MCSD Board Meeting

001Repeat after me. >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. Thank you. And we've got our consent agenda up next. Um, do we have a motion? I move that we approve the consent agenda. Is there a second? >> I'll second. >> All right. Any discussion on it? All right. All in favor? >> I. >> Any opposed? >> All right, that passes and we'll move to the um delegations and we'll start with um the Murray Council PTA with Sheree Larson and Amy Roberts reporting. Thank you. So, I'm really just coming to say hello and that it's me again for PTA this year if you have any questions. This is my

002new secretary, Stephanie Slater. You probably all know her from Liberty and elsewhere at the high school now. Um, and we also have a treasurer, Laura Ashcraftoft. And this is big news. We had someone volunteer to take my place next year. So, that will be Ashley Maples. But I will be here for one more year doing this job. Um, just a little update though, nine of our 10 schools have pretty thriving PTAs. Things are going really well. Some of them have had bumps along the way the last few years, but are doing quite well now. So, we're really excited about that. Our one school that does not have a PTA, well, they do. We've decided to keep it is Parkside, but we're trying something different. As you know, when there's a large percent of people from

003other places in the world, things like PTA don't mean anything. That that's like not a word that people know, right? So, we're trying to kind of reboot there by just calling it a a parent pack is what they're calling it. And they were able to get 50 parents to sign up at back to school night. So, this doesn't require them to have a membership or to pay anything. They all signed up to help with just different events. We just selected about five events that we really wanted to focus on for the year at Parkside. So, our council board will serve as their president and we can sign checks and use the money that they have and they may even have a fundraiser and we'll help them with that. But, we're going to try to do

004this reboot and and have some hopefully lots of people get involved and then we'll try again to maybe call it PTA, but we'll just see. We're reinventing all the time, right? and knowing that there may be some boundary changes or something in the future. It may get all there may be some mixins of other people anyway. So, we think it's worth just holding and seeing if we can make some good things happen there. So, we have full support of the administration there and we're trying to make that work. In terms of everything else, I feel like we are off to a really good start. Even with I mean just feedback from us, I feel like there's good feelings even despite construction and stuff. people seem to be excited about the future and what's going on.

005So, thank you so much for keeping everybody well informed. We find that when people know things, then they're not afraid or angry because they know what's going on. So, we really appreciate all that you do to keep everybody in the know. Um Jill Weight has been coming and Superintendent Cumington to all of our meetings and we really appreciate that support because then the people at the meetings can then pass it on to their PTAs and then that funnels out that good information to everybody. So thank you so much. Did you have any questions for Steph? >> Could you just maybe Sheree explain the change from a region PTA to a council PTA just so that the board is aware? >> There was a big restructure of the Utah PTA. We had about 40 to 50

006people on the state board and I represented Murray on the state board because we're our own school district but my position was equivalent to the Alpine school district person who had I don't know they have 100 schools or something I don't know and the day right like we were all we all had an equal vote which is just fine I guess when we looked at it that way but it took a lot of people and so as a restructure They kind of sized things and they put us with Salt Lake and Twilla School District and now we're one region but each of our districts is a council. So in terms of our job, we're doing pretty much the same thing except for I don't have to go to as many meetings which is so great.

007Um so I don't really people were worried that we would lose like our voice but I feel like they have a really good structure and a way for us to communicate and get information. So that is why it's now called Murray Council instead of region 19. You don't have to remember a number. I don't know that you ever did anyway, but there you go. Any questions? Okay. >> Thanks. >> Thank you. >> Perfect. So MA is next and I didn't read my notes right. >> Amy Roberts is reporting for MEA. >> I did not write I'm going to assume that was nice of you. >> Thank you. >> Thanks, Kelly. Um, yes, Amy Roberts from Riverview just representing MEA. Um, we would like to thank the school board for coming out and supporting teachers and

008students in their return to school. It was so nice to see many of you out in the building, district people as well. Um, as you may have sensed, um, being out in the buildings, it was a little bit rocky coming back to school earlier than others and and having some unexpected changes to the calendar due to parent teacher conferences being changed at the last minute at secondary schools. Um, it was noticeably different. So, um, our teachers have shown that they are resilient and continue to do so. Just as we're getting into the sink of things, um, events from the past month and especially the last few days have been really heavy and created some heaviness within the schools and with teachers especially. And we are grateful for a supportive community and um, appreciate the extra

009attention and patience as anxieties and concerns are elevated at this time. Um, MEA is committed to working with our district resources to provide students and teachers with the support needed while those emotions and worries run high. So, thank you. >> Thank you. Thank you for what you do. >> Thank you. >> Next is the Murray Association of Administrators and Mr. Kaufman. >> Well, I hope everybody's having a great evening. I actually have something this time instead of just making small talk. Um, McMillan uh is very appreciative of the funding that they you guys provided to revamp their walking tracks or trails track. Sorry, I need glasses, too. But, um, and they said the kids and the community members are very much appreciative of it. They're enjoying it. And so, they just wanted to thank you

010for that and and just kind of want to follow up uh with Amy. This the start of the year, pretty decent start of the year. I think we're we're doing well. We're excited about all of our building stuff, at least at Riverview, seeing new things every day. Um, I mean, I could make jokes. Every time I look out, I don't see people moving, but things keep building. So, but anyway, um, thanks for your time and that's all I got for you. >> Great. Thank you. All right. Next is the Murray Education Support Professionals Association with Oh, >> he has to be excused. >> I'm doing really great at reading my notes tonight. So, we'll excuse thing. So, now we have um Doug Perry with the MEA. >> It's actually the MF. I am really having

011a hard time. Doug represents the MEF, not the MEA. That is my fault. We have obviously had a rocky start to the school year. >> I just noticed that. Wow. Okay, that's okay. >> I will fix that. >> Um, proud to represent either. Um, so pleased to report that um, MEF and the school district received two rather significant uh, grants this past month. uh one from the Ron McBride Foundation that awarded Horizon Parkside and Hillrest with $45,000 for afterchool programs. This was a continuation of a grant that they did last year which was smaller uh with the being that their first year is usually a little bit smaller and then they continue with 45,000 and I believe they plan to continue to do that next year as well. So, they just keep growing and growing

012their foundation, taking in more and more money, and they love to give it out more and more. And so, we're happy to receive that. We also just got word this last week of the Boeing Corporation awarding Murray High School $50,000 for our Kickstart uh robotics program, which Connor Winder is overseeing. So, special thanks to Susan Edmunds for uh spearheading that grant for us uh from the foundation side and Connor uh willing to work with us on putting the the pieces together for that. That'll be a huge STEM opportunity for our students at the high school. Um and we of course thank both the Ron McBride Foundation and Boeing Corporation for their belief in Murray and their support in some of the things that we're doing. So, we're excited to continue that relationship. the golf tournament,

013we raised a record total of 33,357. I had to double check that. 33,000 net uh net profits uh this year, which represents um our biggest gain um along with our biggest total uh a gain of about 25% over last year. So, we're really pleased with that and the support we got from our sponsors. and they are too numerous to mention here, but we do thank all of them and we thank all of those who participated and volunteered to help with that event. It was fantastic. Um, we also because of the found because of the fundraising we do for the golf tournament, we also uh awarded our teacher grants, classroom grants this this last week. And that total came to 130 total teacher grants that totaled up to nearly just under $70,000 for our teachers. And

014so that represents a lot of blood, sweat, and tears of years of putting together these uh opportunities for them. But they were very ecstatic. I got more than one thank you for uh the support that the foundation was able to give them this year. And I want to especially thank our review committee for taking the time to uh review all of those grants. There were a lot of them to look at and a lot of detail to review. So we appreciate that. And uh coming up next, in case you're wondering, is the angel tree donation campaign. So we got a little bit of a breather. Uh that'll be in November, December. Then we have the pinnacle award nominations in December coming up followed by pickle ball tournament round two uh at the end of January.

