PCSD Board Meeting | 2026.01.20

001Okay, we're live. >> I now call to order the meeting of the Park City Board of Education. We will begin with the pledge of allegiance. 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. We will now adjourn to close session for the purpose of a strategy session to discuss pending or reasonably imminent litigation or the discuss the character professional competence of physical or mental health of an individual or personnel. Thank >> make a motion for use as stated. >> Do roll call. M I >> I mean Susan Let's Thank you guys. Wow, full house now. >> So, we are going to start out with recognizing our amazing Utah Music Educators Association, right? >>

002So, I'm gonna start. >> Oh, you? >> Yeah. Hi. Thanks for letting me be here. My name is Brett Hughes. I'm uh from the teaching and learning department. I serve in a multitude of capacities, but also as our school district's fine arts coordinator. Um, I'm excited to be here today to introduce our music staff and our music students um and talk about some of the uh success they have had recently. Uh, and before we start that, obviously, just a huge thank you to the Park City Education Foundation. um he was who they are an enormous supporter of uh music in Park City School District including two transformational classroom grants for our instrumental music department that helps um with authentic individualized assessment for our students and also with um getting professionals into the classrooms to work

003on a differentiated level with our musicians. So I am excited to uh tell you that uh we had 22 students uh be selected to all state ensembles this year in the state of Utah. I'm going to start by turning over the time to Mr. Zach Gings and Mr. Tyel to talk about the band and recognize the band students. >> Yes. Again, thank you for having us today. I am Zach Giddings. I am the head band director for Park City High and Hecker Hill Middle School. >> And I'm Ty Axel and I am [clears throat] the percussion director for uh Park City High School and Echo Middle School. >> Yeah. Before I say anything else, um success like this is not possible without a community that is highly supportive of the arts and of the music

004program. And that is not possible without an administration that is supportive. And I know we have band parents on the board. I know that um anytime the arts are a conversation in our community, it is always so positive. So, thank you so much for that. Um, it is just incredible what we have. Um, if you are a student who made it, specifically a band student who made it into one of the all state ensembles and you are here, will you please stand up? And I would like to have those people. I I do not need to say all their names for them. I would love for them to actually come up here. I'd like to make a line of right here and I'm going to have each of you say your name, what instrument you

005play, and what ensemble you were in or are going to be a part of. So those people come over. Yes. Do not be shy. You are not funny. They perform so well. And then they're in front of adult like >> All right. So I'm going to go ahead and let it go. That's okay. >> Each each student is going to say their name, what instrument they play, and what ensemble they were a part of or are going to be a part of because the all jazz performance is happening in um three or two weeks in St. George. Sorry. Uh, my name is Callum Bker. I play the very baritone saxophone and I got in the junior high concert band. >> Uh, my name is Henry Nagel. I play clarinet and I got into the wind

006symphony. >> My name is Megan Jensen. I play trumpet and I got into the wood symphony. >> Uh, my name is Brian Connor and I play trumpet and I got into the junior high concert band. >> My name is Torren Deainy and I play the trumpet and I got into the junior high concert band. >> My name is Shy and I play trumpet. I got into the junior high concert band. My name is Trooello and I play French horn and I got into the junior high concert band. My name is Chloe Sado and I play French horn and I got into the junior high concert band. My name is Cat Jones and I got I'm percussion and I got into my name is Charlotte. I play and I got into the junior high band. >>

007I'm Jake Michaels and I play trumpet and I got into the band. I'm David Sarah and I also got this. >> I'm Oscar Cousins. I play percussion and I made the Winston. >> I'm Jim Wy. I play guitar and I'm third. >> I'm Owen Smith. I play saxophone and I'm going to be playing jazz for a lot. I would like to point out this is the most students we've ever have have made the junior high all state band. The we have never had this number of students make it in. It is crazy. A few years ago we had our first student ever make it and he was the alternate and then there was a year we had no students make it and then last year we had four. We had four and this year we

