MCSD Board Meeting

001Richard has been kind enough to agree to lead us in the pledge of >> allegiance. stands one nation under God, indivisible, with liberty and justice for all. >> Thank you. Um, traditionally we would ask Richard what his favorite class is, but you want to and I would have to say fishing, but I don't think we offered that at the high school. Okay. And now we'd like to welcome our board president and let her resume in her assignment. >> All right. Hey, thank you. Doctor's visits just sometimes are unpredictable. So, here we are. Um, thank you for the pledge. Um, we'll move on to the consent agenda. There was, um, several items, which by the way, I really like this new format a lot. Um, so, do we have a a >> motion to approve the

002consent agenda? Thank you. I move we approve the consent agenda. >> Is there a second? >> I'll second. >> All in favor? >> I. >> Sorry. Any discussion on that before we vote? >> Okay. All in favor? >> I. >> Any opposed? That passes and we'll go to our delegations. We'll have um Christy Vik and Jessica De Man with MEA um first. >> Thank you. Or Jessica? >> Just me. You're just getting me today. Uh Chrissy's doing back to school night. So Hi, I'm Jessica Man. I'm here for MEA. Um, just some things we want to report on is that uh we presented at the new teacher orientation and that went very well. Um, and then just some comments from our members was that we really loved seeing the board members at the new teacher

003training and also at the PDS um for the teachers. Um, one member said it was really cool to see Kelly in the breakout sessions. It felt more involved and she stuck it out as we struggled through the final ones. So, um, so that was that was fun to see the support of the board from there. So, that's all I have unless you have any questions for me. All right. Oh, no, we're good. Okay. Thanks. Thanks for what you do. All right. Next is um Mr. Kaufman for the MAA. >> Um, nothing specific, just we're back. We blinked. Summer was over. We're here. Uh, you will see most of the administrators looking cool, calm, and collected. But they're probably a squirrel in traffic on the inside trying to get everything done. But we're excited. Another school

004year. Um, really looking forward to it. And any questions from the board? >> How's the board looking? rest of your current building. >> I'm excited for the big semis to come with the big crane and start lifting the walls. I'm like a little kid for that. I want to see that to happen. So, but it's looking good. I did have a neighbor tease me just as I was coming in. He's like, "So, those construction guys done yet? They're going to be out of here soon?" I'm like, "Yeah, two years soon." Anyways, he had a good time with it. So, but >> anyway. Okay. Well, thank you. >> Thank you. You >> all right? And then, um, we've got Mr. Bernett from MESPA. as is. Um, we are the squirrels. The all the classifies are the

005squirrels with the uh trying to keep the teachers running around and and the administrators. So, no, we we're grateful for the uh hard work that you as the board does. I was we're grateful to for the as as the we were talking to somebody and uh they came from another district and because Murray was smaller and more compact more meaningful and that's as we as our slogan we are Murray and you know it's grateful to great to see as always uh those of you who could in the Murray parade you know because that's here we are and so as we go forward that's the struggle the push that we as you know classified look to do is keep us going, keep the teachers on their toes and the administrators happy. That's the point. So, if

006you got anything else, we'll answer, but if not, >> I do have a question I thought about the other day um with the building in two of our locations. Is that putting extra burden on some of your people? meaning the >> just cleaning >> cleaning of the constructions or >> not to the I know there was a concern this morning uh in our meeting talking about uh where entrances would be for the next two years for the high school as to not your main entrance and so other than cleaning of that not not that I've heard complain about yet but or conversated about. So, no, we're we're we're on the up and up at the moment. So, >> great. >> Thank you. >> We appreciate all the work that we saw going on during the

007summer as well. >> You guys are great. Couldn't do it without you. >> Thank you. All right. And then, uh, Mr. Perry with the um, Murray Education Foundation. >> So, I'm going to give you what I've been giving all the teachers over what's to come for the year. >> Thank you. So, um it's a busy month. August is always is for uh foundation. But u this month we have the Fox 13 back to school drive that we've been doing for the last couple of weeks. Uh we partner with all of the foundations in Salt Lake and Fox 13 and Granite Credit Union to solicit for donations for school supplies for our kids. So, that's that's been a great thing. Uh, I think as of this morning, they had raised over $10,000. So, that was great.

008Uh, we'll get a share of that, not all of it. I wish we could have all of that. Would be cool. Um, and then we have a new campaign that we started uh with Fashion Place Mall. They opened up Dialogue with us just this last probably three weeks ago. They reached out to me and I'd been wanting to reach out to them, but I just haven't had time. And they reached out to me. So they made it easy and said, "Look, we want to do things more with Murray and uh the foundation to help kids and and students and things." And so I suggested maybe we do a back to school clothing drive and they said, "Yeah, let's try that." And so we tried it and w hasn't been going great, but um we both

009agreed that it's been a good start because we had to start somewhere. We wanted to just jump in and start doing things. So we're going to continue to work together. Um they're going to help us with our angel tree in in December. So, that's exciting. Um, and they want to do other things as well. So, I think we could we can it's a valuable partnership to have with the Fashion Place Mall and all the all of their stores that are associated. Uh, then we also have the teacher grants that are opening up and those are funded of course by the golf tournament which is on August the 22nd. Hopefully, we'll be able to see some or many of you there. and uh that uh event we've uh closed off sales uh yesterday and we've actually

010increased over last year by a fair bit. So great support from the community for that. That of course again pays for teacher grants and other things. So uh it's always good to to know that we've got the support of our our business community. Um we have the Angel Tree campaign as I mentioned in November. In December, we have the Pinnacle Awards that will open up and then Laura Baker scholarship and endorsement uh grants uh that we'll continue to do in the uh late winter, early springtime. So, anyway, we're excited to be here and excited to uh start a new year and grow together as a community. So, appreciate it. >> Great. >> You're doing amazing things. We really appreciate you. Um and then did we have any patron statements today? Okay, we'll move into the

011report of the board. Cammy, would you mind starting? >> Um, yeah. I don't have a whole lot to report for the summer other than um attended the Fox News thing. Love that we're just partnering with all the community people that we can. You're doing a great job reaching out, Doug. We appreciate it. And other than that, I don't have a whole lot to report. >> Okay. Thank you. And then if we skip and go to Jiren over here. >> Sure. enjoyed the Fourth of July parade. Certainly get my steps in as well. Uh the advisory board for the Salt Lake County Parks and Rec was cancelled because of the same thing in summer. They kind of shut down a little bit. So that should be resuming again. We'll have to know more. But the one

012big thing they have talked about is the free passes for all the kids has been a huge success and I think that will continue to move forward. >> Great. Thanks. And Jill, um I just have enjoyed the summer and enjoyed being out in the community. Loved the parade and um just meeting and talking with parents about their excitement for this year. >> Good stuff. >> And I'll echo that parade was something else this year. Um I went home with such a full heart that I just had to write down my thoughts and share them because there's so much negativity in the news right now. And it was such a joy for me to walk down through our community and hear all morning long, we love our teachers. We love Murray. We love our teachers. And

013I am just so grateful for my job that I get to be the representative and take that in and just want to share it with all of our people that our community is proud of what you do. And it was really great to to be part of that. Um, and then just a few things that that I had thoughts of is um just really proud of Mr. Perry and the work that he's doing. There's some fun CTE curriculum things that are happening, some public private partnerships that are new and fun and um he's worked all summer long on some of these things and um the future is bright and exciting things are coming. Um, I've been working on emailing some legislators and trying to build some relationships um, in the off season. Um, and just

014as I'm watching the news and the things that are happening around us, um, there's a lot of school boards that needed to do truth and taxation this year to be able to cover their expenses. I'm grateful um, for what we have going here in Murray. Um, but the trend is unsettling. um and seeing that um Senate Bill 37 is probably coming back um and stronger and likely veto proof um and that's the one where the property taxes go into the general fund and then come back to the schools which um it's a great temporary solution but my um worry is that future legislators may not be able to see the vision that's happening right now and it just opens the door. So just um encouraging our community and our teachers and our people, however you

015feel about that, to make sure that you're communicating early and um as often as as you feel that you need to on that um that that is concerning. Um and then um was really grateful to see all of our new teachers in the district and the excitement that they have and fun to see some new fresh ones and then some faces that I didn't realize we've got some different positions that have been paras or different things that are now teaching. And so that was really fun to go oh what do you what what are you doing now? This is exciting. Um, and I was able to participate in some of the um, professional development in that skills track is very exciting to me. Um, that's the AI that's got the student fencing around it and