015So lots of exciting things to come and some great things happening. Thanks. >> Thank you. All right. And did we have any patron statements tonight? >> All right. Thank you. We'll start the report of the board with Jiren. >> Thank you. I think it was good to get out at some of the schools and be there when they first day and I enjoyed that. I don't think that my daughter enjoyed me being there, but it was okay. It was worth it for me. Um, look forward to uh seeing a great school year. It's been fun watching so many buildings as I doing my carpool sharing efforts as well. have not was not able to attend the parks and reccks advisory meeting yesterday with other commitments, but uh we'll continue to be participating with that group

016and organizations, but we know what they're looking at doing the parks and recin county area. I do know they say they continue to want to fund the passes for all students communities. So I know that's not necessarily part of Murray cities, but it is a part of the counties and so anyone in Murray City can attend the county park facilities with that pass. So hopefully we can continue to keep getting more students involved there being active. >> Thank you. Um, I just want to say first of all, um, having been involved with the PTA as I have, I'm amazed at these good women and men who do so much for the kids in our schools, the students in our schools. Um, and and I've been there now a couple of years, and you see some

017of the same faces, and I keep thinking, you you probably need a break. But they just keep coming back with every bit of enthusiasm they've ever had and and that is just fascinating to me that they continue on in that way. It was my privilege to was to be part of the review board for the grants for the teachers this year. And wow, we've got some great things that teachers want to do for their students. And it just made me think, these kids have great opportunities here in our district and their teachers are are trying to provide for them the very best they can. And I just I I I just went home from that particular meeting just elated to be part of this district. And um I was I wasn't able to go to

018the beginning of school. Thanks. Um but I I thought of you all. How's that? And I thought, "Oh, it's the first day. Here they go. Yeah. So, I hope everyone's having a great start of the year. >> Cammy, >> yeah, I don't have anything. >> Elizabeth, >> I love that. >> Oh, it feels like it's been forever since I've been here because I missed the last school board meeting. So, uh, hope everyone had a good summer and has had a back a good start to the school year. I was able to attend back to school night at Liberty. I invited everyone there to come to our schoolboard meetings. It looked like they all showed up tonight. We do our best and that's all I have. Thank you. And then I got to do one of

019my most favorite volunteer things ever and that's help the yearbook day at yearbook pictures at the high school and putting those gowns on the seniors when they it's really the best and these are kids I've known since kindergarten with my daughter being a senior and it was so fun because some of those kids I hadn't seen since because their sixth grade year was co and so um I haven't seen some of those kids since before that happened. Um I love that. Um just want a big shout out for our new directors and principles and teach principal and teachers. Um they landed in a great spot and we're really happy to have you. Um the uh Horizon Carnival was amazing. I attended that at the beginning of the school year and they have their teachers run

020everything and they had things spaced out and it was the calmst, most serene carnival I've ever been to. It was still fun and chaotic, but it was great. And I love to see that their teachers were the volunteers so the families could be together and I really appreciated their efforts in that. And then just a little legislative plug, there's a special session coming up in September and there's a few things to kind of keep an eye on. one, if you'll remember back to the session, there was um SB37 that took the property tax from the school portion, put it into the general fund to come back and pay back from the income tax fund, which um you might have feelings about that, but it's a little bit of washing the money along. And it was

021referred in discussion as money laundering. And it passed and the governor vetoed it. and it looks like it's probably it could possibly come back in this special session. So, keep an eye on that. And the important thing to do right now is to email the House of Representatives how you feel. Um, and that's an important one to keep an eye on. And that's all that I have tonight. And I'm conducting. I'm not like, what's next? Okay, the report of the staff. We'll go to the um high school has a team of people. We've got director Echler and Carolyn Martinez Ross. Um, and principal Lindy. And I wonder Okay. Yes. Welcome to the microphone. We would love to hear what you have to share. >> I'm going to be very brief. I'm just here to introduce

022one of our amazing librarians. Carolyn Martinez Ross is going to present some data about books, which is the best topic ever. So, I'm turn the time over to her. >> Well, thank you. Thank you very much. Um really genuinely first want to thank the board and superintendent Cington for giving me some time this evening to share this information because I think uh sometimes you see a lot of data and numbers and providing some context for that that is stuff that only a handful of us in the district really have have are privy to I think is important. And I want to thank Quinn obviously for being here, my colleagues, Linda Harris, who is my assistant in the library and our textbook and Chromebook coordinator, and Michelle Matthews who's the librarian at Hillrest. Uh, thank you

023so much for showing up tonight. That was so generous of you with your time. So, uh, so you can take it away. Uh first, even though this presentation is focused on the traditional role of the school library, namely books, I do want to emphasize that our libraries, our secondary libraries here in Murray, do so much more than that. uh we are facilitators and assistant instructors to our teachers who are teaching research skills which are standards in many of our content areas and we support those teachers in helping the students find accurate relevant reliable information uh so that they can learn how to actually find it on their own as they mature and grow. Uh we have maker spaces. Our maker spaces are just wildly wonderful places. I had I actually we ran out of space

024in our maker space uh yesterday. It was just the second week we were running maker space. We had so many kids. We were, you know, climbing the walls practically. But it was wonderful chaos. And because the district has so aggressively pursued grants and encouraged our uh buildings to financially support the maker spaces, students can do things like learn how to 3D model and 3D print to their heart's content and never pay a dime. They can design for themselves and their friends. They can learn graphic design and then use our laser cutters and engravers in order to make wonderful things. I had a hexagonal chessboard last year that was an absolute work of art. Um, they can learn electronics. We have a crochet station that is so popular at the high school. They all want to

025crochet. Uh, so anyway, the maker space is fabulous. We have puzzles and games. And a lot of kids who don't consider themselves readers come to the library every day to puzzle, to play Uno, to continue the epic Monopoly game. Um, and you know, sometimes they might see a book on the shelf and think, "Oh, that's interesting." And check it out. but they see the library as a comfortable space where they're not evaluated, they're not graded, they're just welcome, and it makes the school a more inviting place. And then, of course, we provide instructional resources to our faculty in the form of a professional development collection. So, we're doing a lot more than just this, but I think this is important, and this is what I want to show you today. Um, so last year, um,

026the board gave us a gift. You allowed us at Murray High School to ban cell phones during instructional time. That was not a popular decision. That was not a common decision. Now, it is. It's a state law in Utah and in a number of other states. But last year, we were taking a risk. And at the beginning of pre-ervice, I was approached by many, many of my colleagues saying they were worried about what students were going to get up to when they didn't have their cell phones and they finished an assignment early or there was just some downtime in class because the technology was lagging. Previously, they would have reached for their phones, but they couldn't anymore. And so, the question they were asking, I was so glad they were asking it was, "Can we

027send them to the library? Can they check out a book?" And I'm like, "Yes, of course. That's why we're here." And so they did. At one point last September, our hall passes were up 400% over the previous year. And when I took that information to Quinn, I think you checked my math, which he should have, by the way. I don't have a STEM background, and he does. Um, but it was correct. Kids were coming to the library. They were coming to check out books. We ended the year. It didn't continue that way, by the way. It was not that frenetic. But every single month, our circulation was over what it had been the previous year. Even when one of our English teachers got a student teacher who no longer did sustain silent reading at the

028start of class, so we lost those automatic checkouts from her students, we still stayed above the previous year where we'd had those. So the kids started reading again and then they kept reading and it was great. We ended the year having checked out over 10,500 books. That was a 22% increase over the previous year. We had over 6,800 hall passes and those were just to the library by the way. Those were not for Chromebooks. We have a separate hall pass for Chromebooks so we can keep the data pure and we understand why kids are coming to us. That was up 34%. And then our maker space was up 52%. And I'm going to hazard a guess and to say just based on the last two weeks, we're going to be over that this year too.

