ought to give our principles the utmost authority and flexibility to manage their building and their property as

120they see fit. Um I'm not a big fan of adding a a layer of approval that I don't perceive as as necessary. You can um perhaps persuade me otherwise. I'd be open to that, but as I read the policy, I'd be in favor of removing that approval layer uh anywhere and everywhere. >> Let me give you the context to that. Um I feel like I want principles to have that authority and local power. Um, on the other hand, I also think that this person comes in and doesn't understand the historicity of the community and the things that are going on in the community and they can I would like uh the person who represents the community, which would be the school board member, to somehow be able to have uh be a part of that

121conversation. and I I I kind of decided that I felt like they could be a part of that conversation if somehow it were going through the superintendent. >> Could I push back a little bit further? >> Yeah. >> I think we might find ourselves in circumstances or situations where principles are levying um prohibitions that are in violation of state law. So, I would prefer that they are collaborating with district leadership. And I and I'm going to push back that I don't think it should be the slid. If we want our slits to be what their title is, school leadership and improvement directors, we should allow um district leadership to exercise collaboration with the principal on what where where we've seen this being brought into play is a circumstance of one of our our westside schools

122that has turf fields. Um and people were coming onto the school property. it's already fenced off and uh breaking alcoholic beverages and vandalizing the property. So, we set restrictions on that property for 30-day period in consultation with the the principal's request. We provided the signage uh provided the additional uh information to the public so that the principal didn't have to worry about that piece. And we did so in conjunction with uh recognized state statutes to make sure we weren't violating uh the law. We did it almost to kind of back the principle or get give give cover. >> Yeah. This is really looking at it too as a support, right? >> So I I think the terminology should actually be in in consultation with district leadership >> and what we actually well what we discussed

123in the notes that I'd sent out for this point was saying that it would be in consultation with ELT or something similar. >> Yeah, I thought so. with approval but like in consultation with >> with so we did something comparable in a holiday area elementary school because of ongoing dog problems and we we published signage uh we took Luke designed some signs and we took them out and uh we are the ones who notified UPD so they could help provide enforcement and um I I just wouldn't want that to be on the back of the principal to have to worry about >> should clarify be more specific than just district leadership then and should it be >> I'm fine with executive leadership team >> does it need to be go through the executive leadership team

124I I feel like it can be >> I feel like it could be Steve Hogan's position >> district leadership >> I I feel like district leadership would be okay because otherwise you're going to be like every Tuesday we have to wait for the ELT to assemble you know is this what it is that what we really want >> I I will tell you that's where those conversations happen anyway because we're collaborating ating there with the communications department. We're collaborating with the school leadership improvement supervisor um so on and so forth and with legal counsel. So a lot of times those questions are happening on our text group or in the meeting itself. >> I would advocate for something kind of broad like district leadership just so that you can so so that we're not tying

125right. >> Then you're just affording it uh to me to make a decision on how that is is that process plays out. >> Yeah. >> Connie. >> Yeah. I because Taylor'sville City uses Taylor'sville High School once a year and he's My husband does it, but he always goes through um Steve Hogan's the rental thing and um and works in coordination with one of the assistant uh principles to make sure the date is okay. So I don't >> So that would be that would be kind of under section three. We have a a different policy related to rentals and and that that section three is kind of where that falls. >> I I think what we're discussing is section four where people would people >> if you're a repeat offender for bringing your dog on school

126property and letting it off its leash, which is happening in one of our schools right now. Now, we would want a principal to say, "I'd like to ban this person from my school's property and issue a no trespass." Well, we wouldn't want them to collaborate directly. Chief's going to come and ask me if we can authorize that. So, there there has to be some sort of collaboration. >> I going back to lawn policy, what we've tried to do, remember, is that we want to make the the policy broad enough and then the administrative memo, the specifics. So, I would in my I personally would look at this. I would I would change it. Instead of school leadership improvement director, I would say after consultation with district leadership or district administration. Um I and I'm fine

127seeing that put in number four, but I would I would not I think it would be too prescriptive to say school leadership direct improvement directors, especially since that isn't their job. So, I would agree with that and just say in accordance with school or with district leadership or district district administrators and then let Ben take care of that part of it in the administrative memo. Does that make sense? So, that we give him the ability to have flexibility there in consultation with. >> I I like the word in consultation with. >> Yeah, >> I do too. And Ben, I really appreciate you uh paying attention to the idea that like principles need uh support on this because they closed access and they're picking a fight with the community. And uh I I wouldn't want the