016the amazing opportunity that our students will have to tailor their learning to what works for them. And I'm really excited about that. Um, I was it was nice to hear the wayfinder. Um, we had approved that in the spring. um and they had a representative that that kind of shared um some examples and what that will look like in classrooms and that was really cool to see. Um and then really proud of our um Jerry Smith in taking the technology to teachers and she did a really great job of just all the tools that we have and and kind of outlining it for the teachers um because the tools aren't very effective if we don't know how to use them. So um that was a great day. Um, I love the construction cameras on the

017website. It is so fun. All summer every once in a while be like, "Oh, I wonder what's happening." And I'll just So on the website, you can click in the corner and there's live camera updates that you can just look at trucks moving dirt and all kinds of things all day. And just on the construction note, just want to send good vibes to our teachers as we were there for that professional development at the high school. We were I was in the choir room and I thought, is the air conditioning going to fall through the ceiling? Like what is happening? And then I realized, oh, that's the construction. And we weren't even clo not even the area that's closest to the construction. So, good vibes out to all of our people at those buildings that

018it will be worth it and thank you in advance for putting up with that. Um uh last two things I have seen that drive over at my Smiths that I shop at and it makes me happy. They've got all kinds of signage and buy these products and you dump them in the bucket for the Murray Education Foundation and just love love love the um public private partnerships that we have and our community is awesome and I appreciate that and I'm looking forward to the partners for prevention committee that I serve on that again took some time off during the summer and um that's um it's been a lot of groundwork and I'm excited that things are going to start rolling out um with that committee. Um, and that's all I have for my report and

019we'll move on to the report of the staff. We've got some bond project updates by Director Tagert. You're on. >> Thank you. >> Okay. Um, I'll kind of give my spiel and then if there are things you want to add. Uh, let's start with the high school with the addition at Murray High School. uh this summer as as things have kicked off uh they took the time to make some connections in the office. The big thing is is there's actually a sewer connection that has to that had to be connected and it was actually in Mr. Anderson's office. So, in the in June and July, his office was completely gutted and it had a hole about that deep in it and and it went through the uh it went through the um the conference room

020and connected outside. I will I have to give a a great shout out to Hogan is they said it'll be boo put back together by the time they come back in August and it was and so that it it looks great. Uh same with a connection uh with the electrical connection. It there needed to be a chase put in in the corner of the faculty room and that's been done so they can make the electrical con electrical connections to the addition. Um the progress is on schedule. Masons should be um coming and correct me if I'm wrong on this midepptember to start on the the masonry work at the high school. Um but things are moving along nicely. One other thing that happened this summer with the um because we've had to move where the

021buses pick up, but it looks like our plan is it will be a permanent solution where our our bus pickup and that will be um on the south side of the parking lot in between like where the the daycare is, where the temporary entrance is. At this point, the that curb, they they took off some of the the round parts on that island, flattened it out, and we can fit all of the buses that need to fit on that side. So, that'll be a permanent solution, but that's where the buses will pick up. So, that's really it for the high school, unless there's something you want to add. >> No, I think that was an excellent synopsis. We we're right now the underground electrical and mechanical and the footings are ongoing and you If you

022were a bird, you would have an excellent view of what the building looks like. But as Scott said, in the probably by the end of September, you'll have a really good idea about the size of the building. and then the junior high. Um I that that has been phenomenal to see because at first it started out really slow and we were actually kind of worried thinking, oh my gosh, this is this they they look behind and they caught they caught it up within 10 days and it's going very very well. Uh the big thing that's going on right now is they're still doing some of the underground plumbing and electrical in outlying areas as well as they are um making uh the the tiltup walls. They're they're having made they've made casting beds to create

023the tiltup walls. Part of the auditorium is a tiltup concrete wall. U we've had con calls from patrons concerned that that it looks like the construction's a lot closer to trip lane than it really is. It's not the case. It is temporary. It's for the the casting beds and those walls as as Earl said. Eventually there will be a big crane that'll come in and they'll stand the walls up and it'll look like wow where did this come from over overnight. And it's it's exciting. I'm not sure exactly when that's going to happen. So part of it is we're shifting and and this is part of you know plan shift and plans organized a little bit because both the gymnasium and the auditorium are tilt wall panel construction is that we're trying to make the

024best economical use of the crews on site and and the crane as as uh Scott and and and principal Kaufman have alluded to. So yes, and when the crane comes in, it will come in on six to 10 semiis and it's a 300 ton crane and it will it will be pretty neat. So right now we're looking probably the second week of September to stand those panels. What we're trying to do right now is have the crews who are pouring the existing panels right now shift over and to the casting beds that have been prepared over on the for the for the uh gymnasium and get those all cast as well. So then it's just a matter of it's going to look like all of a sudden it's the building springing out of the ground

025a little bit. And actually the masons will also be on site. So all of the administration area and everything like that is also going to go vertical very fast. And uh once again if you were a bird you would have an awesome view because you can see and walk around the perimeter and get a feel for the whole building out on site right now. It's looking pretty amazing and and the workforce out there has, as Scott indicated, has just been very very good about getting ahead of things. And so we're very excited about the progress. And uh we have a lot of stuff planned, not just for the next couple months, but next summer. >> Yeah. >> And so it's it's going to be a full-on thing next summer. We're we're going to be replacing

026all the all of the windows in the existing building with a temporary condition because when it comes time for May of 27, that building has come down the second the kids are out and so we can all the brand new parking lot can get put in and then the the high school softball field can get put in. So, it's it's a lot of work going on right now, but it's I I agree with everything that Scott said. >> Yeah. Just so um with that is is because this summer and next summer as Chris has eluded that it needed to be some abatement of of asbestous which we did when kids were out of the building everything and we have to to basically phase that and the windows is another thing that needs to be addressed.

027So, we said, "Okay, we're going to address that next summer with a solution that'll allow us to do the abatement, but also put in um a temporary fix, if you will, for the remaining the remaining year, and then when it comes time to demo the building, we're good to go. So, we can move on quickly. We're very pleased with the the subs by and large that are working on the on the um buildings. They're they've done a great job um particularly with like uh with the junior high the commissioning team that we've hired of to make sure that really the building works. I know that sounds funny but to make sure that when when you've put it together that the HVAC, all of the electrical, everything works and it works properly. And that's a that's

028a really crucial step. and the team that we have working on that that we've just brought on um seems seems at least from my vantage point to be very much on top of it. >> Did you have anything you wanted to add? >> That was the next >> I have a question that just maybe you can help me h know how to answer, but the question I've gotten a lot about at the high school is are we going to have enough parking? And I know that we did lose some parking because of the um construction, but I don't know that we've ever filled the parking lot. Have we? >> No, we will be fine. Okay. >> We actually we counted stalls before we ever started and found that there were way more empty stalls than

029what we were ever going to lose. >> So, but they might have to walk a little farther and you know, >> but there is parking. It's about We still have about 25% empty. So, we've done some studies on that. So, that's a great question because that is a concern. Yeah. But we did look at that. >> Okay. Yeah. I just want to be able to answer it with knowledgeable. I mean, I I'm the same. I think I've been there. There's always open stalls, but >> they're not going to necessarily be able to park exactly where they want. Yeah. >> But there will be parking stalls. >> And um I have a daughter who has some friends that are like, "Well, we're gonna sneak in and do stuff." So maybe just uh advising our principal that

030there are kids that are thinking what can we do to the construction area just at the first of the year saying hey it's off limits it's for safety for your >> it's off limits for safety but it's also >> sneaking into a construction site like that that's posted is is punishable by law. It's criminal. So >> they do need to understand that. I mean and and you know the school district nor Hogan don't want to take on that responsibility um for poor choices being made by individuals. >> Yeah. I just was thinking that it may be beneficial for our principal to just say keep out of the construction area for your safety. >> Absolutely. >> Yeah. >> Appreciate your leadership on these projects. It's amazing to to watch it. Thank you. >> Thank you. Any

031other questions? >> Thank you. All right. And then next we've got um >> the school the BU78 school lunch. >> Okay. Uh with U BU78, we needed to make a small change in the in that policy on u on number three with House Bill 100 and the uh the different requirements. Um, as as families apply for free and reduced lunch, if they qualify for a reduced lunch, they will be um they will receive a free lunch, no charge, but they would still have the have to pay the for the reduced price on the breakfast. And so the um the change in the policy is reflected as such. >> Okay. And that's a first read today. >> Yes. >> Great. All right. >> So, it's very simple, very simple change on the language on that. >>

