September 16, 2025 Board of Education Study Session

0015 is 502. This is our board of education study session. We will go ahead and begin by indicating who's here. Go ahead, Clark. >> Clark Nelson, >> Karen Wender, >> Chris W, >> Kim Chandler, Julie Jackson, >> Ben Morsley, >> and Nicole McDermott. All right, thank you all for being here. We're going to first turn the time over to we just have two items for study session this week this month. Um we're going to turn the time over to Rick Anthony who is our chief information >> strategic plan >> information technology strategic plan. Thanks board president board members executive leadership team here to present on an update to our plan purposely use the word update. Uh, and the reason why is there, you'll see on here, and I'll speak to them as well, that there's

002some items that we're still sorting through, uh, getting feedback on, getting input on to make final decisions. Uh you will notice if you you have a copy of this slide deck, you probably look through it briefly at any rate. You'll notice that it looks real similar to Granite School District strategic plan in the sense of how it's just structured, the bare bones of this plan. By way of information, I leveraged a lot of the strategic plan presentation in in slide deck form here. So, this this slide just speaks to a strategic plan, what you're looking to do through priorities, through objectives, and through actions. We've also drafted up a a vision, mission, and goals within information technology. And when I say this is an update and it still needs feedback is it is it really

003hasn't gone out beyond the information technology group. We have a information technology steering committee or a technology steering committee that will review this and give feedback. Obviously your feedback tonight will be incorporated and then we plan to put it out there to schools principles etc. There's some principles on our technology steering committee but just on a larger audience to get whatever feedback they might have. Our vision in information technology and granted is to produce a service environment where technology access continuous improvement and innovation work together consistently work together to consistently exceed stakeholder expectations. That's a mouthful. But um as you've experienced in working through crafting vision and mission, there's certain key things you want to hit on in those and then your word smithing to have them flow fairly well. Our mission is to deliver

004superior stakeholder service and resource access while optimizing efficiency and advancing innovation. That mission you're going to see in our priorities. Our priorities are made up of of service, access, and we use the word well, I'll get to it here in that third priority or sorry, our goals. Oh, wow. Luke, I clicked on something. I'm going to maybe need your help. Did I click on change your browser. Okay, thank you. >> Thanks Luke. So similar to granted strategic plan, there's three goals, three priorities, three objectives within priorities and measures throughout. So our goals in information technology um goals are something that we want to be able to measure. And so uh the one that looks very similar to Granite's strategic plan is the goal three students. We wanted to make sure we we saw beyond just

005technology and and linked to the broader vision of the school district. So we we we combined a little bit a couple of goals from from the district strategic plan and went with granted students graduation rate English and math proficiency will increase by 1% yearly. So that's that's a speaking towards the school district strategic plan goals. Information technology goal one and two are a little more specific to information technology and measurable for us. Goal one information technologies work order work order aggregate user satisfaction response will be increased yearly. What that means or or what how that looks in action is when it when someone submits a work order. They need something fixed. They need something done. After that is complete or marked complete. It it it emails the user and asks the user how do you

006feel about what happened? And so we're using that quantitative measure to aggregate and come up with a number on the whole for a year's worth of work and and be able to meet that goal. We we use increase yearly. So we'll set a baseline and then depending on what that baseline is, we'll look to have that continually improve year after year. Goal two is the stability of the network and digital tools will increase yearly. And this is a measure that's it's a little bit challenging. I'll speak to it when we get to that element, but it's trying to find a quant a quantitate a quantitative measure to to say what does stabil stability mean. And I'll I'll dive into that. This is just a visual showing uh how it's organized. Up at the top you

007have the three goals. Um you have your our mission statement three goals and then you have the three different priorities within each priority let's say let's take the service priority on the left you have three objectives first objective is related to service level agreements and I'll speak to that second is communication and collaboration and third is technology coaching these are three objectives if we meet these objectives we will um obtain the level of service that we want to obtain and we're prioritizing that. So we're prioritizing service access and this word optimization. Uh we picked that word. We kicked around efficiency and innovation and did some word combining and came up with optimization as a word that includes both efficiency and innovation. I'll work through each of these throughout the slides, but this is just a

008visual giving you it all in one picture. Service priority, again, a visual. Service level agreements. What service level agreements are in in someone who's completing work orders is what you say it should take you to do something. So, let's say um a printer a printer connection, you would set a service level agreement on that. So, you'd say, "Okay, if we get someone who submits a connect this printer, we should be able to have that done in one day." Or if we have someone who says we want a interactive board installed in our school, we say we should have that done in one week. And so as an organization you set service level agreements. This is our agreement on the service level our stakeholders will receive. So our measure of progress you're going to see measures

009of progress in each of these objectives just like just just like we have in the in granite strategic plan. Our measure of progress around our time to complete requests is 90% of or more of work order system tickets will meet or exceed their service level agreement. So what whatever we set as those service level agreement, we're saying we're going to aggregate that and annually did we did we meet that at least 90% or more. The trick here, just just being transparent, is we haven't set service level agreements for most of our our repairs and our installs yet. This is something that we're still talking through. We're still looking at, we're still trying to find what we think is is more than reasonable around times to complete requests. Um and so once we have those put

010together then then we can proceed with with that measure. Communication collaboration is our second objective in service priority and and what we've said are measures here we have a couple 90% or more of our meetings will have agendas notes and action items documented. Our second is 60% or higher response rate if it's a small group and 400 or more of a sample size in large group in feedback loop. So what this is saying is we want to make sure we're getting enough stakeholder feedback to make good decisions and did a little bit of resource re research into what percentage of a response rate when the group is small gives you an accurate measure and and what percentage if you have a how many people if you have a large group does it take to have

011an accurate sense of what they're saying is valid. So these two measures are are us trying to be more organized in our communication and collaboration and then also in in gaining feedback making sure we have a good response rate. Our third objective is technology coaching coaching coaching with a measure of progress or 80% or more of teachers will indicate in decreased knowledge of digital applications and their alignment to instructional strategies. This this is coming through educational technology mostly and through our digital teaching and learning grant. This this measure is one we also use for our digital teaching and learning grant. Board President, I didn't I didn't know protocol-wise um am I working through here or stop them for questions or or work through them all and then take questions. >> I think if people have

012specific questions, we can take that but otherwise we'll just hold off until the end. >> Okay. I did have a question actually on the technology coaching part. >> Is it specific? >> Um it's about the technology coaching. Do you have do you do you This is so loud. Do you um have people evaluate the technology coaches at their school? Is there a end of the year evaluation process that happens there? And would that is that part of this technology coaching? Is that how you're getting how are you getting the 80% of teachers? How how are we doing that? So Chris Larson for for technology coaches PG& he does their evaluation. This specific one is survey. We conduct a survey with all teachers in the district and ask them this question or a series of questions

013to give us this percentage. >> Is it specifically about the technology coach or is it just technology in general? >> Uh that's a that's a good point. it the question is around their knowledge of digital h has the support that they've received it doesn't name the specific person but I think it's pretty fair to assume that's my technology coach in my building uh but but to your point the question is do you feel like you've increased your knowledge in digital applications and their alignment to instructional strategies based on the support that you've received our are our our method method for that uh is truly the technology coach. I mean, you could make an argument the teacher next to me or my PLC helped me with that, too. That's possible. Hey, Rick, you indicated that we

014don't currently really have the service level agreements in place. Who I'm trying to like figure what figure out what this is. Who are the me the parties in a service level agreement? >> Yep. So, so the stakeholders. So, I'll give you an example of ones that we do have in place and we're tweaking and that's in audiovisisual. So, if someone um has an interactive board that's having problems, they would submit a a work order for that. And on the back end, we've said based on the problem that they've indicated here, we need to have we our agreement to that stakeholder is it would be repaired in 3 days. And so the clock's ticking in the work order system because on the back end we've said when this work type of work order comes in start

015the countdown timer. >> So Granite School District is the M is the person making the agreement with the stakeholder and then Granite might depending on I mean because there's always these third party that people who we have to also rely on for a lot of this. >> Oh sometimes sometimes that's the case. Yeah. So oftent times like with a like an example is a is a interactive board install oftentimes electrical needs to be moved and so we're relying on a an electrical shop for something like that. I mean not to get too into the weeds with the work order system but what because the clock's ticking on our end. What we might do is put that if it's if it's gone to another shop put the t put the ticket on hold >> and so

016the timer stops until they've done their part and then the timer restarts. >> Okay. So, it's these kind of convers the technical piece that it gets a little bit tricky and what's what's reasonable and what's fair paired with what's what's a a good um stretch goal for us to be able to get the work done. >> Thanks. >> And it's one of those things that I think is always moving. We might set we might set a goal on a service level agreement for certain things on in one year and then over time we're like we we did not meet that service level agreement ever. Maybe we set that goal a little too high. what like what's reason and talking through those. That's kind of the living why why these um strategic plans are always living

017documents is because you're always moving based on the results that you're getting and and not in the way that hey we need to lower the bar. We need to lower the bar. We need to lower the bar, but we need to be thoughtful about what's reasonable. So, a couple of the actions we've f found under each of these. So, so, so you've got your priorities, then you've got your objectives. This objective of a service level agreements has a couple of actions. And this is where the rubber hits the road, per se. These are the things that you are doing. So, when I say these aren't complete, it's we still have to define and understand service level agreements and establish performance monitoring and feedback for those service level agreements. We're farther along in some departments. For