128principal to be the one to have to do that. I I would like it to be you. [clears throat] [laughter] >> And I I appreciate Julie you saying that you weren't good. >> You really areun or wait, what was it? >> [laughter] >> W um I appreciate what you're saying as far as you want the community to be have a voice in there and that's one reason why you want that but I think any good principal is going to even bad principles might but take it to their school community council first and say this is a problem we have and that is the voice of their community as well and then also if we are in we talk a lot to our principles we we know our principles pretty well and I think they would

129talk to us and and ask us for anyway, but >> but they wouldn't they don't have to agree with us. >> No, you're right. They don't. But >> I mean, I just have I have a couple principles who don't agree with me right now and I'm trying really hard to make sure they continue to have local control. >> You know what I mean? Like, okay, I believe in this even though I disagree and I would like to, >> right? >> You know, >> no. And I tricky line. >> Yeah. And it's that is valid. That is absolutely valid. But again, I think there's also that balance and we have to make sure that we let Ben have the authority, the ultimate authority on that. We're giving him that. >> I'm thrilled about that. That I

130think that's great. >> So, okay. We've had a lot of discussion even though we haven't had a motion yet. >> I'll entertain. >> I will move. I just need to Can you push Can you show us the policy? I move that we approve policy 7c2, safety and access to district property with the changes that we just discussed. Oh, school Oh, sorry, that's not it. School grounds access and safety. Um and really the only change or alteration that we made was that it would say after consultation with district leadership um in both C1 and C4 >> and then a reference to >> reference other applicable policies on on animals and schools >> and a reference and as said yes I'll second as a first reading. All right. So, we have a motion to approve, second to

131approve articles 7C2, ground school grounds access and safety with the proposed amendments uh to C1 and C4, including in consultation with district leadership [snorts] as well as the amendment to include the reference to our article with >> our applicable policy in H somewhere in H. Is there any further discussion? >> Did you get that all Tracy or Stacy? >> As the first reading, Nicole, >> as the first reading, >> did you get that, Stacy? All right. All in favor, please say I. >> I. >> Any opposed? >> Okay. >> Excellent. Thank you. Um, great discussion. Article uh 8 or excuse me, article 10 A4 is our next first reading. This is article 104, senior high school graduation standards and requirements. as you'll recall that um we included um based on the convers well not based

132on the conversation but uh an extension of the conversation that we're having tonight regarding graduation rates uh we provided another um uh another avenue for students to be able to be successful in schools. If you look under subsection H this is the focus graduation pathway. This is an opportunity for students um to apply GED exams to um original credit. Um this is a statewide policy and one that we've now added to our policy so that um so that we can uh start implementing this uh at uh Granite Peaks. Um that was the change that we made to this policy. If you haven't Yes, ma'am. >> Granite Connection, not Granite Peaks. >> Thank you. Granite Connection. I apologize. Thank you very much. Um, if you have any other questions about the policy, I'd be happy to

133discuss. >> We have any questions? Otherwise, I will entertain a motion. >> I move that we approve article 10A4, senior high school graduation standards and requirements. um as a first reading with the simultaneous action of suspending the language in B1B, B2B and E2 until the board can revisit after the fa fate of some impactful legislation is clear and we can determine our path what can you say those again >> B1B B2B and E2 >> and I can provide the and let me >> CPA requirements right and I can provide the discussion M >> yeah just some context there. So thank you Kim for making that um for that motion. We had discussed in law and policy um the need or perhaps the the desire to make adjustments to [cough] the requirement in the policy that

134students um graduate with a 3.0 CPA or characteristics point average um if the student intends to walk for graduation. and that's what's currently in the policy. However, there will be um further discussion about this potentially in upcoming legislation and this won't impact um at least I've been told this by Mitch uh won't impact the seniors for this upcoming school year. Therefore, we do have some time uh to continue the conversation around um B1B B1 or B2B and BC B uh sorry, what was the other one? B2. >> Yeah, B2. Thank you. Um, so the fact is we need to pass the language that's included in subsection H so that we can initiate the the um the uh the focus graduation pathway, but law and policy was not prepared um to make changes to those other