032Okay. Any questions on that one? >> Is that a change from legislation or or >> Yes. House Bill 100 um and that was put into law and so that this is this is just basically making sure that we're in compliance with that law. >> Okay. Great. Thank you. >> All right. Thank you. >> All right. We have Director Bird with um the emergency safety interventions. I was just talking to assistant superintendent Wii Hongi and he said the whole policy is red and I said yes because it is all brand new. This is a brand new policy. So we had um Utah code 53G-8301 required that we have specific policies in place for emergency safety interventions. And so we created a policy with the code as well as the Utah administrative rule R277608. Um they gave

033us a pretty comprehensive checklist of things that we needed to include in this policy and Superintendent Coington did an amazing job of drafting our first draft of this. So they required that we have specific statements in the policy uh such as section C the definition of physical restraint, section D, the definition of seclusion, F the the declaration of how we will inform parents and guardians of any ESI used with their student. Uh G, what our ESI training is and who will receive it. and HR ESI committee which we do have in our district and have had for the past few years. Um they also required that we define key identified school employees to receive ESI training and we have been doing that the past few years. So it is just great to have that in

034a policy now. Um and our the training that we use is extremely comprehensive and covers more even than what they have asked us to make sure that we know. We also were asked to provide procedures to be followed for any ESI. Uh those procedures are listed in section C and D and these are partnered with the procedure manual that is used while training our ESI trained employees. So they are aware of our procedures that need to be followed. And finally, the last requirement is the determination of individual schools to designate an enclosed area for the sole purpose of seclusion. seclusion is its own standalone ESI and they wanted to make sure that we had in policy that these were safe spaces that passed fire code any safety interaction um so that our students would be

035in a safe space while they deescalate. Do you have any questions? This is the first read and it is like eight pages long. So, >> and this is a new policy. We have not had this prior. >> We have not had a policy. As a matter of fact, we were looking through it and the only place that even mentioned ESIs in current policies all over the state was in corporal punishment, but ESI is not ever used as a punishment. It's used as a traumainformed deescalation strategy. So, uh, so Superintendent Cington felt that it was best that we just do our own standalone ESI policy. And as you can see, it is it is extremely detailed so that we leave nothing um in the dark on this. >> And the procedures I I brief I didn't

036know that they were procedures when I read through it for um are they the same for secondary versus um absolutely elementary. >> Okay. >> Yeah. >> And I you had mentioned ESI trained employees. Mhm. So, specifically, our behavior techs are all ESI trained. Some of our special education teachers and para educators are also trained. Many of these employees have never needed to use an emergency safety intervention, but we just want to make sure that we have teams trained. Not all ESIs are for special ed students. We have to implement them for some of our other students as well. So having staff in every building trained is really a great precaution. >> And I might just add, thank you, Director Bird, done a great job. A new requirement this year for all any any educator that

037works with a student is to take a foundations of behavior course that has been put together by the state office of education. So um thank you to director Dean for rolling that out. So even if they're not, that's kind of the first level that we all understand functions of behavior and how to do some of the basic deescalation. And then the ESI trained employers employees are the ones that get the very specific training to perform the ESI function. Thank you. Are there any other questions? Okay. Oh, Jared. No. Okay. Thank you. Welcome to your new role. Huge policy. Brand new. You go, girl. All right. The next one is um Director Dean with the parental and postpartum recovery leave. >> The next six are director Dean with seven. >> Would you want to connect yourself?

038>> I'll let you stay for a minute. >> Okay. You let me know. >> Yeah. And then I'll >> probably change over. I think most of it's just in the PDFs and I can talk. So yeah. So there have been a few changes with legislation and so forth. And so that's why I'm coming with a few different policies and then some others are just reports. But the first one's parental and postpartum recovery leave. And so we've had a parental leave policy. Um the state, not last year, the year before, they said, "Hey, we're going to give you a year. Everyone's going to have to update their policies and you're going to have to provide provide a parental and postpartum leave benefit that is comparable to what is provided for state employees. We were not providing

039what state employees had. So state employees get three weeks of paid parental or postpartum leave. So that's the bare minimum a district has to provide. So with that, we needed to update our policy. And that also adds to any group that um receives benefits. And so our in our district, our hourly employees are benefited employees. they do receive benefits even if it's just bereavement leave or I know like our hourlies I think they get a wedding day. So this means that our hourly employees will now qualify where previously they did not qualify and it'll be prrated according to their hours. So, if I'm a 19-hour, actually, we do have a para educator that sent me an email and she's gonna have a baby at the end of the month and I said, "Hey, you qualify

040for three weeks, 15 consecutive days at your 19 or I can't remember her hours. 19 or 28 hours." >> They don't receive benefits though at that level. >> Well, they do receive a benefit. All of our employees receive at least some type >> the health care benefit. >> Not the health care. Correct. So, because they're benefited, we have to provide it. So, they'll get three weeks of paid leave for this employee. Um, our hourly employees, if they're in their first three years, don't have any paid time off. So, that employee just has three weeks. Um, if they've been here a year or more, well, not necessarily. They may qualify for FMLA, they may not. If they don't, Typically, you have to work full-time to have enough hours to qualify for FMLA. So, it puts a

041few little uh wrinkles and different things in here. So, superintendent, maybe you'll just go to the um first just the definitions. Yeah. And so, we just have what a parental parental leave eligible employee is. Um district employee who acrews paid leave benefits in accordance with the policies, a birth parent legally adopting a minor child. Um, and then postpartum recovery leave defines that. An employee who accres and we scroll down just a little. Yep. Who gives birth to the child? And so those are just the we have some qualifications on there. And then I talked about how it's prrated for our employees. And then our employees are able to use this leave in conjunction with their paid time off or their sick leave if that is so typically for our teachers it's been six weeks is

042your typical they'll still be able to have six weeks if they give birth by cacaian eight weeks they can add four weeks of FMLA. So there's a few little changes and nuances in here in the policy and it does really change the parental leave. So if my spouse gives birth, before our employees only had a week off, the spouse would only have a week. Now it's 15 consecutive days that we have to provide as a minimum. So it's an added benefit for our employees. It does come at a cost to the district, but it also is required by state law. So that's kind of the nuts and bolts of it. I don't know if there's any questions. >> So previously we did not have a parental. We had parental. If you were a spouse, you'd

043only get a week off. >> A week. Okay. >> A week off. The person giving birth did get the six weeks off. And typically, um, if you were a career teacher, you had the 180 days of sick leave, so it wasn't a problem. You were paid the whole time. But if you were a provisional teacher in your first year, you only had 10 days of leave. So now a first year teacher is going to get 15 days of leave. and then they can add their other sick leave on top of that. So, it will cost the district more as far as leave when people are giving birth or are taking parental leave, but it's what we had to to do to come in compliance with the law. And it's a lot less than some other

044people get out there in the private sector. >> So, >> I did have a question too on the adoption. it um right at the it talks about the pre-existing parent and I didn't know what that meant >> under the definition. Yeah. >> Unless the individual is the spouse of the pre-existing parent. I >> So for >> Go ahead. No. >> Well, if I were to marry somebody and I was going to adopt their child, it's not like they're already >> Oh, gotcha. Gotcha. That makes sense. >> Thank you. So >> because I had to think about it, too. I was thinking about this. >> So this one's a little we had to put on our thinking caps for this one. Superintendent and assistant superintendent and myself. It's got a lot of little nuances and things

045and so we'll be working through it with our um HR and business departments just to make sure everyone knows what they need to know as far as people and their leave. >> Well, I'm excited we get to take care of these people a little bit. >> It's good. It's good. It's a good policy. Um, the next one I have, if you're okay for me to move on, is shine. And this is a brand new policy that the state is asking us to have in all of our districts. And so this is a salary supplement. It used to be um called the teacher salary supplement program, TSSP, and it was administered by the state office of education. the state office of education, a decision was made that this program is now getting going going to be

046administered by the LEAs. And what it is, it is for educators in high need areas. And you've probably heard of this like our math teachers or our science teachers or our special education teachers. They have been able to get additional money that the state has and they've applied for it through the state and they get a couple of dispersements a year. And Rich, how much is it each year? uh what does it say? It's about 45 >> 455 5,000 something like that for a teacher. So it does add on to their salary quite a bit and our teachers have come to expect this. This program has been going a long time. But the state they determined that um they were going to push this out to the districts and we were going to determine what

