MCSD Board Meeting

001Salt Lake City back at me. They are on. Okay. Hello and welcome tonight. It's so fun to see so many faces tonight. Um and we'll just start with um Grant Elementary with the pledge of allegiance. 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. Thank you. Yeah, if you'll step up to the microphone. Thank you. What's your name? Andrew. Andrew. What is something you like about school? Um, I like all the Yes Day activities that Miss Burnside plans. Nice. All right. Thank you for sharing. All right. We have a Oh, yes. Oh, nice. You guys can all come up. I thought maybe I just designated an actor to come up. Mason. Mason. What's something

002that you like about I like the turkey trot and the other fun activities. Nice. Thank you. Thank you. Thank you. And I know your name, but if you could tell everybody. Uh, my name is Jax. And Jax, what's something that you like about school? Uh, the color run. Ah, the color run. Nice. Thank you for sharing, gentlemen. We have an exciting night with some recognition. So, I'll just turn the time over to superintendent. Um, oh, actually looks like um Mr. Wahungi. Yes. So, our first two recognitions are going to be done by assistant superintendent Wii Hongi. All right. This is always a a fun thing to do. Not used to getting up this early in the meeting, so couldn't get settled there. But, I'd like to invite um first of all, Mr. Eric Perry up

003here with me. So, Eric, if you could come on up. So, we have a couple of recognitions tonight. And it is my privilege to recognize our teacher of the year and our licensed professional of the year from Murray City School District. And Mr. Perry here is one of my favorite people of all time at Murray High School. I've known him since I was a young teacher at the high school as well. So, he's been at the high school for 27 years, I want to say. I've done done some professional reminding and digging here, but he's been teaching French and German and uh that whole time. And I I want to read a few things that have been said about Mr. Perry. He says, "Eric is the ultimate professional. He takes his role," and that's what

004I thought too. Who is this professional man? He's I mean, he's always just looking looking the part as an educator. He takes the role as educator seriously and puts his heart and soul into the lessons and instruction for his students. Even though he teaches alone in the subject he teaches, he is a team player. He finds solutions instead of excuses or barriers. Eric is an educator and he has dedicated his life to bringing the world of cultures to his classroom. Eric's classroom offers a wide v variety of of learners from those who are first entering the world of learning another language all the way to advanced students who are learning to master it. His door is always open and he is diligent in providing students with opportunities to learn and grow. There's one word to

005describe Eric. It is consistent. And I can vouch for that because I think he drove the same car for You still drive that little car there? No. Yeah. Okay. a lot of times consistent in in many ways. Um, he shows up, he cares, and he never lets things pull him down. He is an amazing human being. So, we'd like to present for our 2025 teacher of the year, Eric Perry. [Applause] And then we will take a picture. Can we say a few words? Oh, yes. Well, thank you. Um, I did prepare a few words, so it's not a coincidence here. Um, I figured, you know, I might not get another chance to do anything this formal. So, even after 27 years in education, excuse me. I often still feel like an impostor and a new

006teacher. um don't know how you're doing at this teaching gig from day to day. Um especially this year it's been a challenge. I've had a a course um outside of world languages that I'd never taught before and that's been a learning experience and we are lifelong learners as teachers. And then recently um I was made the manager of our hall pass system which has really um been a different kind of challenge. So, thank you sincerely for this honor. Um, knowing that you believe in my work and what I do is truly the greatest recognition. Yet, um, as you know, there are so many of my colleagues in my building and the other buildings in the district who deserve this. I'm so fortunate not to teach just one um, but two of the most beautiful and

007expressive languages in the world. And there's a unique elation in watching the students faces when they uh finally grasp the passage compos in French or correctly conjugate a tricky German verb. It's like watching a new world open up to them. And this is a world filled with different cultures, different ways of communicating, different ways of thinking, different perspectives. And better yet, those times when the students learn something about English by learning another language. So, the importance of what I teach, I can't um say enough about honestly. on the other end, it's just sometimes just outright funny to watch them struggle with their Rs in French or German for that matter or to uh uh to navigate those long German compound nouns. So, this word isn't just for me. It belongs to those brave students who

008embrace the challenges of learning a new language and enthusiasm and curiosity with me every day. My students must be willing to stumble and often ask themsel what seems to themselves to be silly questions and to laugh at their mistakes. And for example in German recently uh they were to express their favorite food and instead of saying my favorite food is chicken a student said my favorite food is puppies and that's because hinchin and hinchin in German sound very similar but these are the kinds of things that uh that make the job so rewarding. Um it this award also belongs to my supportive administrators and colleagues uh who share ideas and offer encouragement and make our school such a wonderful place to work. And it belongs to my spouse who has cheered me on for decades.

009Even when I complain about correcting hundreds of well-meaning but terribly butchered sentences into the night. So although it's somewhat cliche, I still agree that teaching is not just a job, it's a passion. And it's about fostering connections and building bridges between cultures and empowering young people to become global citizens. So to be recognized for doing what I love is an honor I will remember forever. So mercibu and thank you all right. How would you like him to sit? Just take a picture with Eric. Yep. There you go. Perfect. Thanks for being the trailblazer on the pictures. Mr. Perry was one of 10 of our uh teacher of the year nominees and we had some incredible nominees from every school in our district and they all deserve to be recognized as a teacher district teacher of

010the year but there could only be one. So, and Mr. Perry uh represents them all very well. Our next uh uh honore is our licensed professional of the year. So, I'm going to invite uh Mrs. Tony Wilkins to come up with me, please. Tony is a ray of sunshine. I can just tell you that right now. And I haven't known Tony as long, but my goodness, for the short time I have known her, I can tell she just gives off an incredible light. Tony has worked in the district for 33 years. Correct me if I'm wrong. Is that right? Okay. 33 years now. And uh 31 of those I think was were at Liberty and the last two at Long View. I can professionally stalk with the best of them. So, yes, I looked that

011up. But and and Tony has taught mostly fourth and fifth grade her entire career and she currently serves as the instructional coach at Long View. Just a valuable asset. And I want to read a few uh remarks from her principal said simply put I could not do my job as principal without the knowledge and support of Tony. Tony never needs to be asked to be to complete anything and often has responsibilities com completed before they even come on my radar. Tony has a vast knowledge of curriculum and is always available to help teachers when needed. Not only does she know curriculum, she understands instructional strategies on a tier one and tier 2 level. Tony is always learning and developing new ideas to support student growth and success. She has been a leader at Long View

012and how and how AI can help teachers with curriculum activities and more. She has provided multiple examples through faculty meetings and professional development. She gets energized by learning new ways to help teachers and and and passes that energy on to them. She is a tremendous asset to Long View and we are lucky to have her. So that's Tony Wilkins. [Applause] You can say a few words, too. Oh gosh, I did not prepare any words and you were so eloquent. Um, but as I looked around this room, I realized I have worked with so many of you over the years. And it's because of your leadership and mentorship that I am where I am. You have helped me every step of the way. And I've just been grateful to learn at your feet. So, thank you

013so much and thank you for this honor. Congratulations to my family and I always leave them last. And thank you, Director Tagert. You're on next. Okay. Um, as assistant superintendent Wongi said, there there were many great nominees um for the the different um employees of the year, and the same is true with our educational support professionals. Um, but there can only be one. So, I'd like to invite uh Ruth Riches to join me up here. [Applause] Ruth is the educational support professional of the year for Murray City School District. Um, now I want to read a few things that that Heather has said about you. It's it's good. It's really good, actually. So, well, we're going to we're going to brag about you a little bit here. So, Ruth is extremely positive, caring, and goes

014out of her way to make sure people coming to to Parkside feel welcomed and listened to. She helps outside of her paid hours. She comes to family engagement nights, dresses up for spirit days, and helps with sub for sign program and is willing to deliver items to houses to make sure our families have what they need. She is an expert with Propo and Lango, making sure all stakeholders who come who call or come through our doors are made to feel welcome and accepted. Because of the mobility of Parkside, Ruth stays very busy making sure students are up to date with their immunizations, works with parents on attendance, and is the first to answer the phones in the office. She is kind and patient even when being yelled at or disrespected, which is a talent in

015and of itself. She keeps her calm and does her best to deescalate situations that are in times intense. Rick participates in all our family engagement nights at our trunk and trunk or treat. She decorated her car and dressed up for our students. Anytime students and staff received something special, she makes sure to go out of their way to help them feel special. She participates in our Thanksgiving turkey dinner giveaway and our set for sun and is always trying to get others to support our principal's pantry and make sure families are taken care of. Ruth lives in Murray and is proud to serve her community. She is an active participant in the Murray community, wanting to make it a great place for all students and families. She she speaks highly of the Murray community and has

016raised her family here. She's well known in the community and serves others without question. [Applause] Congratulations, the important stuff. Um I also didn't prepare anything. Um but I um I feel so honored. Um I it's um been a great experience for me to work here in the district. I um have worked with Heather all of those years. I worked with her for nine years over at Horizon. And then um when she asked me to move to Parkside, I was honored to be able to do that. Um as I was growing up, school was my safe place. And um I hope it will be for every child that attends Murray. And um I really love my job. I love all of the people I work with. And I too am looking around at so many people

017that taught my kids and that I've been able to work with. and so feel so honored. Thank you. [Applause] This is the best meeting. Thank you and congratulations. Um, we're over to the consent agenda. Oh. Oh, no. This is very important. Superintendent had written that. I do. Thank you. Um, it has one of the best days. In fact, as super assistant superintendent are out and about today doing some things. I said, "Boy, we are so lucky. We have so many good people that work in this district." And so what a great thing it is to be able to honor these three tonight as our district level employees of the year. So thank you. And I am pleased to get to announce uh the retirees for the 20 I would like to call them the class

018of 2025 who are retiring from city school district. Um these these individuals will be honored in different ways. They are not here well some of them are here with this evening because they work here. Uh but they are not here with us this even manual will have some time to spend with them. But I just wanted to make sure we publicly acknowledge and thank the fairway educators in the Murray City School District who will be retiring at the end of the current school year. They are Kristen Flower who is a teacher at Liberty Elementary and has been in education for 30 years. Kelly Kercher who is the director of atrisisk programs for the district office and has been in education for 35 years. Shelley Kefir, who is a educator at the Early Childhood Education Center