135sections. although um uh we can suspend those sections if the board would if the board agrees to do so. >> So just for clarification, so when we spoke about this, we were under the impression it would impact our current cohort of graduating seniors. >> That's correct. >> And that's why we had talked about this path, but you're saying it won't impact them right now. >> Yeah. I apologize for not letting >> I should have brought it up before I made the motion. >> No, that's okay. Uh I I I've been informed by Mitch that that that it would not impact this year's seniors, it will impact next year's seniors. >> So that we we basically have another year to be able to >> So does that change your motion in any way? >> I mean,

136if somebody wants to second it, we can can move ahead, but I can restate the motion if there's no second. >> Say the reason to the reason to suspend it is just because per our policy, we have to have in order to bring it back in less than a year. And if there is a law that's passed, >> we can bring it back as long as there's four of us that approve within that year. Otherwise, we have to wait for a year to bring it back. I would imagine that I mean the three of us understand that on law policy and I think the rest of you understand and we >> I think it's actually five to seven. It's a super majority within 12 months. Yeah. I was also under the impression though that there

137was some potential for attendance bills to or some bill to affect CPA. Um that was part of our discussion. So that was also part of why we were going down this road. >> Right. Um that's something that we're it was speculative but yeah I think in the attendance bills there we we had speculated that potentially there would be some welton discussion some CPAs in it right about attendance and about um the um what we consider what we call the characteristics point average. So we could pass this as is without the suspension of those as long with the understanding of would five of us support bring that back if we especially [cough] if we had a a >> law pass and that we would have to amend it or >> or you could wait until January

138of next year uh to to address it again. So you would have two options essentially. >> So [snorts] is there a second to Kim's motion or >> amendment? you're saying with the uh with the understanding that we think that we'll bring it back in January. >> Um if we want to just simplify it and just say we're passing this as a first reading, we would bring it back next Jan. We could have the potential to bring back next January or with the understanding of if we do need to address it because of a law that is passed or because of the graduating class that we will bring it back in order to address those things. I I think if it's not necessary, I would probably say I just prefer not to >> deal with it.

139>> So, just pass it as is. >> That would be >> We're still waiting to see if her motion's seconded. So, if no one's seconding it, that's where we're at with the rules. >> Thank you. Good call. Karen, >> can I rules are there clarify something then? >> You know what? >> Yeah. >> Go ahead, >> Doug. you wanted section H. >> So the the only change to the policy would be section H is it would be my recommendation to the board. Right. >> Is there any reason I'm asking >> that we couldn't postpone or table this? Um >> yes because there's a requirement in USB's rule that we have to have a district policy in order to initiate >> the focus >> the exactly the focus graduation program which is why we needed to

140read it. >> They usually have some sort of deadline on their piece for us to get it into our policy. Is there anything like that or just >> you can't implement until it's there? >> Yeah, you can't. You can't implement. >> So I think that was your question and I was just clarifying. >> That's my question. Sorry I didn't understand. Sorry question. >> What did she move? >> So she >> I moved to approve with suspending those three sections. So we have to make a new motion. >> She she's basically taking out anywhere that it says CPA. >> But there's no >> but that's still >> Sorry, let me clarify. >> It would remain in policy. >> It would still remain in policy as is. It just would allow us to bring it back >>

141right >> sooner. there wouldn't be a practical impact of that provision of the policy this year. Therefore, we do have plenty of time to bring it back next year. And it seems to me to be the desire of the board to revisit that. And so, we don't necessarily need to suspend those provisions, although we can do that if you if you prefer. >> Okay. If there's no second, then I will entertain a different motion. I move to approve as a first reading article 10 A4 senior high school graduation standards and requirements. >> Do I have a second? I'll second it. >> Okay. So, we have as a first reading. Did you say that? I can't remember. >> Did I [laughter] approve as a first reading? >> We have a motion to approve article 10 A4

142senior high school graduation standards and requirements as a first reading. Is there further discussion on this? >> Yes, I'll just say I had that motion all ready to go. >> I know you should hope so. Sorry. >> I am impressed. >> I was I was about to state on the record it down. [laughter] >> I was about to state it on the record. I am terribly sorry. >> Beautiful notes. I had it all written like >> that. I didn't discuss it with you prior. I apologize profusely. [laughter] >> All right. If there's no further discussion, we'll go ahead and make and vote on this. All in favor, please say I. I. >> I. Any opposed. >> All right. Motion carries. >> All right. Fiscal policy manual section seven. >> All right. So, the next policy

