PCSD Board Meeting | 2026.04.07

001Mhm. >> Mhm. >> Mark. I am Don. All right, William. I will call the order of this meeting of the Board of Education. Uh uh we're about to go 2:35 on the center line phone. We will begin this special meeting. I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right. We hope you will now move into private session for the purpose of a strategy session to discuss pending or reasonably imminent litigation and to discuss the character, professional competence, or physical or mental health of an individual uh or personnel. Um I make a motion. Sir. Uh any other motion, Mr. President? Can I get a motion, please, to close? I will move to

002go into closed session. Mr. President. Wonderful decision. Second, third. One more time. >> Mhm. >> We are are going to start. We're live. Okay, that's great. Wonderful. Thank you all for being here. We're going to get started with our Summit County Health Department um Phil Van Arsdale and who did you bring with you? Friends? Um you're going to sit back there. Do you want us to sit back there? No, you can join us. He's just there for support. Yes. Yeah. Okay, thank you so much for having us. Phil will be watching from the background and be able to support us as needed. I'm Kendra Babbitt, I'm the deputy director of the health department, and this is Nancy Porter, she's our epidemiologist at the health department. And we are excited to be here, so thank you

003for having us because this is the last two efforts of the health last two years of efforts of the health department. And so, this has been a long time coming, and I'm sure a lot of you have been involved in this in lots of different ways. And we are excited to present these results to you today. So, we have our community health assessment and our community health improvement plan. So, grounded in the data from our community health assessment that many of you participated in in 2024, we were able to meet with our community stakeholders and to develop the community health improvement plan, which will guide the health department's efforts to make an impact in the community for public health over the next 5 years. So, we are really excited to present the findings of the

004community health assessment to you and what our road map looks like over the next 5 years. So, Nancy will kick us off with our community health assessment. All right, thanks. Um so, Kendra gave us a really good background. The community health assessment is commonly referred to as a CHA. Um you may remember seeing our survey in the mail, maybe ran into us at a community event, or participated in one of our focus groups. Um I hope this logo up here looks a little familiar. Um We wanted to make sure that this work was recognizable uh throughout the community when we started um so that when that survey did come to you in the mail, uh you knew what we were talking about. You'd seen us around town. Um and we also have another mascot up

005here, Chippy. Um Uh it's a mascot that we created, kind of a mix of Schoolhouse Rock um and Clippy from Microsoft, the you know, how to make a CHA into a chip. And it was a great way to explain the process, remove some of the jargon, and make sure that everyone in our work group was on the same page. Um Chippy's been in quite a few different videos uh that I've put together. One of them's on our website um that you can look at now. We'll Kendra will give us a little preview a little bit later, but he's just a a way to explain what a CHAW is, what a CHIP is, and what are some of these public health jargon terms that we're talking about with upstream drivers of health and things like that.

006So, he really walked you through the entire process and where where we ended. Um So, we'll do Chippy today, I guess. Um So, the community health assessment and the CHIP report, they're not just reports. They're really community tools and a shared roadmap for improving health. Uh CHAW is a systematic process that is by lots of local health departments and hospitals do these. Um but they didn't analyze it for the health of our community. Uh typically these are done about every 5 years. I believe hospitals do them every 3 years. Um And this was our first real comprehensive one that we did in 2024. Um part of it also included a survey that we had over 1,700 responses for the survey as part of our our CHAW. Uh the CHIP is the long-term action plan. It

007takes the data that we gathered in the CHAW and turns it into action. So, it's sort of like that. We found out all this information, now what do we do about it? Um and it's really just a way to set some priorities, goals, and strategies for like the next 5 years. Um They're really two parts of the same cycle. The CHAW asks, "What do we need?" and the CHIP says, "What are we going to do about it?" Um on this timeline, you can see it like this is really been about 2 and 1/2 years of work that we've put in to get to this point. Um, kicking things off in 2024 with the CHNA CHNA survey. Um, and then we put out the report and we finalized it, started sharing it with our partners to

008help people inform their work. Um, we collected so much information about Summit County um, and from its residents. We really want people to be able to use this information. Um, and then we worked with our partners to develop our our community health improvement plan. Um, we put together the CHIP work group and had 40 depart four departments from different um, organizations help us identify what we wanted to do about it. Um, so now we're in that implementation phase. We're really starting to do the priorities that we talked about. Um, we identified all these priorities. Now we just need to work on them and then we'll kind of do the process over again and make sure that we are learning from our stakes and from what we're what we've gathered and and keep moving forward with

009this. Um, so it is a it is a cycle. Um, so why do we do this? Um, health us really look beyond what's loudest and understand what's driving health in Summit County. Summit County is a unique spot. Um, we need our own data to tell our story. Um, we don't want to rely on assumptions or outside comparisons and as a health department it's our responsibility to understand the needs of of the people that we serve. Um, talk gives us a great foundation for that. Um, it's also a great baseline for us to track our progress and where we're where we're going and really help use this as a resource for the community. Um, this isn't just the health department's data. Um, there were so many other people involved to help us collect all this information,

010put the report together. Um, and it's not just health information that's in here. There is lots of other um, um data points and questions that we asked, and still so much that we haven't tapped into, but we really want the community to be able to use this information. Uh, so we use multiple data sources. Not just one data source tells the whole story. Um, the census and health data along with some of our surveillance data it tells us who lives here, what are the major health trends, um, and how we compare to the state and national benchmarks as well. Uh, we looked at factors like housing, jobs, air quality, food access, transportation, um there were so many different topics that we really covered, that we looked at. Um, you know, what we did, you know,

011these focus groups helped give us more context to just data points. Um, we got to learn more about the why um behind some of these things, along with open-ended questions in the survey. Um it really brought more context to to a lot of it. Uh, and it really brought those lived experiences in um so we could see some of those barriers that might be in place. And then we saw same theme across a lot of these data sources. So we knew not one was more right than the other, but we really saw the whole story through all of it. Um and so the survey uh was one of the highlights of of this CHNA report. Um, a lot of work went into it. Um, here you see pictures of me all over town trying to

012get people to take my survey. Uh, and it worked. Uh, we had 1,700 responses. The I did a statistical power analysis to see how many people we actually needed to take our survey to make sure that I wasn't just guessing. I wasn't just pulling out a number. Um, and we uh the goal was uh 1,000. We got 70% more. So uh 1,700 was really really great. And it gives a strong representative sample across um gender, ethnicity, geography. Um about 65% of the residents um have lived here for 10 years or more that responded to our survey. So, we got a really nice mix of um people who've been here for quite a while and those who maybe a little bit newer. And about 44% of our respondents were from Park City um and it was

013we really had someone well, not someone, but more than one person from every zip code answer answer the survey. So, we really got a nice sample from not just Park City, but North Summit and South Summit as well. We had really strong participation from our Hispanic community. This is a huge thanks to our partnership with People's Health Clinic and helping us get the word out about the survey. Our survey was available in English and Spanish in paper, online. It was every variation you could think of. Um but overall, we we had about 12% participation um with Hispanic community and 16% in Park City. So, we had a really nice representative sample there. Um the survey covered lots of topics um climate change, preparedness, sense of community. We asked questions about access to care, discrimination. Um

014it wasn't just those traditional health questions that you think of. We didn't include any behavioral health or mental health questions. Um I'm not sure if anyone has taken it, but the our behavioral health department has their own survey that they do every 2 years. They just finished one up, so I hope some of you guys took that survey. So, we didn't want to duplicate efforts. They were already doing this. They have great data. Um so, why would we ask the same questions? We really wanted to make sure that we were being mindful of that. So, here's a few of the results that we found. Um we asked the question, "What do you think makes Summit County a healthy community?" And we had a whole list and here's kind of the top 10 factors that came

015out of here. Access to trails and parks and outdoor recreation was number one um overall along with Park City. And number two across the board for everyone was the safe neighborhoods and and our clean environment. Those were top priorities for everyone and you know, I think here those are things that we think of that make us healthy, but in traditional health sense, those aren't you know, it's more of the built environment that's around us and those social drivers of health. Um And I think it's it's it makes sense that we saw this and hearing hearing about these and that they aren't clinical. I mean, we see some clinical factors on here and access to health care and and things like that, but uh here in Summit County and in Park City, everyone, you know, the

016healthiest factor that we have is our access to the outdoor recreation. Um so, we asked the counterpart, too. So, what do you think needs improvement in Summit County? And I'm not sure these are much of a surprise. We have affordable housing as number one across the board. Um and elder care options was number two for overall and in Park City along with South Summit. And this is this makes sense. We have a an aging population. Our um age group of 65 to 85 is the largest growing age group in Summit County and that's not going to slow down. So, we are going to see more of these elder care options being uh an option and and a priority that we need to set. Um, and for food options, that was another thing that showed up.