029It's already wildly popular. Now all of this is fantastic information. And at the start of May when I walked into our final faculty meeting of the year, I didn't have all these final numbers. We still had a month to go, but I was already really happy with how the year had gone for the library. And then we got to that last faculty meeting and John Jensen shared our Aspire data. And he we started the meeting by just applauding all the academic departments because we went up in every area. We were up 2% in math. We were up 4% in science. Our ACT scores were 6% above the state average. we met or exceeded the state average in every area. And then we came to the English department and we all gave like a standing ovation,

030I think, because they went up almost 20 points in our reading proficiency score. >> And I don't want anything I'm about to say to diminish that because the English department did a tremendous job and they deserve all of the recognition for doing the work that it took to get there. But when John said, "We can't explain this dramatic of an increase," I realized I had a piece of that puzzle that nobody else was ever going to see because nobody else sees the library circulation data but the librarian. The next day I came back and if you'll go to the next slide, I also wanted to make sure we didn't just have a crackerjack group of 10th graders because every once in a while you do get a class that's just amazing. So I looked at

031the statewide dashboard. I looked at the Hillrest and Riverview uh reading Aspire scores from their ninth grade year and they did about the same as students had done in those schools in the previous few years. They were in the low 40s. That's not a 56% proficiency that those same roughly same group of students showed in their 10th grade year. And that was when I went to Quinn. And what I shared with him is on the next slide. So not only did our circulation increase, but it increased in very specific areas. Our general fiction circulation increased 20%. Over the previous year, our non-fiction increased over 40%. And the reason for this, in my professional opinion, is that a lot of students who don't consider themselves readers, they just don't like fiction. They don't want to read

032a novel, but they want to read the Guinness Book of World Records. They're interested in LeBron James' autobiography. They want to read a self-help book about how to be a better person. Our self-help section is very popular. And so those kids who previously were like, "I don't want to go to the library. I don't want to get a book." What they meant is they didn't want to get fiction. But they came to the library because their teachers like, "Hey, you're not doing anything. Go to the library, get a book." And we helped to match their interests with something in our non-fiction fiction collection. And they checked it out and they read it. I hope I think I think we can prove that a lot of them read the books and they learned something. Now, manga

033and graphic novels, manga, in case you're not familiar, are these Japanese style comics. They are very popular. We have over 3,000 of them in the library. Um, it was interesting because those circulations didn't really shift much. I had about 4,000 circulations last year. I had about 4,000 the year before and about 4,000 the year before that. And I'm going to take a wild guess and say I'm going to about have about 4,000 this year. Those students walk into our libraries already knowing they like that format. They're anime watchers. They've read the books before. They like the characters like Dragon Ball Z and Attack on Titan. And they were going to read those books anyway. We can guarantee those. But the kids who weren't reading before were reading fiction and non-fiction. And why I think that

034matters is that graphic novels are great. And I will never disparage that format. But what it doesn't do is reinforce the type of reading skills that students have to do in the classroom and on standardized tests that they will do in college and that they will do in career. Fiction and non-fiction do that. I mean that that's the passages, right? That's what we do at work is we read. I mean I read fiction for work. Most people don't. But non-fiction is a large portion of what you read, right? So, they're reinforcing those skills. And the way you get better at reading is by reading. Our kids were reading more. They didn't realize they were doing test prep, but they were when they picked up Twilight again or when they read the latest Michael Bay novel.

035And that's what we are seeing, I believe, is a piece of the puzzle. So armed with this data, the secondary librarians, Michelle Matthews, Jill Hansen at Riverview, and myself decided we need to make a real push this year. We need to con in a concerted, coordinated way really organize and promote recreational reading. So at the high school, I've got a promotion running right now that I call get caught, get caught reading. Kids, uh, teachers have all been given these tickets. They can hand them out to a student if they see them pull a book out of their backpack when they finish an assignment or maybe before the announcements start. That student brings the ticket to the library. I give them a spar point for a PBIS system. They also get entered to win a cozy

036reading prize pack. It's like a soft blanket and a little squish and a bookmark and some twinkle lights. Uh and and it's fun. And we've had 138 students get tickets in just the first 11 days of September. So that's wonderful. Our faculty have bought in is what that means. Um and by the end of next week, all of our 10th and 11th graders will have participated in a library orientation at Hillrest. They are once again doing one school, one book, which I think is phenomenal. And Michelle got up and she presented to her teachers, hey, we've got to get them reading more. Send them to the library. And sure enough, her circulation and her hall passes have increased tremendously. And at Riverview, I'm so glad I got to see this yesterday. I got there early

037for our PLC. Uh, and I got to see Jill actually doing this with a student. I think was a seventh grader. So cute. She's doing Wild About Reading, which is a bingo card. And each line is associated with an animal. And then students who complete that line in the bingo card, different reading activities, they get to draw a collectible card of that animal that they can then trade with their friends. And uh they get recognized when they finish their card. And this girl was so excited that she got an ocelot. It was really sweet. Uh and 100% of their students, assuming they weren't absent the day the class came, have participated in library orientation. So across the district at the secondary level, we're really pushing reading in a way that we weren't previously. And I

038I'm hoping that we get uh some results from that. So my theme for the year is just keep reading because much like Dory, when our kids keep reading, they get further. They understand their world better. They are better equipped to handle the challenges ahead. And we as educators, I hope, can see the value in that as just a recreational activity. We don't have to be teaching them something explicitly when they read. We can just say, "Hey, have fun. Reading is fun and and I think that they respond to that." So, thank you very much. >> Does anyone have any questions? >> It's great presentation. >> Thank you. Thank you. All right. Thank you. >> Excellent. >> I would just like to add on top of that, thank you, Carolyn. Um I'm proud to be in

039the draft class with you at Murray Murray School District. we came in the same time. So, that's awesome. Um, just a a little added context here. Um, we're super proud of the Hall Pass system that's allowed us to gather data uh very easily and very quickly on our students, find out areas of improvement, and then areas of excellence that we feel like we're we're growing in our school. But what I want to share with you today, um, we had a tremendous number of faculty staff that wanted to share with our board, uh, and give you feedback on the new cell phone policy. not really new for Murray High. Uh we made a slight change with the pouches that we were using since last year. This year they're clear. And you wouldn't think that's a big

040deal, but it's made a a large deal in our classrooms. And so I have here uh I'll give this to Richard and he can pass it around. Uh these are teachers who who wanted their names down on their comments to the board to say thank you for your support of our uh classroom cell phone ban. Um, we have a lot of qualitative data obviously as we've as we continue to move through the year that shows that this is working and that stu it's going to take time for some of our seniors, Kelly, uh, to get on board with the cell phone policy. Uh, but our sophomore students who have come from our two middle schools, we're seeing tremendous growth in this area. So to my to my middle school, junior high colleagues, administration, and teachers,

041they're doing a fantastic job at at promoting this and pushing this because our 10th grade class has really bought in uh to this idea where some of our older students are still fighting fighting a little bit uh through the policy. But I wanted you to be aware, we wanted to say thank you from Murray High School collectively, as a staff and as a group for your support in this. We're going to have hurdles as we go, but one of the things again we've seen and one of the things we're going to com promote in our school is it is okay to be bored. It is okay to find time to think. If you show up to flex class in the morning and you've completed all your assignments, it's okay to read. It's okay to collect

042yourself. It's okay to think about your daily goals and objectives. It's okay to take some time in the morning to reflect on what your day is going to look like or how you're going to handle a situation with your best friend that you've been struggling to handle. It is okay to find time to think and to soliloquy and and be by yourself and contemplate how you want your day to be because what I have found is we're far more effective there starting in that place than we are right into a math 1010 class. And so again to our board from Murray High School, thank you to our superintendency, thank you for your continued support as we navigate what is a very very tricky issues in our school. So thank you. >> Thank you. Right, we

043have an exciting bond project status update by Director Tagert. Yes, >> it's always exciting >> because the the operative word we get to use is vertical. >> Walls are coming up. >> No, we they have not tilted. >> Okay. >> No, not no we haven't done the tilt yet, but but the Masons have started at both sites. >> I saw them at the high school. I was like, >> so that's exciting. >> So, uh we'll start real quick uh with the high school edition. Um, all of the footings and foundations are in for the addition and all slab on grade is and that and what that is is just the floor is is in place except for the mechanical pad which is actually outside the building that still needs to be poured. And they've started

044they've started the the first lift of the masonry and um steel column should be coming up in the next couple of weeks there at the high school. So they're making great progress. We are um tracking on schedule at this point with the junior high. Um very similar uh but it's a much bigger site. So in certain areas foundation and footings are footings and foundations are in uh slab on grade is in in some spots. Other spots they're still working on footings and foundations. Um they are curing the tiltup panels for the auditoriums right now. Uh mark your calendars. The crane is supposed to arrive and it comes in on a bunch of semis. So that's that in and of itself is impressive because it's like 17 semiis and then they have to unload them and