143that we have on a first reading is actually out of our fiscal policy manual. It's section 7 under procurement. Um this policy change would eliminate um the first level of purchases uh eliminate the um the minimum amount of of of purchases that can be made at a school level. Um at currently that um amount is $500. Anything over $500 has to have um uh has to have three bids and the approval uh of of um purchasing. However, it has been um suggested that we that we increase that amount to $1,000. And so that's what's been changed in this policy. The um subsection 4 has been eliminated because we essentially eliminated one level. And now the uh maximum amount or excuse me the minimum amount um I'll I'll say it the other way. The maximum amount

144that that a school could um use um to purchase goods for the school would be $1,000 as opposed to $500. So that's the change to the policy. Sorry if that wasn't entirely clear. If you have any other questions, I'd be happy to answer them. >> I have a question. So on where let's see what section I'm in here. So, two, nope, three. It says for purchases that total up to $49.99. >> So, I'm sorry, there is actually a line through the four that it's difficult to see. >> It's difficult to see. So, for purchases that total up to $999.99. >> Okay. >> So, for clarification, anywhere that that has the red four, that that is actually crossed out because that is also incurring number one. Yeah, you just can't because it's difficult to see the

145the >> So, it's not >> the through line, the strike out. Yeah, it has been stricken out. >> Yeah, it's hard to read. >> So, that's in 1B, that's in 1 C, and that's in uh three. >> Okay. >> Board President, will you accept a motion? >> I will accept a motion. I move that we approve fiscal policy manual 2025042 24 section 7 updates. I'll second to do we need to read seven. >> She said it. I said that. >> As a first reading. >> Okay. >> Chris second. >> I second. >> All right. Oh, sorry. I didn't hear you. Um. All right. We have a motion and a second to approve the fiscal policy manual 2025424 section 7 updates as a first reading. Is there any further discussion on this? >> Okay. All in

146favor, please say I. >> I. I. >> Any opposed? All right. Motion carries. Okay. >> To our second readings. >> Great. Thank you. Uh on to second readings. And superintendent, I'm sorry we're not going to get out by 8:30. I apologize for that. You're so close though when you go over the over the owing Chick-fil-A. >> All right. Uh second read. We have three second readings. The first one is article 10 F6. This is students with disabilities. As we mentioned last month when we brought this policy, this is a brand new policy that outlines the key aspects of special education in the district and how the district complies with the idea. There were no changes that were made um since last month. So, I'm happy to present this policy again to you and answer any

147questions that you might have. >> Do we have any questions? Otherwise, I will entertain a motion. >> I move that we approve article 10 F6, students with disabilities, as a second and final reading. >> I'll second. We have a motion and a second to approve article 10 F6, students with disabilities, the second and final reading. Is there any further discussion on this? >> Okay. All in favor, please say I. >> I. I. >> Any opposed? Motion carries. >> Great. Uh our next policy on second reading is article 8B12. This is student code of conduct and discipline of students. Uh again this policy um as we discussed last month was updated uh in order to comply with R277608 and R277609. Um those are emergency safety interventions. We added those to our student code of conduct policy

148to be in compliance with state administrative code. If you have any other questions or um that you'd like um to discuss, I'd be happy to respond. >> Right. Do we have any questions? Otherwise, I will entertain a motion. >> I move that we approve article 8 B12 student code of conduct and discipline of students for a second reading and final reading. >> Second. >> Okay. Okay, we have a motion and a second to approve article 8B12, student code of conduct and discipline of students as a second and final reading. Is there any further discussion on this? All in favor, please say I. >> I. >> Any opposed? Right. Motion carries. >> Excellent. Last policy of the evening, article 10 A6. This is learning materials policy. Uh you might recall from last month, we needed to

149make a um a correction to this policy. Um we have removed from the definitions under C1 instructional materials reference to advanced placement for international balorate AP and IB classes um so that it is consistent with um the legislaturator's intent in in that um in in that law. Um if you have we didn't make any additional changes to the policy since then. If you have any other questions I'd be happy to respond. >> Do we have any questions? No, but just a reminder that I'm voting for this totally because I just need to protect teachers, I think. But um I fundamentally disagree with I guess the law. Okay. >> All right. I'll entertain a motion. >> I move that we approve article 10 A6 learning materials as a second and final reading. I'll second. Right. We