017Um, these are all social drivers of health that are showing up as things that need improvement. Um, and it was very consistent relatively throughout, um, throughout the county of what we saw. Here's a few other, um, results to highlight the good news. About 90% of residents rate their quality of life as good or very good. Um, this is really strong foundation and really speaks to the strengths of this community. We also asked about climate change. Are you concerned about it or not? Um, and of those concerned, um, about 80% said they were somewhat or very concerned about climate change. And so we followed up, well, what is it? Um, and it was a lot of environmental impacts. Um, things like our changing weather patterns, wildfire risks, air quality, drought. Um, you know, we've seen some

018of this with our recent species and, um, and so you can see, you know, we categorized all these um, responses. These were all open-ended uh, what people were concerned about and these results were fairly consistent across all of the different school districts. Uh, we also asked about vaccinations. Um, are you concerned about childhood vaccinations? Why or why not? Um, and about 40% of people said that they were concerned or somewhat concerned about childhood vaccinations. Um, the majority of these concerns though were all about the population impact of being concerned that others aren't having vaccinations or how how we might see some diseases that we don't normally see being spread. Um, but one thing is that really stood out with this one is that this is very consistent across all of Summit County. These years um,

019um there wasn't a huge stark difference between in our areas on on a lot of these concerns. Um these are just a few to highlight here. Um there's a lot more in the CHA report and a lot more that we asked about that we haven't done. Um but one thing I want to really stress is that this isn't just our our data. This is everyone's. We want this to be accessible, transparent, and useful. Um and we're here to help with interpretation, applying it, or if you want the raw data, we're we're here to share it. Um there's so much more to look into. I really want others to use this. Um it's a big project. And then Kendra's going to talk about our trip. Thank you, Nancy. So as Nancy mentioned, we have a lot

020of data here and this is for communities data. And we want people to feel comfortable accessing it and you could all access this on our website. Um we have some printed copies of reports here that we're happy to share, but you can access it all virtually on our website as well as you'll see at the end of the QR code for that. Um and there's opportunities to request that through our website as well. So as Nancy mentioned earlier, the CHA and the CHIP are two halves of the same cycle. So the CHA identifies the needs, she talked a little bit about the highlights there, and the CHIP tells us what we should do about it. So now that we've identified some of those needs, um what do we do? How do we create this strategic

021plan for the communities for the next 5 years? And we did not want to do that alone. As she mentioned, this is the communities data. We want this to be a community effort. And so features that you see in some of these slides are from our CHIP work group. So we invited all of our community partners, stakeholders to participate in this. And she also mentioned we had over 40 partners that were participating in that and over 2 days with the help of a contractor that we've used with CDC Strategies. We were able to guide the creation of the chip for the next 5 years. So, we wanted to make sure that all voices were heard, and one of the reasons we wanted of this slide by a facilitator that is not part of the health

022department is we did not want to bias what this looked like. We wanted this to be something that the community created that was not just the health department's community health improvement plan, but the community's health improvement plan. Um and so, that really helped us to be just a participant and not someone who was leading the entire effort. So, we also want to make sure you see up here that the root causes of health was something we wanted to focus on. Nancy mentioned those upstream social drivers of social determinants of health. And those are things that affect all the health outcomes that we track and that we care about at the health department. And so, by working in those upstream areas, we can impact health. So, we're excited to present to you the chip. Now, see

023if the video might work. I'm not sure if you clicked on to the Okay. That's okay. I'm going to go You're good. So, you see Chippy again here. Um the little clip isn't by any means necessary. It was just our way of introducing what a chip is, what it does, and what the focus is for the group. So, we had Chippy tell us and the group who participated what the CHA is, what the chip is, and help people understand that we use the CHA data, the participants read the CHA. They came with their own understandings of the community, the struggles, the strengths, and brought that to this 2-day workshop to help us identify what should our top three priorities be for the chip, what should those goals be for the chip as well. We mentioned

024this is guided by community voices, and we had partners from all of the sectors in those upstream drivers that we care about. So, not just health care that is a traditional partner of public health, education, social services, environment, local government, and we had those external facilitators do the workshop for us so that we were not the authority, but a partner in the process. And this was really helpful as we took all of that into account to define our priorities and get the community to support our business plan going forward. So without further ado, here is our one-page summary of the chip. This is what the workshop defined for us. We have the three priority levels and then we have the two goals underneath them. So we It goes deeper than this and we decided that

025when it comes down to how we implement this, the health department will be spearheading some of these efforts and we wanted all of their input on what this should look like. So when you read the full chip, you will see objectives and action steps that are much more detailed and time-bound and those were were created in conjunction with health department staff. So you can see priority one, strengthen partnerships to impact community health drivers. This is huge and broad. And this is where we really have an opportunity to work with partners and identify some of those upstream policy areas, systems change areas that we want to work on. And so this will be a new effort for the health department to get involved in policy work with partners. So we are really excited about this. Priority

026two gets a little bit more narrow, improve food and nutrition access for the whole community. You saw in Nancy's highlight that was one of the important factors that people were concerned about, access to affordable food. And we know that there's a lot of discrepancy throughout the county in access to healthy and affordable food. And this is an area that us as the health department can really help lead and support. And so we get a little bit more specific here. And then priority three, we get probably the most specific in our priorities. Again, another highlight is straight from another channel that increased immunization coverage to reduce preventable disease. And so this is a very traditional area to work in for public health where we partner with health care partners and be able to hopefully reverse the

027trend that we're seeing in child obesity admissions and continue seeing that work to do. So this process was successful for us for quite a few reasons. The chip priorities you saw reflected with our child data, they're statistically grounded in that data, but we also bring in the lived experience from the partners and help us create it. We have strategies that address real barriers rather than assuming needs with both of those pieces coming together. And then we have the community buy-in. We had a lot of feedback from partnership participated that this was something they felt was really engaging where they could have a meaningful impact. And so we're excited to spread the word about this and bring them to the table and start making some of these things happen. Um we are excited to have this

028as a shared vision for the community to collaborate. So just in summary, our key takeaways here. We have the child and the chip and they provide us that data-driven understanding of community health and it is extremely powerful and as Nancy mentioned because it is the most robust community health assessment we've ever done. It takes our national data sources, our state data sources, and all the work Nancy did to compile lived experience from our community residents into a data set that we are sharing and hopefully everyone will want to use and request from the community. And then we have our partners involved to use that to create the chip, help us move forward with that over the next 5 years to create this long-term improvement in health and well-being for Sarasota County. So we are very

029excited for this. This is our second time presenting to a group and we hope many others will want us to come and present and we can share this resource. So acknowledgements, like we mentioned, many partners participated in the work group um, Park City School District was represented there, so we are very excited to have input, um, and are very grateful for our partners who made this happen, including all of our staff who have been very involved and we are very grateful for their level of excitement and passion to move this forward. MCV Strategies as well that we worked with to have this facilitated. So, thank you again. Um, we also want to make sure we acknowledge these are county dollars that supported this effort and so we are grateful for our county administration and county

030council for funding and supporting this and for all of you for being here in the community to help support these efforts as well. Thank you. And this is our very last slide where you have the QR codes to directly link you to either of these reports, um, and to learn more about them, um, as well as to request data or connect with Nancy or myself about any how we can best support you in these efforts. So, with that, um, we are happy to take questions. One wondering I have is how can we leverage our existing partnership to realize some of these priorities, specifically our food pantries, vaccine clinics and those things are embedded into your three priorities. And we have a pediatrician at our child clinic. Yeah, so for your I mean, these are two

031different priorities, right? Um, and if you and you're I'm open to discuss these or not to if you'd like to see. So, if you go to our full chip, we have our goals and then as I mentioned earlier, we have the objectives and action steps, which are really over the next 5 years, how do we break this out into bite-size chunks so that we can address the vaccination piece and the nutrition piece. And two things came out with the nutrition piece. So, do this. So, one of them was ensuring access and also the other pieces reducing stigma. And so we are actually starting to implement this with an intern that just started last week who is doing sure her graduate degree and she's a dietitian correct? Yes, she's with our Wick program that she's doing

032internship with and and she's very excited about trying to reduce some of the stigma and make healthy food more accessible and one of the things that we're starting to work on are developing some videos on what's it like to go to the food bank? What's involved? Like let's make it just easier. You can watch a video of how you do it. How how you go and and what's needed but also making healthy meals from from food that's available and what that looks like and shopping for for those recipes within the food bank and our other local food resources that we have and putting together seasonal recipes that are on on on a budget but also healthy and another area that we've talked about is trying to build recipes and easy things to cook for kids

033that are maybe home after school and need a healthy meal rather than the easy mac or something like trying to find kid-friendly healthy meals and and making videos and putting those together and and really trying to create some content to make things a little more accessible to people so they can watch rather than having to go and and read it. Good thing. Another piece to that too is we know that there are a lot of commercial grade kitchens, a lot of facilities that aren't used all the time that we could potentially partner and connect people who could learn cooking skills, learn nutrition. As well as the videos so there's a lot of opportunities for some joint use, collaboration there. The other goal around nutrition specifically is a little bit higher up in the systems level.