019and has worked with us for in education for 30 years. Jackie Martin, who is a teacher at my high school who has worked in education for 17 years. Stacy Murak, who I left her school off, I apologize. She is at my high school. She is a counselor and she has been in education for 35 years. and Raven Williams who is the director of secondary education for the district office and she has been in education for 30 years. We also have two contracted education support professionals who have retired. They have retired earlier this year, but they are part of our class of 2025. And they are Wyatt Leo, who is our accounting and benefits specialist, and she has worked um in education for 28 years. And Dice McDougall, who is the administrative assistant for the human

020resources and student services department, and she has worked in education for 25 years. We also have two education support professionals who will be leading us. Sandra Park who has worked in the early adult transition program and she has 21 years in education and Carolia Walker who has worked as a parent educator at Vmont Elementary and she has worked at Vmont Elementary for 31 years. So even though only two of them are here tonight again because I work in this building but for the rest of them who are not here I would just ask if we could give the class of 2025 employees a round of applause. [Applause] Thank you. All right. Now, we can do the consent agenda. Um, do we have uh a motion? I move I approve the consent agenda. And is there

021a second? One second. All right. Any discussion? All right. All in favor? I. And any opposed? All right. That passes. Thank you. And then we had the delegation from girl elementary, but I think she stepped out to Oh, hello. It was just the welcome. All right. I'm a little bit nervous. I don't always do great talking in front of a lot of people, but you're going to do great. My notes. Thank you. All right. So, we've had a lot of great things. Um, I'm the PTA president at Grant Elementary. I am Danny Wardle. I also work at Grant Elementary, so it's kind of great to be able to have multiple things that I do there. Let me pull up my notes. I apologize. So, I'm just going to go over some of the programs that

022we've done this year and tell you some fun things about it. So, we have some traditions that we've done for a really long time at Grant. Um, such as donuts with a dear one where prior to school, kids come in with somebody from their family or friend and they get to do donuts all together as a school. We also do a grandparent activity that's called grandparents and goodies. Um this year with our science fair was similar to last year. We provided boards for anybody who wanted to enter and we opened it up to the entire school and it was really great cuz we had entrance from even kindergarten and then our fifth and sixth grade. It was a requirement and it was really great to see the projects they brought in. I apologize. science and

023engineering fair. Um, for our white ribbon week, we had an assembly, a speaker who came in that has spoke at a lot of schools in Murray and it was really great to watch the kids interact and really pay attention to what he was saying and White Ribbon Week teaches so much important lessons in regards to online safety for the kids and that's really important to today's day and age. So that was a great opportunity that we were able to do. In the fall, we did a carnival and assign the auction. That's kind of been a tradition that we've done at Grant as well. And with that, we've sold parties that children can buy tickets to do to do after school where different teachers from the school or staff members will do activities with the kids

024and they can come in and do fun things. um any activities that were during the school, we made sure were very equitable and everyone had access for that. Um Mrs. Burnside brought over the turkey trot from Liberty and that's been really fun for us to help her put on at the school. That's definitely a favorite. Um also we did um for the first time ever we did a holiday gift shop that we did on our own. So, we went and shopped and each item at the gift shop was $1. And the kids got to bring lists. They could buy up to 10 items. And it was incredible to watch these kids come in. One of the teachers actually wanted me to give a note of what the teachers thought of it. She said that it

025was beautiful to watch the kids pick gifts for their loved ones. And watching how particular and thoughtful they were with choosing the gifts warmed their hearts. And I can say I've gotten so many comments about that from different teachers and families about just how great that was. So, we're planning to do that again this next year. Um, we had the opportunity to have an author named Jay Scott Savage come to our literacy night and that was really fun to watch the interaction that kids got to have. he did a presentation and then afterwards there was an activity that ran very much with some of the novels he's written and then he was there to sign autographs. So that was really cool. Um our spring fundraiser this year we did a bit different than we generally

026have. Normally when we do fundraisers we'll bring in the money for different PTA programs. This year we wanted to leave our presidency as they switch over. We wanted to leave the school of the bank. So, every dollar that was earned for the SC for the spring fundraiser is going straight to the school for a field trip grant next year. We were able to get $6,100 and if we can find a way to make sure it gets approved to the to continue, it will be a rollover. So, if they didn't use that full funding, we're hoping we can get it in the works that it would roll over to future years. One of the things we came into the year with was a field trip grant um that luckily we had earned enough in past fundraisers

027to be able to give them. So this year at the beginning of the year we did give the school $4,200 5 4250. I apologize. And so it's been incredible to watch the amount of field trips these kids have gotten to go on and know that we were a part of helping that to happen and get those buses to go. Um, I've had a lot of teachers come and tell me how much they appreciate that. We are doing our teacher appreciation week this week and the person that runs that is incredible. We've given really great cool little gifts. She's brought in snacks. We've decorated all the doors. So, that's been really fun to watch. Another thing our school had this year, the Murray City Arts Council was able to give us money to have a school

028play. And although it wasn't a PTA activity, we did give some money to help with costumes since there were some families unable to help towards that. So, we made sure that that was very equitable across the board, too. Um, so after this, uh, we have sixth grade promotion. Obviously, at the end of the month, we have our 100 mile challenge. I don't know if I told you last year about that, but it's where any student or staff member, we opened it up to staff this last year, too, who does a 100 miles from the beginning of summer until the due date, which is the middle of May. If they've done a 100 miles of walking, running, any kind of activity other than bike riding that would get them to 100 miles, they all get a

029medal and an award. So, we're really excited that will be coming up. Um, also our field day and because our fundraiser in the spring did so well, we were able to help out to be able to get bounce houses on that day. One other note the teachers wanted me to tell you is that field trips have been a huge help. They've really appreciated that along with our hospitality program, which is where somebody comes in each month and gives thanks. if if it's a small treat for everybody, anything like that, they come in and just make sure that our teachers and staff know how much we appreciate them. So, do you have any questions you'd love to ask me? Nope. Okay. All right. Thanks. Thank you for your time. It's amazing to hear of all the

030good things and band school wouldn't be the same without PTA. So, thank you for what you do. Uh, next is the um MA and it looks like we've got Mr. Bay here tonight. How you guys doing? Good. Okay. Uh, so, uh, we just want to say thank you. Um, we know that, you know, HB267 went through and there was all the everything was up in the air and we really appreciate uh your willingness to sign the memorandum of understanding to put our, you know, the the things that are in our contract into the board policy. That meant a lot to us. Um, because, you know, we all have the same goal. We want to make Murray School District the best place to work for employees. And that's the goal of MEA is to make it

031a good place to work. We want to attract the best people, want to get the brightest people here to work, and we want to retain people. And so, you know, we've all got the same goal. And to move those policies into board policy um was was a great step in that direction if we weren't going to be able to negotiate and have a contract anymore. You know, fortunately, you know, the the stay has been put on that and now we can kind of move ahead as as things have been and and we can continue to work together on that. Um so, we really really appreciate that and that's kind of the main thing that's been up. there's not much more, you know, that's been on our minds. You know, that's that's kind of been the

032big thing for us and and uh you know, UEA and NEA did a great job kind of spearheading the effort of gathering signatures. So, um and we appreciate your support in all of that. Okay. Thank you. Thank you. All right. And um the MAA is excused tonight and so we'll move on to spell with Mr. Bernett. as MEA, I don't have anything to new to share, but just thank you for your hard work. And you know, we we do a lot behind the scenes, but you guys are out in the front front for you. And so we're grateful for your willingness to uh help put things in in action. But do you have anything to you'd like to ask me? Until then, I don't have anything to for you, but thank you. Thank you. All

033right, the MEF Mr. Perry. So, off the presses, I have our annual report. This is nothing new because it's stuff that we've already discussed throughout the year. All the things that we've been engaged in this year. The most recent thing of course would be the pickle ball tournament couple weeks ago. um not quite as big as we had wanted it, but kind of a blessing in disguise because it was much more manageable for a first year, first run at it, and gave us a chance to learn a lot. And in the process, we still were able to raise close to $5,000 for unified sports. So, that's um a win-winwin. So, thanks to our uh committee for organizing it, for putting all the hours in that they did, uh for the the volunteers that uh that

034that worked on things. Um we have a wrap-up meeting tomorrow, so I'll find out more uh how we can improve, but there was a lot that that that we learned from it. And of course, uh for the participants, uh we were really grateful for their involvement because that made it possible for us to raise quite a bit of money for for something really uh valuable. So, um, that's really it for this month. We're just kind of looking ahead for next year and our board meeting is next week. So, that'll be sort of our annual meeting, a chance to wrap up and and talk about next year. So, thanks. Thank you. Yeah, I'm excited to dig in. All right. And did we have any patrim statements tonight? All right. And we'll move on to the report

035of the board. And Jiren, are you okay if we start with you? Sure. Mine will be brief because I did not was not able to attend the uh Salt Lake County Advisory Council meeting today as that was at a I was at a conference for other things. But uh look forward to getting back on track with that here this summer and seeing what they do for us and and how it can impact our students especially in the summer when they're available and they can have access to a lot of the county w centers for free which is a good thing for them. Find ways to be productive and and active without getting into trouble. And that's all I have. Thank you. You too. Um yeah, I I just want to say and and most and

036most all of us are aware of all that the PTAs do at the end of the year and um all that's happening for teacher appreciation. How nice to to express our appreciation to staff and to teachers. And they work pretty hard. There's been a lot of meals cooked and and served for at schools and u then they have all the end of the year stuff that they do to support our teachers and our students. I have to say that um my family as I've talked about many times in this board meeting all participated in the pickle ball tournament. We had a great time. I'm not sure that anybody won in our c well that's true but that's not true. Yeah, one of our teams did do something, but the others just said, "We want to