047the high needs areas are in our district. So that could change from district to district. Right now, we have set our policy and we've identified some high need areas that superintendents pulled up on the screen. And these are the same ones that the state has previously identified. The math, the science, the computer, um, and our special education teachers. So, we're not veering away from that. But this policy does require us yearly to evaluate where our high needs areas are and to make updates which could change what an educator is going to receive because they may or may not be part of it anymore. If we also all of a sudden have a surplus of math teachers, which I don't think we're going to have, and the board decides that, hey, based on our recommendation that

048math shouldn't be included anymore, it's going to change how the pot of money gets divvied up. So, the state now gives us a pot of money, but we are now also required to identify those areas, and then we've got a process for making sure we uh get our teachers paid. And so, that'll be the human resources department. We're not going to have our teachers apply. We know who they are and we know what positions they're in. We're just going to process it twice a year. I think October and February is what we've put in the policy. So, that's kind of that in a nutshell. And if things change, we'll be looking at it kind of a yearly evaluation and to say, do we have other areas that are really hard to fill and should they

049be included as part of this policy? >> So, I have a question. If there's a pool of money >> and let's say all of a sudden we decide to add four more positions onto there, does that decrease the amount to our other? >> So, we had a lot of when we were starting out talking about this, we're like, our people right now depend on this money as part of their salary. And so, we didn't want to make any changes right off the bat, but it could change it. Could be more, could be less depending on how we do it >> and depending on your position district to district. You could >> you could qualify or not qualify. >> Yeah. And I believe some districts I believe Twilla already was making some changes on to how

050it was going to be in their district to change some of the categories. >> And I guess that's my question is um there is potential that we would be taking money away from teachers. >> Correct. So, how when do we evaluate that? I mean, we don't want to evaluate it the beginning of September and say, "Oh, you're you're not going to get it." You know, we need to make sure that we evaluate it in time for them to be aware. >> Yeah. And I think there's two things on that. When to evaluate and then I think a bigger question in my mind is how to evaluate it. >> Yes. >> Because it's been very I think and I'm not sure how the state has determined other than looking at licensing categories and things like that.

051From my end of things, it's kind of it's hard to know, especially in a small district, are we having trouble getting math teachers or are we having trouble getting computer teachers? We've had our computer teacher over at the high school for a long time. I don't know if that's a hard to fill area anymore. It might be industry. So, we can look at some information from um the Utah State Board of Education to see what kind of data they have, but that's where we may need to lean on a little bit to get some information. And I think we'd want to probably have that information in the spring so our employees would know for an upcoming year if something was going to change with the policy. >> Yeah. I think that's kind of challenging because

052you're saying um that we've had our computer teacher for for a long time. >> So in our district right now that's not necessarily a high needs, but if they were to leave does it become a high needs? So, we can't we can't um punish >> those positions, >> right? >> That just because we have a long-term person working there. That's challenging. >> I think these are historically, my take is these are historically positions that are hard to fill. If someone did leave, >> I'm going to have a hard time getting a computer teacher or a science teacher or some of these positions. And there might be some other ones that get added to it. So >> that's kind of challenging to to evaluate that and and what is the evaluation criteria on it >> so

053that it is equitable and fair and really provides for the needs that we have for the district. >> Yeah. So with the annual evaluation of these positions, does that mean that the board policy needs to be changed annually? >> The board policy needs to be reviewed annually. So it might need to be changed if there's a change that needs to be made to those categories or a different part of the policy. But yes, it does have in the policy that there's a annual review on it. So um >> is there >> nine section nine? >> Okay. Is there a any change from the level of funding from the state? >> I am not I don't believe there's any change right now. It has the formula, but I don't know how that's going to play out

054in the future. And our employees are receiving this. They're aware, right? >> They have >> that that this is this could be in flux. >> Yeah, they I believe I've they've been communicated. I was communicate with them further regarding this as far as the policy. We were just finishing off a couple of things as far as making sure we had it correct. Was it part of base pay? Is it additional pay? I was just doing that with Rich the other day. So we will I will inform th those employees that this is our this is our policy that has gone to a first reading with the board if they have comments. We have another board meeting come up coming up that they >> this is actually a second reading believe it or not but you

055might not remember we did this back in April. We introduced it but so it's a second but I think we needed to go one more not do a pass tonight. So yeah, I I I feel strongly on this that this needs to be super transparent to our to our educators that this policy is in in place so that if something does change, if as a district we realize a different need that it's very transparent. >> It's hard to take money away. >> It is very hard to take money away and we never want to to do that. But on the other hand, we have to provide, you know, it's a catch 22. We would never want to do that, >> but right, >> if our district needs it, then we may we may need to

056make that difficult decision. >> Well, that was a fun one. >> That one gives me a little heartburn. >> Yeah. No, some of these give me a little heartburn, too. All right. Um, next one is bullying, cyber bullying. And I guess I probably should cross harassment out of there because it's being taken out of the title. But um so bullying there have been some updates in state code. Um they I don't believe they've updated the administrative rule yet. So if you will go superintendent just right there to section C. The the biggest update to this is they've finally given us a solid definition of bullying which we have needed for our administrators because it's kind of been like well what is it? Well, it's kind of a repeated offense that harms people and da da

057da. So, there's a definition of staff bullying there. Um, intent to cause harm, verbal, physical act against a student or another employee, creates a environment a reasonable person would find hostile, substantially interferes with student or employees educational performance. And then it states that ordinary teasing, horse play, peer conflict, peer conflict, re reasonable correction of behavior or reasonable coaching strategies and techniques by a school employee who is a coach is not bullying. And so this is kind of what we've needed. Student bullying, if you scroll down a little, it's the pretty much the same thing. It's just saying this is what bullying is and this is what it is not. because a lot of times people think that it is horseplay or peer conduct or they're being corrected and that's not what it is. So, we

058have a good definition of bullying here. Um, now we're going to have to get and make sure we have everyone trained and we're working on and we will be working on that. Um, superintendent, if you will, we'll go to E. Oh, you're right there. Okay. So cyber bullying, there's an addition here that a communication generated offampus that causes or threatened to cause a material and substantial disruption. And this would be in accordance with what we find in case law um can also be considered cyber bullying. So unfortunately sometimes that happens where and actually it happens more often than we think and we get we've already had a safe UT report from the summer on this type of stuff like here's the cyber bullying that's happening here's the message and principal have been already investigating prior

059to school starting because it can some of it can become a disruption to the school. So that's added to the cyber bullying definition. Um the next there's a couple of the definition se section goes on for a little bit but superintendent if you will go to let's see investigations which is four sorry there's a lot of crossouts and a lot of additions to this so and scroll down. Oh nope. go back up just a little. So, right here in this first section in investigations, this last part in red, it says a report of bullying, etc. Um, may may be made anonymously, but Murray Schools, our school district is not going to take formal disciplinary action based solely on anonymous reports. And this is something we get from parents from time to time. They're like, I

060don't want to be identified. I don't want to say anything. And it really does make it difficult for our principles to do anything because someone's saying, "Well, I'm not going to tell you anything. I want to make a report, but I'm not going to give you my name. I'm not going to give you X, Y, or Z." So, we have to have information in order to investigate. Um the next part down just talks about um the investigation where the what the school principal or design is going to need to do and it's very specific um talk to the individual subjected to the incident the one alleged to have done it the parents of the students both of the parents both the alleged perpetrator and the alleged victim any witnesses school staff. So this is a

061great checklist school staff familiar with either of those and others who might provide additional information. So this gives our administrators a good tool just to say boom boom boom boom boom and we will be I will be getting something to them that helps guide them through this information. Um and then let's go to section I think it's still in the same section F. All right. So, whenever we have an incident of bullying or a threat of suicide or anything like that, the principles have been required to notify the parents. They have been required to keep documentation. This just reiterates that and it also has some information in there. Last year, we were required to start providing information to the parents if there was a threat of suicide and to like um provide information on firearm

062safety and a couple of other different materials. So, they have all of that information. And if you'll scroll down a little further and it talks about what the the process for not notifying um it actually asks that two people be present when the phones when the phone calls being made and then we have a new part here. Um we scroll back up just a little superintendent. We have an action plan. And so our principles are going to have to have an action plan. They need to have one for the alleged victim and one for the alleged perpetrator. So here we've outlined the action plan. It talks about the investigation. Um something interesting in B right there. It says a discussion of safety considerations for the student who is subject of the incident including notification of