034Um so it focuses on thinking about what the system looks like. Um so you can see this one over here is really focusing on a sustainable food infrastructure and food system here in the county. Um trying to see if there's opportunities to alleviate food deserts, ensuring we have sustainable agricultural practices that we can continue in the county. So it moves up to that level as well. Um for the vaccination piece, um there's a lot that we can partner on. It's all there. I was just saying that probably a little bit more close to what we've been discussing. I will say If you haven't been into the new CTE wing, uh we do have two uh one commercial kitchen and one just your traditional kitchen. We'd love to look at ways and look at like partners

035to provide >> a tour of that. That sparked an idea for this, Leslie. You know, this could be such a great resource to be able to to use in with community and and the different things that we could really really use with that. It's a absolutely beautiful building. Yes. And our CTE director's sitting in the audience. Now we're talking. We could just eat something like after school Well, maybe we could get their camera >> That's how you I mean even though it's a camera and it wouldn't have to be a stand alone thing. You could just do that. Come and cook after school. Right. That's not before you go. Exactly. And different ways to maybe have more like free stride options to take some healthy food and then make it last a little bit longer

036and um just make some things a little more accessible. Well, as you get things rolling and off the ground, please reach out. We'd love to partner cuz this is our community as well and extend the resources to them and make sure that we're meeting our families at their legal need. Thank you. You're welcome. Thank you. Thank you. You're welcome. Do you want my physical copy? I would. Do you want one now? Thank you. Thank you. Okay, next up Mrs. Spellman. We've got our focus on Jerry Ranch Elementary. One of the four best elementary schools in the district. It is our turn to focus. Well, thank you for having me. Yes, I'm My name is Jackie Spellman, the principal at Jerry Ranch Elementary. Um along with some of my amazing staff and family members here are

037joining us today. Um so I'm going to talk you through um of course some of the factors of regarding our academic success, the personnel, leadership, and communication, what a lot of this is looking like and at uh Jerry Ranch Elementary. So if I go to the next slide, our mission and vision, if this might look very elementary style to you, because you can see some of my presentation slides that I've used previously. On this slide, I'm really focusing on um the academic portion of our mission and vision. Um you can see that we have three of our goals outlined. Uh the first one tied to reading performance, and the second math performance, and the third our multi-language learner performance. However, I knew going into this new role as a principal at Jerry Ranch Elementary after

038having an administrator that had been there for 17 years, you can't just jump in and expect that things are going to be okay without first building you know those relationships with the staff. And so, you can see a great quote I have there from my buddy Barack Obama that says, "Leadership is all about building relationships, understanding people, and inspiring them to be their best." So, I knew I had that ahead of me, right? So, during the summer, I offered to have staff, if they wanted to, to come volunteer to meet with me one-on-one. I had some guiding questions to help build those relationships, understanding what's happening at the school. Um one of them was, you know, "What's your What's going really well at Jerry Ross Elementary? What do you feel sets us apart from the

039other elementary schools?" Um some of the themes that came up that they feel were strong climate teachers, we have great coaching, and uh support staff. They're hard working, it feels like a family, and committed teachers with low turnover, and I continue to see that, too, which is really awesome. The next one was, "What areas do you think we need to fine-tune?" Uh some things came up in regards to our master schedule, or tiered instruction, accountability, and vulnerable conversations. Some things around student behavior, um teacher um lunch pick-up procedures were some things there. And then, just "How I can best support as the incoming principal" was my last guiding question, and they just asked to ensure they're having collaborative PLCs with all players, they have trust and autonomy, um observations and feedback um with coaching, which

040equals an instructional leader, and we have follow-through, um communication, and having teachers' back. So, I felt like that really helped give me a solid understanding of where I needed to go, and I was able to put that out at the beginning of the year um at my open house. Our next one, this is kind of a fun bragging slide. I'm looking at our social potential. Um so, the first little picture you see is some of our friends who won. So, they had a read-aloud competition that was created, and that involved Trailside, Butler Elementary down in Salt Lake City, and Jeremy Ranch Elementary. And the we really this um bonded. We during fourth grade they're in first, second, third place, fifth grade first, second, third place. And this was a read aloud competition in the French

041language. Um and we have some very high level French speakers as the judges. Um so we're all very pretty excited about that. Um I am noting here performing arts as well. Um Sharon McDonald does such a fantastic job as our music teacher. I continue to be very impressed about um the statement Um I'm not going to say the word correctly. Um I'm not saying it correctly. Um but she just has so many elements of elements in regards to acting, the movement, and the plays, and the parts, and um it's really wonderful. We also have Harmonic Hawks that um are practicing in the morning as well as Jump Rope Club. Um In the other section over here, we hit the park record for a positive note, right? That Jeremy Ranch Elementary student beats two-time champion sister

042uh to win the regional spelling bee title. So Wesley is really did a great job, and he's going to the national competition in Washington, D.C. in May. Um so that was a very proud moment for our school. And then the next one, if I move on to academic success, um so right here you can see some of our reading um stats, right? In Utah, 70% of third grade students reading at proficiency by 2027 is a Utah reading goal. Um you'll see that Jeremy Ranch uh sorry, Park City School District has 90% of Park City students will read on grade level on or above grade level by the end of third grade. And if you look over at our school results, last year they had 94.4% reading on or grade on or above grade level in

043reading. So that was phenomenal, and you can see some of our third grade teachers there. All of them were invited to the capital at the beginning of the year to be honored. Um and then our little bottom box that you see there is looking at our 2024-2025 student proficiency on RISE or the DLM test Um and language arts, math, and science and you can see um right just the high scores that beat the other elementary averages as well as the state results. So, we've got some pretty strong teachers at Jeremy Ranch and I think that's been well-known. One area though where we're continuing to work on is right ATSI right working on the target support for our multilingual learners. And so, our goal with Park City School District as you know is that 80% of

044our English language learners will reach English language profi- proficiency within 5 years. And so, that is then some initiatives and work that they have been striving for for quite a long time. You can see some of the trends right here. This is from the state accountability data. Um there was a quite a bit of a drop in 2024 but they were very hard they were very intentional last year and saw significant increase up to 7.10 points going towards our overall score. And then next, okay, so leadership. As you can see here where you can kind of see the part where it says our life, right? And this is where we've been really focusing on the work with our multilingual learners. Understanding that we making sure we understand the exit criteria when students are taking the

045WIDA assessment in regards to the reading, writing, speaking, and listening. And so, right here we really dove back into the SIOP strategies, right? Which are best practices for all learners. And right here you can see two of our teachers presenting and I looks like on that one they're presenting about comprehensible input. Um then if you go over to the far side of the right, you know this is very familiar to a lot of us, the dignity index. I was a part of that team that went to the conference early on in the year and my previous administrative experience down in Salt Lake City School District we were using the dignity index as well. So, I started to kind of share some of this information with our staff and then we as we know one of

046the breakout sessions on the 20th when we all met was to look at our hot spots. And so, we brought that back and Miss Hedman and I, my dean, looked at the trends that we saw in hot spots and kind of diggy that out and we got to work and on our professional learning Fridays and kind of identify where is the hot spots, why do we feel it's a hot spot, and then what are some possible solutions to address that, right? And those hot spots are when somebody is experiencing possible contentment, right? As opposed to meeting somebody with dignity. So, that's been some great work there. And then last part, you're seeing some things just to be in relation to some automatic autonomic nervous system or the AN state, right? So, we've been looking at

047educator brain states or different brain states of our students and how to support them. This is just in relation to I'm in an applied education neuroscience graduate program. So, this is just some work, right, around philosophy or just empowering the teacher to know how to help self-regulate to then then be able to co-regulate the students and students identifying the brain state that they're in and then what tool they can use to help um become more regulated and be functioning in a a state where they can progress. All right. Okay, communication. So, some of our communication pathways include Instagram. Of course, we have a PTO Instagram page. We can also have one specifically for our school. We utilize the bright arrow, of course, for email or text messages. We have a from the Hawks Nest email

048communication that I send out to the zone. And then to the staff, there's just a weekly staff communication which goes out every Sunday on the week at a glance of the branch. So, look. Yeah, lots of opportunities to connect later. And then okay, so community alliances. This is pretty fun, too, right? We have awesome partnership education foundation. You can see to the left all the areas in which they're supporting us as one of our community partners with their after school program, our classroom grants, our daylight support, PBIS, preschool, so many ways. And then we also have our upper hill middle school LIA, so our Latino in Actions. Right, we have language buddies or language partners. They can get office or teacher assistant and then work on school projects with us. We've also partnered with Matt

049Museum in addition to people. And then also our PTO and of course as we know about masterpieces in our art technology. Watching students in regards to their art pieces has been really fun. Okay, this is pretty exciting. So some excellent personnel that we get to honor today. So I have Mindy Marks in here. I just you just you get to come up right here. >> Yes, we can go past. So tell me a little bit about Mindy, right? So obviously she's a kindergarten teacher. She's been with our school district for 18 years. And she's also also a nationally board certified teacher. She's also part of our PCBL or silt committee, right? So that's kind of some of the work that you see right here is some of the science Fridays that she's integrated that has

050been really neat where the kindergarten students have the opportunity to decide which Friday science experiment they want to engage in. And then you can also see some of the learning progressions that she's created to be able to make personalized learning accessible to even kindergarteners. Where that can be very challenging for some teachers, she is a wizard at it and is doing such a great job. She also is very much a thought partner. She's very solution based, right? She will see a hot spot and wants to dive right into and figure out ways for us to move beyond that. Another part I just want to her little project spotlight, a listening library that she's been working on for quite a while is um with her literacy program, right? So she has physical picture books that she's

051paired with a custom QR code where the teacher is reading the story reading the book and the students can check that out, right? Being able to hear that fluency, the automaticity, the intonation, right? As the students are learning how to read. As it as it says, it exposes the students to more complex story lines and and more than just that traditional take home reader. Pretty exciting. She's also partnered with Miss Erin at What is this one we're at? Oh, and that National Junior Honor Society. Yes, at Everhill Middle School. And so the students have then also been reading and doing some reporting to help support the the audio for that part. So now all of our kindergarten classrooms are able to engage in that as well. So really excited to honor Mindy. She's been very

052welcoming, very collaborative, and so Thank you. Thank you. Okay, um all right, next staff member is Nicole Parhi. She's the runner up. So Nicole is one of our special education instructional aids. She works in our complex needs classroom. She's been with the district 5 and 1/2 years. So as you can see here, I really appreciate how she builds trusting relationships with our students. They feel very safe with her, right? With their routines, and she creates that predictability that they need. She's very collaborative with her her partner, who's actually here today. There she is. Her staff teacher partner and our general teachers. Just so fantastic with the collaboration that she has in that communication. And then of course supporting our students in reaching their IEP goals and ensuring that they have all of their modifications and