008had nine students on the list which is amazing. >> Yeah. And then Miss Eva Marble here to represent our orchestra program. So I no offense think orchestra is just a tiny bit more competitive to get into. >> I'll be it is [laughter] I help run this stuff or it's insane. Sorry. >> Yeah. But we have five students make it this year and I also wanted to line up until Splash play it too. And we have one student that's not here and that's Adelaide Lewis. She plays violin and she made this next year. My name is I play. >> My name is Luke. I also play. I also play and I am in so violas. >> And Vivian and Anna were also first or second and third chair. So they had to do an additional audition

009against in front of the director um for their seating position. Okay. Um my name is Chase. Just a couple of other quick shareouts about this group. Um, uh, this is an incredibly competitive process and it's not segregated by school size, right? All state is 1A through 6A all in the same audition process. Um, and I'm happy to report that in both instance in instances with band and orchestra, uh, we have the most students from any 4A high school make it into these ensembles. Um, and far more students than many 5A and 6A schools as well. And then [clears throat] the group of kids that made the Echer Hill band, uh, they represent, um, uh, the fourth largest contingent in the state, the three other schools that had more students than that all feed 6A powerhouse

010band programs. Um and so this is really in addition to it being an amazing feat, it it is really amazing. Park City School District is doing amazing things in music education. Um we've been recognized two years in a row as a best community for music education. That application for the third year is in process right now. Um there are amazing things happening including um I'd like to take a second also recognize Oscars. Oscars in addition to making the all state win symphony has been selected for the national So Oscars gets to spend a few days in the tropic destination of Indianapolis in mid-March to represent Park City in the state of Utah in the National Arand for Arand America. And then I'd like to recognize our staff. Um we overhauled our staffing this year and

011it was a huge lift for them. Um but the results are starting to show already only six months into this including um we're talking about five teachers here who oversee this program 6 through 12. Um and they had three different groups selected by an audition process for state junior high band and orchestra coming up this spring. So we have two bands from Era Hill. our concert band and our band three group um who will be performing at state band and then um our also our orchestra 3 group from Eer Hill has a very competitive audition process to get into those besties. So I'd like to say thank you for the work you are doing because I know what your schedules look like working at both buildings and I know what it's like. I know what

012you guys are dealing with teaching seven different grade levels of students and you're still doing amazing work every single day. And on behalf of Park City School District, I'd like to say thank you to I just put another plug for the foundation here. Um, my students got um, and you can speak for me, but as part of their all state audition process, we were able to pay some dupe and work individually with these students was helpful. >> Yeah. Made a huge difference and I would not be possible without Ricky. So, >> yes. And we did the same thing, but we did make music. We created all the aud make music so the kids could practice at home with an online application. And I guarantee that's why we had so many junior high students make it

013because they were able to use that and that because of the foundation. >> Are there any more tickets to the sweetheart theater? >> Yes, please. There are >> that is the event that >> it is a very cool event. So maybe >> uh students, families, thank you so much for prioritizing this event and being here. Colton would love a group picture of you out on the front steps of the building as you all depart if you had a time. >> Thank you so much for your time. I appreciate That actually looks very exciting. All right, next up we've got more Eper Hill Autimus. >> Yes. Yes. >> With Isaiah Palo with our school highlights. Awesome. Well, good evening uh to all of you members of the board. I am Isaiah Flu, the principal devel. Good

014to see you again. It has been a minute. Uh very excited with the invitation from Superintendent Huntsman to uh do a a school highlight a month. I happen to be January, so want to share kind of a a midyear progress update and kind of uh share with you some of the insights that are going on around Eper Hill. Very proud of what's going on. So very happy to uh kind of brag on Eper Hill a little bit. You know, of course, the the mission and vision of the of of our school district as a whole on in our vision. We're trying to take care of the whole child, but what does that look like on the dayto-day? On the day-to-day, we're trying to of course inspire them to achieve their academic and social potential. To

015dive a little bit into the for that, I want to share with you what is the vision for ER Hill? What are we doing on the uh kind of the the big picture zoomed out on a global broad level, what what is Ecker Hill's focus? Uh when uh when I earned your confidence in the spring, I set out to do some uh meetings with every uh faculty member, staff member, as much as I could get done in the spring and early fall. And out of those conversations, I found three things that Eker Hill needed. Erehill needed some unity. They needed unity around their grade levels like all the sixth grade, all the seventh grade, all the eighth grade in their teams. So for example, we have six teams. We have two for each grade level.