045put the crane together. Um but they the week of the 22nd is when when they say when the exciting stuff happens. I don't know a specific date. We'll definitely once we get a date, we'll let the board know. >> Yes. I don't know a specific date yet, but it's it's forthcoming. They've also um created the the casting beds for the tiltup panels that uh for the gymnasium. So, they just poured actually this morning the casting bed for the those panels and then they will they'll let that cure for a few days and then they'll start uh pouring those panels for the the gymnasium because that has tilt up as well. and it's tracking um that it's on on um on schedule as well. Any questions? >> I wanted my initials in one of the tiltup

046panels. >> Well, you could get one in the gym. They haven't poured that yet. >> That's maybe not encouraged. >> I read the parent square about not going into the areas. >> Yeah, >> I'll share it with Cammy. >> I was just kidding. I'm not doing anything like that. >> It might. Yeah. Don't. And don't do it in the casting beds either. They kind of frown on that because they want them nice and smooth. Okay. Thank you. >> Thank you. All right. And then we've got Director Dean with a few things. >> Yes. Um first thing is um our LEA specific license requests that we do annually. the board gets the opportunity and pleasure of approving our our teachers that are working on uh still getting their professional lensure. And so as a school district

047we can do LEA specific licenses and we have to do this in a number of cases and I was looking through and we have every year about 15 to 20 of these for the last few years and we're right about the same this year. So I will just go through these so you know. So, Elizabeth Visser is a elementary teacher. She's at Grant Elementary and she's completing her coursework for a professional license. She's been in our alternate path program, the Apple program, and she is super close to finish, but her license had expired at the end of the year. So, we just need to get it renewed. I think she just has to take her foundations of reading test and she'll be good to go. So, um Kimberly Bird, she's completing her coursework. She's also

048part of our Apple program. She's applied for an um associate that AAL means associate educator license and that's one that's given by the state while people are working towards their professional. So the state can give the associate educator license. We can give the LEA specific. But since she hasn't got that extension hasn't gone through, we need to request an LEA specific because we want to make sure we receive funding for her. All of these licenses come due in October. as far as for state funding. And so I'm not sure on the state's timeline on when they're going to get all of these papers processed. So that's why we would request hers. And she's really close also. I think she's just about to the test only on her foundations of reading. Um Sunshine Zedley, she's at

049Horizon Elementary. So is Kimberly Bird, but um Sunshine just completed a bachelor's degree. It is not an education. She was hired as a teacher there. Um, Sunshine has been a school secretary for us. She's been a PE aid and she's decided she wants to pursue her education and this was a position we were having a hard time filling. It's one of our dual language instructional positions in sixth grade on the English side. And so, she's jumped in there and has been a long-term sub temporarily. We're moving her to the teacher status. She will be part of our Apple program and she will be required as a number of other teachers to go and take the coursework that's needed to get her professional teacher lensure and we would expect that she would have that done within

050the three-year time frame that we would extend this license. Um Victoria Cra, she is at Parkside Elementary. She's a former teacher back in the day when I was at Vmont Elementary. her license is just expired at the moment and so she's in the process of getting that renewed but until that she goes through the steps to get that renewal we would ask for an LEA license for her. Um Janelle Hec visual arts teacher at Hillrest Junior High. She has a whole visual arts background. Um, she's just in the process of applying for her associate educator license and she'll have a few different things to do as far as teacher pedigogy goes, but beyond that, she has most of her requirements because her degree is in visual arts. It just didn't have the teaching portion with

051it. Um, and feel free to stop me if the board feels they need to at any time. Samuel Jukes, Hillrest Junior High band teacher. he is taking on some college and career awareness or digital literacy classes and so he needs that endorsement and so that's we're just asking for an endorsement for him. He does have a secondary license and the same is for Mark Tolbler. He's over at Hillrest Junior High both he's been there for a good number of years and he's also taking on some career and college awareness digital literacy so he needs that endorsement also. So they will be working towards that endorsement. Would ask you to uh provide them with the LEA license. Tammy Lundberg has moved from recently started at Grant, went to Horizon, now she wants to be a middle

052school math teacher. So, Mr. Kaufman hired her over at at Riverview. I've imagine when the building changes, we'll have a few more jumping up from elementary to go to the middle school model, but um she just needs her middle mouth math endorsement and we'll be working on that. Casey Weber. Um she is completing a master's program. Um she's been making good progress, not quite to the finish line yet. And so we need to get her um we're going to have her apply for her associate educator license and she should hopefully be finished here in the next year. I think she's really close on getting that. And so and then Taran Bartholomew. Um this was interesting. We found out uh she didn't come up as qualified this year to be the drill coach where last year

053she was qualified. And it looks like there was a change in uh how the courses are identified at the state level. And so we need to request an LEA specific so she can teach drill. Um it now requires a dance endorsement apparently. Um, so we just for the one period that she does, we would ask that we give her an LEA specific license and we will dig into that a little more. Um, Mark Dewald, um, he's our school resource officer at the high school. We just ask that we continue with an LEA specific license for him. He teaches one class of law enforcement. Um Kobe Ford, he is teaching a health science introduction course and so he needs a health science introduction um endorsement. And then Holly Gillette, she has submitted her paperwork for psychology.

054So we're just for her psychology endorsement. I met with her a couple of weeks ago and so we're just waiting for that to go through. Um, and Julie Hatch is taking on a financial literacy class at the high school, so she will need her general financial literacy endorsement, um, which a number of our teachers have had to go on and take. Um, Garrett Hone, um, he's picked up an environmental science class, so he's going to need an environmental science endorsement, and we will be working with these teachers to make sure that they're on track to get the appropriate endorsement. And sometimes there's multiple endorsements that you can get to cover the course that they're teaching. And I didn't list all of those in there or Yeah. Cardan Lwig is our new automotive teacher and just

055based off his uh CT this is a CTE one and with his industry experience, we'd ask that the board give him an LEA license. And then Connor Winder, it sounds like he's got $50,000 new dollars for robots. So I hope we can uh approve him for his endorsement for robotics because he will and there is an endorsement for robotics. So those are the ones I'd ask the board to uh um approve for us this year. >> We can do these all at once and not one. >> Yes, you could do these all once. Can I just ask for a motion to approve the LEA specific licenses for the 202526 school year as listed? >> Is there a motion? >> I move that we approve the LEA assisted licenses as discussed presented to us >> 2025

056year >> and a second. >> I second. >> All right. Any further discussion? Right. All in favor? >> I. >> And that pass. Any opposed? That passes. Thank you. >> All right. Thank you very much. >> Now you've got PS418. >> All right. I think we're there with bullying. I was having a good time yesterday working on this. Feel like my desk has been a pile of papers lately. Um so in this one, if you'll just get to where we start going into blue. So I added a new color to the document. And so the state board had a a cross checklist saying these are things that absolutely have to be in our policy. And so I've made a couple of additions and this is based off the uh state board and their compliance checklist.

057And so we had to have somewhere in there that school administrators are going to receive training on conducting an investigation. We will make sure they get that training. They've had it before. we'll give them some additional um and then the the investigator has to make a determination if it's a civil rights violation if some type of discrimination has occurred. So that's language that we are required to have in there. Um scroll down a little. I think you Yeah. So, we talked about this um notifying the the parent and as far as that we had in there that was the language of making personal contact and so we have changed that language um that just we're going to make person contact by them in person or by phone. So, we'll get a hold of them as

058far as if there's a notification of threat or suicide or bullying. And then we do have um as far as the state requires us to provide resources if someone does make a threat of suicide and those are listed on there um things like fatal means, medication and so forth. And then if a parent requests additional we can provide additional resources. Um this language right here, this is part of the action plans. specific action plans are required for both the alleged perpetrator and the alleged victim. Um the alleged so the well let's we'll use the language a school may not include in an action plan a requirement that the student to whom the incident was directed change the students educational schedule or placement or participation in a school sponsored sport club or activity. So if I'm

059the one being bullied my placement can't be changed. you can't say we're going to move you to another class if I'm the one who's the the alleged victim of it. And that's a requirement. Um the next part under two there is we had some discussion with our administrators and going over some initial training with them on these action plans. And we had for both parties, we want them to both be aware of the outcome of the schools of the investigation and the explanation for addressing the incident. So that was just an addition that's already above. Um we needed to have specifically in here that the notice of retaliation is prohibited or that retaliation is prohibited and will result in further disciplinary actions. And then we were missing an appeal portion and I just put that