053their accommodations to help support them. But it's just it's fun to see her throughout the day cuz she will jump in and support wherever she is needed. She's very, as I already said, collaborative with the classroom teachers and will find any way to help make sure that the learning is accessible with the students. So, congratulations to Goodbye to you. And then did he come back out? Ingrid and the representative from Hershey Medical Center and Resorts. You'll just stand over there and we'll set up here and grab a picture. Thank you both for embodying the Hershey spirit on behalf of Hershey School District, the Foundation, Hershey Medical Center and Resorts. Uh we commend you for your dedication and expertise in the classroom and both with their students and with the parents. And I will let you

054explain a little bit more about the big gift that Hershey has for us. >> part. Um yeah, nice to meet everybody. Chris Singel, Vice President of Hershey Entertainment and Resorts. Congratulations to both. Um really excited to be here on behalf of Hershey Entertainment and Bell Resorts. I'll keep this brief because the exciting part is to give. So, yeah, as a as a nomination for teacher of the month, we offer either a lift pass, $100 credit for dining or retail. So, whichever is your preference. On you know, from from Bell Resorts, we're really excited to be a partner in the Park City Education Foundation. It's a great community. You know, we've been partners for about 11 years and we've seen a lot of money go into PCEF and we're so really proud of the relationship we

055have and it's just really cool to see teachers honored in this way. Happy to be a part of it. So, thank you both. Congrats. No, in other words, yeah. Thank you. Thank you, Brad. I'm really proud of the work you do with the Park City Education Foundation. part of this and and Jackie Bird, you know, elevating the work you guys are doing every day with our students. It's incredible and it's a really small way to thank you. So, yeah. You guys aren't welcome to leave. Thank you, Brad. I'm going to keep it rolling. Good job. Um, thank you, Jackie. Thank you, Brad. Cheryl Best and next up we've got Tracy and Brad. Um, Tracy Fight and Trip Martin. And Brad. And Brad. Brad and Cheryl are here. They're going to talk to us about the

056PCEF website. Sure. All right. Well, thank you for having us here today. I'm excited to share back in the fall we brought new course proposals to you. And so, two of these go along with the course proposals that you approved last fall. Good to see we've made progress and so, now we are in the adoption phase of what we are going to be teaching in those new courses and then we have Brad as well that are just two very innovative teachers. So, which is awesome. I feel very fortunate that they're willing to put in work and think outside the box and continue to find great opportunities for our students. So, it creates more work for them, but it's so appreciated that they're willing to do that. So, we're going to start out with we're going

057to go to Tango Flight. All right. Kirk, take it away. Um so, as part of our course proposal to have an aviation maintenance program here, we've we've looked at different virtual things like that and one that we are moving forward with or pushing forward is one called Tango Flight. Tango Flight is a hands-on aviation maintenance program in that it has a full curriculum that takes care of without getting too much in the weeds what's called your generals. If you're going to be an aviation maintenance technician, you have to go through your generals. It's basically like your classroom stuff. So, it covers the first year of that. So, students will be be completing with that. The hands-on experience comes with that. It does come with an aircraft actually build and and work on. And um the

058the curriculum is absolutely fantastic. It was written by a gentleman who was a teacher for 19 years before starting this nonprofit organization. And they specify they they they specialize in high school programs. The last number I heard was that they have built 60 airplanes in the last 10 years and 12 different schools um in different states, several other states. Um, they the thing I like about this also is that uh we have a lot of students currently in our aviation pathway that are wanting to be pilots whether it's for fixed-wing aircraft, uh you know, future airline pilots or corporate pilots, commercial pilots, fire fighters, things like that, or drone pilots. Um, the maintenance part is really nice because there's a lot of students out there fascinated with aviation who love to do that, but they're

059beginning a pilot pathway program in the morning and um they would rather do something where they work on things. They they rather work in maintenance of some kind whether it's auto, aviation, or or what have you. Um, but also we have a lot of students who go into engineering from our school as well. So, students who love they talk about aerospace engineering. I think we have our student going to Purdue next year for that actually. Um, but this would So, this would pull in these different students. Uh, the students who want to be pilots who want to learn more about aircraft, students who want to be working in maintenance as well, students who want to be engineering. Which I think is very very exciting about to have those students in one one program together. I

060think that they they it's going to be a fantastic mix of individuals. It does uh the college and career readiness component is something that I always think about in CTE um because we always want to look at high-demand, high high-wage pathways. Um, that's what we want to put in front of our students um to help lay the groundwork for their future so after they leave and go into post-secondary life. And um this this curriculum combines all a lot of career readiness and a lot of those who want to go on to college. Typically aviation maintenance degree program is about two to two and a half years. Um, I've talked to SUU for preliminary talking to the head of their maintenance program. They have a fantastic aviation maintenance program down there. The guy who works there

061actually helped write write regulations for the FAA. And he said, "This looks great." He's like, you know, preemptive you know, without going too much in detail, he's like, I could probably distribute some of the credit. So, they they could they could shortcut their their time to get their licenses with that. Um it's really it's it's really hard to beat when it comes to that that college and career readiness program, I'd say. Um it covers lots of different strands. Um these were just some of the ones that we highlighted here. Um but it isn't just about working on airplanes. It's really about learning to run a shop, working in a shop, be safe in the shop, um be able to understand drawings, technical drawings, follow plans. Um I had a friend who built an airplane who's

062built a few airplanes. And he said, you know, 10 years ago he couldn't put a drawer on an airplane. And his wife was impressed when he did that one time. Now he's building full airplanes. And he said, you know, an airplane is just 13,000 small projects. That's all That's all really it is. So, it really is going to help these kids kind of work on those detailed um kind of things with with a lot of precision. But yeah, obviously tons of strands covered. It It aligns extremely well with with with the state of the state office. Um so, there is of course some materials and costs. The The tools are about $8,500. The kit and deliveries $57,000. $10,000 for professional development. That includes training for uh the teacher, which is probably going to be me

063at this point, as well as for five other mentors. These could be community members. These could be people within the school, uh Mr. Mann or something like that, who can actually come in and help out with this classroom kind of time. And so, they'll they'll train those people. They do do the training on site, which is great. So, they actually come to us, inspect our facility, make sure we're doing things the right way. Um there's a year subscription of $16,000 or $17,000. And this includes all the curriculum for the teachers, students, and all the materials. It's very much a turnkey type program for for aviation maintenance. And this was paid We already have the grant funding for this. So, um Yes. Yeah. I have to ask you for anything. So, last fall we wrote for

064a college grant, for the college center grant, which we got. New legislation is now called the Apex grant. So if you hear that it changed, it's now Apex. But so yeah, this is funded by that with also building a structure to house our Yes. Uh yeah, so that's >> Where will it go? It's out in the construction yard. Have we had students and parents reach out that are interested? I have. Oh yeah. I mean And we had enough kids ready to go for the program. Yeah, we already have students. So the class is running in full now here. It'll be second semester just to give us time to make sure everything's ready to go. So we don't have to panic in August that we don't have anything. So is it a class that we do

065for several years in a row? That's a great question. Um not to get too much in the weeds with it, but the way that they do tangle flight curriculum is there's a part A and part B. It's technically your own program, but students don't have to do the training. But they don't get credit for the general education. And what's really nice about A and B program is you don't actually have to start with A. So if a student can't take it next spring and they take it in fall, they can take part B and then take part A the following spring. So if they say it really doesn't matter which one you take first, but if they want to complete all their generals, it should be a one-year program for students for a typical student.

066Will they I mean you may have mentioned this, will they get a certificate or something? Yeah, so they're working towards first of all the big level one is they're working towards what's called the AMP certificate there is a rank and power management thing. And really they just changed the law the FAA did in November. I'm still digging through those laws, but there's something called Mosaic, which actually has a certificate in it called the light sport repairman certificate, which a light sport aircraft is an aircraft under I think 2300 lb and has so much horsepower. But I've talked to a guy who owns a light sport dealership at Heber and he said this would be a great certificate. He's a power plant guy I suppose to this light sport certificate to help me do oil changes

067and all stuff like that. So they could do one pretty pretty quickly. The AMP takes another year of training investment. And you have to be over 18. So, I'm still checking for high school students in my district. All right. One last question. Have the yearly subscription costs for all the curriculum materials. How does it work with the airplane kits? So, this is very it's kind of nuanced, but this is very interesting. This is I told the guy that we found this company. I was like, "I don't know if you guys have called me a genius. This is pretty genius." What he does what we do is actually we we put the the cost of the the money out for the point of the kits. This is an airplane kits. This is going to the the

068South African company. Um and they um uh it's basically a deposit and we every time we want a new kit, we get done. It takes about 2 years to build one. So, every 2 years we'll get a new kit. And then at any time if we decide to cancel, we get I think up to 100. It's like $99,000 of that back. And so, that that's So, basically the yearly subscription basically helps cover their professional development, sending us parts, tools, things like that. Yeah, so that it just basically keeps us kind of in contact with them. But they said anytime you want to cancel, you know, we'll we'll we'll we'll we'll get you this deposit back. Um so, Is it buy the kit every year or two? Every Not every 2 years. Every 2 years we'll

069get a new kit, but we don't have to pay the deposit again. The deposit is good. And what happens to the airplane that gets built? So, it's another thing that I forgot. Uh what's interesting about it is we technically as as school district as school, but you want to say it? Okay. I'd like for you to Uh so, they they Sorry. Um is they um they technically own the airplane. We never actually own it. Which is kind of nice because then our name's never on it. From a liability standpoint. And and so what happens is we build 95% of the plane. I should say a project because technically it's not an airplane till it's been inspected by the FAA. We build 95% of the project. They actually come in, they arrange for a local hanger.