016So unity among our interdisciplinary academic teams. And then unity uh instructionally across uh teachers that teach the same uh content maybe math but also the same exact like subject like uh seventh grade accelerated math for example. Uh and then efficiency was this idea of like generating productive time that was meaningful uh and and uh insulated growth out of those things. And then also just a collective trust building up credibility amongst different members of the school uh inciting uh comfortability amongst all the people because we have a very large staff now we're sitting at about 125 staff members about 80 licensed and about 40 that are um classified you're thinking secretaries or custodians of people that work in the cafeteria. So out of those three things, unity, efficiency, and trust, all of those go together. In

017my view, what we are trying to do at Eper Hill is build cohesion. Cohesion is unity, efficiency, and trust. And we're trying to build that in three areas. Our roles, what is the role of a teacher, a counselor, a principal, a student, all of those things. Our operations, we're trying to refine four specific things. uh how we how we handle behavior, how we do our intervention time, our advisory period, and then just uh speaking specifically to the efficiency piece, how we uh how we handle our Fridays, our after school professional development, and then enhancing our culture, trying to build a culture of trust and comfortability, recognizing that we are we are merging uh we're merging two schools, the the former Treasure Mountain and Eer Hill, but we're also inviting in people that are not from

018uh either of those cultures. We have people that have joined our staff from parts of Lehigh or Poland or otherwise. So, we're trying to marry these things and we recognize that we have great traditions that and and great histories that have built in the past. When we're marrying them, we retain some of those things and try and build on and and try and establish new things. So, that's kind of our vision. We are trying to build cohesion at Amber Hill. What does that look like on the dayto-day? What's our mission? Well, our mission is we as principles have identified three fosi for ourselves. The first is, and this is based on after having been in school for about a semester, we've identified these are our three big rocks, our three big things. How can we

019really move the needle at Eper [clears throat] Hill? This is a great school. How do we take it to the next level from good, better, best? How do we get there? There are three things that we've identified. The first is our behavior. Why are we why are we tackling behavior? We're trying to preserve instructional minutes. We're finding that dealing with behavior uh can be a drag on teachers. It's a drag on our time. can be a drag on counseling time. These things don't need to be addressed, but it's like we want to preserve instructional minutes for students to be in class doing the right thing, being productive. And so when we are going around giving feedback, this is for our instructional coaches, our our principles. We're trying to give feedback that is centered on classroom

020culture and classroom management. So that's our first strand is behavior. What's the second thing we're looking for is our multil- language learners and our multil- language learning program. Why are we focused on that? That's part of our strategic plan. We want to exit these students and we're trying to build a sense of productivity around it, trying to create cohesion around what does um MLL programming look like at our elementary schools recognizing that we're picking up some of these students from Trailside McLoland or otherwise. And then we uh we might catch them in year 1 2 3 or four trying to exit them as much as possible or get them on the road to where they can be exited when they hit that fifth year by the time they get to the high school. And so

021our feedback looks like opportunities to respond. We want to enhance those. teachers uh are churning through those all the time. Reading, writing, speaking, listening. And we want a huge uh emphasis on teaching and instruction in English to build that academic vocabulary for them on the academic side, but then that social vocabulary for them on the on the social side as they go in to take the LITA exam, which is coming up just this next month. So, that's one of our big um big assessments that's coming up in the year. Then our last one is you uh you may be aware of our new uh English language arts curriculum which is arts and letters. Our focus is trying to build cohesion around it. We recognize that our elementary schools and our elementary school teachers have taken

022this on and then it comes to us. So we're doing it K5 and then it finishes out 68 with us. So we want to uh enhance the fidelity with that programming so that students that have received instruction in that and make it the language and the routines and the process of that carries on and loops from one to two to three to four and then again through us once they get to six seven eight. So these things are not new and it enhances and builds on itself. You'll see in the curriculum that it spirals and it uses some of the same language and routines. We're trying to build an orientation to what is that curriculum and fidelity towards it and then we're giving feedback on those things. And so on the dayto-day you're looking at