018example, audiovisisual is is farther along than than say security systems are in the objective of communication and collaboration. We have four actions that we've named information technology leadership team meeting. These are all things that we do to improve communication and collaboration. So we have a IT leadership team meeting, our technology steering committee, our shared communication and collaboration platform and stakeholder communication during disruptions and outages. So we're these are all actions we've said to make sure we're meeting the objective of communication and collaboration. And the third objective under this priority is technology coaching. And we have technology coaching of teachers, technology coaching of non-district staff and help desks. So when we look at our groups who are who are working with people, teaching people, these are our three big groups. Our technology coaches out in schools

019probably is the is definitely the largest group. After that, we have information systems facilitators who work with a lot of uh secretarial and non-eing staff around applications they're using, whether that's the SIS or our ERP, just our different platforms that are used for for air quotes business purposes. And then we have a small help desk team of of of just two members here. Switching to the access priority. Again, just a visual pointing out those three objectives of connectivity, security, hardware, software. Our measures around connectivity is granite's wireless network will be operational at each location 99% of the time. This is a little bit um misleading because um well this is where we we split this. I could have just given you that but what happens sometimes is your wireless might be up but the application's

020not working. And so so you know you can you can game it and say yeah our wireless was up 99% of the time but the user experience might not feel like 99% of the time because it's the application that they're trying to use. And so what we tried to do to separate those two is we we went to software to name some measures. So our wireless up 99% of the time and paired with saturation of access points to include onetoone in teacher areas. So our wireless might be up 99% of the time but it might be very slow. And so what what we did to try and make sure that we're on top of that is saturation of access points because slowness for us is something that's really difficult to measure. It's it's a little

021bit of a qualitative feedback piece. We do have some metrics that watch that. Um we're just saying in our connectivity, we want to make sure we're turned on. Most of the time, 99% of the time, we don't have and this this this is always watching which access points go down. So in in Granite School District, we have 4,500 access points and we know whether each one's up and running or not. And so our measure around this is how much are the we want overall green lights up 99% of the time. Saturation again we are in granite we have at that 4,500 we have reached a saturation where we're we're one to one in teacher areas. physical and cyber security. Uh our measures of progress around that are alarm and camera security will be operational districtwide

02299% of the time. Real similar to that wireless measure. Measures of progress 99.5% of employees will correctly identify cyber threats. This is something that we have not put into place and granted and something that um is on our checklist from uh our our incident last year. And that is um often what what many enterprise what many businesses will do is they will um do a a teaching campaign and they will for lack of a better way of saying it try and catch employees making a bad decision around clicking. So, they will put together a a fake uh fishing attempt and do it internally and then any employees that click on that will will be asked to review the reminders around what not to do. That's something that we're put pulling together and plan to roll

023out this year. And so, this is where this measure is coming from. It's just an education campaign and you want to be careful around it where you're not offputting to employees or you feel like the police are after me kind of thing, but you're you're coming at it from a hey, we're not going to let you know and we're going to this is this is something that's you need to be remember these are always coming through. Uh third measure there is uh fewer high severity incidents year-over-year. And so we are in the process of defining what a high severity incident is exactly. We know that um we have a we have a r a realm of what we think high severity is but we need to put a a real good definition on what that

024is. This is this is this is things like major outages, major slowage slowness slowage slowness in in our connectivity. We have had one of those this year. We we two three weeks ago we were hit with several things at the same time that were slowing people down both both from a a wireless standpoint but also an application standpoint. And interestingly enough, they weren't they weren't necessarily related. It was kind of bad luck to have several things having problems at the same time. Hardware and software is our third objectives. And in there are measures of progress or the number of tickets associated with disruption of digital tools will decrease yearly. Approved hardware and software list will be up to date quarterly. I want to spend a minute on this and this is where we're trying to

025separate you know the wireless is on versus the wireless is slow or the wireless is fine but the application is having problems in being slow and our only measure of applications that we landed on were tickets associated. So if someone's having a problem like man focus is really running slow for me submit a ticket. And so the ticket system helps us really quantify how many how many tickets did we have for focus slowness this year and we're looking to make sure that that's a whatever number that was is less than next year. >> I have a question Rick. So is this like dayto-day? So if a teacher's like it's a little bit slow all the time, you know, or whatever, you want them to put a ticket in every single time or until it gets

026resolved so that you can say or until they get a reply. Do you know what I mean? Because I think some areas of some schools it's it seems like it's slow all the time. >> But I don't I don't know if they have anything to compare it to or >> how often they need to put in a ticket. >> Yeah. What what you're naming is something that we're talking through. Again, our challenge is how do we have a quantifiable number that measures disruption of digital tools. Um, but the the problem I would name with our our solution is you're you're kind of hit or miss if people say, "Hey, I'm having an issue or not." uh meaning um they might feel like ah someone else is going to say this is slow or I know

027someone did here or I'm always used to this trying to define you're relying on individuals to submit tickets to have that number. Um I I think that's mitigated a little bit on an on a on a really large aggregate level where we say okay aggregate on the year focus tickets submitted for for disruption of service was this and hopefully that mitigates the people who always submit right away and the people who never submit. So, we're trying to use big big aggregate numbers to feel good about the overall is it going down yeartoear. I think in conjunction with that, like I'm just thinking about my own behavior. Um, I would try myself to work around it all in any way that I could until I was absolutely prohibited and then I'd do a ticket. >> Uhhuh.

028>> Yes. >> And I think our teachers are like that, too. And um so I'm sure that you guys are working hard to make sure those tickets are very easy to deal with and that they can build confidence in the fact that if they fill this out, they are going to be contacted >> and it's going to get worked out because I think the more they have that experience and Rick, I know you're very good at customer service, so I'm sure that is happening. Um but I I think that's a really important part of that tickets thing. Um I just wanted to ask too did you say on the connectivity and the saturation of access points that you are at the oneto one and teachers area already. >> Yeah. >> Okay. >> You may you

029may by look by look on your face you might be thinking I've been in this room and I I haven't seen an access point in there. >> Yeah. Yeah, there may be some exceptions maybe in newer buildings or if classrooms changed, but at 4500 uh access points in talking to and I haven't gone out and visually mapped it, but in talking to our our networking supervisor on this saturation asking him, do you think we're at this? And he's and he says yes, which means we're probably really close. So if a teacher at this point feels like they do not have access, then that's because we don't know. >> If they don't feel if they feel like the wireless and their room is slow, saturation is one one way to help solve that. But it could

030be other problems, >> right? It could be their hardware, >> the radio that's right next to >> things. Yeah. >> Yeah. >> Last one. Oh, sorry. Last one there is approved hardware and software list. This is becoming executive leadership team has heard me whining about this for weeks and weeks on on what we're talking through and this is becoming more and more of a something that information technology is having to navigate as teachers supplemental materials are becoming digital. So, you know, back when I was a teacher, uh, all my supplemental materials were analog. They were, you know, different paperbased things that I would use that that I would pick up and use in my classroom. And probably most of us experience that when we were in school. Now, an everinccreasing amount of teacher supplement materials

031are are software types of items that are delivered over that are delivered digitally, whether through the the device in the room or whether through the LMS as well. And so we're seeing an increased amount of supplemental materials that teachers need support in or that need to have data privacy agreements in place or that need to make sure there's no sensitive material issues. And so we're we're working through navigating those those lists and transparency around what's used etc. a lot of which direction is given us through state statute and USB rule. Um so but it's it's becoming more and more part of of what what traditionally maybe wasn't as transparent or known but but is now because it's digital. So, we want to make sure we're on top of that. That measure of progress around software

032is is making sure we are keeping our lists and doing our due diligence on vetting what comes across our desks. Here's I just jump into the actions around connectivity, our wireless, our data center strategy, our monitoring and reporting strategy, our change management strategy. and these actions. Um, I don't know if the board will remember, but I was talking to Stacy earlier today. We had a a a third party do a pretty comprehensive review of technology and granted and come back with a lot of recommendations for us probably probably three to four years ago. And so some of these actions here are things that we learned from that review and and are continuing with those actions around our our physical and cyber security. And I separate these because we have we have a lot of physical

033security that's it related in granite key card access for examples cameras. We have around 4,500 cameras in Granite School District as well. 4,500 wireless radios but also around 4,500 cameras in Granite School District also all connected to the internet. Um, so security systems is the is the department that handles cameras and our key card access. Network network security is a different thing. So we we purposely picked cyber security because people that resonates with people they kind of understand what that is. Data privacy and data governance program, our risk management, security, information and event management. making sure that we have all of those things in place. Our third action, hardware and software. We have our approved hardware and software processes, our metadata dictionary, our inventory and asset management as well. Moving to the third priority. Twothirds

034of the way there, folks. um going through this is one where my measures of progress are in orange because we're really still talking through what measures of progress would work for these. This is where I'm I've now run up against where I I led with hey please understand this is a living document. We're still working through it getting feedback. So within our resource management objective, we're playing around with budget cost per user and what would be a good measure around that. 90% or more of information technology resources allocated will align to strategic goals. Making sure your your money is aligning to your strategy. 90% of technology infrastructure will be within industry life cycle standards. Um, again, resource management. This third one for us, uh, and I won't belabor it, but this third one for us

035is is a is a challenge where, um, we're just seeing we've we haven't really set aside budget to be able to u change out hardware within its when it within its industry standard life cycle. I mean the board's very very aware that budget's always a always a challenge and and prioritization around budget facilities uh operations etc is as well within continuous improvement objective we're playing around with a number of initiatives delivered as planned and how how do you measure delivered as planned we're still talking through some of that 90% of resources are aligned to strategic goals here you're seeing a repeat of the same measure, but we felt that that fit both continuous improvement and resource management. You see you see that in in Granite strategic plan as well around um talent development within the