070Actually I have some contacts that I've that I've already found and started inroads for that. They They take the wings off, put on a flatbed, take it out to Heber or Morgan or wherever, finish the last 5%, inspect it, get the FAA to inspect it, and they fly away and they send us another bill. And they said that our superintendent should take a ride in it. Might not come back. But anyways, yeah, no, that's that's that's really helpful. >> like it's a vulture, right? >> No, this is a two-seat trainer. It's Like an assassin? It's It's more like a low low-wing light sport airplane. I wish I could put a picture up now, but I I It's It's a a Sling S2. It was a bad You guys can hear. Anybody If you want to

071know, I'll tell you. Don't Don't get me started. That's a good way. Yeah, that's the Sling 2, yeah. And so yeah, it's two-seat, very comfortable airplane, pretty quick. >> airplane, too. It's built for superintendents, actually. So in safety, yes, sir. Do I go first? Do I go first? Yeah, you go. Yeah. Take that to the deal. All right. All right. Okay. Yeah, but yeah, it's a fantastic uh all the way around. I I can give you a little background. I grew up on the airport. My dad was a mechanic. He showed me how to fly planes. Uh it's not uncommon. It sounds like something like okay, there's a plane that I let go. It's like we need a plane like this. It's very common. It's actually way more common than the general public would actually

072know. And so I'm a super excited person. We have a building to build for in? No. That was part of the grant. Yes. So, we have received approximately $390,000 as part of the state Apex grant that Tracy and Trip wrote. So, that will help construct a building as well as purchase the curriculum and the materials that are necessary. And where is this building? >> land, yeah. The The ideal spot would be inside the construction yard over in the CTE wing. Okay. Yeah, that's that's another What was the next camera we were doing? Yeah, Colby's working. They're working on them. So, We're trying to keep those separate at the moment, but yeah, yeah, we've we've looked long and hard quite a year for trying to figure that one out. Oh, cool. Yeah, interesting. That was the

073first one. Keep going, Trip. All right. I'm going to help somebody complete >> This will be like totally different. This is a little little more straightforward. Uh we're looking at uh we we would like to adopt curriculum from cyber.org. Um we're going to have a cybersecurity class. It's introduction to cybersecurity. Um cybersecurity is probably if it's not number one, it's probably close to the fastest growing career fields in the world. Um like a normal growth for a career is like 4% year after year, and it's growing at about 20 to 20 uh sorry, 28 to 29% year after year with 16,000 new jobs for the cybersecurity layer. And so, cybersecurity is something we wanted to do for a while. We couldn't quite make it work for some reasons, and this year seems to be really

074coming together nicely. Cyber.org is a well a well-recognized um nonprofit organization that puts curriculum together for various levels of of school for cybersecurity. The reason why we we've chosen this one is it has a very low barrier. It's not a lot of hardware that's needed. It's It's virtual. Um it has the the experience. You can run simulations instead of if you need to um teach cybersecurity, you have to have access to terminals, computers, and things like that. And we don't necessarily want to uh have that in students' hands. And I don't This allows us to run the simulations and so that they get the same experience but instead of using our actual hardware, they can do it in a safer environment. Um it has a direct alignment to our industry standard. Also, we we did

075a a comparison with the state standards and it hits every single state standard for the course. And we're still looking at this as a more of supplementaries um level of curriculum with CodeHS, which has already been adopted by the by the by the district. And so we're we're looking at using that but honestly, the more I look at it, the more I'm like this could be a really strong curriculum for us. The holistic system development part basically has a great module on how to be like cyber citizens and things like that, which is something our kids I I don't I think we we try to do a lot with them but they could use more of it, I think. So it has that good component to it as well. So it's not just about keystrokes

076and and looking at networks and things like that. Um Yeah, okay. So the um This is like some of the strands that we on Wednesday we identified here. They Um the biggest one is how to look at these essential concepts. A lot of stuff covered in the strands and standards from state are also covered in the in the science some other classes but this is a lot more hands-on class. So we're trying to move more in that direction for the students so our students are craving a little bit more of uh I feel like this has been a long time coming and and and we're glad to be able to finally offer it and to help round out our our computer science pathways. Um there's actually a free teacher version for this which I'm going

077to be looking at this quarter but the the we might Yeah, we we have computer science grants as well. So we requested a quote for what the upgrade cost may be. But, we have funds that are allocated to the high school for software. So, if we want to choose the upgrade option, we can use the Fusion family. Yeah, we've had one teacher, Ms. Henderson, go and actually talk to these people and work with them at a at a conference. I've had an opportunity to do that personally, and what she said was absolutely fantastic. And she she has a pretty good eye for quality Fusion stuff. Last name of what now? And because that makes sense. Any questions on that on Fusion? That was a little more straight. All right, Mr. Gannon. And they need to

078be generally three or four too. Rev Robotics, we've worked with Vex Robotics for the past three years, and we decided to upgrade to Rev. They're more more aligned with our First Tech and team for the last decade. We've had an FTC team here with the district, and we're hoping to align our robotics program more with that after school club and program. It's industry relevant, it's modern, scalable, open source. We can we can pull parts from multiple companies for the different robots that we can build. And it's just more flexible all around for our kids. Uh lots of strengths. Safety is number one, and that's across all my engineering and construction and robotics courses. And then the focus on society, like robotics automation is in our future. We're going to see it every day, especially in

079the next three to five years. You're going to see it in all your restaurants and where you drive drive to. That's the future of our world we live in now. Uh talking about components, electricity, that'll go to the next one, too. But, also programming. It'll be mainly block-based programming with introduction to Java. Uh and I'm hoping via Perkins grant to work with group 15 years. We have two classes next year uh, of roughly 20 to 30 students. And the 15 kids allowed for us to keep on that program without having to buy all the materials for about 3 years. Um, obviously things break, things break down. We have to replace those as we go. You doing battle bots? Uh, that's They They love the idea of battle bots. They don't have They They They run

080into each other at times, but we try and avoid them right now. We pop wheels. But we pop wheels. There you go. Those are the two things. That's like the simple things. Almost the same thing. Any questions on uh, grants? The real system is through our Perkins grant. The wolf We requested it for our consortium. So, we'll know in the next month or so whether we have the full funding or not. And how long is that grant for? 3 years you said? This is I think this is just for It's an annual grant. So, we are hoping for the full cost to be covered. >> It's consortium now versus individual school districts within our region. So, there's a pool of money and each district can apply and then they prioritize the requests based on the

081quality of the region. So, And then uh, next up is uh, And in addition, we have right now we have a switch vehicle, electric vehicle. Um, this is one of our capstone course uh, for our PC caps. Uh, we're in our second iteration of building right now. Our building of the vehicle, but this is like more of an introduction to electrical safety, uh, battery safety, uh, hands-on and practical. It's a battery lab. And then I'm hoping to use it with my introduction uh, freshman engineering tech class. So, the modern sustainable um, and using working batteries. Again, safety, um, engineering mindset, uh, using that design process. Um, and with that design process and engineering fundamentals, talk about series and parallel circuits and how things work together and the importance of talking about voltage and amperage and

082where things flow uh throughout the electrical matters. And this this includes five battery labs. Um, so there's about six batteries in each battery set battery lab uh includes the voltage meter. It also includes all the uh curriculum and also uh the meters that we will do all our wiring with them. Um, it's a nice little kit I put together um from Switch Labs in the base in uh Northern California. And it's a Rocky Mountain Power Wagon. Um, we will be shipping that in two to three months. So, are you are you guys engineers? I I am not an engineer. No, I have a degree in technology and engineering education. So, is this going to give them a hands up for engineering if they wanted to go into that? Absolutely. Yeah. And anything even even for

083like the switch purposes, switch vehicles, like sustainability, uh the future of our world, or even going into something really really hard to build. Right. Thank you. I have a quick question. Okay, so what happens with the kit Sorry. Sorry. Your next. Um, the car that gets built, does it just get disassembled and then reassembled? It's not disassembled right now. >> yeah. It's on our It's on our development right now. Okay. Kids are working on the brake lines today. They're not even the last thing we're working on the brakes today. So, that doesn't have to go on. That doesn't have to go on. There's There's been schools that have been building it for uh about 10 years now. Is it drivable? Okay. I remember I was like how many years ago that you were trying to

084get that going? Our students are allowed to drive it. They have a waiver. We keep it governed about 20 mph. Um, it will be We're hoping to do a showcase event this May um along with the uh the program. The RC car club with the all electric It was a good way to highlight it when it was bad weather when it Yeah, it was it was when it finished it was early early December. So the kids got a chance to have a chance to get around the track. We got some more of that easy. Yeah, the girls kids There's good traction on the track. The kids put it in the car and stuff like that. Love that. Now we were very intentional we selected this particular vehicle because it was not cheap and so we