063the consequences and plan to address the behavior of the student who caused the incident. We typically don't notify the other party of the consequences. So, this would be something different. So, we may have to double check on this, but that's what uh they have outlined. Um tailored response, providing supportive measures, and then keeping in communication a plan to follow up with the parent and let them know how it's going. And so generally in there and then it has an action plan for the alleged perpetrator of the the bullying. Um fairly similar supportive measures. They could be removed if they need to be. Um communication plan so forth. But this is new. This action plan is new. I think our principles have always informally done action plans. They've made sure supports are in place. They've separated

064kids when they need to be separated, but this is more direct in saying we need to communicate with the parents to make sure that this bullying stops and everyone has what they need. So, we'll have to get some guidelines for our administrators regarding this. >> So, is this like from state model policy some of it? >> Yeah, most of it's from state code and state model. Okay. So, >> because I'm just wondering, I still feel like I would love to see more protections for our teachers from students and from parents. >> We will get there. >> Okay, it's okay. >> It's coming. >> Okay, great. >> So, yeah, let's go to section five. I think you rolled past it. >> I did. Sorry, I was just scrolling. >> You're okay. >> Scrolling. >> Here it

065is. Okay. So this is the abusive conduct part and so and I put it under grievances because this is specifically what's coming from the state is an employee who has experienced abusive conduct by a student or a parent may present a grievance regarding the conduct. So they need to do it in in writing. Um identify the student or the parent that is the one with um giving the abusive conduct and then have a res a proposed resolution for that and deliver that grievance to the school principal or design. Um and then there needs to be an investigation and regarding the allegations and determine what relief is appropriate. um and see if they can get a propo proposed resolution for that and consider whether disciplinary action should be taken against a student. It doesn't necessarily solve

066the parent issue because it doesn't say what you can do to a parent. >> Parents aren't under the jurisdiction of the school. >> Our students are under the jurisdiction of the school. Um so that's that's still a tough spot. But um I mean as far as our tools as far as parents we could put we can limit communication which we've done in some instances communication plans where only the principal can communicate. I know principles have done that to take that away from their teachers. Um we can also do trespass notices if it's a problem with the person being on campus. But those are about the main tools that we have unless there's something that's really a hostile environment where a person would have some form of legal redress that they could file suit or something.

067But that's a pretty high high bar >> and still nothing about anything online, any kind of cyber. >> It's pretty hard. But yeah, it's it's >> we don't have the same tools to >> police parent, not police, but to >> um discipline parents as we do students. And >> but this does give us a a little bit of a procedure to say like to at least contact a parent and say, "Hey, a complaint's been lodged against you for abusive conduct." um to make them aware that they've had a complaint lodged against them and this is a problem identified and let's get a solution to it >> because it's a tool that we can use to at least have that conversation. >> So, >> great. >> Um Oh, are you finished? Sorry. >> No, we're only

068on page 11. >> I know. I'd like >> It's shorter if you take out all the strikeouts. >> Yeah. Is there any other >> Did you have a question, Cammy? >> Um, kind of going back. So, go ahead and finish and then I'll >> Okay. >> questions. >> Um, so the next part, uh, section six just talks a lot about training, making sure we get all of our training for our employees and it's very specific. So, we're going to have to look at this whole section on what it's superintendent has it pulled up right there. All the different things that have to be included in our training. Right now, we use some training from our online platform, Vector, but we're going to need to do a little bit of cross-checking to make sure it's meeting

069all of the components of what's C required. Now, um, and I think generally that is pretty much about it other than they've added some stuff in section eight or is it seven? seven um where we have to um do some annual reporting. And one of the things we have to do now, if you'll go down to five, is we have to make sure that we have the number of types of incidents and make sure that they have what the bull was based upon. And I think we've already been doing some of this, but they've just added some more requirements in here for our compliance to make sure we're getting and tracking that. And we'll talk about bullying here a little later when we do our school climate survey because that's kind of one of the

070findings we have unfortunately that there's some bullying going on. >> All right. I like the definition that it it this is what it is and this is not. Yeah. Not. I like I really like that. >> Um there was one part in there where you you have to notify the parents and it just says that the parents will be promptly notified. In a lot of your other things I've seen that they put as soon as reasonably. >> As soon as it's reasonable because promptly to me is like what what does promptly mean? >> Yeah. No, I like that. >> Does it mean So maybe because reasonable >> the principal can't notify him in five minutes, you know. >> So maybe changing that to I just don't want a parent to say I was not promptly

071notified. What does that >> sounds pretty simple? >> And then I had a question on cyber bullying. That one's a difficult one because a lot of times one or more of the students may not attend our school. So if we have cyber bullying where from a student that attends our school, that one's pretty we can deal with that, >> right? >> But if we have cyber bullying against somebody that attends our school from outside of our school, >> that one's kind of challenging. >> So if they are a public education student, they can make a safe UT report >> and if they know what school they go to, SAFE UT will send it to that other school. >> School and then that that >> Yeah. then that administration would have be able to investigate. So

072that's probably the best >> route for a student to go if it's student stuff. Other than that, it does get a little difficult >> other than um you know, and that probably brings up looking how we teach our students to deal with cyber bullying if they're encountering that in their lives and what options they have. >> Y >> I'll be interested. I'm going to read through that one a little bit better. I glazed over it because it was too big. Oh, no. That's definitely >> Can we get you a copy? Maybe it would be better without all of the strikethroughs. >> Yeah, >> we can. >> Yeah, that might be better. A clean copy. >> We still have access to this. >> Oh, yes, absolutely. Yep. We'll get you compare. >> Yep. We'll get you

073the I'll get you a clean copy as well. >> Thank you. >> We'll leave everything in red, but we'll take all the strikethroughs out, so that might help. It only need to be eight pages. >> All right. Um, attendance, you're in da you're in data. Let's change topics a little bit. >> And you better have good news or you should sit down. >> I have good news. Things are thing things are things are looking good. So, if you'll just scroll down just a little bit, superintendent. I know that's kind of hard to fit on the screen. So, here's where we ended up last year. Um well you can see from last year 20 the year previous to the end of last year 2425 and you can see how our district's gone. Um, if you're looking,

074we had a slight If you're looking at the 10-day chronically absent from the very first at the very bottom, superintendent bottom left right there, 31.3, you're going to find that we had a we had an increase of 0.1 on our chronically absent. Anything in purple has improved. So, we've made a lot of improvements, but I'm going to have you scroll down to the next one. And overall, where we are since when we started in 2223, these are the numbers I want you to look at. So, our chronically absent has gone down about two percentage points from 33.67 to 31.4. are folks that have missed 20% which is like 36 days of school that's also decreased about two percentage points. So we are making progress and all those schools that are in purple that's showing their

075progress. So um from last year attendance improved what' they say I got some data here over well this is overall daily this is a different data overall daily attendance improved by about a quarter of a percent um 60% of our schools improved their daily attendance from last year and when comparing from month to month the district attendance increased six out of the 11 months. So, there's some good news. Um, and since we've started, we're down about 2%. 80% of our schools have decreased chronic absenteeism since we started a couple of years ago. All secondary schools have decreased chronic absenteeism, and Grant has decreased theirs by 13 and a half%. Since the start, Grant. Wow. >> Go Grant. So, we've got some good things going. And then I thought I'd just translate these into like real

076human numbers. So when you talk um the chronic absenteeism, that's 123 kids that are doing better. And if you talk the ones that have missed like two months of school, it's 81 kids that are doing better. So it's we're making a difference. We're bolstering our team. We've added a couple of new people. And so we hope we have a strong team moving forward to keep this going. We're still tied in with the the state, the Utah State Board of Education. And we're up and running. We've got our campaigns ready to go. Our attendance people are ready to go. And I think we're probably as strong as we've ever been and have a lot of momentum. I know our attendance folks actually presented at the superintendence conference this summer and I think they did a really

077good job from what I hear. >> Great. Hopefully they're going to present at USBA uh conference in January. >> Jill says that every year. So >> I really feel like our our folks are kind of leading out at the cutting edge of the state with this and I think the state's kind of catching up now. They've got an attendance team now at the state that they've had last year and this year and they're getting more and they actually they've got the campaign rolling and different things and so feel like we're in a good spot, >> but there's still there's still work to do on attendance. >> Yeah, >> it's a mindset. >> Oh, go ahead. >> No, go ahead, Joe. I was just going to insert that it's been my privilege to work with these