060the appeal would be directed to me as the director of student services. >> Yay. >> Not going to happen. >> Yeah. >> Just a quick question back a little bit >> where you said we cannot move the victim if the victim chooses to be moved or the alleged victim I should say. >> Yes. They could be they could be moved then or if the parent requested. Yes. >> It has to be them that request. >> They would have to request it. Yeah. >> Thank you for clarifying that. Yeah. Then we did uh superintendent found our grievance policy and put that in there. So if they go through if this is a as far as the abusive conduct goes from a parent or a student that they can go through this process and then if this

061process is not sufficient for them and this is a principal investigation at the school level then they can go to our um grievance process which is outlined under SP 933 in our board policy. And then we needed to designate someone and I just put myself I take volunteers but um whoever is in the director of student services ro probably makes the most sense to be the one who's going to provide and coordinate and supervise all bullying training and communication processes across the district and that falls under my job duties anyway. But they wanted a point of contact so and they wanted it identified in the policy. So, that's what I did is I put that in the policy. Um, those are just some extra words there that Let's see. Um, they wanted some specific language

062in here on that our school policies and school discipline plans will complement our suicide prevention program, which they do. Um, and then we have to make sure that we inform both students and student athletes of prohibitions of consequences regarding bullying. And this is all we've had this before as far as the training what's required to be provided and before participation and especially when you have extracurricular or athletic programs they we need to make sure that they're getting that training beforehand and before those things start. So I need to do some correlation with our Brady Smith in the high school. Um this is a tricky one. So we do have our bullying policy that's put in our registration. So it is provided to our parents. It's provided through our vector training to our employees, but they

063want it provided to our students and they want a verification that is provided to our students. Um I'll work on how I get receipt of this verification and talk to some other student services directors. So for students that are at least eight years of age, we do train our students and our social workers are out there in the classes talking about bullying, but there has to be some type of way to get that. Then just part our recordkeeping um recording and reporting the number of incidents. Those are recorded in our Aspire system. Um, as far as which care, if it's bullying based on disability, race, national origin, those type of things, those would also be captured in our in our um student information system. And then we can, if we want, as a district, choose

064to implement a bullying task force. And those are the changes. And so I think that has got us in compliance with everything that the state wants in the bull policy. It's large, but I think it's where it needs to be at this point. >> And so this is >> second reading, but >> second Yeah. So we can we're not we're not going to vote on it >> because I I looked at it the other night and there there was something that didn't make sense to me, but I didn't put it on my notes. And if the board would like, I can go through and take out all the strikeouts with this new language in and get it to you so you have that to look at. >> And you said you're in charge of the

065bullying training is and it's done through just a video or what is it? >> So our bullying Yeah. So it's video modules. >> Okay. >> Online. And then for students it's different. We have some bullying prevention programs that are used at the schools >> and the teachers do that like just >> Yeah, typically our social workers are doing that at the elementary levels. >> All right. >> So that's all I have. >> Thank you so much for all the work on that one. >> Yeah. >> Okay. Um the next one is the Thank you, Director Dean. The firearm safety curriculum. And it looks like we've got our directors Good evening. Um, it wouldn't uh, how do I put this? I want to be clear that we are definitely thinking about the communities in Colorado and

066the greater Utah community in general and our nation. given the particular topic, even though this particular topic um goes to firearm instruction, firearm safety instruction generally and not necessarily school shootings, it would be it would seem to be tonedeaf to not at least mention that and recogn acknowledge that this evening. So, um our hearts and minds are with all of these communities that have been affected and as MEA also pointed out with our teachers and our school staff. some background about this particular piece of legislation. So, in the 25 2025 legislative session, the United the Utah States Legislative Legislature passed House Bill 104 um titled Firearm Safety and School Amendments Bill. The piece of legislation required LEAs to provide firearm safety instruction to students. The bill specified specific guidelines for instruction and our TLT team

067considered that when in them in identifying curriculum to meet the requirements. Um, one possible source of curriculum was identified um both on a state level and then also just kind of regionally in talking with other partners and that was the let's stay safe curriculum which was developed back in 2019 sorry 2018 by the attorney general's office for a piece of legislation at that time. Um, let's stay safe is an enematic device that represents leave it alone, educate, tell adults, share threats. And so we have adapted that curriculum to meet the needs of this piece of legislation. Um, we've shared um uh in in in board docs and also in a pre in a study session a PowerPoint presentation that kind of goes over this curriculum. This curriculum is intended as per state statute to be

068taught both in the element sorry in the elementary, secondary and elementary, middle school and high school. Secondary is two levels and uh so we have we have adapted this curriculum um the curriculum in particular that uh we have shown is specifically for the five through n sorry 5 through 12th grade levels. Um, Director Teao is going to talk a little bit more about what we will do with first and third grade, but we're using this curriculum. Um, and to to meet the statute and again, we we are open to share additional uh there's a video involved, there's a PowerPoint. Um, again, what what questions do you all have about this particular curriculum? We think it's going to be about 15 20 minutes. It'll be taught in our health classes in the secondary level. And I'll

069let Director Teao speak a little bit more to how it's going to be taught in the elementary. >> Um, as we looked at the video that we were planning on using for third through um, 12th grade, we didn't feel that it was very age and developmentally appropriate for our first graders, knowing that we needed to provide something for our first graders. and um superintendent and I have gone back and forth about our third graders. We kind of are either way and and kind of where we have left it is there are some groups of third graders who developmentally that older version is probably a more appropriate and applicable format. And we have groups that perhaps this is the better and um would like to propose that we leave which version up to the discretion of

070the ad building level administration knowing the needs and concerns of their individual students within that and then they would send out the appropriate messaging to parents of which version they're going to do with the third grade group. Um, but basically what um we've done on this is taken the same format of what is in the video but put it in a PowerPoint format. We've stayed with the let's um acronym. Um again just made it more more age appropriate for students in that regard. Um yeah questions. I have questions. >> Yeah. >> Um so we have to do this once a year then for secondary and for um them health classes and then um whenever in elementary >> we're going to talk through it with the um building principles and determine whether or not that'll be

071done in individual classes or we're thinking it'll probably be as like a grade level assembly type thing facilitated with the administrator and the teachers. The legislation says it has to be done three times in elementary, once in junior high, and once in high school every year. >> So yes, >> and parents do have the opportunity to opt out. We've we've created a opt out form. >> And I guess my other concern is like let's say I had it scheduled for a day like today. We need to be aware that that would not be appropriate. So making sure that our our you know I mean kids know what's going on outside and making sure that we don't >> tie this to them at a day when it's so heavy for them. >> So if we can

072pass that on to our >> our teachers and our you know just being aware of what time of year what's going on in the around us when we present this >> 100%. We we wanted to designate a particular month just so there was continuity among all of the schools and classes for the for the instruction, but we recognize that there there's there are there are moments where we need to pivot there. I mean there's lots of reasons why we choose to you have a fire alarm, you know what I mean? That Yeah. Yeah. So, >> so just being aware of that would be my concern is making sure it's time appropriate based on what's going on in the in the world around us. >> Right. Is there a motion? >> Are we approving this? >>

073Yes. Approve the curriculum. >> Okay. >> I move that we approve the curriculum for firearm safety. >> Is there a second? >> Go ahead. Second. >> And is there any further discussion? All right. All in favor? >> I. >> Any opposed? >> All right. Thank you for your work on that. Appreciate it. And then we'll keep director Teao at the microphone for a few things, too. Yes. So, as part of our um the state's early learning plans and literacy goals, we have been asked to present information to the board moving forward. I don't think historically that has always been done. So, um I'm kind of combining the next two agenda items together and starting with what our early elementary early learning plan is and you can just Yeah. Um so, the state board of education's

074goal is that um by the year 2027, the end of Yeah. July 2027, that 70% of all third grade students will be reading on grade level. and um they just issued this report for this last year um of the statewide data. Currently, we have statewide 48.7% of third grade students reading on grade level at the end of last year. And then just so that we can see where our first and second graders are in comparison to that, that data is there and what that has looked like over the last three years within there. And then um this is third grade and Murray district's three-year trajectory on that. So we are currently at 51.6% and that es and flows a little bit every year uh within that. Then um just as an explanation of what um