085wanted to be able to take it apart and rebuild it over multiple years to give kids that unique experience. And they love it. And they and they and the company's been really good too. Like if a part goes down like within two days we have a new part without a cost. We we had the initial cost and they sent us a new free controller this past week. So you mentioned drones. Where do drones fit into these programs? Uh they're sort of they're they're in the aviation pathway. Um so we we like the aviation pathway is you know all things flying so to speak but then we try to like separate it out cuz kids have little different ways of being. Some kids take all of them. I have kids take the second class. Um as

086far as this curriculum goes um the drone curriculum sort of satisfied at this time. We really don't need any expand on that in any in any ways. We do have a drone building class where they're actually building drones and things like that. And the cool thing about the car that's what I brought up is that the car was driving around and we actually used a drone that we built to film it. And uh the kid flew it and it was one of the best drones I've ever seen. It was fantastic. You're going to have to slow down. But there's really uh other than it being part of the aviation pathway there's really no time to discuss it per se. Other than the kids learn about the batteries and they it's kind of cross curricular in

087that they they learn about batteries or they learn about you know things that use batteries and kind of cross those lines. Will there ever be I'm sorry. Children do you have a No, I just said nice No, it's nice work. Okay. Um So, the aircraft maintainer project that you're getting Will there ever be air traffic control? Yeah, we um currently I have uh what is I don't know if there's actually There might be a class in the pathway for that. Um the the space and cost necessary for that um we just currently aren't ready for that yet. Because we need the air traffic control space. To to to get around the air traffic control issue of not having our kids be able to participate in that is we're using AI currently on our software on

088our system. simulators. And it's been pretty good. We actually had the CEO and programmer of that come visit our class to watch us use it cuz we got nice little goodies again. Wow. And uh he he he he just he went on and made a bunch of new features just based on us. So, that's really cool. Um but that's how we're doing it now. But yeah, you're right. I mean, the the pilot there's pilot shortage globally. There's a maintainer shortage globally. And there's air traffic control. Currently, I think we're at around 500,000 air traffic control shortage in this country right now. And they hired We were 16,000 short last year. I think they hired nine and or some of them washed out at the time. So, yeah, it's definitely a need. Absolutely a need. You

089think it's a hard profession? It's definitely a hard one. Yeah, it's tricky. It's tricky business. And can you go into that with a high school degree or do you need a college degree to get in? Uh yeah, you can actually have to be 19 years old and have at least two years of full-time work experience. If you have a four-year degree, you don't have to have the work experience and then you have to pass the test and then they send you to training. Well, thank you. Wait, wait. Thank you all for Okay. I got a lot of moving parts, so I'll try and I'll try to be quick. Um okay, you can start the dozer. That's fine. So No, that's good. Let's start here. Uh maybe go to the first slide though, so this is

090just kind of kind of a refresher of what's going on over there. There you go. Okay. So this is what was settled on when we finally got through all the CUP process, right? So there's the new entrance on the east side, and then there's the redo of the west side, which includes all of the team rooms and everything underneath the bleachers, the plaza up on top for concessions, and and that kind of stuff. So uh and now you can go through the slides. So the buildings on the west side are um halfway up, right? So half of the concrete foundation, all the footings have gotten over there, but the foundation wall of this thing is built on the structure for the bleachers is halfway done. They are pouring the other side Friday, and then they

091are doing the slab on Monday in there. So that structure will be done, then you'll start to see the precast sections of concrete come in there, and then everything's built up underneath that. Um what you're seeing here is the south end retaining wall. Um this is on the end zone side, which creates a wall so that there's a sidewalk that goes all the way around the track so people can get around the track. Um, that's what you see there. You can go to the next one. So, this is there's quite a bit of utility stuff that has to happen. This is the new new power that's coming over to that west side. Um, you can see that and then kind of in the background there, sorry for the light, but the both the buildings on

092the entrance side on the east are done. So, they're up. They're putting the roofs on right now. Um, and they're working on all the mechanical and electrical and plumbing that goes inside those. They're mostly bathrooms. There's a visitor uh referee room there or officials room in the one building and then the other building's a lot of uh maintenance storage. Uh, but they're up and and going. This is where the canopy would go that goes over between these two buildings right there. You can go to the next one. This is that half of the uh west side. You can kind of see the steps going up there. That's kind of how you'll see that that gradation goes as that's going. Um, move to the next one. And then this is just kind of that important. And

093this is actually a fairly big structure. So, the pictures don't really do it justice, but uh it's very big and that wall in the back is built. All that's built up behind that. There's a retaining wall back there that you can see from the church parking lot if you've been over there, you'd notice that. Um, and then one more, I think. That's kind of inside that building. So, that'll all be slab. All the rebar that you see there will be walls, individual walls, that separate all the rooms that are underneath that, which is the team rooms and everything else. They just finished up the underground today. Like I said, they've got the gravel. They're going to go on the south side of slab and then they'll pour the foundation on the on the north side

094there. So, um we pulled the track back from the or not the track, excuse me, the turf back from the football field to demo the track. That's slated for May 1st. So, the track will come out, they'll regrade that, and then you'll start seeing them pouring that in sections. So, I would say go there's going very well. The sewer is about 95% complete. We've got it to all the buildings, so it just needs to be connected. All of the underground's been done. It's really just finishing up the the majority of the concrete. And again, this is a precast structure, so it will sit on top of this. So, that will be coming in and then craned in on top of this, and then finishing off the other buildings and obviously the track. So, I would

095say we're we're on on schedule over there, and that's looking pretty good. So, and that's that's the ticketing buildings that's on the south side of the entrance there on the east side. So, that all the sides, you know. So, um This is Treasure Mountain, obviously. So, um you know, over there the softball field is turfed. All the fencing is done around both baseball and softball. You've seen the slats go in. You've seen the batter's eye kind of go in over there on the baseball field. Um obviously, we're we're dealing with the dewatering, so you see some change setting on the baseball field right now. Um they're subgrading. Um we are approximately 50% on the north soccer field right now. So, all that subgrade that goes underneath the support turf artificial turf is going in there

096right now. Um and then we are got a lot of utilities that were going in there. We've got the sewer done to the support building. You can go through the service side there. So, this is the support building. That is the last building that needs to be done over there. Um we ran into some more peat and some more bad soils over there that had to be dealt with. And so, we excavated this down till we hit solid ground, and then we're bringing it back up. So, uh and they're done with that, and they're bringing it back up right now. So, that's the last building. There's the the north soccer field, so you can see that that's coming into place there. Um we Yeah, this is just more pictures of them in the subgrade of

097that. So, really the This is the building the press box and concession stand. So, all the buildings there other than the support, press box, the team rooms, and the dugouts are all done. It's just now all the finish, right? So, the roof is on this building. They're finishing the roofs the rest of this week on the uh team rooms and on the dugouts. Um and then they're obviously doing the mechanical inside. This is same thing. We're doing hot and heavy on the utilities. Um so, this is all new pressurized water, uh irrigation, uh the sewer's in. Um We're just finishing up the the fiber that was already there this week. Um so, you can kind of see that. So, there's a lot of that going on. Those are the team rooms on the baseball and

098softball side. All of the netting fencing's in. The light poles are in around those. They've been doing the side electrical um to connecting all of the poles kind of in the background. There's been some landscaping going on. Um and then they're starting all the bleacher pads this week. Uh and so, they'll start doing that. And that just kind of gives you a view from the back end of that softball field to see the team room on the one side, dugout, press box, that kind of stuff. Um Traders have some challenges, obviously, but um I think we're we've worked through most of those. Um uh And it's moving forward pretty quickly. Um to save on some of the soils there, we raised the grade a foot uh so, that we could keep everything that's stored there

099on site. So, that we We're going to incorporate it back into the landscaping. A lot of it's going to be a buried there. Uh so, there will be no more export of soils off that site. Um and that's been really that's been pretty helpful. So um I think I've covered just about everything. I mean there's a lot of minutia obviously, but uh any questions I'm happy to >> No. Are we ahead or we I wouldn't say we're ahead. I would say we're a little behind on some things and then ahead on some other things. So for instance, we were going to shut down for the winter. So we weren't going to they weren't going to work January, February because of the soil conditions. They didn't want to track a lot of mud out and have

100to deal with that assuming that we would have a lot of snow. That didn't materialize. So we're ahead as far as the grading goes on the soccer fields, right? So we were able to demo that building, get the slab out, get the foundation out and start the grading on that. And so we're ahead there, but we're behind on the baseball field, on some of the other other components, right? Maybe a little bit on the tennis courts. Um we elected to leave the parking lot alone until school's out, so there'll be a rush kind of there at the end to finish the new parking lot because there's a few utilities that tie in over there by McPoland and so that will have to be dug up, the utilities tied in and it's basically the same parking

101lot that we're doing parking lot on. So there's a few things. It's just kind of balancing there. So I would say we're ahead at Dodger for sure. Okay. What's the timeline on Dodger? Dodger I I I think we'll well be well finished before football season starts. So I'm thinking probably the end of July somewhere in there. So early in the summer? Uh and then the turf on the baseball field? Turf on the baseball fields here, it's sitting on the field right now. Um it's scheduled to go in the end of April. No, end of April. So yeah, once the freight takes leave the site, which is I anticipate will be sometime in next week, the end of next week, um then they I've already talked to I just talked to them last week. They would

102be they'll be mobilizing to put that field in. So, we've got to touch it up, obviously, but it was already graded out, right? And we We haven't really messed it up too much, so it it should be pretty reasonable. So, It looks like the temperature is not going to be that much of an issue. >> No, temperature's not an issue, and and it I mean, you'll be surprised at how fast it does go down, but yeah, it is scheduled for the end of April. So, are we playing some games on that field? They said On the baseball field? Uh no, I mean, they can They'll be done by the time >> The season put it on there in the middle of May. It doesn't mean other sports couldn't enjoy the use of them for that,