037can you be signed up for next year? We're ready. We're ready." And they're they've got their shirts all washed and ready to go next year. I'm not kidding. I've got this little nine-year-old kid that's so jazzed. Um, but anyway, it was fun, Doug. It was really fun. Please tell your committee that we we enjoyed it as as a family, and I would encourage anybody who wants to go play to play. There are some really great teams. if you want to play somebody really fabulous. And then there's our gang. So, you know, but anyway, great stuff. And I want to thank the attendance committee for putting together again the March Madness. There was a lot of talk in my neighborhood about that. There's always a lot of talk in my neighborhood about spirit days and and

038and attendance. And I I just appreciate all the effort that's being done for our kids and to encourage them to enjoy school because if they're there then they'll learn. Thank you. And Kelly, um I really don't have anything to report. Thank you. Um I'll just um want to highlight um one of the things I get to do is serve on the um partners per partners for prevention community coalition and that is really really cool to see the progression from nothing to we've got sponsors, we've got committees going. Um, I just voted on the vision statement and it's just really neat to see that come along and I'm excited to see the fruits of that coalition. Um, during my responsibilities overlap a little bit, I also attend the attendance committee meetings and man uh we are

039so lucky. We had uh somebody just appointed in Jordan School District for a similar position come to our last meeting to kind of brainstorm and and and say what's happening here. And it's amazing to have so much data right there to look at. And it was really neat to see um just that networking going on and and her leaving in her new position going, "Wo, these are some really good ideas." Um so I was really happy for those ladies to get to share. Um and then um I've had a couple interesting um just with the nature of how things are at two separate um groups of people have reached out um that are looking at district splits and what that's going to look like for them and and how that's going to work and they

040say I want to know how it works in Murray. And it's fascinating how everybody watches our little district. And um in in the one meeting, she said, "I'm gonna stop you right there." And I love how you just said, "Our school, our high school, our this." And she goes, "I just don't feel that in my district." And it just rejuvenates me. And what a beautiful thing we have here. Um with the personal flow, the representation that we have, the collaboration that we have. um just really lucky. Um and then I just wanted to note one little piece of the pickle ball tournament. Um my family wasn't brave enough to come out like Joel's family, but I was able to go just be a spectator. And my favorite part, well, there was a lot of cool

041things that happened, but they had made player cards of the the unified um athletes that had their picture and on the back it had like their pump up song and what they want to be when they grow up. and then we're seeing the sale of limited edition cards. There's going to be a new set next year. And I thought, what a brilliant idea for a fundraiser. So, I was really happy to to get my little pack and have the athletes there sign them and autograph them. And that was just so much great innovation happening. Um, I also enjoyed attending the block party that the city did and just love the Yeah, it was really fun, wasn't it? just the collaboration that's happening. I feel that there's just such a great feeling in our city right

042now and I'm grateful for that. Um, and always impressed with what Sierra Marsh does for our district and was really happy to attend the family engagement night at Hillrest Junior High. Um, and my favorite part about that was running into um, my husband's nephew that I didn't know he was going to be there. So, it was fun to have family and friends. Um I mean just all the amazing things our schools do. I loved um attending the color run at Horizon and that is a hoot watching those kids run the laps and then the grown-ups have like a ketchup bottle full of chalk and they're just spraying it. And so you can see these pops of dust and color. And then the best part is as they were done like the run, they're blowing all

043the excess chalk off like like leaf bars. I just wanted to see all that. Um, and then just to acknowledge the groundbreaking at Riverview Junior High. That was a really momentous moment and just wanted to acknowledge the storytelling that was happening while we were waiting of people talking about that they met in those halls and thinking about the generations and our family cuz my mother-in-law and my husband and my kids all attended that school. Um, and it's such a happy sad thing to to just know that that building is coming to an end, but the excitement for the hope and the future and the gift that our community gave to those kids by um approving that bond. I'm really excited for the future. Um, I've loved the lunches that we have been able to do

044to honor um our nominees and um great people in our district. And just a shout out to our spring sports and theater groups that have done a really great job with um their talents and all that the seniors receiving the local scholarships and I'm seeing all the time of these students getting CTE scholarships and just so such an exciting time and just proud of our seniors for their effort and encourage them to keep going cuz what is it four Mondays and all done so and that's all that that I have for that part. So, we'll move on from the report of the board to the report of the staff. So, first up, I have the famous Sarah Marsh to go over the sources of strength program. Fantastic. Thank you. And I do have some folks

045with me here that will speak in just a moment about their experience. So, I'm excited to share with you a little bit about how Sources has gone this year. and to start off with an appreciation for you all as a group committing to this program and getting it off the ground um the same meeting last year. So um it's come to if you go to the next screen. I just wanted to share a little bit of a timeline. So, after being approved last spring, I participated in the uh sources of strength train the trainer program in Rock Springs, Wyoming last June to really allow us to build some sustainability of this program in our community. And so, you'll see last fall we trained Hillrest and Murray High adult advisor teams and peer leaders. And then

046in the spring, we got Riverview on board as well. And this upcoming June, we will take that same straining that I participated in Wyoming, we're bringing it right here to Murray um June 9th through the 12th. And if you're curious about what sources of strength really is in practice, I would invite you if you're interested and available to join us for any of that time. So let me know if you're interested in that. And then I also um had a little snapshot of just the the impact on like the students itself and the adult adviserss how many students we have participating and what the format is. Each school's format at this point looks a little bit different but I'll highlight what we're looking at moving forward in just a moment. So I did ask our

047adult adviserss to send me some strengths and areas of improvement for um the sources of strength programs and each year like I said each school has looked a little different. So those strengths and those areas of growth have all been a little different as well but overall most of our adult adviserss were saying that the students got leadership opportunities that they might not have otherwise participated in. They were able to execute really complex tasks um to build that positive school climate. They connected with people that they probably wouldn't have connected to otherwise and they felt that sense of student empowerment that they were really making a difference and that they really care about the work that they're doing in the community. Um, one of the biggest things that we did struggle with was just having

048a consistent time and and space and way for all of our students to get to connected, especially at the high school because these folks behind me are incredibly busy. They are involved in a number of different things and so finding a time for them to all meet together is a challenge. So, moving forward, we did secure a grant to make sure that we have funding to cover sources of strength as a class in each of our three secondary schools next school year. Um, and so part of our work in June with those folks that will be facilitating these classes will be to really build out some structured scope and sequence for the program and as a kind of united effort across a district to roll out our campaigns along the same timeline. So, that'll be

049really fun. And then on the next slide, I asked our adult advisor to kind of just share out a little bit about their experiences and what they're noticing. And so I won't read these all, but I did bold the things that I think were really, really, really impactful. Right. Um, they're really grateful for the program. It's filling a void. It's empowering students. Um, I really love this one. The program is not just a check check mark for them for the students, but they really do feel like they're making a difference. They're growing together. Um, and we're not just stopping the negative things from happening. Sources of Strength is an upstream prevention model, not just for suicide prevention, but for substance abuse, and for all of the number of things that we know our students are

050struggling with right now. So, but we're actively filling the space with goodness, joy, helpfulness, and kindness. So, I really love that feedback. And then on the next slide, I have some highlights from Murray High. I'm going to invite our students and adult adviserss to introduce themselves um and then just share a little bit about what they appreciate about sources. All right. Uh my name is Finn Toé. I'm a junior at Murray High School. Um one of the main things that I love about Sources of Strength is like up until very recently I've struggled a lot with like public speaking and kind of taking leadership roles within like group projects and things and it's really gotten me out of my shell within that. And I've worked with a lot of people that I don't think I

051would have talked to otherwise. And I don't think I would have taken as much initiative in like being like, "Okay, we need to get X, Y, and Z done." And having delegation and really just like we work a lot and we also just get to know each other more. We have little like exercises we do in the mornings that are kind of like embarrassing that they bring us a little bit closer together. Like um we all were just making like animal noises and trying to find the people that we were in our group with. and it's just really impactful to kind of bring people closer together. Hi guys, I'm Megan. I'm a junior in high school as well. Um I really liked being able to meet a bunch of new people cuz um when we

052first did like our first like sources of strength thing that we had so many people and it was so nice to talk to like a bunch of different people who I don't I wouldn't really normally talk to um in a whole bunch of like different groups in school and it was fun to get to know them. Um, as well as like being able to do a bunch of things I wouldn't think I would be able to do like be on Spartan Vision and stuff and like put up a bunch of posters and you know hopefully someone will see them and have a good make thought with them. Yeah. Hi, I'm Ga Passen and I'm also a junior and I agree with all the stuff that they have said. Um, but probably for me it's just

053like being with everyone and like especially the teachers and the staff and just being like that's not really going to help or like oh that's going to help and sort of thing because um like like I don't want to be mean but just like if it's not going to help I want everyone to be helped. And um it's been nice because people actually have come up to me about a lot of the stuff and I've been like guiding them the way like that I have learned to like tell them and just the experience of meeting new people. Thank you. And I'm Carolyn Martinez Russ. I'm the librarian at Murray High School, but I'm also one of the adult adviserss. and I've had the genuine privilege to inherit this group of kids just by virtue of

054the fact that I was the only person who didn't already have an assigned group of students that time of day. Um, and initially I'm like, what am I doing? But, um, a Sierra has been such an enormous help. Uh, to the adult adviserss, we've got a fantastic team as well, Stephanie Bradstreet, David Bala, Shelley Gearhart, Wendy Sanders, and Jen Kachchoan. Um, and really just getting to see the kids grow into their own, getting to see them learn leadership because none of these kids are kids who were involved in other leadership opportunities. As it turned out, the kids who wound up being the most active in the group were kids who rose to the occasion and who have, like they said, really taken on responsibilities they never thought that they would be able to or they