075reading on grade level is, they made some adjustments that were effective in April of last year that changed um what a composite score on the Acadians reading, formerly known as dibbles. Everybody's kind of heard it a lot of different things. It's had name changes over the years that by the end of the year, previously third graders should have been reading like their composite score should have been 330 points or higher. And that realignment meant that now our third graders need to be at a score of 405 composite. And then they've added a component to that of their Lexile level, which is the um rigor at which the students are able to read. and that is at 750 or higher for our third graders. So, as part of the early learning plan, currently in code, they

076have taken away the requirement to set literacy goals. Um, and that is not officially part of the plan, but in knowing we need to get our kids there, we wanted to make sure that we still continue to include literacy goals in our early learning plan. And so, that has been submitted. and just continuing with the state goal of 60% of our or sorry 70% of our third graders on grade level by the end of the 2627 school year. And for parents as they are looking at those reports that are shared with them usually at parent teacher conferences and the other letters that go home throughout the year. That would be a student that falls in what is categorized as a well above benchmark. So there's a little discrepancy between the state's definition of reading on

077grade level and the assessments definition of what benchmark or on level is within that. Um, additionally the state's goal is to have 60% of our students in kindergarten through third grade making typical or better progress on their pathways throughout from beginning of year to end of year. >> Can I just ask a quick question because we had a good discussion about this as superintendent at our meeting. When you say there's a discrepancy between state is that because green and blues in a cadience >> it's got the way the state is doing it if they have to be blue. Is that correct? >> Correct. >> But green it means >> yes. So the >> our assessments colorcoded of so at that at benchmark color codes at a green level. um which historically as educators we have

078said those are kids that are in the the good zone and then anybody higher than that. And with current research of long-term impacts of reading ability um in the future, they have found that really those students that historically have been in that green or onbenchmark level based on this national assessment really are not maintaining that in the way that they need to to be successful moving into high school and moving into college. And so that was the shift to that blue or well above benchmark. Great. Thank you. >> Based on that assessment, find that for me. >> Well, and while we're stopped, I just wanted to make sure that I understood. So, >> the goal was here and now it's here >> on that 330. Yes. To the 750. So, it's like double the >>

079330 to 405. So, those two are the same at 750. But then they've coupled in addition to being at a 405 composite score that needs to equate to the skill level reading skill level of a 750. They're they're a little bit different. So when we when we um as educators kind of look at the uh the rigor of the te of the text in which a student is reading, we're saying a 750 Lexile level is saying a third grader is reading at a third grade level. >> Okay? rather than a third grader may because of the way the composite scores are are put together. A student could do really well in one of the sub measures and technically still get a score of 405 but not necessarily be at a 750 Lexile level. Doesn't happen

080very often, but they've coupled those two together for that clarity. >> So the target moved and the expectation grew. >> Yes. >> Okay. >> Yes. So next slide on that. So, um, in order to give more clarity to our educators and how we are going about, um, meeting that goal, we have split that up by grade level. And I'm not going to read into all of this detail, but just basically saying when we have our beginning of year, which we've just completed all of our beginning of year Aadian assessment now, knowing where students fall, these are our goals of where what students are in each of those areas, who we need to maintain and not lose by end of year because that benchmark continues to grow throughout the year, who we need to try and

081move from say a student that is well below. So for example that first grade we need to take 25% of our first graders who are at beginning of year categorized as well below benchmark and move them to either below benchmark or higher. So it goes well below below benchmark and then well above benchmark. Um and then um a really important one is kindergarten and that need for mastery of letter names and sounds really early on in first grade. We continue to have first graders coming to us or sorry kindergarteners um coming who still don't know letter names and sounds and um oftentimes we have put that off of like they don't need to know that until January or we don't really and we can't keep pushing that off. So, we've got to be working towards

082getting that in October so that then we're able to get those students reading whole words, cat, those CBC short three threeletter words um much earlier in the year to continue to make that growth as we as we move up. Math goals are what has been um designated in the code. And part of that is coming from a result of a lot of studies finding that um there is a direct correlation actually between our first grade end ofear math scores and reading on grade level third grade scores. And so, um, we're pretty sure that that is why they have taken the literacy goal necessarily out of there, or perhaps it's because for many years that was the main focus. But the state goal is to have 60% of our first through third graders u making that

083typical or better progress between beginning of year and end of year on the math acadians pathway of progress. And so to meet that we have two goals and we were asked to set a very realistic goal and a really aggressive goal. So that goal one is the realistic goal of being able to have a 3% increase from beginning of year to end of year and the advanced quantity discrimination which is a sub measure for first graders on that test. And then the pretty rigorous goal for our second graders is to have an 11% increase at of students reaching at or above benchmark by the end of the year in in that regard. So um coupled with that there's the longer early learning plan that's been linked to that but the key pieces are in there.

084Questions? >> Okay. I look forward to getting the results. >> Yeah, our teachers are amazing. I'm excited to see what they can do. All right. And then we've got uh Assistant Superintendent Wahungi with a couple things. Thank you. >> We've got great directors. They all work hard to to make sure things move forward. So, um I have three policies. These are all first readings. I think I just heard Richard's eyes glaze over with that one. But these three policies combined are less than what Darren Dean's one policy was. So So anyway, we have a few updates. These are not new. >> Are you bullying Darren? >> Yeah, I I could be. Yes, I apologize. >> Yeah, please don't report me. Um, these policies are all updates. So, the first one we're going to look at

085is uh uh PS424. This is reporting of student progress. This one's been in place quite a while, but it hasn't been updated since 2003. So, there's a few things that we need to change. Not a ton. Um, first of all, our electronic gradebook is not SIS 2000. That's what it was when I started in 2000, but um it is Aspire. The elementary school also um they do standardsbased grading. They don't give give letter grades. So, there's no failing notices for elementary. So, we did have to update that part uh that part of the policy. Uh but uh this does prescribe um how often they will uh update their grades in the elementary level and the secondary level. That is not new in this policy. However, we did update we did put in what update means

086because some teachers feel like you know do I have to put something in each week to update my grade book. So this defines what that means and essentially it's it's to accurately reflect a student's current grade whatever that looks like. And um the last sentence there it says an update shall include entering scores for all evaluated assignments, assessments and learning activities collected since the prior update period thereby providing parents and students with timely and reliable information regarding academic pro progress. So if they have done learning activities in their class that they are intending to put in the grade book that needs to go in weekly, not leave it um for a few several weeks. So, >> I love this and I'm going to copy it and I'm going to use it. >> Okay. Yes. >>

087That's right. >> Yes. I'm excited because this >> it it can be a problem >> at this at secondary level with if you have a student that doesn't like to turn stuff in. >> That's true. And and I think our administrators um check um they're making a more concerted effort to make sure that those are updated more regularly. I think most teachers are doing just great in that, but there's a few here and there that might need some reminders on that one. So, um, so we did, uh, add in students not making expected progress or failing since, uh, that that applies more, um, to the elementary as far as not making expected progress. So that was another um update to the policy as well as far as notification to parents when their students are failing

088or not making expected progress. So that's PS424 and that is a first reading on that one. Uh the next one uh we did have to make some updates to our graduation requirements. Uh this was more recently updated, but there's been some things that have come through legislation recently that we've had to apply and that is the half extra credit that students must now earn in social studies. So that increases increases the requirement to three and a half credits versus the current three. That'll start with the ninth grade class next year. So that is the 26 uh 27 school year and they will be the class of 2030. So that is called an American Constitution class that is currently um the the plan is to currently put that against the US government class in the senior

089year. So um for now unless they change that. So those those are the credit updates. We have deleted the civics exam requirement that was also part of the legislation. This is all starting July 1st of this year. So, no longer do students have to take that civics exam which was previously taken in mostly in the eighth grade. They get to take it as often as possible to pass it before they graduate. So, that is gone. We did have to make uh another addition that we recognize since this uh did come down through uh legislation as well in board rule is what is uh required for schools to allow in graduation. So, this does define um graduation dress at graduation ceremonies. Um Murray High School has always been pretty uh pretty open to to cultural attire