103but so. Yeah. All right. Thank you. Thank you. Thank you, Cindy. You can step out. Bye. Thank you for starting probably a few minutes late. You can just take our room. We'll try to be Yeah, yes, we will. Do we have We We're going to jump around a little bit. Do we have anyone here for public comments today? Just stand up. Okay. Um did you fill out one of these blue forms? Thank you. So, uh you can come down to the front and then fill out the blue form and hand it to one of our staff, please. So, I would like Yeah, come up. I'll talk first. 3 minutes. And state your name clearly. Okay. Um hello, my name is Milady Berman. I'm a ninth and junior at the Quincy High School, and I would

104like to address the food in the cafeteria during lunch. Um and my issue is that the food uh that's being served in the cafeteria is processed food, um which has great negative effects on both of the students. And I've become aware that the Quincy School District has a policy on what is being offered, and the policy claims that the food is locally sourced, of course, whenever possible. And however, the main policy I'd like to address is how the are supposed to be made from scratch. Um Percy School District has a multi-definition for scratch cooking. The policy says our Percy School District defines from scratch cooking as follows, such as fresh, expertly sourced ingredients with an emphasis on single ingredient minimally processed food. However, if you were to do a research on what is considered processed

105food, minimally processed food, you got the result of altered for convenience or safety with little no additives. Examples include bagged salads, salad greens, roasted nuts, pasteurized milk, and frozen fruit. However, if we were to do a research on what a frozen food is considered processed, we would get the result that frozen food is technically considered processed because it is altered from its natural state. And most of the school Most of the lunch that's provided during school, such as the chicken tenders, pizza, frittatas, cheeseburgers, and the orange chicken, it is processed food. Um we also know that the school making it clear that the school uh that's the food that's being processed the Sorry. That the food that's being served during the school time is processed cuz it falls into the category of processed or ultra-processed

106food, and it is clear that it is processed such as the pizza bread, pasta, and all the other frozen meals. And there are a great number of kids in the lunch in the school who would rather not eat lunch, and this is a concerning issue. And I feel like the solution to this would be to cook more from scratch, just have a culinary class and do Um I don't want to cause any more work towards our lunch staff, but on the long term, it would have a strong benefit in on the resources, such as money, and on the ingredients, and it would be more efficiently, and it would have better health impacts on the students. That's all I'm saying. >> Thank you. What about the gallery? Yeah. They don't have a sympathetic ear over here.

107That's That's for sure. But like you said to my son, I can agree with you on that on the face of it. Maybe we can pick up uh the nutrition at another time. Timely for the health department. Yes. Uh today. All right. Um okay, let's go back. I believe we are up to uh F437 school fees second reading ready to go. Yes, this is also under the decision category. Uh we had the first reading at the last board meeting. Uh so we can wave any questions there. We do have to have a separate hearing. It doesn't look like it's going to be well attended, you don't think? Uh I think we're okay, but uh we'll need a motion to enter the swim gear decision category. Uh nothing has changed from first reading. Everything is still

108in the status quo that we talked about. There is a There is a piece of the fee that's going towards our new school accounting system, uh which is called SchoolCash, which went out April 1st, and will be in full swing for next year's fees. So. Uh okay. I mean, do you want to look at this in detail or do you want to just come back to the decision? Can we just vote on it now? That's fine. Yeah, I mean, yeah. No changes. Uh Yeah, no changes. Okay, can I get a motion to accept the school fee? Accept the Sorry, we have to have a hearing first. Oh, we have to have the hearing first. We have to have it on the record that we opened up for public comment. Okay. So I need to suspend

109the current meeting to go into >> No, we just ask You just say, "Are there any comments on Okay, so do we have any comments on uh on the fee schedule?" Nothing. Good. Everybody good? Okay, I'll put it Uh put a motion to Okay. Can I get a motion to approve the school fees? I get a motion to approve the school fees. I second the motion. Uh wonderful. Do we have any further discussion on the school fees? No, no. Uh then all in favor. Is there a roll call or is it show of hands? All in favor. I. I. Um okay. We uh we are at the consent agenda. And consent agenda has regular session minutes of February 24th, closed session minutes of February 24th, preschool curriculum adoption, uh FY27 land trust and DSA plans,

110FY26 land trust and DSA plans and memorandums, easement approval, and travel requests, and personnel. Oh, and board revenue and expenditures from February and March 2026. And before you make the motion, I need to add one more item, personnel. I'd like to recommend Elaine Despori for hire as the next principal of Cherry Street Elementary School effective July 1st. It'd be great if that wasn't a surprise. What did you say? It'd be great if it wasn't a surprise. Uh okay. With that addition, uh can I get a motion to approve the consent agenda? I make a motion to accept the consent agenda. Perfect. And I second. Uh wonderful. All in favor. I. I. Student comments. Hi, thank you. I'd like to thank the executive board for the opportunity. Absolutely. I loved listening to Jackie and I think

111I second the most important thing was building those relationships. So, I'm excited to get back to the elementary world. I have told many of my students with the high school presentations that I'm following them to the high school and I probably scared most of them. But we're not going to do that. So, I'm just really excited to get back to my elementary school roots and join this amazing team of dynamic principals and I'll try to say you become just this you you continue to be this amazing school. So, I'm very excited. Thank you. Wonderful. I think we can skip ahead a little bit later. We covered the student fees. We covered public comments. So, we're to monthly reports. Let's start with our student on the board. This week we are starting state testing, which is

112not fun time, but we're all doing it. Um this Thursday freshman hide and seek is finally happening from 6:00 to 7:00. Um the donkey dodge ball is scheduled for May 29th, which is seniors only as always. And then the prom theme has been decided. It is La La Land and it's still May 30th at Deer Valley. Um graduation has been announced that it is at Deer Valley and grad events are coming, but they're not finalized yet. Um I don't think we will have a meeting until after teacher appreciation week. So, that is the first week of May and we're really trying to step it up this year. I'm kind of leading it. So, we're going to have the Lucky Ones coffee truck come, puppies and popcorn. So, Mrs. coming soon with a popcorn bar. Then

113we're doing cake making and then maybe goats and beer floats. So, I don't know if we're doing that. And when is this? Um This is on what day? When is Monday the 4th is the Lucky Ones coffee truck, the 5th is puppies and popcorn, the 6th is the cake making, the 7th is goats. So, you have to swing by on what? The 8th is going to be they're all everything sure and most of the stuff always get a handwritten note from us and then a small gift of that. And then they're also getting a catered lunch that day. Uh and then You you guys have raised the bar. It's also how fun that treasure box year. And I'm kind of used to higher standards. So, I'm trying to step it up. I have to say

114I appreciate that. Then on Thursday Mr. Fine and I are going to keep the CW to talk about it and then try to encourage community involvement as well. And so, that episode will probably air the week of April 17th. And then election results for the new student council members are not coming out until tomorrow. So, tomorrow we will know who our new student body president is and then all of the elected positions. And then appointed positions will be announced week. And then, spring break is coming and we are all so excited. Thank you. Thank you. How is the reaction to graduation at Deer Valley? People like that? Um I haven't heard that much about it really, but I think they're excited to you know ride a long chairlift and change of scenery that only they

115will get to experience. So, I think it'll be special for them. You'll be careful when you send them a standard too. >> Yes. I'll not hopefully the snow won't allow us to in the future. Um all right, when's when's next student council? It must be a couple of months out now, right? Cuz we just had a meeting. I think May. Is it the 6th? Yes. Yes, May 6th. Um it was May 6th. I wouldn't mind going. So, Susan and I are going. Okay, great. You know, that's what I'm looking forward to. With this group, there's so many things. That's teacher appreciation week, right? That first week of May, is that? >> Yes. So, what day is that? May 6th? What is the day after? That's May 4th and then Wednesday is we can meet again.

116Okay. So, not go to votes. That is the 7th. I'll make sure to send out the newsletters in it. Thank you. The topic we need to discuss. Okay, do we have any employee group reports to them? Hi Mary. Hi Mary. I'm back. I'm Mary those of you that don't know me. I am actually the vice president and our team folks are in and are in another meeting. So, Um, on behalf of PCA, we would like to thank the school board and the district for our uh, including us in our discussions and continuing discussions on our um, licensed professional agreement as well as our compensation negotiations. These conversations are never easy and we are grateful for the professionalism and respect shown throughout the process. We appreciate your openness to teacher concerns and your commitment to finding

117collaborative solutions. Our shared goal remains student success. We recognize that achieving this requires providing teachers with a stable, supportive, and well-resourced environment where they can do their best work and help students thrive. As the district reviews this year's new legislative bills, we hope teachers have meaningful opportunities to provide input throughout the process. Uh, House Bill 273 may have significant classroom implications. It is important that our teachers have a voice in shaping how these changes are in implemented. Decisions made at the legislative level can profoundly impact day-to-day instruction. Teachers' perspectives are valuable in navigating these changes effectively. As the district develops its plan, we strongly encourage ongoing collaboration with especially with K-3 teachers to create implement implementation strategies that are practical and effective for students. Employees appreciate district office visits. Um, these interactions help build trust