036talent development priority just a just measures across a couple of different objectives and then third trying to figure out a number of new tools technologies that were implemented successfully. Again, how do we how do we measure implemented successfully and what what is implemented successfully? who were having those conversations. Last is learning development priority. 95% of employees complete their evaluation process yearly. 95% of employees have earned the required certifications for position in information technology. There's certain positions that have required certifications and we have within our hiring you you might not have that certification but you have your provisional first three years to gain that certification. And so we have uh a certification program within information technology. Not every position, but probably at least 60 60% of the positions have these certifications. And then third, we're playing

037with just a pipeline type of thing. X number of qualified candidates for every open position and talking through um feeling like that's a good measure of progress on a on a learning and development objective. actions around resource management, enhance asset life cycle, our -ate optimization. -ate is a a federal reimbursement program that if you use monies for certain things, you get um reimbursed at a a fairly heavy discount on that. So, you always want to be we have a person dedicated to always watching that and working with purchasing to make sure we're saving money um in in how we're purchasing technology through this federal program. Infrastructure upgrades and and funding model, documented standard operating procedures are all things that we feel are good act actions for our resource management. In continuous improvement, we're focused on

038digital transformation, exploring new technologies, and reviewing legacy systems, automating processes, our data management and analytics as well. And then last in learning and development, our evaluation cycle, our certification program, and our success our su succession planning through talent development pipeline. Our actions were taken in that objective. Hey Rick. >> Yes. >> Do we um it's clear here that we keep people licensed and keep their knowledge up. Do we send them also to conferences to understand what new technology there is out there and how to utilize it to enhance achievement? >> Yep. So each area from developers to network engineers to audiovisisual have both local and national opportunities. We have a budget that that we can't just send everyone all the time everywhere. But we're pretty strategic in making sure that the people that um might

039have something new coming their way have some opportunities for that or someone who's taking the initiative and wants to gain better understanding brings it to their supervisors. So we do have budget set aside for for travel if you will and conferences >> and and that's honestly been that budget amount's been adequate for our needs. And I also noticed that you um uh you have the somewhere in there you talked about um let's see yesterday here and continuous improvement you know um things implemented initiatives delivered wait there's one that was about innovation but somewhere I think I would feel like it would fit under the continuous improvement I just wanted to add a suggestion that it's good for for us to make sure that we're constantly efficient and that every year we're also saying what is

040no longer relevant >> or no what's no longer serving us and that we're getting rid of those things on a consistent basis because I just think that this is such a huge thing to bite off. So if we can keep I think it's really >> tell me if you think this second action >> Oh, exploring new technologies and reviewing legacies. >> That's it. Excuse me. I didn't notice that. I'm glad you put that. Thank you. Yep. >> Who in connection with that though? Who >> who's the one in charge of that? >> Uh me. So where where a lot of these >> Yeah. where a lot of these things will hit I'll give you what's a good recent example? Um, okay. On the on the on the network side, a lot of new technologies are

041are cloudbased rather than data center on prem or on premises types of solutions. And so our most recent exploration, we we have a have a file a digital file storage program called Filebound. Um, and that's an on-prem on our servers. uh solution currently. And so we we've explored uh moving that to cloud where it's not on here uh on our servers. And it it comes at a price. You pay annual licenses for cloud-based storage. Uh but you also pay for the hardware, etc., etc. on on premises. And most of the time, not always, most of the time it pencils out to move to the cloud. Uh so that's an example. Uh we have not chosen to move to the cloud with with biobound and and some of that is just budget related. But it's always

042exploring like what's going to be the better solution. That's that's an example. I think our change from uh student information system of discovery to focus school software was was probably one of the heaviest lifts that information technology could make around switching to a different technology. >> Does anybody else have any other questions before I ask my >> I just have a quick one. Um it's not entirely related to this but still looking for some kind of discussion or plan on our technology strategy in the classroom. Is that coming down the road separate to this? >> Elaborate a little bit for me. Um, so just you know a study session of chab we've talked about a couple of times about and in our lawn policy meetings about having some kind of more in-depth discussion about our

043technology strategy in the classroom specifically with Chromebooks and other technology tools. >> This kind of goes back to our statement that we're talking about use of technology. >> Okay. So so kind of whoa three mics. So, uh, >> Rick, if I can chime in before you answer. Yeah. To me, um, that is something that perhaps you would be collaborating on with curriculum. >> Yeah. >> You know, that's I think that's what the real question is is not necessarily how's it all working and what do we have and is it but like how is it pedagogically for our kids >> and I think I think maybe the bridge there is isn't information technology where we have uh edtech educational technology. Chris Larson's the director. He he I supervised Chris. He'd he'd um that grouping is living

044and breathing that the most. The the pedagogical I'll call it the pedagogical and curricular use of digital tools would be something that he could speak to. I could speak to it too to to a degree, but that that realm is really where he would shine. So maybe it's a study session about curriculum and the balance between online curriculum versus >> or best practices with technology. >> What our what our best practices are, what we're encouraging. I know we had um at the district community council, you shared some >> interesting data about >> at least what you found as far as how much time kids are on their Chromebooks during the day. And I believe I won that that what the estimate was. >> It was less than you would you would have thought. Um but

045but I I get where you're going. Maybe it's maybe it's uh an element of that presentation. You know, that was speaking to amount of time, usage, filtering, etc., etc. Um maybe it's an element of that. Maybe it's instructional strategies, best instructional strategies with digital materials. Maybe it's even this what I mentioned earlier, this change that we're seeing from analog to digital around teacher supplemental materials as well. Um certainly could do do a presentation on all of those. >> And may I add, as long as we're defining potential elements of what that might look like, I hope that AI is a significant >> addressed element of that as well. >> Yeah. Yeah. that a real short on that just I guess maybe a teaser or preview is certainly very very powerful and a and a huge

046deal right now and and its potential around learning is is tremendous. Um but there's a lot of a lot of questions around student data privacy in AI and sensitive materials in AI. Currently in granite we have uh school AI which is a state approved software that that we use. Outside of that we we uh block a lot of AI tools. Um I I don't you can tell me if you disagree, Kim, but I wanted to just share what discussions Kim and I have had things like we're both like, well, do we really want kids learning math online or do we want them to have a printed book or do you know reading novels or reading short stories on the computer? You know, these are the kinds of discussions we want to have is what data

047is there around which things are most effective because we're also seeing data that shows that the printed thing is more effective than the tech technology. So, we're having these kinds of questions and would like clarity and understanding of both where we are, where we're headed and why. Okay. >> Yes. And I agree. And just to to clarify, so I'm not saying it should have been tonight or anything. I just didn't know if that was already in the works and I was looking for an update on that. So, sounds like we still need to put it together. >> Yeah. And it would it would probably be a collaborative presentation with Lesie because of the curriculum and instruction element. And I don't want to diminish educational technologies involvement in in coaching and instruction, but when we look

048at our technology coaches, they they essentially have three different roles. They are our first line of defense around tickets, around my printer doesn't work. that that individual is our first line of defense there. They also help tremendously with student assessment and oftentimes act as the facilitator of assessments that are happening in the school. And then third, they're they're coaching teachers on technology used and best instruction around that. So I I don't want to diminish that they they're not involved in that, but curriculum instruction would definitely be partners in that kind of a discussion or sharing our our our current data and thinking. >> I think it would be good to have um some teachers who effectively use it even in their classroom. I was just showing Chris school AI and some of the things that

049I've done on it and I haven't done a lot but for me as a teacher it's huge timesaver. It's not anything that I you know like I can I can write the lesson plan but man if I can just throw that into school AI and have it print it out for me or the worksheet or whatever it is so it's so nice. >> Yeah, there's a real productivity element to AI now. I I wanted before when I said to Clark that um we block AI on the student level. We have it open for employees. AI so like chat GPT etc. employees can use it. >> Yeah. So school AI at least to me is very write an email things like that that just it helps so much. >> It's amazing if you played with any

050of it. It's it's wild how how much it can do. >> I think a lot of the concern is around what are kids doing with it? Like what access do they have? So like make sure that I want you to understand that we're looking at this is like yeah give teachers whatever tools they want. What are we giving kids? That's where the concern is. >> Yeah. And the short is we do give teachers whatever they want but students are limited to school AI at least on on our granite devices etc. >> Yeah. And I want to be clear too that we need to think about that in both directions. Like I think there needs to be significant cautions about what we allow students to do, but I also think we need to be very cognizant

051of of what AI is and what a tool it will be in all of our futures, especially those of the the coming generation. So I think we need to be very deliberate and cognizant of of what kind of a tool um it can and should be for for our students. I had a student tell me that she had maxed out her chat GPT. I didn't know that that there was that thing that that was a thing. You can max out how many questions >> now you need to pay kind of thing. >> You got to pay. Yeah. >> Free version. But I'm like why >> if it goes fast >> you you asked that many and she's like yeah I use it kind of instead of Google. But so our students are using it period

052>> whether we want them to or not. So I think giving them the tool and then saying this is the effective way or showing them hey you know what it's not infallible look at you know let's evaluate what chat GBT said or what school AI said is this correct what would you change here or is this you know is this and I think it's a very valuable tool to use because it is something that is part of our future so anyway that's this is my side that's my side note >> well and I'm I'm not meaning to I I'm not meaning to come in here with an agenda or a debate going on I mean in my own company. We now have questions in our every single interview about your understanding of how to utilize