055really didn't know how. being able to support them and help them to grow uh has been absolutely fantastic as has the support we've received from our school leadership. You can see um Emily Bird, John Jensen, and Quinn Lindy's backs wearing our sources of strength t-shirt. Um and just the way that they have uh helped us to support this program has been wonderful. Thank you. And then Riverview Junior High's team is like I said new. They participated in the training end of January, but they are rocking and rolling over there. Um, it's been really fun to kind of see the development um, at Riverview. They actually have it embedded right now and it will continue to be this way in their peer leadership team. And so I really appreciate Principal Kaufman's support like right from the

056get-go of creating that space for them. Um, and then at Hillrest Junior, they were our first school trained for both adults and students. This picture on the left is their very first campaign which was a what lifts you like just what brings you strength campaign. And so students participated in writing on these little feathers what brings them strength what lifts them to create this um like mural of of wings. So that's been really fun. They have committed they've done a lot of their different campaigns around each component of the sources of strength wheel. And I'd like to highlight this video which is their physical health campaign. And I'll tell you a little about it after. [Music] Heat. Heat. [Music] Heat. [Music] Heat. Heat. Heat. [Music] some challenges um from a variety of faculty. Not all

057of these faculty in in fact only two of those faculty members are part of the source of strength adult advisor team. So they really got their whole community involved and then had students participate to try and beat these records during lunch. They combined it also with a positive behavior activity. And so students who participated got 10 laurels. Um and it was just a really like diverse way to get a bunch of people involved. And Carolyn mentioned all adult adviserss that are over at um the high school. I want to shout out to our adult adviserss that are at Riverview, which includes um both counselors. So Heidi and Beth over there as well as Christian Jaketta social worker and then um Brad Melville and Jill Hansen the librarian. And then at Hillrest it's a very large

058team which is great. We've got both social workers. So Courtney Nolan and Faith uh Connors involved as well as Blair Bhau Park, Jen Alred, Kelly Blimes, Victoria Taliba. Um I think I already said Jen Alred. I feel like I'm missing someone. I'm going to feel awful if I look at my notes and I did. really incredible groups of people. So, thank you for your support of the program. We look forward to moving forward with with with our learnings. Do you have any questions for me related to sources? Fantastic. I love the shirts. They're fun. We definitely should have worn them tonight. We did not. Okay. Thank you. Thank you. And yeah, I want to try them on this curriculum with Sierra Marsh as well. Perfect. Okay. So, um I am excited to chat with you

059tonight about our process for selecting our elementary student wellness curriculum. Um as as we looked at what we were currently using, we were hearing a lot of feedback from students, from teachers that maybe it was time to just decide uh all of the options available to us to make sure we were still moving forward with a program that best fit the needs of our community. And so we started this process. But be before we talk about the process itself, I would just want to highlight why we did this. So um why do we need a program like this in our schools outside of the data of our community that we have from Sharp right that our students including our sixth grade students are already struggling with mental health and and other concerns. There's a lot

060of other reasons why we need to be doing this including the health standards set forward by the Utah State Board of Education. All so many of those requirements that are in health curriculum are embedded within student wellness programming um around life affirming education and friendships and healthy coping strategies and all of those things. We also know by using student wellness programs and content we are building skills for our students including social emotional skills. We are increasing uh academic performance and mental wellness, healthy behaviors, improving school climate and safety and lifetime outcomes. And Utah defines um Utah's role around suicide prevention in elementary is described as life affirming education, which is what the student wellness programming is. So, it's a little bit of the why we need something like this. As well as it fits within

061our comprehensive prevention plan goals, which all of the goals are listed there. Um, one of those goals is to make sure that we have an evidence-based comprehensive student wellness program in our elementary schools. Okay. So, this was the process. In December, I met with a group of people including administration, classroom teachers, parents, and our school-based mental health professionals to talk about what we wanted out of a student wellness program. What did we want this to look like, including impact on teachers? what was the sort of content we wanted, uh how much time did we want it to take, what was the format we wanted it to be in, etc. I took that information and in uh January and February, we took all of that. So that information from that group of people, created the scope

062of work that we put out through our RFP or um invitation for bid that I worked with Scott Tagert to facilitate and I appreciate his support with that. We received the results from that in February. there were 27 um agencies or organizations that submitted a program and in March we reviewed those programs and did an initial scoring with that same exploratory committee. So we scored all those programs based on that scope of work that we had outlined and then from there there were three top programs that uh kind of took the cake in terms of the score right uh and so we scheduled additional meetings with those top three programs. Um those were just happened virtually. I recorded them via Zoom and then in April at the beginning of April we met with a new

063committee of people. So f folks who weren't necessarily participating in that exploratory committee and that committee was uh represented from every school. So we had one teacher from every school participate that represented each of the seventh grades in elementary school as well as one parent from each school community council was invited to participate and most of them did. and then an administrator and then our director of elementary teaching and learning uh met to look at those top three programs. After we reviewed those video meetings, that committee felt like they wanted additional time with two of those three programs. And so on April 23rd, we met in person and actually got into the programs themselves, into the content, logged in as teachers to see the use of the uh ease of use of the program and

064all of that. Um, and then I opened it up to feedback both from the committee as well as parents, teachers, general community members to view those programs um, and materials. So materials have been out here at the front for the last two weeks. And then the result I think the results is the next page. Perfect. So we had 23 people respond. Um and but we did have representation from all elementary schools. 14 parents and nine teachers per or switch that 14 parents. Yep. Nine teachers and then administration. Um from I separated out a little bit more from the committee members just so that you could see their percentage. The graph shows the overall 23 respondents. The top two programs we were looking at are seven mindsets and wayfinder. So you'll see that 30% of folks

065were okay with either program. They saw that there were benefits to both. Um another 30% specifically liked seven mindsets and 39% want leaning more towards wayfinder. So with that being said, Wavefinder is the program that I'm kind of going to put forward to you to uh to look at and we can explore this further as well. So Wayfinder is a significantly uh researched and developed program. It's actually K12, but we're only looking at it at this time right for K6 implementation. They have six core skills, which that image is so small, so I'm going to read them out loud. self-awareness, adaptability, empathy, collaboration, and agency. Those five skills in particular align with Castle's framework for social emotional competencies and skills. And then purpose is the sixth one from Wayfinder, which is pretty neat because purpose

066is one of the pillars of Utah's portrait of a graduate. And I really appreciate that alignment with the standards in our state and our communities. Some of the other highlighted notes I wanted to mention is the ease of navigation of the system itself. The platform is very userfriendly for teachers. There is minimal teacher prep time. Each lesson is designed to have a prep time in five minutes or less. Our teachers are incredibly busy. They do not need something else to think for a really long time on how do I do this in my classroom. Um there are specific parent letters that are tied to each lesson in grade level content. So that parent tocl classroom communication is very strong um and transparent and then they each uh lesson and grade builds upon each other. So

067there's new content in every grade which is not something we see in every program. Many programs are kind of grade band so the lesson stays the same but this is grade level specific. Um there is strong emphasis on emotional regulation, adaptability, and belonging. And it's very aligned to the appropriate developmental stages of our students. Um it's easily integrated into our tiered system of supports model. So we have our tier one lessons, but there is also a component for our students that need a little extra support. um and in in the tier 2 element. And I'm really excited about this piece for our schoolbased mental health teams because they can pick and look into the website and say, "Hey, I've actually got a group of third graders. They're really struggling with conflict resolution and they can

068go in there and the Wayfinder team has outlined five to six lessons specific to that grade level and specific to that area of concern that our team can pull from. So, it actually really helps that uh group of folks identify some supports for students. And then there's also a tier three component as well. And there's also a lot of supplemental activities. So, teachers or school social workers or principals or recess folks or lunch teams could go in and say, "I have five minutes or 10 minutes with my class. I want to work on communication skills and I want it to be a game." and it'll give them a variety of suggestions that they can do so we can really have meaningful activities happening in our schools even in those downtime right I mean I grew

069up just played heads up seven up so hopefully this an improvement and then like I said earlier it is backed by extensive research and it explicitly is teaching skills not just concepts or theory or ideas but skills on on all of those um six elements there and then I pulled out three comments um from our committee these were from parents and teachers. And I will read these out loud because I think they're great. I would choose Wayfinder for my children. It offers a deeper, more grounded experience in social emotional development, focusing on core skills like self-awareness, purpose, empathy, and agency. I also appreciate that Wayfinder goes beyond surface level positivity. It gives students space to find their voice, manage their well-being, and build meaningful relationships. And then another said, I think Wayfinder is a superior

070program. I am hopeful that we will get to use it next year. I believe that this is my last slide. Perfect. So, moving forward, I'm curious what questions you have. I know that this is the first reading and we will do a second. So, is there any specific information you would like me ready to present to you in June? Um, do we have any opportunity to see what what is in the program? Absolutely. I'm happy to give you all the access uh that I had to the program digitally and then I also have the workbooks if we the workbooks are like a separate cost um that we're not sure yet if our prevention block grant funding is going to cover that. But um but I'm happy to to make sure you have access to both

071the digital content and the physical access. I will say that the funding for this is coming from the prevention block grant and it will cover our access for for next year. And then the supplemental hard copy workbooks is we're looking at that. Okay. Any other questions or things you would like me prepared to have next time? I have one more question. What tell me what this is replacing? Great question. So this would be in replacement of the second step program. I I'd like to just hold off till we can see the digital. Absolutely. And then I might have questions after that. Great. I will make sure I send that access to you as soon as possible. Okay. Thank you. All right. Thank you. All right. We've got um Gwen with the food and nutrition program

072yearly update. Uh thank you for giving me a couple minutes today. I've recently had the opportunity to um meet with some PTA presidents, well all of them actually, um and share this information and as questions arose and things like that, I thought, well, maybe it needs to be shared to a wider audience because I think sometimes we forget or maybe don't know how difficult the job of the child nutrition program employees are. And so, um my slideshow is a presentation of that. And then I just wanted to take a few minutes and kind of highlight some of the things that we've done this year in the program. So um but we do have some meal pattern requirements that we have to fulfill when we're when we're preparing and serving these meals. So all the meals