078folks from the beginning kind of on the sidelines and I am I'm very appreciative that even though this has been going now for a few years the enthusiasm and the momentum still seems to be there and so would you thank the folks of that team for that. >> Yeah, I'd be happy to >> because you know sometimes when we get going something gets going along we just say oh >> we've been okay one more time you know but they've kept it up and and the kids are still enthused about it. Yeah. In >> fact, earlier this summer, I was asked about the Final Four, and I said, "It's coming. Just hang on." >> It says, "Same neighborhood group that loved it, has loved it all these years." >> Yeah. And they're mixing it up with

079new ideas and different things, and if something doesn't work, hey, we're going to try something different and see if we can get some traction with that. So, it's good. My question, I think I know the answer, but on I know on the high school numbers that that's if they miss one one class, you know, like like it doesn't maybe doesn't mean they miss the whole day, right? >> No, the chronically absent. These are in days. >> They're days. >> Oh, they're days. >> These are in days. Yeah. >> Oh, that makes me feel worse. >> These are in days. >> Okay. I thought it was >> Okay. >> So, yeah, the high school is definitely a challenge. We are putting some extra resources there this year. where we have someone who's going to split between

080the high school and Riverview because our Riverview person is no longer doing that. So, they're going to spend a little more time at the high school and see if we can help them get going. And we won't neglect Riverview either. >> Great. >> Okay. >> Right. >> PBIS. Um, I'll let you keep driving, Superintendent. >> Okay. >> On this one. >> Okay. positive behavior plan reports. So, this kind of is like a a double dose. I didn't get this to you right at the end of the year. I apologize. I wasn't here for the the June board meeting, but um our requirement um as you know with our positive behavior plans, we receive funds to uh help with peer pressure, mental health, creating meaningful relationships to address our tobacco, alcohol, and so forth. All the

081schools have had those plans. You've asked that we put those on the website. We've done that. And this is just kind of a report from 2425. And I'm just going to I just you've got the full report for every school. I've just copy and pasted some snippets into this because otherwise we'd be here a long long time. So if you want to go. So Grant and I'll just we'll just kind of buzz through these. Grant just said they've had a great peer mentoring program is success. And so I just tried to pick out one success and one challenge. They list way more than that when you dive into their reports if you want to go into the reports and see. And then um their focus on their attendance um they said was great but um

082they have some cohort of families that they just can't seem to get the attendance going with. So that's kind of one of their areas where they thought we need to figure out a different approach for this f these families that we just can't our main stuff that we're doing is not working. We need to try something different. So that's a challenge they have. Horizon. Um, their PBIS rewards, Zenen, check in, check out. Um, they have the PBIS rewards program for the positive behaviors. I don't have my lanyard on. They all the kids have cards and they get them scanned by the teachers and they get points and different things for their school store. Their Zen is kind of like that wellness room. And I couldn't believe this. They visited 2,000 times last year by kids.

083So, they track it. They have a person in there tracking it. They actually have a computer program that tracks all this stuff. And then they have kids that have scheduled breaks that go in there. And so just helping them with their emotional regulation. And so it's good to see that. Um their challenge is still the emotional regulation of the kids in K through two. Um we'll see how our kids come in this year. Um usually there's some surprises in the younger grades, new ones that come to school. Liberty, um one of the things they were working on was their lunchroom behavior. So they had a golden spoon thing. Um, Second Steps was what we were using prior to WFinder and so they saw an improvement with that. There was a lot of feeling why we

084went to Wfinders because Second Steps we'd been using it for a long time and people were thought this is getting stale. Um, I didn't go to the wayfinder training. You did, right? >> That's good. >> And I heard it was good. I asked Sierra, she said it was really good. Um, they're continuing to work on their attendance at Liberty. Liberty is one of our schools that had some attendance drop. Um so that's going to be something that they continue to focus on. Um Long View Elementary, um they were talking about theirs is the Lion's Den. So they have the same type of things where they have a a wellness center, the PBIS systems and restorative practices just to keep things um keep all the students with all the positives they need. And then they had

085some grades where there's higher levels of behavior incidents and so that's something they want to focus on and just the peer conflicts that happen on the playground. McMillan, it looks like they had a lot of spirit activities and different things which were really positive and they said a lot of students benefited from their wellness room and the self-regulation skills and then they were pretty proud of their winning the March Madness. So, attendance. Um, yeah, people get into that. It gets pretty competitive. And then they said they continue to struggle struggle with a schoolwide system, um, classroom level decisions to provide students with alternate rewards. And I know they are going to be implementing a PBIS reward system. Several of our schools this year are following Horizon and Hillrest lead. I believe we have McMillan Grant

086and Vmont are also um getting the card systems because it's a way to reward kids that's really easy and to track it and it gives you data on why they're getting points, who didn't. And so instead of just having little paper tickets, they're kind of getting into the we're going to make sure we've got all this data and all this information to help us know where we're doing well and where we're not doing well. So, we're kind of getting over the hump and getting most of our schools to be like, "Oh, we're going to coales and all do the same thing," which is a good thing. All right, Parkside, they had a lot of success with Second Step. So, I hope they have the same with Wayfinder. And then they like their Latinos in action

087was good for them this last year. Um, they seem to have better communication, they said. Um, and then their social, they've had a lot of social and emotional curricula. has been implemented. Um, and just and let's see, but they want the faculty and staff to promote greater student success by consistently supporting and facilitating use of the tools taught to them and then making progress with their cultural responsiveness. They still want to pay attention to that and see how they can coales and get all the kids together. Viewmont. Um, they redid their mission and their vision and they go through that at the beginning of each month at their students of the month assembly. I didn't paste the mission and vision in there. You can find it on the bigger doc. Um, they restructured their school

088rules last year. Um, they had great success with their eagle assemblies and so they're going to work too on just tracking behavior and following through on behavior using this positive behavior intervention system. So, like I said, a few schools are working on that. Hillrest, um, they use more of their laurels, which is their reward that they give out. They've implemented the PBIS system. They do have someone who's a creation of a multi-tered system of support coordinator. That's someone who helps with that and the committee. So, they put in some structural things to help out academically and behaviorally. and challenge the O.D.R.S. are office discipline referrals. So they want to reduce that number, continue with their PBIS implementation and you can see the other things on on there. So they're working hard. Riverview um they had

089some great success with their sub for Santa raising funds. Um, students are doing a good job of like using the safe UT to report behaviors and concerns and I know Riverview gets a fair share of those referrals which is good. Um, suicide prevention lessons were successful and then their peer leadership team providing opportunities for other students who may not get that opportunity to be part of that and also with and he doesn't have sources on here sources of strength. They that's the curriculum for the secondary and I know they started that in the second half of the year but they'll be going on with that our sources with strength at all the secondary schools which gives a great leadership opportunity for all of the kids and Sierra did a great job securing funding to pay

090for a class period at both the high school, the junior high and both junior highs. So that's paid for at least for this year. We'll have to work on funding for next year where these kids will actually have a class period that they can go to to help work on this and help build that positive community throughout the school and they'll get a chance to be leaders even if they they don't have to be a student body officer. So, it's great. Um their challenge um probably the junior high perennial challenge addressing unkind behavior increasing attendance, increasing attendance, school connectedness, resiliency skills, and continuing to address mental health. Then our last school, Murray High, they implemented their electronic hall pass system, which I think has worked well for them. Um, their Spartan Closet and Pantry and

091I believe, don't they get like a with the new add-on, they get like a homeless? >> There'll be a teen center. >> A teen center. So, that'll be nice. Um, they had a mental health wellness night that they collaborated with a community community partnership and their sources of strength went really well for them. And then they said their challenge is the school attendance and engagement and decreasing substance use and mental health concerns for the student body. So they said there's still a ways to go and they uh they want to see more engagement. I think they felt that the cell phone thing helped. Of course that's going across all the districts but they're hoping for more. So that's the quick PBIS report. You have the detailed version. I feel like I need to ask, do

092we need a break? No, I'm just kidding. >> Do you need a break? You're talking. >> No, I'm doing good. Rich said I could take two hours. >> They're confused. >> With the previous assistant. >> So, school climate data report. Um, so this one, so the school climate survey is taken every other year. So we took the school climate survey in the spring. Um, got the results. We've had a chance to go with our administration at the start of this year and dig into it. So what you have is you have multiple surveys. There's a K2 survey. There's a grade three through five survey. There's a grade six through 12 survey. There's an adult survey which covers both parents and staff. I kind of broke that out into two different surveys. And so what you