053AI and how effective you are at utilizing it because it's going to impact your productivity. So, I understand the need for this. I'm looking at age appropriateness. I'm looking about for data best practices, things like this. I want to make sure we're intentional and not just riding a wave that actually could crash and burn, right? Um, I also just wanted to say, um, Rick, we appreciate your department so much. We know that this entire district would come to a halt without the really good people working so hard in your um, department. And I know they sit in that corner and no one sees them and they don't get a lot of recognition. >> Kind of like that. You kind of like that. There's some upside to that. >> Well, tell them that whether they like

054it or not, we see them. We appreciate them. We we know what they are doing behind the scenes. And um I also just wanted to take a minute to recognize our teachers. Um because as a former teacher, I know how hard it is to lose control of your ability to choose whatever you need in order to teach, >> right? And in this global I mean this globalization we have lost some of that autonomy as teachers and it's it is painful and I just wanted to recognize that because yes I no longer can just take any tool and throw it in my classroom because now there are all these things there's data privacy there's you know like who's looking at this and what else could be filtering through to this child and what else could they

055be doing that's off task and there are so many things. So, we have lost some autonomy as teachers and I I just want to recognize that because I think it is hard on teachers to lose that autonomy over the supplemental um materials. Um I also just wanted to say um like to our board, I I really would love to see an annual report of the outcomes now that we have a plan. I'd love to see an annual report of how are we doing on this plan? What are we doing to um address the areas of weakness? How can we support with that? How can we celebrate the things that are working? >> Um stuff like that. And so I don't know, I see that you still have some things to finish up in this plan,

056>> but I think that it would be really helpful for the board to be a part of that living document annually. >> Yeah. And I I appreciate that because I think I think that report out is is a is a great accountability tool, but it's what it's what makes this process real and not just going up on a shelf. Um but and the one thing I would ask is what what you'll and you'll see this in granite strategic plan is what what if it's a living document and you're truly looking at these measures and you're truly adjusting, you are making some adjustments, right? So there might be some variance where we we sit in front of the board and say, "Hey, we had this measure of this and we didn't get it, but we dove

057into this and this is why and this is why and this is where we're at." And I think I think that's a very real and powerful thing when when you're when you bought into continuous improvement. Well, and I think that it's very important that we have honesty going on in our district with each other, that we're not trying to impress each other, we're not trying to make it look good. We're having real conversations and helping each other, and that you and anyone else doesn't feel worried about showing up here with results that are less than, you know, what you said, >> enjoyable. Um the goal is to get this board on board with helping with that area that needs more support and more progress. And so we would hope that anyone who comes here would

058feel comfortable even in a public meeting saying the things that we need to work on because I think it builds confidence among all of us that we're on the same team. >> Yeah. Agreed. >> Any other comments? I just had a question. I know this is sorry if it's um beating a dead horse. Going back to how the um coaches are evaluated. Um I guess the reason why I I ask about it is because it seems like some of our tech coaches are not former teachers. Is that correct? Or are all of them former teachers? Um, well, I I would say all of them were are former teachers on a teaching they all have a teaching certificate. >> Okay. >> Yeah. >> Um, I I've heard I've heard that we have some really excellent ones

059and some that maybe are not quite as effective. And so just in my questioning, how are they evaluated >> or how is that that one >> I have to go back to >> that one point evaluated? >> Yep. Um, >> I could speak to that a little bit. Yeah, I just I I guess I I would like to see that maybe we do include, you know, a teacher evaluation of the tech coaches because if they're not being effective, then that might be >> a strategy that we can we can leverage in there because it it's true the teachers can can improve their technology um knowledge but by no help of or very little help from >> could have been their PLC etc. Yeah. Uh just just quickly speaking to that and and again through through

060realities and transparency. This is one that's a little bit challenging in that when you when you evaluate a teacher, you're you're you're evaluating on the teacher standards uh which really lend themselves to classroom instruction. And so, um, one thing that's a that that helps with this with technology coaches just this year is we have, um, coaching standards. And so technology coaches shifting from that those classroom spec very classroom oriented specific standards to in to instructional coaching standards as part of their evaluation I think is a is a real big improvement. uh a reality in our challenge is is Chris Larson, the director here, supervises and conducts those evaluations. Um but they're working in the case of an elementary technology coach, they're working with two different principles daytoday. They're they're splitting two schools and so he's

061collaborating. the three of you are sitting down and collaborating around what that evaluation should look like as well, which could be actually a good thing, but sometimes might might not as well because it's not necessarily getting to the root of some certain things. Um, these are these are specific challenges of the unique position that we're very cognizant of and always trying to do a better job with. I'm I'm I'm going to toot Chris's horn here in his work and efforts around instructional coaching standards that just better align with the their day-to-day work than the classroom side. >> That's good to hear. I'm glad that we're we're making that shift because I think it is important to focus in on what they need to be doing or what they should be doing and if they're being

062effective in that realm. So, >> right. >> I appreciate that. >> Okay, no other questions. We're thank you. >> Thank you >> so much for being here. And we're going to invite up almost Dr. Jared Reynolds. >> It was almost one time. It's not good. >> But thank you for pointing that out. Appreciate that. Just use the down arrow. Okay. Hi, I'm almost Dr. Jared Reynolds. I don't think I've presented before the board before. So, if I mess up, I'm sorry. Um, just help me. You can just you can just tell me what I'm doing wrong. So, I was asked to to present on a new program we have. I am guess said also I'm director of student services and prevention and last spring we did a pilot program. We didn't have a name for

063it yet. We just called our transition classroom but it was helpful. I'm going to go over some of the things the reasons why and so we requested some funding to staff it long term and we have a name for it also. We're calling it North Point Center. get into that name a little bit, but it's a transition classroom for students who are trying to figure out where the best place for them to go to school is. Um, I'm going to to >> Jared, I'm going to interrupt real quick just to give a little more. >> You're going to call safe school light, huh? >> Well, now I amum I had a couple board members reach out and say, "What is this North Point Center and what is this presentation?" So, just to give a little

064bit more comprehensive background in our budget approvals in our proposal, we talked about uh we we kind of have a a a niche need here where we have students who are habitually disruptive is the nicest way to say that where they're not engaging in class. they're not uh they may have attendance issues, but they're on campus and they're creating a disruption and oftentimes can be influencing others uh to not participate in their education and take advantage of the privilege that they have to be in our schools. And so the idea and the concept was is these aren't violent offenders. they're not they don't qualify for our safe school program because they've not technically violated um to the degree those policies. But at the same time, uh the interventions that we're providing um at the school

065level are not as effective as we need them to be and our our schools are are crying out for help and we're our administrators are spending a tremendous amount of time with a small amount of population and sometimes they're not getting the support and help that they need from parents to be able to address these behaviors. So, we started talking last year about what would a safe school light look like, a light version of safe school where unfortunately you've lost the privilege to be able to attend your school at the local level. Is there um a way that we can remediate that, redirect you, um change your focus, um help help get you back on track? uh is that at another location or possibly just pulling you out of your current location for a time

066being until um you decide that that's what something you'd like to do and you recognize that school is in fact a privilege. Um and then we can get you back into your your traditional location. And and a big part of this, as he's going to explain, is is working with parents and families to to kind of address these behaviors. The idea is that we don't have enough resources out at our schools to be able to handle all these types of situations, but we can provide that additional support at the district level. So, yes, safe. That's where the term safe school light comes from. And hopefully that sets you up a little bit. I did want to also excuse Lesley tonight. She's actually out of town attending a >> a legislative CTE uh task force meeting

067uh and representing the district on that. It was last minute. Otherwise, she'd be here to to help present with Jared. So go ahead Jared. >> Thank you superintendent. And I'd say too also as principal I love it when a student if they got in trouble had to go to safe school when they came back and and were successful in school. I love it when a student can re-engage in school. Obviously our goal is that every student if they could graduate from a regular high school. I think it's so much better for them and for us as a community as society. So, we really want to re-engage students back in the in the academic process and help them go get back to regular school, but we do have a lot of students who who are struggling

068in school and for one reason or another shouldn't be right now at school. But that's why our that's our main goals. Our department, as I said, are there to promote safe, supportive, and orderly school environment for students through strategic intervention and placement. And I'll explain how North Point Center helps with that. Um just a overview or a review of all the alternative placement programs we have in our department. We oversee connection high um our alternative high school, Grand Peaks Adult Eden. Now North Point Center, Roseville Continuation School is our safe school when students have violated safe school policies. Turning Point is our elementary classroom for a safe school for elementary students who have violated um the safe school policy. And then we have our program what the YES program which oversees and supports all students

069who are in state custody uh state care which um we actually have a lot who are in regular schools but just getting support with our programs. I wanted to highlight that I one thing I think is interesting or good is we really h are are seen as a model uh district. I'm asked often to present on what we're doing to help students who are struggling. Schools are having a hard time on deciding what to do with students who are disrupting classroom or are violating safe school policies. They don't have options for students. Uh just today I was in a meeting where where another school was um another district was talking to the judges and some other people about they need more help. Uh but I think we have been pretty successful at trying to intervene

070and to help. Uh these are just a list of some some places I've been asked to present on what we're doing in Granite School District to help schools be more safe. And um I what I always focus on in those presentations and what as a department we are is we want to make sure we have enough options for students. What options do we have when they can't engage in school? And every student is uh there's a different reason. So have to have a continuum of services helps a lot and um we really try to give good support. So we look at every student who comes to any one of our our programs and we we look at what they need and what interventions and helps we can give and I highlight especially our check and