073must be nutritious, well balanced and age appropriate. Meals must meet food components that are required for the um SBP which is school breakfast program and NSLP which is the national school lunch program. It is broken down by age K through 5, 6 through 8 and 9 through 12. Um and the requirements on are based on a weekly 5day um period. Um the diet specifications are calories, saturated fat, and sodium. Those are things that have been changed recently that are all being reduced and those things have to be into play completely by uh school year 2027. Um and then the last component is obviously that that we are making enough food that everybody gets the chance to have a reimburseable meal. Um this just kind of highlights really quickly why school lunch is important. Um some

074of the feedback that we have seen in our surveys that we've done through Sedexo. Um and just asking people is they're like well school meals aren't nutritious. And so this highlights um actually that school news are school meals are nutritious. Um there is a group um that gives a score of um 0 to 100 on how nutritious and this compares school lunch to lunches from home or other places. And as you can see we h we get school lunches are 80 out of 100 whereas home lunches are from somewhere else are 65 um out of 100 and then it breaks it down into the components that that are available. Some of the components um milk is 66% um served more often in school lunch. Um and that is a fat-ree or or um skim milk

075option. Um fruits are served 58% um vegetables 43% in school lunches. And then um the bottom one is snacks, desserts, and non-milk beverages. Um and as you can see, we only 48% of that time is served at uh school lunches. 75% is served from home. Uh the amount of times that I go into the schools and see home lunches and I see a can of soda, it just really surprises me. Um so then our calories um for breakfast, you can see again it's broken down by grades. Um and then lunch and those calories are are per day. So for instance, our grade 9 through 12, we are only allowed to provide at most 150 calories for one meal. Okay. Um this just gives you a breakdown of what we are asked to provide. We're asked

076to provide five components. Meat or meat alternative grains, fruit, vegetables, and those vegetables are broken down into five subgroups. And then milk. Um here is another breakdown of those components. This is the meat or meat alternative um for breakfast. Um again broken down by grade. You can see um again grade 9 through 12 they get 9 ounces per week um a 1 oz daily minimum. And then for lunch it is a little bit different. Um those get grade 9 through 12. And I keep pointing this one out because this is the one that gets brought up the most that they don't have enough enough to eat. Um uh the meat or meat alternative they um can have a 2 ounce daily minimum. Okay. To meet the 10 to 12 ounce per week. Um and then

077the pictures I the the pictures are always really interesting. We always learn by visual better. Um so the picture on the left is what um a child has the opportunity to take. We are offer versus served. So we have a lot of um choices that they can choose from. It's not just a hard serve. They they have choices. So the one on the left is what we would love to see them take. These are um offerings that we do provide. The one on the right is typically what we see. Okay. Next. All right. Again, this just breaks down kind of the meat. Um grains. Um again, just differences. Um for the lunch program, it is a 2 o daily minimum for that 9 through 12. Again, the left picture is what they have. These are

078nachos. Um and it fit the nachos itself. And that's why the picture on the right is still acceptable. It's still a reimburseable meal because it does fill those three components that they have to have for lunch. So the chips is whole grain, the chicken is your meat protein and then your juice cup which is at the back fits that fruit. Um so that is reimburseable and that is what we see quite often. Um not necessarily the the tray on the right which they totally have the ability to take. Um fruit this is their breakdown. Basically it's a cup a day um for breakfast and half a cup for lunch except for grades 9 through 12. And again examples of trace. Here's our vegetable breakdown. Um, and it it has the breakdown of the different the

079five categories that we have to make sure that we're serving um throughout the week. So, we have dark greens, which is your spinaches, uh, broccoli, we have red oranges, which is tomatoes, peppers, that kind of thing. Uh, blue purple, um, and then starchy, and then others. Um, and then the the quantities that we have to meet. And then milk we have to provide flavor and unflavored fat-ree and lowfat. So we provide um lowfat chocolate or sorry uh fat-free chocolate and then low-fat regular and then again just a cup a day is what we're allowed to serve there. Um those guidelines come from these these categories. The ones I want to point out though is the um the third one down includes the added total sugar limits and sodium. Um those those have changed. they're becoming

080less and less. Um, and I just wanted to reassure you that Sedexo is working on making sure that the products that we're bringing in are meeting those um, goals already or those companies are working on meeting those new goals so that we are ahead of the game for 2027. um sodium requirement um for lunch um is for that grade 9 through 12 is going to be less or equal to,280 milligrams for the meal. So that's actually not a lot. It adds up really really quickly. Um and then just to give variety um to meet the fruit and vegetables that we have to we have um I call it a salad bar. Some people call it a nutrition bar. Um but we always have um a salad and we have a fresh fruit and a canned

081fruit and then we always have a couple of vegetables. Okay, great. Any questions on that? It's a lot that our ladies and gentlemen have to know and learn and provide every day. Um so then the next thing really quickly, I just wanted to cover some of the things that that we have done um throughout the year in um in Riverview Elementary, not Riverview Elementary, sorry, the junior high. We have um a wasteatch program that we have there and there's a scale there and a a camera and it's attached to a computer and all the categories of food were pre-programmed and at the end of the day they weigh all of their waste. So that's everything incl like cantaloupe peels, anything that went bad, whatever doesn't get eaten on from the nutritional bar, it all gets

082weighed and it gets tracked by category and time and day and all of that. And what's been really fun is that we've been able to track that and watch and uh Riverview has decreased their food waste by 22% since we started in August. Um we also had the opportunity to do catering for the MEF golf tournament which was really fun. We loved being outside and serving serving food. Um in September we got to participate in some of the school barbecues. We love that too. who love being outside and cooking outside and watch the kids be excited. Um, and we also are doing that this month as well. We have a couple of those that are happening. Um, we also had the particip uh the opportunity to do the district uh holiday caterings which we had

083a lot of fun with that. We took the opportunity to have a cooking lesson and teach uh anybody that wanted to how to make lemon curd from scratch and then turn that into a lemon tiramisu, which I believe was the hit of the season. It was it was a really good one. Um, and then Sedexo has a backpack grant that they do. Um, and this is the second year that um, and I've only been here two years, so this is the second year that I filled it out and it's the second year that we were awarded $1,000 backpack grant and we actually handed that over to um, Eana Kids Eat because they are the organization that does provide those backpacks for Murray City. So, in January, Doug and I got to go out and see

084the operation and and how it how they do that. And that got me really excited. And I just uh loved just how dialed in they were and the the opportunity that they provide for the students in Murray to to have food when when it's not always available. And so I've arranged for the CNP team to go have a field trip and to have a friendly competition to see how many bags we can pack in a certain and that will be happening um on the 19th of this month. Um we in February we took the opportunity to participate in a waste watch competition and a food drive. Um and in the seven schools that com competed and finished it, we reduced our our food waste by 60 pounds. Um and then we gathered about 200 pounds

085of peanut butter and jelly and a few other items and we donated those to the Murray Children's Pantry. Um then we had the opportunity to um help cater the pinnacle banquet. Um and this year we um involved the ProStart students and Casey Gay and it was really fun. Those students had a lot of fun and really um they either decided they were going to stay in the food industry or they were going to get out. But it was a lot of fun. We also involved um again this year we involved uh chef Trek Kger who is a Murray City graduate who is just an absolute ball to work with. Um and then we also um in in April we had a lot of fun. We did a future chef competition and we involved the sixth

086graders in the elementary schools. We had 23 recipes submitted um and we chose one from each school to participate. Um, I don't know if the the sixth grade students had more fun or their parents had more fun, but the kitchen just buzzed for several hours. We had um again we had the ProStart students come and they actually mentored those sixth grade students um and taught taught them some things and they learned some things. Um Casey Gray was there again. Um we had some guest judges so that we could judge the the food. Again, I use CGER. He's a great friend of mine. I love working with him. So, you'll probably see him a lot. Scott Tagger was our guest, a guest judge, and Kelly was a guest judge. Um, and and I I hope I'm

087not speaking out of turn, but I think they had fun, too. Um, the food was really good. I don't know if the kids or the parents are eating, but it was great. It was it was a lot of fun. Um, the the winner was um Chloe Loveless from Liberty Elementary, and she made spaghetti tacos. Um, let's see. Oh, and this weekend I will be um representing Sedexo and Murray City in the BuddyWalk that's taking place at the Olympic Oval. Um really quickly, we have some exciting menu changes coming for next year at all of our schools. We have Brit Bites Kitchens that's coming up for the elementary schools. And what I want to highlight there is that our um elementary leads gave me a list of the students favorites and we were able to come

088up with 30 favorites. Um and that is the top line that's being served in in the excuse me in the schools. Um and they don't repeat for 30 days. So that's variety there. And then there will be two other menu options that take place there in our secondary schools in order to provide more variety because we're hearing that we need more variety. We want more variety. So in addition to the regulars, which are pizza, nachos, grill, and deli bar, we have um it used to be called creations, it's now being called adventure. Um and we have seven different um we're calling them popup um topics. Um, and so three of them, which I think are probably going to be the favorite, is Bill Street Barbecue, Overslept, which is brunch, and then Rock and Ramen. So,

089it's like a ramen bowl. Um, and what's really cool about these options is a student could eat in that location every day for the week, but have something different. Um, and so I'm really excited to have that put into play and see how that is accepted. So, thank you again for your time. Do you have any questions? Rock and roll. I love exciting. Thank you. Thank you, Gwen. We're lucky to have you. Um Parkside, uh we'll have uh director Taylor present the Parkside Elementary Comprehensive School Improvement Plan. Next. As part of Parkside CSI designation, we are required to have board approval for for a plan um that we will submit to the state. and I have been working with um principal Nicholas and um Dr. Greg Fern at USB in in making sure that everything

090that we need to have in this plan is there. And really what it is is it just builds in um adds upon their um student success plan that has already been submitted to you and you have already seen that basic outline. Um I am not going to read this whole thing. It is multiple pages long. Um but basically it highlights uh critical needs assessment and um root cause analysis that took place last spring at Parkside to identify why are we in CSI? What are the things that are causing that? And then where are places that we could shore things up a little bit to start to see some improvement there. Um it takes that it takes we they've been working this year with some ATSI funds to have a um consulting coaching firm come out