118and open communication between staff and leadership. Having the district office available and listening to employees shows that voices are valued and concerns are taken seriously. We look forward to the continued positive outcomes emerging from these decisions. Thank you. Thank you. Thank you. Uh, this is it for the bully bridge talk. Uh, okay. And I think we are back to Randy with some happens on the outline of this. Okay. So, you have a list of requests as well as revenue estimate for FY27. So, without going into great detail on the revenue estimate, you can see the totals on there that do balance. Keep in mind that we committed to 1 and 1/2 million dollars towards the Dozier project. With that budget coming through and the 1.9 million that we typically would put in towards the other

119six construction program projects, the four elementaries and the middle school, the high school, the high school, that 1.9 we're using towards helping pay the bonds on the 38 million dollar bond payment. So, we're going to have a thin year with the contribution to Dozier with 3.2 million. We've been able to balance within that. Haven't been able to do everything. We've had a lot of requests, but I think we have a good game plan for money that we have available this year to do some of these things and we're hitting the critical areas overall. So, um, on the on the sheet don't look at it on your phone cuz it's completely laid out now. It's a lot of information, uh, but there are two columns towards the right hand side. One says amount requested and the

120other says amount recommended. So, you can see there's a lot of zeroing in the amount recommended. Uh, and there's some notes as well that if it wasn't some some items were coupled with another request and it covered that way, but um, I'd be happy to entertain any questions on the requests we're asking for uh approval of these projects. The area that's coded in blue or colored in blue, those are projects that we need to get a head start on. Um but when school gets out, there's no kids in schools, we might be able to get these projects done. If we wait till July, then if the to start doing some of the work, then we fall behind and it's not even done before school starts. So, some of those we would pre-fund, we call it.

121If we spend some of that this year, uh which we take it from reserves, then next year we don't include it in the ability for them to spend it cuz they've already spent it. So, it's just kind of a kind of a pre. So, we're asking for approval on these projects for the FY 27 capital budget. Okay. All right. Can I get a motion and then we'll have time for discussion on it? I motion that we discuss this. You got any adjustments? Okay. Well, let's uh Kathleen, looks like you have >> I'm looking at the social What was the second? Uh No, I I was just asking if you It looks like you have things to say. No, I already talked to Randy about it. Now I understand it better. So, the things in blue

122are the things we are doing. So, the things in blue are the things we would pre-fund in this current fiscal year. >> Okay. So, we can get a head start. And many cases, that money we fund this year really gets rolled over to the next year. It just gives us the chance to start that process. Uh and then otherwise, the colors have no indication whether it's approved or not approved or recommended, I mean. The blue obviously is recommended. It'd be that third to last column would be the amount recommended. So, if it says zero, it's not being recommended or it might be coupled with another request. But there's an amount in there, that's the amount we're estimating to spend. And this comes out of the M&O? This all comes out of capital. Out of capital?

123Yeah, this is all part of our capital levy. Okay. That's generated through property tax. Again, not in not anticipating any kind of tax increase. We have to start preparing that early now. Any legislation um that goes into effect next month, but uh yeah, based based on the assessment that we get from property tax right now, we would be capped we capped through a little bit of growth. Uh those dollars coming in is what is what pays for the school. It's a wholly separate fund from the operations. So, some of these we do this if it's a maintenance thing, but and it's okay to come out of capital out of it? If it's a If it seems like it's maintenance like to repair things and stuff, is that considered maintenance? >> Yes, we do have a

124repair budget. So, when it comes to facilities, we are allowed to use capital money for repairs. >> Oh, you can? So, so outside this, we do have money set aside for repairs. Okay. It's not as much as we've set aside in the past. I think we'll okay with that one school. Uh obviously, they're an older school. Um so, yeah, I'm not really concerned about where we are. We're we're kind of we're spending less on projects now than we have say 3 years ago. Okay. Yeah. A question? You have a question? And some of the large uh price tags are due to like our phone system. It hasn't been replaced in 15 plus years. So, that's a $250,000 investment. I didn't read any of this. Do we have anything on here about Oh, there's a lot.

125AirMed, you know, so that we can just log in and through the internet to get into the TVs to present things like that. All the Apple TVs. We can do that just through some of our supply budgets. Yeah. Okay. We can make that up. Yes, the technology does get So, we there is a transfer from operations to capital. It's been going on for years. Helps support capital long term technology asset budgets, which are outside of these requests, which is why I mean the budget overall is $11 million. We're using 3.2 million to do these requests, right? Because others are tied up in bonds and tied up in Dozier and other technology. That's for the repairs, so um Yeah. Any concerns or anything that we should be doing in funds or anything like that? So, um

126So, the unforeseen things are the emergency type things, which is why we keep back >> Well, I mean partly partly that, but I I meant more whether any requests for things that that we've denied that really should be done. I mean, is there any So, not from a financial standpoint. I mean, if you talk with the individual that made the request, they still got right now. Um so, we work try to work through all those. Um yeah, I mean, we'd love to do everything, but just for a limited budget. We're hitting the critical areas. Uh we're hitting some things that need to be done on the phone system. We're buying a wheelchair wheelchair bus, which right now I think we're transporting uh in the in the van our vehicle. Um Carolyn and I have talked

127about developing a five-year plan. Everything can't happen at once, so we can stagger it. Um you know, from elementary they're saying, "Hey, we need a bit of a face lift." You walk into Apple Hill and the high school, we have these incredible spaces. You walk into the community center preschool, and you walk into our front office main entrance at our four elementary schools, and they look dated. Um so, those are one of the areas we're going to look at and develop a plan. It just can't all happen at once. Is this number consistent with what we did last year? I don't remember last year. >> This number is actually less than last year because we are contributing to the Dozier project and we're contributing some of the money to not construction but to bonds being

128paid. So, so yeah, the actual requested amount that we're and and it'll go up next year just the way we committed some things. I mean, the Dozier project is a one-time cost, right? So, in a year we won't have that that expense, but it's just a lean year this year, so but if we you know, we have a contingency we have a contingency built in. We also have repairs built in. So, if there's some things that need to be fixed at schools, we also have fund balance. So, if we have a roof issue or we have a boiler go down or some of those things that are high ticket items, we can still cover those. And some of these requests are aligned to the facilities and we kind of said, "Let's proceed with all this

129until the facilities come online and we are able to identify the need." We don't know what we don't know until we start utilizing these on a regular basis. So, what kind of there's some things there for facilities that are not open yet. Uh so, like look at the custodian on athletic UTB, right? Um we funded one um out of district funds, but there's a request for an additional one. It's like, "I don't know. Let's wait till the facilities come online so we can see if that's really necessary." What is our phone system? What are you guys looking at? Zoom actually has a a phone platform now and it will actually um allow you to assign a unique phone number that you can use to text and call without having a cell phone plan per se.

130Um but Zoom is the one that options really do that because of the cost walk to walk talkie. So, are we looking to do handheld phones still or do it through our computers? Uh handheld still. I'm going to I'm going to jump in and say that more than likely we will still need desk phones in every single room. And and and that is because you never know who's going to be in that, right? If you've got a community member using that space, but the only phone is tied to the teacher's computer and the teacher left, but they have a medical emergency, they still need to be able to call. So, I would guess, having been part of any of the discussions, um that the phone system they're looking at would be a way to combine

131the two, right? Like, if you, as a school board member, needed to have a district phone, having a setup that would allow physical phones in the classroom, but also allow you to have a virtual phone number assigned to you, would probably be what we're going for. Does that sound decent? >> Yes. I'm just jumping in. I'm going to put any comments in writing because you know you know, because my experience is hand phones are expensive to replace to in the new system. And so, where possible that you could just do it through people's computers in a district level where you're not with students, would would you consider doing a hybrid kind of situation, or is it all or none? But I guess you don't know until you guys start going through the essential Joe staff

132has done a lot of research on this and worked with a lot of districts in the world to know what the best practices are. I do think there'll be areas where we can be more efficient. I just don't know what that will look like. Joe will lead that process and then it out. We switched over state level to no hand held and saved each department a lot of money. And it was you just talked to people through the year computer through the year. Would save It saves a lot of money cuz the hardware is what costs so much. Yeah. It depends on the system. Yeah, I mean yeah. That's I'm saying, you know, not It does It's not ideal for all situations, but if you can save on hardware in some situations, especially in this

133building um where you don't have the public coming in and to use a phone. So, say in your office. That would be great. I can speak for myself. I rarely use my desk phone, right? And I say that's true for most executive leadership because we're very mobile. Yeah. Right. And so, if you had your laptop with you, nobody calls you at the landline that we currently have, it would come right through your computer. You just There's lots of Let's just say that we know that there are lots of options and lots of research will be done before any decisions are made. Yeah, Joe Joe was part of this entire process technology wise. He was very helpful. There was a lot of things he said, "Hey, I have another way I can do this." and the

134whole the whole team was really good about getting down to that 3.2 minute. So. Great. Yeah, we'll get about over there. Um so, I think it would be great to see it up front on this. I mean, I think we're pretty much aligned on uh being responsible with taxpayer money here. Um but at the same time, some things have to happen, right? It would be great to see a um defined plan for what we're doing over at Fair Haven phone. And anything else on any of this All right, can I get a motion to approve the capital outlay for FY 2027? I motion to approve capital outlay for the 2025 years. 2027 is it? FY 2025-2027. FY 2026-2027. I second. All in favor? Aye. Aye. All right. And with that, I believe we have covered

135everything we had to cover today. Can I get a motion to adjourn the sale of our next regularly scheduled meeting? I'll just adjourn the meeting. Second. All in favor? Aye. Fantastic.