093have is kind of a fivepage synopsis that goes into different categories. Our first first one is just overall school experience and happiness. And so just by looking at the first line of students grades K through two, you can see what we're honing in on. Says a high percentage of K stu K2 students across the district reported positive feelings about school. 82% of them. So, you know, am I happy at school? And so you can go down and you can see the students in grades three through five, the kids in grades six through 12. You can see how the staff feels. You can see some stuff about the parents, what the parents are looking like. And then you can kind of see a compare comparison. And generally our kids at the school have a pretty high

094level of happiness overall. So it's a pretty positive indicator for the district. I didn't see anything in there um that was like really low. That scared me. Not in this section. So >> who writes these? >> Okay. So this one had a little AI generation help. And I was doing some double-checking of numbers because it wasn't all correct. But um yeah, this was I actually had one of our teachers um I want to give her credit. Okay. Laura Foxley from Parkside Elementary is doing an administrative internship. She came over this summer and said, "Hey, I'd like you to work on this school climate data. I could use some help with it." And so she went and threw it threw it into some AI model like a chat GPT. And I was like, "Wow, this is

095pretty cool." And so because and so I've started to play around with it a little bit, too. But um it's actually gone in there and it just took the PDF files and I don't know that superintendent provided those to you. If you want them, I can provide you with a really long PDF of about all the survey questions for each of those groups. And those were just loaded into there and prompts were given say, "Hey, I want you to analyze this. um what are your key findings? What are not? And so that's where this came. I'd like to say that I wrote this, but I did not write this. It's a great question. >> I was like, >> yeah. Yeah, it it but you do have to do a little double-checking. I was like looking

096at the I had the survey on one side and looking at this, I'm like, I don't think that's quite right. I think they missed a number there, but I think we've got the general information here. So, safety and belonging. This is another strength for the district. And so, um, our staff, a high percentage of staff feel safe at school, 91%. Um, so you can look at these and you can get some, and there's multiple multiple questions in the survey. This is just pulling out some general stuff. Um but overall safety at the school people feel pretty strong about. Um the next one's uh support and relationships and this is another area that um Murray does really well with. So we have people that feel like they you know there's good relationships, people at the school

097care about them, care about them as a person. So these are good findings. Um then we get down to where we go into our school rules and discipline and this is where things kind of diverge diverge a little bit. Um, you know, the first one's kind of a fun question just because K2, yes, I know how I'm supposed to behave in school, but the questions aren't always the same depending on the age group, right? So, um, when you get to the students grades six and 12, it's that school rules are applied equally to all students. And so then you're like, well, 73% of them and then regarding fairness of discipline, 64%. So they start getting a, you know, we start getting to our older kids. They're a little more critical thinking like, is this fair?

098Hey, I don't think that person got treated fair or this person got treated fair. And then you can look at staff, which is interesting because staff says that, well, I don't think it's always fair all the time either. So that's 74% which isn't bad, but that means one of out of every four doesn't think it's fair. And then parents even uh um lower on that 60%. That's what our parents are thinking that hey these rules are not applied equally to all kids. And so we've got some different findings there. And how do we erase that and fix that is kind of the the task based on the school climate survey. At least at a district level. All the schools, all of our administrators sat down here in July when they came back at the end

099of July and they spent some time going over their own surveys because their own survey surveys can be a lot different. It can say like oh my staff's not happy because not all the staffs responded like yay that's great. So they got to dive into their own data to see what they needed to do at their own school and to share with their own community councils. This is just more for overall for the the board to see. So this is one area and then our next area where we can use some work and this is where our bullying policy probably comes in is bullying. Um so staff about half 50% of staff report bullying occurring often at the school. So that's something we want to definitely take a look at and our staff are aware

100of what happens. Um parents were a lot less. It was 40%. Um, but there's a discrepancy here in looking at it as far as so we have some work to do on the the bullying front. So there's some great areas of safety, communication, support, and then there's some areas that I'd say looking at the data we should probably work on as far as our discipline and making sure that fair and equitable. Um, this one here too. How many categories do I have, man? >> Couple more. Okay. So, communication and parent involvement. Um, that was good, too. I don't think there was anything in there. If you'll just scroll down a little, superintendent. So, that was a positive area for the district student leadership. Um, we give do a pretty good job of making sure our

101kids get opportunities. The SRO SRO role was an interesting one. Um, and I don't know if this is something we intentionally communicate out what our school resource officers do. And so I think a lot of our parents aren't really sure what a SRRO does. And I don't know that all of our students are sure what our school resource officer does. So that might be something we can work on to make sure. And we do have those school resource officers in our secondary school. And we have one that's dedicated for the elementary that teaches our bot life skills. So, we've got a great partnership with them. I think probably something we can do as a district is to make sure that everyone knows what is the role of this person and they're not there to arrest

102people. >> So, >> the ones about the um the bullying and then was the one right before >> uh conflict. >> Oh, school rules and discipline. Yeah, >> those a lot of that can be perception too, >> right? >> Because a lot of discipline might not be transparent, >> right? >> For reasons that it shouldn't be >> and then bullying. >> I think a lot of times maybe things that are not bullying are put in bullying categories. >> That's why I'm really happy about the definition with the policy. >> For sure. For sure. I'm just like now we can tell all our parents this is what it is because the definition before was just not a really solid definition. So >> So those sections being lower does not >> not surprising to me at least

103just because I think they're very subjective. People may perceive different >> the same situation differently. >> Yeah. So, if you want to do a deep dive, I'm happy to make sure you have all those surveys and answers to them. There's definitely a lot in there. >> It's about 96 pages if I remember. >> It might be. Yeah, there there's a lot in there. >> You stressed me out when you said you use the data or the AI to do the data analyst. Hello. Wait a minute. What are you doing trying to replace me? >> No, because it's not correct. And you have to know, you have to be able to figure out what parameters you need to put in. The data analyst will always be needed. >> Thank you. >> Yes. >> Feel good. >>

104Um, the last one I have is exit survey data. And yeah, I'll have you go through this. I don't have the right slide numbers queued up, but >> so let's see. uh >> the the the question numbers. >> No, >> let me connect. >> Yep. 100%. I'm fine. >> Let me connect. >> Okay. >> I didn't give the super I took my notes before I made a change. >> You need to connect to the PD room in here. It's instead of the board room. It's >> It's the PD room now, >> right? Well, we'll get that fixed, but that's where we're at right now. All right. Okay. So, we're going to go through make sure I know where I am here. Just a few of the slides in here. Um, you've got a lot more.

105There's an exit survey. And so, we do the exit survey every year for our people that leave. Um, some of our folks that leave are not happy. So, bear that in mind. Um, some are happy, but for the just for the board to understand. So, I've combined the I took the last two years just because not everyone when I send out the exit survey completes the exit survey. So, just to have a little more data, I've got two years worth here where we can look at is there any type of trends that are going on. And so, this kind of tells us right here just how long they've worked in the state. Um, so you can kind of get a an idea of where are educators that have recently left. And let's see, in any

106capacity. So 47% of the people that have left left in the last year, two years had more than 10 years of service. Um, not going to go over any mentor stuff and not going to go into comments, but which statement best describes why you are leaving the profession? And I think this is an important one for the board. A third of them say they're leaving education. So this is kind of a a battle that we're facing as I looked at this data and the superintendents looked at it. It's not that we have some people that move or this, but they're not really looking to get out of Murray. They're looking at I got to move because of my family or education's tough. And so how we support our educators is probably a critical component that

107we need to make sure we just keep our eye on. Um not going to go through these just I'm just trying to find the ones that have a little more meat to them. Those were some of the reasons. So this one right here um please indicate what had a major, minor, or no influence. So you can see your decision to leave major influence is red. That's and this is specifically job specific stressors. So this is the main reason that we're having educators that are leaving in Murray right now. Um yeah, like some of these like okay more convenient or desirable location. Yeah, but for a lot of people there's no influence on that. Um, let's see. This is another one that's interesting. Um, as far as leadership, some people felt that the leadership, now you

108have to take this with a grain of salt because sometimes people are leaving because they've been asked to leave. And so sometimes they feel like that was a major thing. I'm leaving because of leadership. So I find another theme in here that leadership is another thing. And so it's always something to think like how is our leadership and are we connecting with the people? Do they feel like we care about them? Um obviously there's going to be those that say, "Oh, this person never cared about me." Even though they may have cared quite a bit because we have some great leaders out in our schools. Um let's see. Go through these. If you want all the comments, there's a lot of comments, but I'm not going to go through those. So, what would have kept