091and it's Catapult Learning come out and work with them in really looking at how are we providing services specific to our multilingual learners and make some adjustments there within that. Um and then again taking their school improvement plan, their land trust plan, those those things um and just kind of outlining in the formal setting what that plan will look like. And that's just kind of what's here. You can see um as part of their CSI designation, they will receive um a little over $59,000 next year. We don't know from year to year what that funding looks like. A lot of that is based on some of the title one funding. It's coupled with some of those things. And so there um on appendix A you can see kind of what the breakdown and the projected

092budgetary expenses for that funding is um primarily for salaries for people to participate in some various leadership roles professional development um another um ELD pair professional and then they would like to have a couple extra days with Catapult to come out and continue their work into next school is on there and then some additional materials and supplies that are needed to support students. Ultimately, what it gets at is just requesting that the district continue to fund the ELD teacher that we started to fund this year at that 0.5 FTE. Um, continuing to support them and having the funds to have their outreach coordinator that does a lot of great work with their community. um and the ability to adjust newcomer services as needed and in being responsive to their students and their community specifically. And

093then as allowed by budgets and other things, being able to use those other budgets that come up that we have previously used to keep class sizes a little bit lower and some of those kinds of things is just continuing to do that. And so I do need to motion for I ask for a motion for a vote on that um so that that can be submitted to the state. Okay. Um is there a motion? I move that we approve the Parkside Elementary comprehensive school improvement plan. I second. Thank you. Um so with that uh is there any discussion? Is there any questions or All right. And all in favor? I. And any opposed? Great. Thank you. I love to see local control and being able to do some specific targeted things that are needed. So,

094this is great. It looks great. Like the innovation. Thank you. All right. Then we have um Mr. Dean with the um sexed committee annual report. Yes. Thank you, board president. So, this is just an annual report. Um the sex education committee, we met um about a week or so ago, uh end of April, and I'll just have superintendent run through the slides as we go. So, this is essentially our agenda that we have. Um we went over our compliance training. Um educators that do teach any aspect of sex education have to be trained once every three years. And so that was an opportunity to look at that and to make sure that we're following up with our educators whose training has lapsed. Um some information, those are links there that we we talked about in

095the committee meeting that take us out to different resources, frequently asked questions. Um one thing I'd like to let the board know is just regarding our maturation for our elementary students this year. We went back to in-person and the health teachers, especially the Hillrest health teachers and Riverview, they were a driving force of this and it was highly successful. We got it all done in I think two days. Um Amber Foster is a scheduling whiz over at Hillrest Junior High and the whole all of them were great. Um and we uh recruited some additional people. Mr. Bay who was here who teaches health at the high school and PE. He went out to teach the boys and then oh why can't I think of our counselor's name? Jimmy Level at Hillrest Junior High. He also

096went out to teach the boys. We recruited him, had him go through the the training. But we did our fifth and sixth graders this year in person at all of the schools and got really good feedback. The health teachers were really excited because now the kids will actually know something when they come up because they said when we were pushing it out from postcoid when we had gone to the video model that a lot of kids just didn't know had no background knowledge had no information when they got to the human maturation topics in the in the health courses. So very excited. Uh this next year we're looking at doing it in the fall and we're looking at doing it with our fifth grade students because our sixth grade and then it just be a

097continuous fifth grade and possibly inviting some of our fourth grade girls to that. Um up here we also have our policies. Our um Murray City School District policy is actually I don't have it. It's linked on there but is is in 305 I believe 304 or 305. It's on there. Um, if you want to look at that, it's a requirement that we come every year and do this report and let you know that what we've discussed and what we've approved. So, we do have a committee that we put together and we'll go over. So, we had seven employees. Sorry. Oh, no. You're good. I'm just letting you drive it. Okay. Seven employees and six parents. Um, for voting purposes, we make sure that it's even because the state board rule requires that we have more

098parents. And I would have had more parents, but two of them canceled out like the day of. So, but um we make sure that we have that even for for voting. And we talked about training compliance. Um, so curriculum approval, we'll go over these six items. And I don't know if the board wants to look at any of these. Um, so we had our boys maturation slides. This was the fifth and sixth grade presentation. We made some slight changes to the slides that were presented. All the committee members approved those. Manners in the men's room was a PowerPoint I think we showed last year in the board meeting. So that's just another one that we wanted to officially adopt. The girls maturation. Our committee talked about some slight changes to the slides that they used

099for the maturation programs and so we approved those and then they decided to do a lessons for the ladies room. If the board would love to see that we could we could click that link. We don't have to. I'm happy to click any link you want to see and we'll see the board. And then there was a mam mammorary gl gland slide that was just something they were changing in one of the lessons at the junior high. And then pregnancy was an updated slideshow that they just made a couple minor changes to. So there was nothing really major that came out of this and minor um adjustments but happy and I know superintendent has the link to all this for all of you I believe or they have it. So and we can keep going

100I guess. Um we are required to report a couple of different things to the board regarding um Salt Lake County and teen birth rate is one of those. You can see there's the a declining teen birth rate and that 10.7 actually um the Murray for the 15 to 19 year olds it's we're right right there in the ballpark with with our 15 to 19 year olds. So and then if you'll go to the next one there's two on sexually transmitted diseases. Um and this is the Salt Lake County one. I looked up the 15 to 19 year olds on this, which would be who we're interested in. It tracks right with the county with this number here of 151 per 100,000. And then the next one, the chlamydia incident rate. As far as that goes

101for 15 to 19 year olds, and I don't have it on this slide, it's actually almost double for the 15 to 19 year olds for this sexually transmitted disease. So, it's about a thousand for 100,000 in the population. Um, instances of pornography this year that we've had tracked in our behavior information system is seven as of today. So, um, we have other things such as sexual misconduct, sexual harassment and those incidents, but if we're talking specifically about pornography, well, I included pornography and pornography distribution. And there's seven total incidences and they've all been reported at secondary schools, not at any elementaryaries. So, same as previous year. And then, believe it or not, when I counted these, it's the same number as la as last year. At this point in the year with our repo reports

102to the Division of Child and Family Services, I receive all those from the schools. We're at 94. Um, and that's always a sad thing, but um, I'm glad to see that our educators are following the law and making sure that our families and kids are getting the services and the help that they need. The last thing is just um, just for your information, we have to send a sex education assurance up to the state board and that's usually by the end of May. And so I'll be after we have this meeting and it's been reported to you, I put that on there and I will get it sent up and it's just a report that our committee's done our due diligence and we have our policy and done all of those things. So I don't

103know if there's questions from the board at this time. I just appreciate that this is being presented in a public meeting because there is so much that happens that's not really in the public eye. like I had served on that um sexed committee years ago and had no idea that the scrutiny that that program goes through before it ever goes across the kids' desks. I It's good to inform our public. Yeah. Okay. Well, thank you. Thank you. All right. Then we've got um Assistant Superintendent Wahi with the IN304 with the second. need a vote of approval on that board vote. No, don't need a vote vote of approval for that one. Just as um assistant superintendent has come up as a reminder, this is a second reading. So, if the board feels like we're at

104a place that we can pass it, we've put it on our agenda on consent just because we wanted to make sure you had an opportunity to look at it again. Yeah. So, this is our instructional materials selection and review. This is both primary um instructional materials and supplemental. Um we had reviewed some of those changes to cl clarify that process. And um one of the uh items on this uh superintendent that we can scroll down to since we've reviewed everything else is we were to remove the part that says in the flags under the new state law we remove we removed um actually displayed in a sorry it's not displayed oh okay yes we removed displayed in a prominent location. So that that one has been removed, but nothing else has been adjusted on that.

105Everything's about the same as what it was uh in the first reading. So So if the board recalls, this was something we discussed in April, and it was with um the Furrows, decorations, or other personal items on a teacher's desk are acceptable if the items do not disrupt the learning process. And then we had added and are not in a prominent location. The law actually only attributes that to flax. That's only part of the flag law. Um, House Bill 77. So, I don't know if you guys would like an opportunity to to talk about this in our study session in two weeks. Um, or if you I'll let the board decide, but we can This is a second, but if you'd like an opportunity to talk about it in board meeting or study session, we

106can and then bring it back for a third reading in June. So, I'll let leave that up to you. Yeah, I'll just ask if there's a motion. I don't have any. Oh, excuse me. Sorry. I don't have any either. So, I move that we approve the what is it? IN304. Yep. Let me go back to it. Sorry. Instructional materials policy. Is there a second? I second that we approve this. Okay. And is there any discussion? All right. All in favor? I. And any opposed? All right, that passes. And then we also have you for the IN335.1. Yes, this policy is something that we're required to have in policy. It's not something that we've been uh it is actually something we've been practicing along the way. We don't get a whole lot of requests, but this

107is the private and homeschool student participation on state assessments. So board rule does require us to have a district policy on that um process and and the uh guidelines on on what any of our um in district students who are attending a private school or who are uh in home school what process they follow to request state testing. So under state code we are required to test anyone in our boundaries who are in those two institutions um for state assessment. So, so this policy basically goes outlines the process on what the state assessments includes. It's typically the rise, the Utah Aspire Plus and the WEDA are the main ones there. And uh so if we have a a home school or a private school student request that then they have to be within the boundary

108of their neighborhood school and they requested of the school and the school provides that opportunity. We provide them with the testing schedules and so forth in this policy. It also um allows us to charge a reasonable fee for the for for for that the administration of that test. We haven't defined what that is. Um but if if it becomes a cost burden for our district, we can charge a re reasonable fee. So the first section is on private schools. The second section is on on homeschool students. It's pretty much the same process there, but now we have just made it official. I don't recall a lot of requests over the years to be honest. So anyway, with Utah, it's all as part of the reporting there. They can do this or the portfolio. So we