090and so forth. It used to be very strict and I've been going to their graduation since the early 2000s. So, it was run really strict and then 2012 we kind of lightened that up a little bit and allowed for cultural attire lays that sort of stuff. because it is in code we have put this in policy so that there is no judgment call by administration if when those when that changes. So some administrators administrators might be more strict than others. So that is actually in policy now. So there is there is really no question of what we are required to allow. Part of this as well um also describes we have eliminated um a chord that was listed in policy that's really not necessary but it does it does mention um cords being that are

091worn at uh graduation mantels cords cords medals is at the discretion of the the high school administration. I think that was it on that one. Yes. Okay. Any questions on that? Okay, the last policy is the drug testing of students. Um, we have and and really the change here has been made to the drug testing of student athletes. So, we have updated this policy. There was a little bit of concern about and and Murray's done drug testing since 2004. Um I think we were one of the only o only districts doing it but now multiple districts around the state do it. Um our our penalty for this our consequence for this was tied to our safe schools policy which which really um um required uh multiple days of suspension if they tested positive in the

092random drug testing for high school athletes. And so that has been adjusted. So that statement there though does basically describe you know we we we um encourage and um enforce you know drug free alcohol-f free uh participation on our uh activities and a athletics and then it goes down to adjusting the consequences to align with what is already in the Utah High School Activities Association handbook and what they have asked schools to do if a student does test positive. for alcohol or or drugs. So, so instead of being um suspended if they test positive in that random drug test um they will suspended from uh academic school work or classroom uh work. They will be suspended from the actual activity or the the event at that time. So, a first offense um there is uh

093they they have to sit out two consecutive games. Um, the second offense is a six-w week suspension from games, which essentially puts them out most of the season. And the third offense is an 18week suspension. No sport goes season goes longer than 18 weeks. However, it does bleed into the consecutive. So, if you have a multi-sport athlete who did a fall sport and a winter sport, that may put them out most of those two seasons. So, so again that comes straight from the Utah High School Activities Association policy manual. >> I just had a thought. I have looked at this intensely. Second offense is that in the same school year or period for that student. >> Um, we can interpret that. Right now, I'm thinking the same school year. Okay. >> Because our safe schools

094policies does bleed over into the new school year including drugs. But this one we probably we could define that if that's something we should need to do. Yeah. >> Okay. >> Is that would the board like to see that defined? >> Yes. Somewhere I read that it said that that you're tested from the your tryyouts to the to the last day of your that's what was considered a period. >> The season. Yeah. >> So instead of going from a spring sport and bleeding into the fall sport of the following year, is that >> I don't know. I'm just saying I read that. Is that in this policy or was that in our older policy or maybe that was the high school because I read the high school athletics policy. >> I know our safe schools

095policies does go from one school year to another. So So it it is consecutive but this one I'm not sure if I've seen that. >> Yeah, we should make sure we get it clarified. >> So would we like to see it in a school year? I mean, if we say >> I'm leaning towards a school year, >> if you say a season, it wouldn't really make sense because they wouldn't get tested twice in a season, more than likely. >> And I I would hate to see a ble from one school year to the next. >> Yeah, me too. A lot can change over a summer school year. >> And then I had another question. And it talks about tobacco at the top, but we don't that's not part of what they're tested on, but that

096would be more Sorry, just at the beginning of the >> Oh, >> the red gota >> Yeah. Does that include if they are >> Well, alcohol, drugs, and tobacco because the alcohol and tobacco don't show up when they get drawn to swab, right? >> Correct. >> But if they're caught like smoking or vaping, does that count? Yes, it I think that absolutely would. I think >> even though it's not under the drug testing policy. So >> that's what I wondered. So if like at school or somewhere they have a violation with those other categories, then it bleeds over into sports. >> Yes. Essentially what happens is suspended for the duration of their school suspension. But sometimes that might be one game that could be. So this really prescribes the minimum amount of games they have

097to sit out. I mean, if they're if it's if it's a a 20-day suspension, for example, that can involve three games that they're out. So, >> and I just wanted to make sure that I'm reading this right. So, if it's the drug test because they're an athlete, that only affects their sports. >> Yes. >> If they have an alcohol or tobacco violation at school, that affects their school, but it will also bleed over into sports. >> Correct. And that that that is mentioned up uh further up about the safe schools policy because this this is part of a bigger larger policy what you're talking about. So this is just student athletes at the end. >> Okay. >> Yep. >> Okay. >> That's a good question. >> Yep. That is >> okay. We'll we'll make those

098adjustments before the second. >> I did have one more question that we didn't get to. It was about the retesting. I was confused on that again. I know we've talked about it in the study session, but the way it read because it's just the matter of are they testing the sample, retesting the same sample, or can they go get another test? And I thought when I read it in this update that I was confused again that it wasn't super clear. >> So, there's two different things >> and Superintendent Coington reached out to is it what what was it called? Um >> it is it's called KOD company that does our third party testing for our athletes. >> So they do the split sample apparently at at there as well if there is a contest. So

099they do do a split sample. However, on the on the upper policy there it does say if they can get an independent drug test. So let's say for example an administrator feels like a student is high or something like that and and they're suspended and they can test. I'm not. they can go get an independent drug test to to um dispute that at their own cost. It's what the policy says. >> So, as I did talk with Kota, this has always been in our policy. This hasn't changed. This is actually what they do with multiple school districts as well as businesses. They do a split sample. They did say we've been surprised that there hasn't been anyone. So, the the what they do is if it on athletes, so this is part of our drug

100testing policy. if it comes back and after they do their medical analysis on it that goes through a rigorous process, they have a third party or they have a medical professional who does some things to to see if that student has a prescription or some of those things. Then if it comes back as a positive and the parent would like to dispute it, then they retest the split sample at the cost to the parent. The parent can request that. So our practice has not been align in align with policy as far as our inner school or as far as our student athlete drug testing. >> Okay. >> So that is something we need to re-educate our administrators on and thankfully this only happens uh maybe once or twice a year if that. So but we

101I will make sure that our administrators know that. >> Okay. >> Does that make sense? >> Yes. And I don't know where I read but this This does say split sample. Okay, I'm good. Never mind. I >> find it. Let let us know. Keep read it again. Yeah, this is kind >> I remember we talked about, >> right? Uhhuh. Yep. So >> the time you get the results back, whatever might be up to retest after that fact would not really >> Right. So that's why they do the split sample because at that time they were when they were tested and so >> um >> Right. Okay. So, they do Kota does split the sample when it comes. They do split it. >> Excellent. Maybe I just read that sentence. The second drug test shall be

102administered at the expense of the parent and didn't pay attention where I talked about the split sample. >> Yeah. And it could be Keep looking though because we got I made Doug part of the MEA and Amy part of ETA. No. And part >> and part of the reason of of splitting the consequences between athletes in the random drug test and a regular safe schools thing was because when they are randomly drug test, they could have done something the day before and it's still in the system. They didn't do it at school, but but somehow they've still partaken of that substance. So, um it's a little different than if they did it at school or brought it to school. >> So, >> excellent. Thanks for your work on that. Thank you. >> Appreciate it. All

103right. We have um our business administrator with a few things. >> Okay. First of all, we'll start with the school trust land summary for uh last fiscal year ending June 30th, 2025. Schools have done a very nice job in and spending down some balances that had been high a little higher than allowable in previous years. Um there is one school however that exceeded the 10% uh threshold that's that's allowed and that we'll we'll we'll deal with that. Um just for clarification though that that 10% threshold is calculated based on the current year allocation not the current year allocation plus the previous year carryover. So just just to clarify that um we did have four schools who did spend more than uh their allocation um which in and of itself is is is not necessarily a

104problem. What that does, however, is requires that the district in its in entirety has enough funds to carry uh over a positive balance going into the next year. So, you can see we barely made it with $2,442. So, we're okay. Um, what that does, however, is that requires that the board approve the uh advance of 2026 funds uh to cover those negative funds in the 2025 year school. >> That's true. We we went out of >> so so and yes so um board member Cooper said if they would have all spent their money you know money we would have been in trouble so that yes >> yeah so think yes so we're getting better we're not there yet um a lot of it some of it is tricky because a lot of this is for