071connect the mentor program has been has been phenomenal for helping support the students who are struggling. And then we're really trying in this third point some we're doing a lot better this last year starting last school year and this one is where we're engaging a lot more with with other stakeholders with probation with the courts with Salt Lake County and with the juvenile defense attorneys to try to use their resources and how what they have and to bring those things together. Um but we have had a gap or need for the student who superintendent Horsey pointed out the students who are struggling in school just being suspended over and over and over but not a safe school violation or students who are not engaged. They maybe have gotten in trouble in the community. They haven't

072gotten in trouble at school. they've gotten arrested for something and and we get notified of that and we're deciding where should they go to school, what kind of plan can we put in place before they go back to their regular school or to another school. And so we needed kind of like a temporary classroom where we can really uh find out more about the student, what are their needs, uh put interventions in place, and then and then help them transition to uh regular classroom or regular school as quick as possible. >> Hey. Yes. >> Um can you go back a slide? >> Can you just remind me where Turning Point is located? Turning >> where Yes. is Yeah. Turning Point is in Lincoln Elementary. >> Oh, it's in Lincoln. >> Uhhuh. It's a kind of

073a back hallway that is not used for anything else. It's a large classroom >> and Yes. >> Yes. is all over. So, yes, we actually have over >> We have like several locations for it, right? >> We have Okay. >> about 1500 students in our district who are in state care. So, most of them are actually in schools. Most of them are in state care because of DCFS. They've been pulled out of their home because of parents. But we do have a lot who've been pulled out of the home because of their own criminal acts, but most of them are in schools just with support. But we have to monitor them. So we get state funding to help them be successful in school. So if they're not being successful in a regular classroom or they

074have had a hard time at home, whatever's going on in their life, we have transition classrooms. And um we have we have an at Granger High, a connection high. At Roosevelt, we have a transition classroom. And then we have mentors who go to any school and work with them. >> Okay. Thanks. >> So the North Point Center, our goal was to have a place where we can provide tools and resources for those students who aren't being successful so they can return to the least restrictive environment as soon as possible. We hope that um like safe school when they're out for a while at Safe School, they actually go back to their to their boundary school. If we give them support and interventions and they've been out and working with the school, if we can have

075them go back at the next school year to their boundary school, that's an option. But but more likely it's another regular school. It could be the sister school and their feeder pattern if it's a junior high. If it's a high school, it could be another high school. or if we can't have them go back to a regular school or it's not working, then we'll use one of our alternative settings. But we do really want to try to get students back to regular school. Um, in this program, we're really being goal focused with why are they here, why aren't they being successful in school, and try to get some quick wins or some small wins uh to help to re engage them in the learning. Uh we also were trying to pull together all of the

076extra supports that we know about throughout the county uh the state. There are a lot of services that people don't take advantage of. I think other schools and so in this place we have a coordinator who really knows those programs and works great with parents and students. So we're trying to give them that extra support and then continue it wherever they go to school. In this program we really want to be a win-win. Obviously if a school if a student is struggling in school especially behaviorally the whole school is suffering also other students parents complain about students in their class but for that student as well if you're not being successful in school you're struggling as well. So removing a student from a school if they're struggling isn't just giving the school a break and

077the parents who are complaining or concerned about this behavior, but it really can help that student to um to reset to get the help they need and then to re-engage in in back in the school if possible or into another school. So, we really want it to be a win a win-win scenario. And um this is really just a transition period. This North Point Center, it's not um it's not necessarily consequence of a safe school violation. It does feel less punitive. There's a lot of things we put in place. So, it feels like this is just a reset and it's not a consequence. Even though it is a consequence of things they've done, but it really does feel like a reset. And I'll go over some of the things we have in place that make

078it feel like that. First of all, the location. We are really really for fortunate in where it's at. We looked at a lot of different places. Some uh some elementary schools that had closed, a few seminary buildings the district owns, um a place in other schools, but we discovered I didn't know this was there, but there is a forplex here at the GEC that the district owned. It was a daycare but only being used uh the last year for some training uh a few times a month. It's right behind it's right north of uh the print shop. So it's on the north side of the campus. That's not why we called it the North Point Center, but it really works. So it's on the it's on the north side of the campus. A few things

079about that that's really good. As we looked at other locations like uh elementary schools that had closed, we were worried about a few people and a small or without a lot of other people around the students. The teachers would feel isolated. So, it's better for staff and students. They are right here at a busy place. Uh the transportation is great. We already have built-in transportation. We have GTI buses that come from every high school. So, we worked with GTI and transportation. And so the students when they come here, even if it's a junior high student, they go to the their local high school, they get on the GTI bus and they come here because the GTI bus has two sessions. We can have a student here all day long or we can have them here

080in the morning or the afternoon. Also, because it's here, we worked with the GEC cafe and if they are all if they are here all day, we can provide them lunch. So there were some things that that we're worried about in other locations that being here at at at the campus made it so easy. And then they're close to administration. Um our offices here and then other support services. We have some experts um like our counselor the lead over counselor Danny Nat she's here on campus the person Sher Sanchez over social workers. So we've already tapped into some of their resources to help here. We have um our teachers gone over and talked to the GTI principal, Mandy Chapel, and talked about how we can do some things with the GTI as well to help

081the students while they're over there. Try to engage in the education process. Try to when they leave here, uh have more some goals on what they're going to accomplish with school because oftentimes when they come to us, they they are floundering a little bit with what the purpose of school is. So, the location's been awesome. We're thrilled to have it there. Um some of So, superintendent Horsey talked about the habitually disruptive student that actually is in state code. It it defines a student who is suspended multiple times as as being habitually disruptive. So, we use that phrase for this this memo, but administrative memo 146 lays out and that was uh put in place last January. Uh that but it lays out that a student who is subially disruptive, there's a process that we're going

082to go through to make sure they don't continue to be disruptive in the in the school. Um part of that process is we'll go out in our department. We'll meet with the parent, the student, the administration, go over all of the suspensions, all the concerns of the of the school, which hopefully the parents know about, but some that we did last year. The parent um it was a surprise. I don't think they realized how exhausting the student had been. And so, we signed a contract. It's called a student conduct agreement or um kind of a quick thing that I remember as it's just a last chance contract, but it really it lays out and the parent the student signs that if this behavior continues and the student is suspended again, they'll be sus suspended to

083student services and we'll look for an alternative placement. And so, um we put this memo in place before or this memo was put in place before we actually had the North Point Center there. And and so this was part of the need for the North Point Center was a place where we could have the students go until that semester ends or until the school year ends. We can start fresh for the student at wherever they're going to go next. Because for a secondary student, if they get removed in the middle of a quarter, it's hard to start at a new school and be successful in the middle of a quarter. Uh but a semester, all the classes are changing. Even year-long classes, there's new students that come in and out. And so you don't feel

084like you don't seem like you're new. And so a student who has some goals to re-engage, I think, can come in and and be more successful at a semester or at the end of the school year or possibly the end of a quarter, especially for high school students. And so, uh, in that in that memo, it talks about the process we'll go through and then what the goal is of those students. Last year, again, the memo went into place in January. We didn't start North Point Center until fourth quarter, but we had 19 referrals from schools. We had four of those students who were immediately placed into an alternative setting. And I thought actually that'd be more common. I think it will be as this continues. But from a high school student who's maybe a

085junior or senior, low in credit, struggling to go to school, they're referred to us because they're at school, but they're never in class or one halls or they're in the parking lot. a group of students, but the but oftentimes there's one that's causing the problem. The principal is really concerned about like we don't this is a safety concern to us because they're not in school and they're just here and there's some aggravating circumstances that we've been concerned about. Uh there might be some gang involvement. We're not sure but there's some things that concern us. So we the same thing we we went in we met with the family. The students already been suspended for not being in for for blatantly not being in class. Um, and for most of the high school ones, six, four

086of the six that were high school referrals, the parent wanted something else right away. They know their student wasn't engaging and so we had options and so we didn't even sign that um conduct agreement. for the others that we signed the conduct agreement for. Uh and and hopefully this number won't keep going. But our goal from that agreement is that if a student realizes and we think that maybe it's because this hadn't happened before, but as people realize as the students hear about because they do hear about programs that are happening that if you have this contract and you do violate it, you will be removed and moved to another school. But out of those who signed the contract, 10 of them broke the contract and and and we and we brought them to our

087classroom. And um a few of them we started into another school. Uh we didn't have that North Point going fourth quarter, but some of them who were during the third quarter, we had them um uh with us at Roosevelt until the quarter ended. um they went to another school and then at the start of this school year almost all of them we started this school year out at another school or back to their boundary school with a contract and so far out of all the ones that were were with us the 10 um all of them are doing fine at the school they're at um I shouldn't say that I don't know if they're doing fine they're still there they are we we follow up with them it's been great the coordinator has talked to

088the administration there are two that are struggling and I we're hoping they'll make it throughout this first quarter and be and and be able to continue the principles. >> Can I interrupt? >> Yes, please. >> I just want to make sure I'm I'm just a little confused, so I just need to ask a couple questions. Yes. So this program began when >> the memo that we the habitually disrupted students that we would remove a student from school if they continued went into effect in January the end of January and I don't Doug is here I don't know the exact date but >> they went to North Point or >> we wanted a tra we wanted an alternative place but we have we had other things that we could do in the meantime. time. So, North