109might see more. Yeah. Yep. But that was my question is if we have had any. No, I I know we've had some who have asked about it but haven't actually followed through at our elementary school. So, and I wonder too when I was reading through this like where does it where do they go test? They can do it at the school. They can do it at school. Okay. So, if they're an elementary student, just go to the elementary. Yep. And their boundary. Okay. Yeah. This this process is if they they're they come to us and they request Yeah. um if there's homeschool students or um that are not that haven't come to us, do we have responsibility to go and find them for testing or no? No. Just if they come if they initiate the

110process. Yep. And um D on this page right here is a little confusing to me because you said we could charge a reasonable fee, but then this says may not require a homeschool student to pay a fee that's not charged to traditional students. Yeah. And there there's one in the private school and then one in in in the home school superintendent. So private school we can charge a reasonable fee home school you cannot Okay. And I'm assuming that would have to go on our feed schedule if we did do a Right. And we we don't charge at this point for testing. So yeah, I think the the ones that I've seen on on other districts will will charge $30 something like that as a test administration fee. that and then are those scores from those

111homeschool students included in our district um numbers. So the process is we have to set up a SSID for them in our system and uh it doesn't count towards ours but we do have to provide them the score. So okay. All right. And that's the first reading. So we'll leave that there until next month. And then um we have director Dean with um a first reading on SP 920.1. Thank you, Mr. Wongi. So this would be a new policy that the state's requiring the all local education agencies to put in place. So, for many years, we've had uh what's called TSSP, a teacher supplemental salary program for teachers in high need areas such as math, special ed, the hard sciences. And the state has said this is the last year they're going to manage the

112TSSP program. So, it's coming to an end and they're giving those funds to the districts. And so, all the districts have to have a policy and manage their own effective TSSP program. They call it shine now. Salary supplement. I got to look at it to remember it. Salary supplement for highly needed educators. This does give districts the autonomy to determine and change what would what we would say are highne areas based on how circumstances change over time. Right now we've chosen to stick with the same things with our with what the state has previously identified as those teachers have come to rely on this as a portion of their salary. It's a significant amount of money and and so we're not looking to upset the apple cart at this point. Um we still feel that

113our special education teachers, our mathematics teachers, our hard science teachers, those are the ones and I believe there's some we scroll down just a little bit more right there. computer science. Those are still the courses where we have a hard time finding individuals, but we could identify other courses. If we did, it would um stretch that pool of money out and lessen what the current teachers are getting. So, we've talked about that, but essentially our our plan here that we have in policy is very mirrored on what has been happening at the the state level. will look at their their lensure, their degree and instead of having an application in the HR department, myself and Lyanna are just going to look at that and determine by October are they eligible or are they not eligible

114and then we look at their classes, how many classes they're assigned um that meet these areas and get with Rich and we figure out how much money they were going to they're going to get added on to that because Rich administers the financial portion of that. So, and there's an appeal in the in the policy. Um, most of it's just talking about eligibility criteria. There's also some stuff in there if they're if their last three years of ratings are not effective or emerging effective. They don't qualify for it. Um, so they do have to be an effective teacher and they do have to meet a high needs area and the district's just taking over the administration of this program that this state has had. So that's essentially the policy. This is a a first reading

115so it'll give you a chance to review it and as we come back if you guys have thoughts. I know we've talked about it here as a team and superintendent and assistant superintendent have looked over it. So, I think we feel pretty good in general with what we have and that'll be our what we'll use to go forward and hopefully the state will keep giving us a good pot of money. That I was going to ask if it's ongoing. It is ongoing. They just turned it over to the districts. So, Rich, you haven't heard anything about the funding for this, have you? As far as the amount. I mean, do we anticipate it'll be similar to what That's what we've told. Yeah, that's what we've been told. So, hopefully it'll keep being there. Okay. I

116don't know if there's any questions at this time. Right. Thank you. Thank you. All right. And then we'll turn the time over to um Mr. Ree for n number nine and 10 on the agenda. Okay. Thank you. Uh the first item, the policy time and effort policy SB968 is a first reading. The most federal reporting uh reporting for federal grants, I should say, requires that there be um time and effort uh recorded for time spent working in those programs. There are some non-federal programs that require time and effort as well, but mostly it's a federal program requirement. I spent several hours uh working through this, generating this policy with Diane Frame at the state board of education. And so this this meets all the criteria of the USB and they are working with at pretty

117much every school district to make sure that this time and effort policy uh is in place at every school district because it's probably uh the anomaly that a district or an LE will have the policy. So essentially uh the the time and effort requirements um I don't necessarily want to read this word for word but um basically addresses two different kinds of employees. An employee who's whose sole job function 100% of their time is spent in that program or in that grant and then those who uh work part-time. So those who are uh 100% of their time is spent on on a uh on a particular grant or funding source, they only require a semianual certification. those that um have more than one uh job responsibility, work part-time in a in a given uh program,

118they have to do a monthly u personnel um I got personnel action report in my brain, personnel activity report. So they they that needs to be accounted for monthly. Um you can see under the policy um it's not to exceed 100%. Um and the second bullet from the bottom TERS must be signed by the employee and or direct supervisor. Um we use a time clock management system TCP that uh where employees clock in and out and um and we we do have the capability we will be uh uh putting that in place where the employee verifies that indeed the time that shows on the system is time that they worked and that will suffice. So our TCP uh system will suffice as the reporting requirement for time and effort. Um however the semiannual certifications that

119will be needed uh accomplished or prepared by a a program director with a list of the employees for that six-month period that were paid out of a given program and signed that they indeed did work in that program. Then the procedure are just a high very high level look at what the district commits to do in order to implement the this particular policy. So it's it's fairly straightforward um but it is required and we did not have a a functioning time and effort policy before. So any so this is before you as a first reading and we'll present it for uh in June for a a final reading. Then we'll submit that to the state to document that we do have this in place. Any questions? Oh, it's exciting stuff. Okay. Uh preliminary budget report.

120Um this is a very very high level. Uh we'll get into a lot more detail in our in our budget meeting. Um, but for the legislative highlights for next year's budget, as you are well aware, there's a 4% increase in the weighted pupil unit 46 from 4494 to 4,674. Um overall the legislative estimate uh estimates a decrease of 119 WPUs uh for all of the programs that are WPU generated. Um, one of the big changes and I still it's still frustrates me um is that the professional staff formula is always been one of those programs that's a just generated by WPUs. So there's a number that associates it with that's associated with it. Any increase to the WPU is captured in that program. So we get those increases, those annual increases. This year legislation was

121presented and approved or um signed by the governor that that uh in the base budget to move professional staff formula to uh below the line. So is now no longer funded by the way to pupil unit. They changed the method of calculation so that it's based on students and it's not not based on uh the staffing as it used to be. Um therefore uh in in Murray school district we lost our funding will be reduced next year by almost $175,000 compared to the current year. And um coincidentally, I'll just I'll just say it. It's it's being recorded, but uh so across all of the school districts, there was an overall decrease of $7.2 million statewide and across all of the charter schools, there was an amazingly an increase of $7.2 million. Hence the change in

122the uh calculation. uh we see where how that was meant to uh impact uh education in the state. Um and unfortunately no it's not doesn't even show up as a professional staff formula. It shows as a flexible allocation and historically uh that's just kind of the it goes into the death spiral goes into a flexible allocation. The next year or two it's going to be seen well that's flexible. So it it's historically uh programs go there to die. So that which is which will uh I mean we get several uh we get a couple million dollars there. So that would be very painful if that happened. Um, another thing that needs to be discussed and understood is that there was uh a a an additional $1,446 per teacher allocated for educator salary adjustment uh for

123this upcoming year. um $1,000 plus a five% inflationary factor on the current year allocation. Um however the the the challenge or potential problem with that is that uh two years ago the additional well step one went back one step the education educator salary adjustment used to be $4,200. Two years ago they increased it by $4,200. But the the funding of that $4,200 was tied to the uh to the passage or the funding of the Utah Fitzall scholarship. So if the Utah fits all scholarship uh which has been challenged and deemed by a district judge to be unconstitutional if the Supreme Court rules uh uh the same as the as the uh district judge, the state supreme court and defunds that program that will defund the educator salary adjustment as well. literally the $4,200, but the

1246% increase on that $4,200 the first year and then the 5% increase next year plus the half of the $1,000. So, if the Utah Fitz scholarship disappears and is ruled unconstitutional, then each teacher in the state will lose $5,175 of pay unless the legislature calls a special session and separates it and approves that with that being deemed unconstitutional. They could they could do that. Still honor that. They could do that. Question the likelihood. So, When is that case uh even scheduled to be be um reviewed? Okay. Yes, that's a good question. Yeah, I don't know that they've the Supreme Court stated when they will will address it. I mean, it's been appealed, but um I don't there's been no timeline stated on that. It it will be likely sometime next school year. Um so, it

125it it's out there. Who knows what's going to happen, but it it needs to be understood that that's that's real impact and it's not it's not the school district. It's uh it's it's all part of uh HB2 the base budget this year that was passed. So, um, anyway, just so to president's point, it's really important that we say to our public that we need to be contacting legislators, letting them know that losing $5,175 per teacher, that is a significant amount that our teachers will lose. And so, they could have go in and say legislatively, we are not going to take that. And I hope that that's something that our legislators will consider should this be deemed unconstitutional. And would they need to do that before it was it is deemed unconstitutional or could they do

126it after? I don't know. That's a good question. I wouldn't think it would matter. There's there's a chance that as uh president said that there there could be a special session called and they could address it through legislation. What they're attempting to do is revisit the um basic school levy. Um uh what's I'm trying to think of an appropriate term to call it instead of what I normally do. Um moneyaundering bill. Okay. uh where the the basic the basic levy flows to the state uh is held among then comes back to the school. Therefore, it would go into the general fund. Uh and so that way their money there's money in the general fund freed up to fund the Utah Fitzall scholarship, but it would not be education dollars that's doing that technically. So, uh,

127much to see if that special session comes up, then we really need to we absolutely. Yes. And maybe even communicate now how you feel, but before it happens. Other than that, I'm not sure how else they would address it, but um, anyway, that it's out there. Um, and in addition to the ongoing $1,446 per teacher, um, money was allocated on a onetime basis, uh, for $1,000 bonus for qualifying, uh, ESPs. Um, though, and those that qualify are those that are working uh at at the school or have uh working with students in essence. So, that's being relatively loosely interpreted, but um you have to have some kind of a contact with students in order to qualify for that $1,000. Uh some increases, a small increase for student at risk. TSSA4 being a a reasonable increase.