105personnel and so we I know Richard has talked about we're going to do a little we meaning Richard and myself are going to make sure we have more frequent check-ins um checks and balances to let them know where they really are at in their spend down on this. So, and then their negative amount is actually deducted from this year. So, it's not like we're just floating it for them. They that will be a reduction. >> It carries. >> Yes. So, >> um however, that does require that the board approve the advance of the 26 funds uh for those schools. And so, I would recommend that, uh the board approve that advance for those four schools. Then we will need a motion and a vote. >> Okay. Do we have a motion for number 12 on

106the agenda? >> I move that we approve the school land trust trust advance. >> Is there a second? >> I'll second. And any discussion? Right. All in favor? >> Any opposed? >> Right. That carries. >> Okay. Next item. uh the board uh by code or rule is required to do certain trainings every year. Those training uh videos have been sent out. So rather that to you each as board members. So rather than than um extend the length of the meeting, we uh sent that out and requested that each of you uh take the training and then notified you that you would be there would be a roll call or at least a board member by board member um accountability as to whether that training occurred or not. So we will start with our board president

107who had three required trainings. the open meetings law, the internal audit and the audit committee. Did you? >> Yes. And I'm sad that we had the option to watch it together. We could have had popcorn. >> But no, thank you. I appreciated doing it outside the meeting. >> There is good complete. >> There is good information. It's not very uh stimulating or exciting, but okay. Jill, open meeting law and internal audit. >> Yes. >> Okay. Thank you. Uh, Cammy, open meeting, internal audit and audit committee. >> Yes. >> Okay. Uh, Jiren, open meeting and internal audit. >> Yes. >> And Elizabeth? >> Yes. >> Okay. Thank you. That's all I had. >> Thank you. >> All right. And let it be noted that both Richard and I have completed those trainings as well. So, we

108did it along with you. We could have all had popcorn. >> They make you a little nervous though. you're like, you need to put this and this and and >> I remember when we were doing them here >> um instead of as homework and it those were very long. >> Yeah, the one I mean one video is almost 40 minutes and the other one's 25 and it's just Yeah, it's a lot. >> Is it all Is Roslin always going to be in trouble every time? >> Roslin school district in New is it New Jersey, New York? Yeah, >> somewhere they're they're in trouble >> going to be infamous forever. >> And they they frauded 11 million and I think you know that would be a lot but it would be like six or seven times

109that now because it was from the 90s. >> Thank you. All right, superintendent. >> Great. Thank you. So, uh my first item is just a review of the enrollment data. The board has seen this. We looked at this at our study session a few weeks ago, but just wanted to do it in an open public board meeting. Um, as a reminder, right now, as of when this data was collected, which was about a week ago, we are sitting at 5,424 students broken down by elementary, junior high, and high school. We have been keeping our kind of enrollment history. So, you can see that this year we um did decline. We were anticipating that as we looked at projection numbers in last January as director Dean looked at those. So we did adjust our FTEEs based

110on that knowing that we would. So financially we covered that. It's not like we are are over staffed on that. But we certainly hope we can get some more kids and revitalize some of our neighborhoods to encourage families with children to move in. Um we also have it broken down by school. So you can see the school trends as well as charts there. So the board is welcome to look at this at their leisure as well as the public. We also have it by grade level. So we can see um as we look at most of these in the elementary schools, we have larger upper grades and our small younger grades are smaller. So we're moving out larger classes and smaller classes are coming in. I will say that we did have more a few

111more a handful more elementary students than we had antic or excuse me kindergarten students than we had anticipated um enroll this year. So that was was pleasant news and we were very happy about that. Um, we also have it broken down by those who come from out of district as well as those who are in district referred to in code as non-resident and resident. And we've broken that out by school. And overall, um, we have in our elementary schools, 21% come from out of boundaries, 79 are from inboundaries, same in the junior high. And at the high school, 27% come from out of boundaries, and 73% from in. So overall 23% of our district comes from outside of our school district boundaries. >> Question. >> Yes. >> Do we turn a lot of them away

112or do we pretty much accept most with as long as they have no >> We pretty much accept everyone. Yes. So there is a vetting process. I mean there is a checks and balances process. Um, there also is a process that if they have some specialized services that we do need to make sure that we have the resources to have those students come into our schools without taking away resources from students within the district. So, very good question. So, um, we'll continue to update this um, and and make sure, but if there's information the board wants to see differently or more information, please let me know. We're going to keep watching this enrollment trend. >> Is this on the website? Uh, it is not, but we can put it on there if you'd like. >>

113No, I just like to look at it from time to time. And >> yes, it is it is here in this agenda, but you are always welcome to call me at any time and I will send you a copy. I will let you know that um, thanks to Jerry Smith, who is one of our technology coaches here in the district. She has created the heat maps, which I will have started to dive into to see where our families are located in each of our schools. as we start talking about the need to look at boundaries and buildings. So >> I said I think this would be good to have on that particular link on our website. So >> on the bond link, is that what you're thinking? I think that's where it was >> where

114we originally did it for last year. >> Yes. >> As we start to go for the next round of what we're looking at with >> you facilities. >> We can do it >> the community understand really what our trends are. >> You bet. We can absolutely do that. So, we'll get that on on our new website that rolls out Monday. Woo! New website Monday. Okay. Uh, the second is just a second reading of a fee request from the JV Drill Club. We talked about this in our August meeting. This did not get put in on our regular cycle of fee approvals in the spring. It came in afterwards. This is um la the high school had actually supplemented it last year and did not charge for it, but they have a JV drill club which

115is a feeder program into the drill program at Murray High School. They are requesting a fee of $150. You can see that they have a fundraising opportunities where they can earn up to $100 to go towards to offset that fee. So, this is a second reading and I would ask for the board's consideration to either approve or deny the fee request for JV Drill Club. >> All right. Do we have a motion? >> I move that we approve the fee request for JV Drill. >> Is there a second? >> I'll second. >> All in favor? >> And any opposed? Right, that passes. >> Thank you. I will let Athletic Director Smith know that as well to get that going. Um the second item or the next item I have is a TSSA amendment from Vmont

116Elementary. And for this amendment, Principal Smith um would like to to take some of her TSSA money and purchase an automated math scoring system that's in the ALO assessment. So ALO is a cadence what Director Teo was talking about. Um, there is a written, tell me if I'm wrong, Becky or Director Tao, but there is a you can manually score it or electronically score it. Is that correct? So, and then so that's the first one to be able to buy purchase that automatic that the automated scoring system for their fourth through sixth grade teach students. And then their second amendment is they would like to beef up white ribbon week uh which is in digital teach digital safety. So we have red ribbon week so hard to say that red ribbon week is for um

117prevention services. White ribbon week is for digital prevention. So, um, they they are wanting to allocate a little bit more money to that to beef that up a bit. So, this is not a reallocation. This is just some money that they have in their TSSA account that they had not allocated that they would now like to allocate. So, for the first one, for the purchasing of the math scoring system for Aadians, it's $1,600. And for the purchase of White Ribbon Week Supplies, it is $800. So, I would ask for the board's consideration on approval or denial of the TSSA amendment for Vmont Elementary. >> I just have a quick question. >> Sure. >> If they do the So, if they purchase this math scoring, will that just be for this year? Will it be >>

118uh It is It is for this year, correct? So, it's something they'd have you have to purchase? >> You'd have to purchase it every year. >> Yes. So, >> it it is a subscription service, so it has a yearly renewal cost. And some schools have, you know, want to do that and some schools don't and that's going to be kind of a local decision on that. >> Just curious. >> Yes, that's a good question. Yeah. >> And sorry, I'm kind of looking at Becky and Christie because I know they know this very well. So, I'm like, right. So, >> all right. Is there a motion? >> I move that we approve the TSSA amendments for Vmont Elementary. >> And is there a second? >> I second. >> All in favor? Oh, any discussion? Sorry. Good.

119All right. All in favor? I >> opposed. >> All right, that passes and we do have a need for a close. >> I am actually going to surprise you and we do not have a need for a close unless the board has anything that they see need for president, but we actually do not need surprise. Happy happy Thursday. So, >> getting time for Spartan spec. All right. >> Yes. So with that >> time. >> Yep. Perfect time. Thank you. >> We'll adjourn this meeting. Thank you. >> Great. Thank you.