150have a motion and a second to approve article 10 A6 learning materials as a second and final reading. Is there any further discussion on this? Right. All in favor, please say I. >> I. >> Any opposed? Great. Motion carries. >> Thanks, board members. >> Well, your second readings went really fast. >> Yeah, that's that's the way it's supposed to go, right? >> All right, superintendent. Um, since we're over, I'll just take as much time as I need. >> I finished up uh my last semester teaching at Granger um before the break. So, a huge shout out to uh my 42 students and Mrs. Nicole Robinson for allowing me to come and take over her class. We had a great time, I thought. I mean, I I thought um but either way, I learned a lot

151and uh was appreciative of the chance to uh be with those kids and and learn more about uh the government and our citizenship rights. I was also at the celebration for Matt Barnes. That was a great night. So, I'm not going to rehash that. I did hear uh extensive appreciation for days uh for today's uh legislative day and I wanted to extend that to the board for approving that uh above and beyond the calendar uh to uh to give our teachers additional preparation going into the second semester. I know it's a little bit easier to kind of ease into the uh to the next semester as opposed to coming straight back into the classroom with kids. So huge shout out for that as well. Thanks, clerk. >> I have nothing further to report this evening.

152>> Thanks, clerk. Karen, >> benefits meeting. I was unable to go in December, but the report is um we're running at about a 97% utilization for our medical. Um pharmacy is up 17% this year or last year compared to the year before. So, we're running a little high on pharmacy. And then it was discussed to put um to to do an RFP for our medical just because it hasn't been done. That was actually Todd's suggestion. It's been a while since we've done an RFP for our medical companies that cover us. And right now we currently have um Select Health and Blue Cross that uh employees can choose from. So that I don't know the status of where we're at. Is that just at the very beginning, Todd? Uh just being talked about, but that's something

153the benefits committee is looking at. I don't have anything to report. Connie, this weekend is our USBA conference. So, um there's a meeting Thursday night at 7. Um, you probably all have gotten the um text stating and telling what um the agenda for the conference. Um, and then on the 21st there is a hurray for public education or something. And then Day on the Hill is January 30th. Um, and I'm sure they will send out more, but hopefully we all can attend and at least eat dinner together. Um, lunch and dinner on Friday. Um, it's it's a time to get together and um, it's it's good. So, hope to see you all there Thursday night if possible, but especially Friday. All right. Thanks, Lonnie. I have nothing to report. >> Uh, Tuesday at 6:30, I

154believe it's here, we have a district community council meeting and we will be getting feedback from our parents about proficiency based learning. That's what's on the agenda. Um, I was going to just piggyback on uh January 21st is the day that we have the rotunda um as school boards and superintendents and business administrators. And uh what they're trying to do is and it really is on us as the Wasatch Front to do this because we live here. They're trying to get groups of students to be at tables to show off the awesomeness that we are. And um I think they're kind of asking superintendents to head this up. Canyons is the only people who've really got their act together and they've got seven tables. Um and uh so we need to get some and um

155I I think that our superintendent is so busy and we are too. But if any of us has any support or help for that, um, you know, like I got a I got a group of crossing guards who I could bring up there in a heartbeat, I think. you know, and it's stuff like that that I think or um if we could get a teacher who really had an incredible uh you know, project that they could bring or something like that to show the goal is to on day two of the opening of the legislature to send the message, look, we're doing incredible things in our public schools, right? And it's from 3 to 6:00 p.m. >> January 21st, which I think is a Wednesday. And we're >> and it cannot be performing arts because

156it can't be loud unless they just want to bring photos. >> Are you saying that we're allowed? I'm >> definitely saying that. >> Well, okay. All right. Um, we had our final two uh focus groups for our 8 hour workday task force. Um, it was again very enlightening. I think we learned a lot of things. We did not meet today or not not today yesterday because of the uh grades of middle day but um we will pick up our our task force next week and continue on with our work there. I'm looking forward to kind of taking all the stuff and and um analyzing it and looking at what what we what we're what we're concluding with all of that and and kind of moving forward with this. Um, so I will let you guys

157know. I'll keep you updated on our 8 hour workday task force. And I I miss law policy because of those focus groups, but I appreciate Kim and Julie being there and they you heard all of the wonderful things that happened there today. So that is all I've got. So having reached the end of our agenda, with no objection, we will go ahead and stand adjourned. Thank