12825% of the $223,000 of new money can be allocated uh uh at the district level. Um increase overall district-wide of 45,000 in land trust and in transportation of 22,000. It's interesting reading the school land trust funds and I did feel like there was an increase and now I'm know why I was like wow these numbers are higher. Yeah, that is also one of those programs though that they're looking at changing the way it's funded. So we'll want to watch that very carefully because that's a good amount that our schools and you know we in those plans that we've looked at most of it's being used on people to support students and benefits for sure. So the next slide then with the district um we there there was a reduction of four uh FTE regarding uh

129uh enrollment declines. um a total a net increase of unrestricted funding of just over $600,000 uh districtwide. And then uh we haven't begun any type of uh discussion with employee groups on on uh packages this year mainly because our insurance is uh renewal is a little bit tricky this year and we're working through some issues to try and and and get some things worked out that we could move forward. But as of right now, we're not at a point where we can uh we can uh get our insurance renewal in place. Right now, it's at a 15% renewal uh which is down from the 20% renewal, but 15% is still higher than we can we really want to have deal with. So, and higher than the unrestricted funding that we have received. Oh, yes. Yes.

130As you will notice, the 15% is 872,000 uh versus our new funding of 600. So, um, so we have some issues to deal with. We're working on it. Um, intention of course is to fund steps and lanes, but as far as a cola, we don't we're not there yet. So, um, just the capital outlay fund. Um, our total uh small projects uh that we've approved uh from school requests are 1.2 million. Uh there's just a few uh few of them listed here. Two new buses. We we buy buses every year. Then some other uh projects, some new uh some of the higher cost ones at a per school basis are just replacing playgrounds which are getting crazy expensive these days. So anything over the $100,000 of schools are responsible for for funding. 50% um just

131our debts schedule uh assuming the the entire 125 million is issued. Um you can see that our our total uh principal and interest in 2026 is just over 5 million. That steps up once is the debt's issued to 7.8 million and it's essentially 7.8 87.9 million for uh 25 years. Um well up to excuse me up to 20045 um with uh oh and then with the uh total principal of 138 million paid back which includes debt prior to the our our geo de uh election that we just had. um total uh debt our principal of 138 million compared to our legal debt limit that's uh calculated at 316,000. So we do have additional debt incurring capacity should we need to use that for something in the future. So if if I'm looking at this right

132now, as of 2026, our principal is 2.7 million repayment, right? Not not what we issued, right? It that that's a debt service schedule. So yes, so in 2026, we will paid $2.79 million in principal and 2.25 million in interest for a total of just over 5 million. These seem crazy numbers for a small district. Think about these numbers for a larger district, right? Well, Salt Lake, they just did a geo geo uh bond election of almost $750 million. So, three quarters of a billion dollars. So, yeah. Um and uh just a couple of things. We have a redevelopment agency revenues that we have to record as a revenue and expense. that's that's doesn't impact us at all. It's a zero net impact. So, we would expect a similar revenue to the current year or to

133last year. I mean, um we don't know what those are. Uh those has to be calculated at the end of the year. Um we're expecting about $640,000 in mitigation payments. We've negotiated with the redevelopment agencies. Um and then we have a PAT basically a we assess by state code uh tax rate for charter schools that is then generated from the uh taxpaying patrons in the district and then that goes to the uh help fund the charter school program. And that's really all we have for now. We'll have a lot more fun in June. But, uh, there we go. That's all I've got. All right. Thank you for that. And I like it when it's easy to see. All right. And then, uh, superintendent has a number of items. I do. Thank you. Um, with the

134board's permission, I am going to ask that we hold off on looking at PS428 for a second reading for the following reason. Last week, the state board of education updated their rule. So, I have pulled everything in here from code, but I want to make sure and cross reference it with state board rule so I don't have to bring it back again this year. Um, I had every intention of getting that done this week and I just have not been able to do that. So, I apologize. We do the the state board has allowed us until July 1st to have this done because of kind of the new school fees rule and things like that. So, um I would just ask our president if you're okay if we move that to the June agenda so

135that I will have time to cross reference everything with the state board rule. No problem. Great. Thank you. Uh the second one is we're bringing back PS47.2 which has previously been called interfering and electronic communication devices and we're proposing we call it cell phones, emerging technology and smart watches. uh for a second rating. This is a second reading, but I am bringing it back because this is a a big one and wanted to see if there was any discussion that wanted to be had on this, if we wanted to move forward with it or have an opportunity to talk about it in our study session. Uh this is consistent with the new Utah code 53G7226 which was passed in legislation in the 2025 or 2025 legislation legislative session, excuse me. There have been no additional

136changes since we met. That was my question. No changes since we met. No, nothing has been changed on this. It is the same. Um, it does address the use of cell phones, um, emerging technology and smart watches. It does follow what Utah code says. Utah code does say it cannot be used anytime. These devices cannot be used during instruction hours. Um, as you'll recall, we did break it down into grades. Some K6, 7, 9, and 11,12 when these devices could be used and they're a little bit different for each one of those. So, no changes, anything. Again, you may haven't had a chance to talk about it in a study session. So, um, if you feel like we can, if not, we can study it and bring it back in June for a third reading

137and final vote. So, I will leave that to you, board president. The teachers have had a chance to look at this, right? Uh the teachers have not the administ we have gone through it with administrators. So we typically we I'm happy to put the policy out. We typically don't put it out general just for teachers, but we did talk through it with our administrators. Okay. My question is if we put it into board policy today, we're saying that we're not taking this in effect at 26. Let me get that. So maybe that's another reason to delay till June because this will go in the front. That's very good point for the 20526 school year. So maybe it is on the consent agenda for the next board meeting. Sure. Yeah, we can do that. That's actually

138I did not think that but think about that but that's actually a really good thought. Superintendent, can you remind me um why why the break is at 7? Let's see. 7 go down here. 78 or 79. Um, and then 11 and 12 because it would seem to me as a as a logistical thing, it might be easier to break it differently. We do have a K6. Yeah. And it's probably a scrolling. It made it hard to see. 79. Okay. And then 1012. That is Yeah, I apologize. It was probably my scrolling. And you know, once we do our grade configuration, we will need to come back and adjust this. So, yes. Thank you. I'm sure it was my maps growing the MC numbers. So, yeah, as I looked at this as well, I think um

139we probably need to have some kind of communication plan um and maybe prior to the school year like because it is updated. Yeah. Because it's going to be a big deal for some I mean it's going to be a bigger deal for the students than than not. And so, um, thinking that we can maybe communicate it in the spring and then recommunicate it and say this is coming and then in the fall. Yeah. And I think that's a great idea and perhaps we could do that after it's passed in June. We um I could work with Doug and we can get a parent square out because all of our information is still in there. also having it in registration a very like pointed you need to you know watch a video or have something that

140they acknowledge that they've read this and then doing a really also a big campaign as we come back to the beginning of the school year. I think that's going to be important. You are correct. Okay. So I will bring that back in June. Thank you. Um my next agenda item is the approval of the 2025 2026 school land trust plans. Again, I express appreciation to our principles and our school community council members who came to our study session a few weeks ago and presented these plans. And so I am just waiting now for a motion to approve these plans. Um if approved, then we do send them on to the school and land trust administration at the state who then reads through them all as well and gives their approval. Once they have been approved

141at the state level, then we can the money will start coming in our aotment memo so we can access it for the 2526 school year. So, President, I would ask for a motion to approve the 2025 2026 school trust plans as they have been presented. All right. Is there a motion? I move that we approve the 2526 school trust lands proposals. Great. Is there a second? A second. All right. Is there any discussion? I want to voice my my concern that I voice every year regarding the school interests funds is I understand the goals are generally always the same and they vary a little bit but I would like to see maybe how do they tie where did they improve last year or or not improve um at each school you know so in January

142each school year they the final report. It's it's kind of a hard thing. It's a very lively report. So, and that is we have those that comes out January 30th and they have about a month to get those done. So, we could very easily schedule um I could either do a report or ask them to come in and do a report on it will be this year's funds. It will be probably February, March of 2026 when we have that, which is hard because that's just such a long time. But um the other thing I can do is I do have all of our principles fill out a preliminary uh uh preliminary final report as part of their yearly checkout. And there are it's not final because this land trust has not done all of their

143accounting that they need to do, but I would also be happy to share that with all of you um in August when we have our meeting in August. So I I can do that. Yes. Okay. I think that would be great to support the plans that we we approve. what is the outcome of them? And I will work with you to decide if you want a formal presentation in a meeting, if you'd like a top level report, a top I I I'll we can kind of discuss what you'd like that to look like. And I think that's very fair. All right. Any other discussion? Right. All in favor? I. And any opposed? Okay, that passes. All right. Yes. And then my next uh agenda item is the approval of the 2025 2026 school improvement student

144success plans, also known as the TSSA plans, which stands for teacher student success account. That is some of that funding that um business administrator Reese talked about. And so I would ask for approval of the 2025 2026 school improvement student success plans as they have been presented. Right. Is there a motion? I move that we approve the school improvement success student success plans as presented. Is there a second? I second. All right. Any discussion on that? I just have a question for Rich on the go success plan. The additional money that was allocated toward the that is that an ongoing funding? Okay. All right. Anything notes? All right. All in favor? I I And any opposed? Right. That passes. Great. Thank you. I'd like to ask that we go into a close session to discuss

145um personal and legal issues. Right. Jar, yes. Jill, yes. Yes. Yes. Thank you. And I would like to ask if Director Kercher, Director Dan, and Assistant Superintendent Weihongi will stay for the first portion of that. So, thank you. Thank you. Oh wow. Oh, thank you. She already did it. So, is there one for each of us? Okay.