089Point Center did not exist then. We were working to set up. So, we started that fourth quarter >> of last year. >> Yep. So, we did have some that were removed, but most of those people we signed the contract with were not removed before third quarter ended anyways. >> Okay. >> We had one we had one that we removed before the third quarter ended and the parents didn't want them to stay there and and and they had been in safe school before. They weren't violating again, but we had them. They liked their teachers. We had them at Roosevelt until fourth quarter started and we moved them to another school for the rest of the year. They actually were successful. But >> I love so much how you are accounting for every single student. Um >>

090well, you get to know them pretty well. >> I know. I'm also from the alternative world. I know. Um uh Okay. And referrals 19. Is that 19? Since the beginning of this year, >> January. Oh, since January of last year, we've had 19 kids a part of this program, even though it kind of really didn't get going until >> March, April, right? >> Yeah. We started working with it right away. Um, we we went out and met with the school. We first found out who the student was, looked up everything we could. We met We went met with the school, met with the parent, and signed the contracts right away. Okay. We had a few schools within a few weeks that we already met with but and then we would monitor our coordinator um was

091connecting with the schools and following up and and because we're hoping with that contract that it's not like one week later and they're suspended again and they're out. We're hoping that conduct agreement on almost everyone we've gone to except the the high school ones um the student really wants to stay in school. They feel like they're not being like understood. Also, they think there's excuses or reasons why. Sometimes the parent doesn't think that that that the right things have happened. But that's what's nice about this meeting. Someone from the district comes. The parent understands pretty clear that it kind of feels like it's escalating. They're like, "Okay, uh the school is serious about this." And there's a few parents that weren't happy with the how the administration was handling things, the suspensions, but regardless, it

092put everything out on the table. These are all the suspensions. These are all the behaviors. This is what and our form goes over what the student uh has done to try to to minimize what the parent has done and what the school and then we set goals like what will they do and then they sign the contract. And so hopefully that that contract will will be in effect for a while and the behavior will increase. We had uh uh five that it did that they made it the rest of the year. Um hopefully that will go up. Um, but we started right away. We didn't start seeing students removed until about the end of third quarter. And then throughout the fourth quarter, there were a few more suspensions and then we went met we went

093and met with them. It worked out kind of nice because we didn't start we started this at the beginning of third quarter. We really didn't start getting referrals until the beginning of fourth quarter. We didn't have the students with us that long in our transition classroom. It was like 4 weeks at the most. So, it was good. >> That's my next question. And just I mean, you know, without going into any detail about it because I I think we can get myopic on all of these. Four of them were placed immediately at a different school. 15 of them were on contract and they met their contract. So, they went back to their school. 10 at the by for this fall they started at their new school. Right. And 10 of them broke their contract, but

094they went back to their schools. And you already gave us a report on those 10. Am I got this correct? >> Absolutely. Most of those who uh the majority of our students this last year were eighth graders. Out of those 10, six of them were eighth graders. Most of them, >> five just went to their feeder high school and we met with administration. One, we had them go to a different high school uh because of some other things. The four that were immediate place, three of the four actually we exempted and they started adult dead. Their credits were low. the parents, they I mean we have for high school kids, it's actually pretty easy. We have so many things available. If they're not engaging in school, it's just a matter of us meeting with them

095and finding out who they are. We have more help and they've had a lot of help along the way. I feel bad. The hard ones honestly for us are the seventh and eighth graders that I don't want them in an alternative setting so young and that we're for six years trying to figure out what to do with them. So, we're hoping that they're not here long and we can get them back to a regular school or they're homeschooled with success because if not, we already see it with the students who are safechooled. There are more than I'd like to have students who once they get to alternative setting, they don't they're not successful when they go back. >> Yeah. >> And actually, sometimes it's because they just do good in small settings and we realize

096that. So, we want somewhere where if a student's not being successful in school, they need a small setting. They keep getting in trouble when they go back. We're cognizant of that. We want to make sure we're helping them too so they don't keep u causing problems at school. >> Great. Thank you, Jared. >> So, the other half too that we didn't start out for this purpose when we started the North Point Center, but it has been very beneficial. And this is what a lot of districts also are struggling with is what to do with students who they do reintegration meetings with. A reintegration meeting is a relatively new law. There's the state code that schools are notified when a student is when a juvenile is is arrested, charged with or adjudicated, but for the most

097part, it's arrested for serious offense. We're notified. And um we have done since that has happened, we've actually done really good, I think, as a district that when we meet with the student, the family, the probation officer, case workers, that if they are not a good fit to go back to their school because of their charge that we have options. We have probation officers in the meeting as we lay out our options will want to go to an alternative setting. We'll say can they go to Roosevelt until they get off probation until they prove themselves and the parents will. Other districts really struggle with that to the to the to the extent that this last legislative session, a few school districts pushed through pushed through some legislation or help sponsors had some legislators sponsor that

098added that third that that fourth bullet point that schools now may remove uh a student if it's a forcable felony. So before the law didn't say a school could remove an LEA could remove a student. it was just to make a plan to return the student back to school. So, we found out about this serious offense. We have a meeting to make a safety plan uh with an academic behavior intervention for them to go back to their regular school. We actually with with a lot of our ours, we weren't having them go back because we didn't think it was the right fit because of some safety reasons. Other districts didn't have options. So, it highlights that I'm really grateful for the options we have. So clarify on that if you don't mind, Jared, I'm going

099to interrupt you. >> While this reintegration piece is obviously for more serious safe school violations, it's applicable to this overall conversation about alternative placements and still providing services for kids and kind of meeting them where they're at. This, if you don't recall, the whole reintegration movement, and she reminded me, was was stemmed from an incident one of our high schools where somebody had been um had shot off a gun in a parking lot area and caused a major lockdown in the middle of a lunchtime period. Come to find out, this individual was placed back by the state in one of our schools, and our school didn't feel like they had any choice or decision in that. So the whole concept behind the reintegration is a granite district initiative that we worked with legislators to say

100why are you pushing kids back that might be dangerous um to the rest of our population and requiring us to take those students when we have alternative options to be able to assist those kids. Now think about it this way. There was a situation where a kid was suspected of a gang uh involved murder and was walking around a hallway in one of uh the state's schools and the high school had no idea, right? And so reintegration has been a tremendous success on that front. as he's mentioned here, the third and fourth bullet um are adding additional uh requirements for a reintegration before a kid can come back if they're under investigation for any sort of criminal activity. um the school gets to be notified and we get to come up with a plan and

101an intervention to make sure um that that that placement is appropriate and that we're providing safety uh and a plan to be able to reintegrate them back into a school environment until that investigation is complete. So to his point now some of these kids we are not allowing to go back into a traditional environment. We're sending them straight over to Roosevelt uh with our traditional safe school program. Uh but you this is all due to things that have happened here in Granite School District that we felt very uncomfortable with in terms of safety for our general students. So just wanted to kind of update you on that. >> So because of that and now that it's a law >> it's very likely we'll see those numbers over there go up, right? um >> or >>

102as far as the numbers at the North Point Center you're saying or the numbers >> the reintegration meeting and all of that stuff because that has that been happening consistently. >> So yeah, so this law would effect the our 2023 2024 school year was the first year it was in effect. So we started receiving court notices at that point and um >> you'll see those numbers go up just because we're at the start of the school year here. I I anticipate we'll actually continue to see a rise and an increase. The difference is is now we know who these kids are. We can provide appropriate supports and make sure the rest of our school population is safe as well. >> Yeah. And I'll talk a little bit about those these students and the and this

103school year uh includes all the ones during the summer as well. We continue to get them during the summer. the notices we have. I do a meeting every Friday with with with key people from our department where we go over all the new court notices I receive and and we talk about every student like is there any gang involvement? What was the charge? We're fortunate to have because DT is in our district that we have some personnel who they're being taught why they're in DT. So before they get out, we actually >> Can you say what DT stands for? Sorry. Oh yes, detention. Actually, it's SLVD, Salt Lake Valley Detention Center. But so we um >> we provide the train. We pro Jared supervises uh the instruction that happens at Salt Lake Valley detention. So

104we do have kids who may not have been our students, but they become our students because they're located and detained there and then they become part of our program. >> Yeah. So we're able to know a little bit more about them and we have great intel with um our gang prevention advocates. We have a granite police officer who is a member of the Salt Lake County Metro Gang Unit and he has intel. So, we really do these last few years, I think we really tried hard to to collaborate and to really communicate with people and so we meet every Friday. We go over every court notice we have and we make a plan of what they're going to do. So, before I do the reintegration meeting, I've already met with with key people who know

105the students or know who know what's going on. So when I meet with the family, the probation officer, I already know a lot of stuff. So we know if we it's likely that they might go back to the school, then we'll hold the reintegration meeting at the school and we'll meet with the with the school administration. Some of these offenses and I say and why I aren't they all sound bad when you get the court notice but sometimes it's an aggravated assault with bodily injury could be a student got in a fight at home and they were arrested and that's not a good thing but the probation officers note them like there's there's maybe less reason to not have them in school but there's always a reason to know about it which we're grateful for

106this law because before we didn't know and then the school can help support them. Um there was a student who accidentally shot his friend and he was charged for it because of some negligence they said. And so the charge we got was discharge of a firearm with bodily injury and it sounded really bad and then but we we get to dig into it. But we have other ones that we're really concerned about. Why I bring this up here is because if we know there's activated circumstances gang involvement some other things we were having them go to Roosevelt with our safe school. But there are some students that we weren't sure yet and what is the right fit. So this North Point Center without knowing when we first started it for the habitually disruptive student, it's

107allowing us to have a place where we can have someone go to school right away so we're not keeping them out of school. We have some great people over there and then we can work with them, have them re work with the parents and know where they should go, what's the long-term placement for these students because not everybody who gets um a serious offense is necessarily a safety risk for the school. Um, some of them also, I should say, it could be sexual offenses. And so if we have a good plan in place, um, and the school knows there might be a reason to have a placement at another regular school. Again, if we can graduate somebody from a regular school, that's what our goal is, if they can be safe. But this North Point

108Center has allowed us to have more flexibility with these reintegration meetings, which it has been a real a real benefit for us. that in student services meetings throughout the district, a lot um actually complain about this law because it feels like it's a hoop to go through because they didn't feel like they had flexibility. So, they have these meetings and the kid just goes back to school. So, I really am grateful for the programs and the options we have and there's a lot of people out there in the state that are jealous of what we have and they're trying to put those things in place. So, this is the main place that we're getting students from for this uh for our North Point classroom. You guys probably remember we did a friends of uh public

109education recognition for Kianne Lizby. She's the one who carried the legislation for us on the reintegration meetings a few years ago. Just on those numbers I just say really quick uh it's possible for student to get all four of those things. So those aren't all unique cases. So like 235 court notices last year it's not 235 students who we got a notice on. A student could get arrested, then we get an adjudication notice, then we get a notice that they're on probation, and then they're off probation. So, a student could get all four of those. And we don't always get every notice of somebody who violates who commits a serious offense, only the ones who are um taken to uh who are booked in DT. And the state's trying to fix that um as well.