109you uh remain in your current position? Um, well, I don't think better facilities. >> Okay. Well, let's stop the building. >> Okay. Yeah. So, training preparation, different leadership. You can see that's one of the ones that people like, hey, if I had a different leader, I might have stayed. So there wasn't that connection made. Less stressful job responsibilities, uh, more time for planning, more time to collaborate. Not really. These are such small sizes of one or two people. I'm trying to look and see if there's anything that's like three or more. They're all small opportunities for career growth. Pay increase. So that would encourage some of us to stay, but not as many as you would think. And let's see, I don't need to talk about training. And this is talking more about the principal

110um as far as did they communicate with me. This one's regarding my performance as an educator almost always. So, we can see that are and some said no, they're not. So, it's kind of a mixed bag on this. My principal helped me with my strengths and weaknesses. my principal or supervisor was easy to talk to. So, you kind of get a mixed bag there. Some say no, some say yes. Um, cared about me as an individual, if my principal or supervisor cared about me, challenges associated, did they demonstrate effective leadership, and then let's see. And then as far as tools to do the job, this is non-technological tools as far as what are we supplying for the district or provided me. So most of the times they have what they need. Technologies this was great.

111It's like yeah our technologies they have what they need to do the job. Um do they still spend some money of their personal funds on non-technological stuff? Yes. Don't know how to stop that. Um, this was kind of strange though because they said they had the technologies to do the job. Now, this one says, "I had to purchase technologies." I don't know what technologies they would have had to purchase. I think we do a pretty good job on that. um training on the technologies, opportunities for professional development and let me see go through a couple of these. See opportunities career opportunities leadership. I'm just seeing if there's one of these. Okay, here we go. So, these last ones, I think I'm about to the end here of what I have prepared. So, they found their

112day-to-day work interesting. 85% of them um rewarding. Fairly high percentage found it rewarding. Um and then that goes back into leadership being recognized by parents. Um not as much here. There's some that disagree that they're not recognized for their work by the parents for the work that they did. Being recognized from the by the community for the work that they we they did. You can see their feelings on that. And you have to remember this is a small group. This is probably I can't remember if it's less than 30. It's small. It's two years worth. Um and then this one I thought the board would be interested. I was paid fairly for the work that I did. So, I think we have a pretty good compensation package. I don't think Rich would disagree and I

113don't think the board would disagree either. So, I feel pretty good about that. But, this is just kind of the general flavor of the survey. Um, I just want you to know we're educators. Like I said, I think the biggest thing I take away is that that it's a hard profession and we need to be able to support our educators in whatever way we can to make them feel appreciated, whether it's what the board does through compensation or your visits or what the district administration does to support them or what the principles do. So, that's kind of the flavor of those that have left us in the last couple years. But I am thrilled to report that we only had 23 new teachers this year, which is the lowest turnover we've had, I don't know,

11410 years. >> So, in a long time. So, our people are staying, which is great. >> Quick, yeah, >> just quick clarification. I'm assuming that the teacher or parent or whoever went from one school to another, they don't get an exit survey based on what they felt or perceived at that school. This is just those that left the district. >> This is just those that left the district. Yeah. And this survey is um obviously, as we've mentioned before, is by the state. They're trying to just collect data on why people are leaving education. What are their reasons and all of that? Yeah. And this only goes out to the educators. It doesn't go for any other positions. >> Yeah. >> Okay. I think that is all of my stuff for tonight. >> Well done. Thank

115you. >> Way to go, Darren. >> Thank you. I will disconnect. >> And then we've got um Richard with our fraud risk assessment. >> Yes. So, the state auditor's office has developed a an audit guide and in that audit guide, they have certain requirements that uh each independent auditor is to follow when conducting an audit of a public entity in the state of Utah. In that audit guide, auditors are required to verify that that entity has created um or has completed, excuse me, uh evaluated and had the governing board approve this fraud risk assessment. Um so that's what is being presented today. This is the the assessment is completed by me by the entity. um but it's required to be board approved. So essentially the the the risk assessment uh based on the answers determines

116uh a framework uh as to the level of risk if you will that the entity um has with regards to internal controls and corresponding separation of duties. And so as you can see um we and Murray earned a total of 350 points which is in the lowrisk category and for a an entity of our size and the the small number of employees that we have that's we really can't expect something anything higher than that. So um this fraud risk assessment applies to the previous uh fiscal year FY25. And so um first of all, do you have any questions? And and if not, then we need a motion to approve uh this assessment for the for the uh year that we just recently completed. >> This is something that we've done every year for several years.

117So, it's just it's not nothing out of the ordinary, >> right? Which I don't see any questions. Is there a motion? >> You couldn't get us five more points. >> We can all take the training.utah.gov and we can get 20 points, folks. >> Is that the one that we did? >> Well, that's different than >> That was painful. >> You had to bring that up. >> I move that we approve the uh risk assessment for was it 2425? >> Yep. >> Is there a second? >> I second. >> Okay. Any any more discussion? >> All in favor? >> I and any opposed? >> All right. >> Told you it was two minutes. >> Thank you. Ryan, superintendent. >> Great. Thank you. I am coming with two items. The first is a fee request. So, this

118came in after our normal fee setting process last spring and so it does need to go through the two reading process. It is for the JV drill club and so the high school has set up a JV drill club to try and get students who are in maybe not at the level for the regular drill to be able to get into into drill and help them more. So, this is a funding or a fee request and they know that they are not able to charge this until it's approved. Um, it is that the fee for participation is $150 and they have $100 for expected fundraising. And so, they last year they were able to cover it. So, they didn't request a fee. So, but because of the increase in basic costs such as transportation, hotels,

119food, and other supplies, um, in addition to the UHSAA region and state transportation cost, they are now requesting that a fee be approved. So, this is a first reading on this. Um, do you have any questions? Did we have this before? >> We did not. No. So, it started last year and when I talked to um our athletic director, Brady Smith, he said it started last year and the school discovered it because it they kind of started it late in the game and then realizing that it was because of some of the other things that have happened with fees and they aren't able to absorb as much as they have in the past, they needed to request this. >> And they did have a decent amount turn out to it last year. Oh, good. They

120they had um I think I mean I want to say like 40 or 50 girls. >> Wow. >> I love it. >> Yeah. So I think it's great to encourage them to get started early on that. So first reading on that. If there's any questions or any additional information you'd like on that, please let me know. I'm happy to get with the athletic director on that and get those answered. Uh my second is a program amendment to TSSA. So, this came in after we had approved the TSSA plans. Um, and so I told McMillan to hold off on it and we'd bring it back here, but this is going to be a change for their 2526 plan now. And as their BLT, their building leadership team and their school community council met at the end

121of the year last year and were looking at data, they felt like they wanted to prioritize highquality interventions with their atrisisk students over purchasing additional materials. So, in their TSSA plan, they had some materials that they wanted to purchase for math and ELA. And as they looked at the data, they realized that they needed some more specific interventions to really help on the individual student level. Um, especially, and I love this because this is one of our our targets, our goals in our strategic plan, that they really want to look at those students in grades three through six that are reading two or more years below grade level. And so they are asking in their TSSA plan to uh take $4,000 that was in supplies and move it to technology and so that they can

122purchase iPads for their tier three literacy interventions and then take $2,578 that was in supplies and move it to software to work with the PBIS reward system that Darren was talking about, which they feel is going to give them better data about where behaviors are and are not happening. So, it's not using any new funds. It's just putting them into different categories. So, um bringing this forward for the board. Um if you feel like you're good to approve it, then they can move forward and start getting that taken care of for this school year. >> All right. Is there a motion? >> I move that we approve the TSSA amendment for McMillan Elementary. >> Is there a second? >> A second. >> All right. And is there any discussion? All right. All in favor? >>

123And any opposed? >> Great. Principal Delato will be thrilled. So, I will let her know. She was asking today. Does it get approved yet? All right. And then, um, board president, I'd like to request that we go into a closed session and include assistant superintendent Wii Hongi and director Dean in that closed session to discuss those things that are allowed for in a closed session. Great. >> Tammy, >> yes. Jared, >> yes. >> Joe, >> yes. Name a yes. There we go. All right. >> Thank you. >> Yeah. Five minutes.