110But we do get all of them when they get adjudicated, which is great. It's just sometimes adjudication is is a few weeks after after the the initial incident, but it still helps us. Um the North Point Center classroom. So um and I'll try to go fast through these next two slides. The student is placed there until the end of the quarter semester to have a smooth transition back to their next placement. It is grades 6 through 12. We have right now two teachers, uh two instructional assistants and an alternative placement coordinator who's also a teacher. um she's the one who's who's doing the intakes when students go there. She's going to meet with the schools when they do referral um for us to go sign the contracts and she's doing the the reintegration meetings with

111me um when when we get those notices and she's been a real asset to have and the new teachers as well. It was only her with an aid last year for the fourth quarter. So now she's coordinating it for me and and then we hired two new teachers who have been great. Um thought I had one more slide. Oh, it's because I put up where the map what was art there. Oh yeah, that was it was the one with the map. So it's the last slide I have. >> I just want to point out could you go back to the slide that has Thank you. the there is a lot of steps that we go through before a student can be placed here. We're wanting to try every potential intervention and address that at the

112most local level possible. Engage with parents to problem solve. So this last chance contract is really you we've actually tried several things but at some point we have to realize that a suspension is actually not beneficial for these kids, right? sending them home and not allowing them to engage in education is not benefiting their education and that is the the the tool that the primary tool that a school has at the local level for the most serious of an intervention. So this kind of takes it to the next level and if a student's willing still willing to come to school and the parents are involved and supportive in that then hopefully we can eliminate the distraction. We can get them focused on their education, help them realize a love for learning and then get them

113back into a traditional location. But the reality is we may have some students who just flat out choose to not engage and participate and continually provide a a habitually disruptive um role in our schools. And so the the state has given us the tools under this section of code to be able to handle and address those situations. And uh we've we're excited about this program because we feel like we're still meeting the needs of kids, trying to help them understand the privilege it is to be in one of our schools and to be involved with public education and to get that education um while giving them as many chances as possible uh before they invariably if they choose to to go a different direction. We do know, as he mentioned before, that sometimes we do

114see kids who we suspect are getting involved. Um, they're not they're coming to school, but they're not going to class. And the reason they're not going to class is because they're out trying to do what? They're trying to recruit other kids uh uh to to join a gang or uh to be disruptive. And so often times we're finding that when we remove just even one of these students, they might be wandering around a campus with a handful of kids kind of as a ring leader. Um that actually eliminates the the other disruptive behaviors. And so again, we're just trying to provide last chance here. We've done everything we can at the local level. Um, I think when our schools first saw this last because we discussed this starting a year ago about what this could

115potentially look like and I think some schools were like, I got 20 kids for you, right? And that's not what the intent here is. The intent is to try everything we can at the local level. >> But when they've run out of options and we're still seeing disruptions in our schools, that's not fair to the rest of the teaching staff and to the students and the families in that school. We need to have something else in place to be able to address those needs. So, thank you uh for your support in terms of funding with this program and we'll continue to monitor its progress and success in terms of uh eliminating disruptions at our schools. >> Um I'm wondering so if a student uh needs to end up at Granite Connect, do they start here?

116>> No. So, Connection High can still be a regular referral from their high school counselor, but in our continuum, we we are a springboard to Connection High as well when it's approp. We try to be careful with Connection High because a lot of students who are there who aren't engaging in regular school, who've gotten behind attendance, a lot of times it's just anxiety and fear of what's at school. And so, we don't want Connection High to be a school that feels unsafe and um those students are thriving over there. And there's over 300 students who weren't on track to graduate and and they're thriving. But when we do have out of these uh the numbers over there, the four that were media placed, I said three, we exempted, the other one we did refer to

117connection high right away because it was it was the right fit. Um from some of those that we actually brought out that broke their contract, I was going to say two was only one of them. We also referred to connection high. We also when a student finishes at Roosevelt, their safe school violation, they're allowed to go back to their regular school. If there's credit issues or other concerns, um we we set up a meeting every every term um before they return those who are supposed to. uh the administrator at Roosevelt will look through the 11th and 12th graders and see if there's any that it's a better fit at Connection than their regular school cuz connection does phenomenal stuff for for the students who should go there. But and then he meets with the principal

118connection and make sure um because we do watch out for gang involvement things like that. They have um gang involved youth at Connection High but we want to make sure they're engaged in school and they're not causing problems. So we do kind of protect connection while we're also doing referrals. But that can be especially with the high school kids when we go in for that first meeting or if they continue absolutely that might be um a referral to Connection High, but they don't have to come through this to go to Connection High. So it's not like a stop before to go to Connection High. Most students to Connection High will still be referred from their high school counselor. >> Yeah, you I I think that's really an important distinction. uh connection high is serving an

119alternative purpose besides this program and so this could be a stop along the way but um only if we feel like they could be successful there. Connection is supposed to be a credit recovery um and a place to to help kids get back on track to graduation. And sometimes they're not habitually disruptive. They just need a different environment to stay focused on school. And that's why Granite Connection exists. uh as opposed to this program where we're seeing actually disruptive behaviors. We don't want to send disruptive kids to Connection High School. Does that make sense? >> So, they would have to work through their placement here at North Point and then that would have to be a good option in terms of or a better option as opposed to their traditional high school. Am I saying

120that correctly? >> Yeah. And Connection High is an end destination for the most part. Students graduate from there. They love graduating from there. The graduation's great. So, but this is temporary. should be stopped until we know where the best place for that student to go is. And I'll be quite honest, we do have some students that we are still struggling with where should they go to school? Because there are some who who who who uh are continuing to to get to have problems with that whether they're at Roosevelt or they just don't come to our they don't go to Roosevelt, they get arrested again. But we have that's what I love about this North Point Center too, our alternative coordinator. Because Roosevelt, the safe school too, a lot of those are simple cases even though

121they violated the state school violation. They have a second drug offense. A lot of times they reconnect when they go back to school. We have a pretty good recidivism rate that they don't go back to Rose. They just they they got in trouble, they got suspended, and they go back. The ones that we're seeing for the habitually disruptive students are these ones getting in trouble with the law. There's some serious stuff going on like behaviorally and home. And even though the one on the left's not necessarily they haven't been arrested, there's not safety things, there's still a lot going on. And at this North Point Center, we've already been able to in these few months um have a lot of expertise with like how do you staff a student who's just struggling their parents and

122how do you get intense resources in? And that's what we're trying to do with that with that centers is to do that. So then if they have like the habitually disruptive, then we can get them back to regular school with the supports or um to wherever they can go next. So it is supposed to be a temporary place, but uh I do have some concerns with the ones that were not able to engage and we're still struggling with and we're still concerned about them going to regular school. Um, we have >> there is a provision under this section of statute that if you have a perpetually disruptive student that eventually if they're unwilling to u what's the term they use in the statute? I can't remember >> to benefit from school due to um disregard

123to school rules or authority. >> Yeah. Something like you have a bad attitude about school saying yeah you have a bad attitude. >> Then we can actually dismiss them from school. We could expel them, but we're trying to make sure no kids fall through the cracks here. This this was a big crack where kids were we didn't have a tool and a mechanism. They did they weren't going to be able to thrive at connection. They didn't commit a safe school violation. Uh but they're not thriving in their local school location and sometimes just a change of placement even temporarily and reminding them that school is a privilege. Um now we're trying to catch these kids that were falling through that crack if that makes sense. >> Yeah. I will add one comment too because I

124have these two sides here and for a lot of students they might seem like different students which are in the same center. It's because that center has again the the the good interventions and the mind's thinking about what to do with them next. The nice thing about the location there's two levels which are two separate classrooms. It's like two different buildings and so we're not mixing the younger kids and older kids or the or the students who were coming for reintegration who we don't know what to do with next and the students who are coming for habitually disruptive students. So it's um it's a nice setup over there as far as that. So it is kind of like two two things in one building which is great. >> I just want to take an opportunity

125to say that this group of students in particular really is served well by proficiency based learning. I think because um you know say they failed algebra you can come in and say okay well what were you proficient in and what were you not proficient in well let's get you proficient in these few areas and now you get your credit instead of like now we're going to have to start from the beginning and retach you or we can help kids realize confidently well you may have failed but look you knew all this it's not like you didn't know anything you know I mean this PBL L is so helpful when used well by an instructor right in this very circumstance. So I hope that we're taking advantage of that in this transition period where you have,

126you know, more adult tok um opportunity for touch points to really sit down and show them where their achievement has been because likely they're coming in feeling like they're losers. And so you can show them, no, no, no, you have learned some stuff. You're really, look, you got this and all you got to do now is pick up these couple of things and we can do this. And and then I think they have the opportunity to return to their new school with kind of a new understanding. And I that is very hard to do on the old grading system. And so I I just feel like my instinct is that that is going to be a big piece of this transition is helping that attitude adjustment. You know, the PBL can help with the attitude

127adjustment. It's a really beautiful thing to be creating a specific thing for 19 students who we are not meeting their needs. I I think that it's probably one of the most student centered things I've seen us do in Granite and I think it's really beautiful. So good for us and thank you for your efforts. >> Thank you. >> Does anybody else have Clotty? Did you have anything? >> Kim Chris, >> I don't have any questions, but thank you. Um, I think this is a big need in our district and I think um, whatever we can do to help these students is is I think worth the effort. So, I appreciate you. Thanks. The thing that excites me about this and as I read the slides um earlier today is I think as board members we've

128all had calls from very concerned family or you know from our friends and family and it's and it's usually not about their own kid but their own kids learning is suffering because of disruptive behavior from somebody else's kid in the classroom and it and I've heard the complaint complaint several times that we focus on so much time and tension and support on the kid that's being disruptive that it's shortch changing um the quality of education that everybody else in that classroom has heard and I'm seeing a lot of heads. So I you know as board members I know I've had several of these calls over the multiple calls with this very complaint. So, it gives me a little bit of peace knowing that yes, we can still address the needs of of these kids that

129are just having a hard time and their behavior. Perhaps it's something traumatic that's happening at home or, you know, you just never know where that behavior is coming from. Or perhaps they weren't taught skills in the home to know how to appropriately deal with others and take instruction from somebody besides mom or dad or, you know, all these things that we hope that they come to school knowing or able to learn and sometimes they just need a little extra, you know, support. So, I'm happy that they now have somewhere to go, not only for them, so they can get their education, but so they're not disruptive and disrupt the education of everybody else in the classroom. So, I I feel like this is a good win. Like you mentioned it earlier, it was on your

130slide, a good win-win. It's a win for the troubled student that that has somewhere specific to go to address those specific challenges and give them the opportunity to realize what what it it it is a huge blessing and opportunity to to be in our to be in our schools and take advantage of that you know educational opportunity. So, but then equally I'm hoping that now that we have this, you know, kind of in our future that our calls lessen because there's fewer of these circumstances happening. That's to me that's where my mind went throughout this whole presentation is yes we actually have something to tell the parents of this program or you know or say yes we have an ability to to remove those kids and give them a good place and also create a

131safe space for everybody else in the classroom. So I like it. I wanted to just also say how much I appreciate that we're doing this all by use using resources that were already existing and were underutilized. That is just brilliant. Let's figure out how to do more of that. Like take whatever is not being utilized and target it, you know, it's brilliant. >> And I will add if that's okay, we had we got $120,000 from Salt Lake County um to pay for one of these positions. We had been working with them trying to collaborate more on on the reintegration meetings and they are paying with UJDA. They had a grant and they're paying $120,000. So that's why we have three staff over there instead of just two that I had funding for originally and it's

132been awesome. It's been good to work with them then. >> So um just real quick it if will you go to the next slide over up down whatever. Um no that that one. So, okay, Connection High, I think we all know Granite Peaks, I think we understand. North Point is what we've been talking about. Roosevelt is our safe school for six through 12. Is Turning Point the safe school or do >> It's a safe school. Yes. >> So, do we have anything like this for our K5 kiddos that are those super disruptive kiddos? Are we working on something like that? What What do we have for those kids? >> We're still evaluating what that looks like. And and to be honest, I got an email from a teacher today about a situation, but it involved

133a special education student. And there a lot of the times we're seeing these types of disruptions at the elementary level. It is not a what you would consider a habitually disruptive student that is defined under statute. So obviously with federal law and special education we have to take there are other considerations including manifestation hearings and and other things to safety plans and other interventions that have to take place and we're always I think what you're seeing the the philosophy in all these types of programs is we're always trying to address this in the least restrictive environment and uh trying to get them back into the traditional environment when that works and is appropriate and safe for everybody. So, at this point in time, the numbers don't justify that per se. Um, not to say that

134we don't have uh poor behaviors at elementary in terms of gened students. Um, does that make sense? And that's not to be critical of our special education students by any stretch of the imagination, >> but I think there's also that kind of that lag between and it's mostly in elementary, at least from my point of view, and you can chime in on this or whatever, but in the elementary, we have a hard time sometimes getting them into the special education to the area where they need to be. And it takes it can take the entire year. And at that point, they're still being disruptive in a classroom. they're hindering learning that's happening for our gen ed students because we haven't been able to for whatever reason identify them as special ed and get them in

135the correct placement. So, I guess that's just where I I understand what you're saying and they're not going to be that habitually. What is it? Disrupt. >> They don't meet that definition. >> They don't need that. But there's a different definition that still is they're disrupting a classroom. So, I don't know. >> That's another study session. >> The younger they are, I think it just it gets more complicated. Like, yeah, with a disability, but are they doing it to be defined? Are they criminally minded or not? the older they are and they're disrupting and they got suspended already a few times, it's like they're being blatantly defined on purpose. So, if they are, we did actually one of these numbers right there, one of the 19 referrals that broke a contract actually was a fifth

136grader. >> Okay. So we did we worked with a principal who had a severe concern with the girl who um was just was on the second classroom blatantly defiant uh suspended a few times and possibly some gang involvement. So we went and met with them did a contract and then we ended up removing the student also. So, uh, it says the the memo says 6 through 12, but depending on if there's specific situations, we already did open the door a little bit if it's that kind of blatantly criminal type student that we need to get some interventions. >> And again, we would want to try every other intervention at the local school level to the degree possible. >> Did you want to say something about that, Doug? Sorry. >> My last question just really quick,

137I just wanted to understand. So, you've got kids in the that classroom that are 6 through 12. Is most of their learning at that point then um done like online classes and the teachers are there just helping facilitate that or is there actual like teachers up front teaching? What does this look like for them? >> It is more of the first the teachers are there. They're not upfront because it's a I mean they're with them but they're working on if they have a similar curriculum. So there was a few students uh again eighth grade was the most. So there was a teacher last year we had um I think four I look at the numbers again eighth graders so it was easier to focus in on that curriculum. It was a fourth quarter so the

138teacher was looking at that like what they were doing um and it was easier but otherwise it's a lot more difficult with the high school kids. there were two high school kids um they were working on on on credit recovery packets using egeneuity. So it is more the first that you're saying. Um but for the younger kids they're trying to do their curriculum for um we actually were working with the schools to try to have them provide what they're already working on. It was a fourth quarter for a handful of them. So we were able to get some of their curriculum. So we're trying to do as the best possible. Obviously, we're still new at it trying to make the academics I think we're doing really good with the with the behavior support, the interventions,

139trying to do better, but that's that definitely where we can improve and I like um what board member Jackson was talking about with proficiency based learning and and take advantage of that. But that is where we can improve for sure is are they getting behind while while they're with us academically? That's hard. 6 through 12 um a few teachers. It's >> and I'm not it's that's not any criticism. I just wanted to know what that looked like and what that what that model showed. So I just thank you so much. You I know you're very passionate about this and you're you're so good at it. So thank you for all your hard work on this and and everything that you do for our district for this. I really appreciate I think we all really appreciate

140that. >> Can I give him a shout out as well? >> You're welcome. And thank you. >> All right. Uh when we kind of talked about this, we brainstormed with a large group and I just wanted to uh give a shout out to Jared. He went and did the work uh with our principles uh to kind of get some feedback, try to understand what our intervention process was, built up the the memorandum with Doug um and then implemented this whole thing um and obviously with the support of Leslie as well. But uh Jared's really taken the reigns, seen the vision and and kind of built up something pretty unique and cool here in Granite School District. And I think the important thing here is that we're again this is another place where kids were slipping

141through the cracks and and now we've kind of provided some seal some seal there to kind of provide an intervention and support that could be effective. So we'll continue to monitor this and see if there's enhancements or improvements that can be made. But our goal is to to try to stop kids from falling through the cracks and and this is is helping in that situation. So we're very excited about it. >> Thank you. I just want to point out that Jared was an Excel winner at Connections High School, right? >> That's true. I I just I know you're amazing at this and so I just wanted to, you know, recognize >> I enjoyed my days at Connection High. I loved it. Yes, >> you are. You're This is like your This is what you do.

142So, and you do it so well. So, thank you. Since we're spotlighting Jared, his amazing career, uh, famous calculus teacher at Granite High, the last assistant principal of the comprehensive high school, and the originator of AVID in the state of Utah, >> he's a pretty good singer, too. Just a >> lot of people don't know that. That's true. It was a team, but we started AVID at Granite High with a small team. It was a small team. Carrie Greyville at Granite Park was part of that team and she's kept AVID going. If you know Carrie's done awesome at Granite Park, but she was part of that small team that started it. >> All right. Well, thank you so much. We appreciate it. Um I think this has been good for us to hear and understand,

143especially since it was something that we approved in the budget. So, it's important for us to understand it. Um with no objection having reached the end of our agenda,