023seven indicators that we are focused on when you walk into Eker Hill when we're walking through classrooms we're trying to see, hey are teachers utilizing these seven things and they may be uh and if they are for example not every teacher is teaching English language arts so that's not a focus for them. their focus may be on the other four and it may not be on classroom management management then it's on uh opportunities to respond in English everyone can fall within this and that's kind of what we're trying to enhance on the dayto-day as we're building cohesion as a system this is what we're trying to do to enhance the instruction of emergel and so to celebrate what does that look like uh kind of give you just a little snapshot about where things stand

024uh this is just from our rise proficiency scores from last year you can compare the state as a general whole to Acer Hill. We have an 11 and a half point uh positive for math, 21 on English bazards, and 22 on science. So, these are incredible scores. They're positive. This isn't to say that we are done. Absolutely not. We're not resting on our laurels. Our goal is not to beat the state. Our goal is to beat ourselves and we are um so that we have those seven fosai because we are we are working in to move the needle on these things as they're tested along with others such as WDEA and that. Uh but a couple other highlights that were awesome is to name the what what Mr. Hughes was sharing. We are the only

0254A middle school that had students qualify for state band. That is a big deal. And then this was the first time that both our concert and our band three qualified together for state band. So that is significant. We have a a class that is called Tech Remix. We have 10 students in that class and all 10 of them are going to represent um Park City at the USA conference which is the which is the Utah state uh the state of Utah's education technology conference for educators. And so it's just really neat that they're able to present um in that avenue. And so these are just some of the successes kind of oriented to we're really proud of our academics and we have these other things to show for it and we're going to continue to

026keep plugging along at it. these things are going to shift up. Um just I'm confident really really proud of the direction we're going. Uh one element of of Park City Schools of course is our leadership and so I instead of highlighting like the leadership at Eerville um I want to highlight where does student what does student voice live out? What does student leadership look like? We have a couple avenues up here. I want to shout out our tech remix crew that is in charge of our announcements. They're helping to facilitate our marketing and outreach for our course scheduling. uh they put together some really impressive videos. They've done that um with our with safety and otherwise. It's it it's really neat. We had our leadership class that uh put on a food drive. This is

027back in the fall and deliver that to the uh the Christian center and this was a shout out to them through an article that was published in town. We have our compost crew peer tutors which are helping out some of our most vulnerable students and some of the building some of their uh daily life skills. [snorts] We have a program called the coffee cart uh and then assisting them in their classes. And then our Latinos in action which is a tremendous shout out from funding from the Ed Foundation which helps to put that on. What you'll see in this picture is uh this is an parent evening night where all of these students uh led their parents in the advocacy of this program like this is what Latinos in action looks like. This is what

028we do here and this is why it is meaningful. It was entirely studentled. They had their own parts. It was rehearsed. Uh and so these are just a couple avenues where student leadership exists uh at Eker Hill. And what we're trying to do is we're trying to pick up the the the nayense uh I would say leadership skills and the desire for outreach amongst themselves uh that comes out of elementary and foster that so that it can really bloom with all with with the uh dozens of opportunities that exist at the high school. We have a few it gets much bigger at the high school. We're trying to foster that as we're starting. So uh what is another element of of positivity that comes out of Becker Hill is just the way we communicate with

029staff. There are several different avenues up here. Weekly I send out a what you need to know email. That's an effort to provide cohesion to our communication process that comes from myself to teachers where they read identify the action items for the week, things to be aware of. I also send out a monthly video now by YouTube just to raise awareness for all families about what are like the main items that ER ERL has going on this month. But I think the two most meaningful, so those are from myself to families and staff. The two most meaningful is weekly. Each team and again we have six put together what is called a week at a glance. They call it their wag email. And in it they list uh the the scope and sequence of instruction

030along with any announcements and that goes out from each team to each family every week. And then as part of our advisory program, we're trying to uh enhance executive functioning skills. One avenue that we have is on Thursdays they do a parent um a parent email where they scan their canvas, identify items that might be developing or missing, and then they write home about what they're supposed to be uh doing or working on. And our hope for that is one for have them build the skill of looking and scanning their for their grades and their marks, but also to start maybe open a conversation at home about, hey, what's going on at school? It's just another avenue to to try and invite and and incentivize that in. And then I wanted to name some of

031the awesome partnerships and community alliances we have. Um and and these are taken on not by myself but by our teachers. So I want to highlight the staff at EAL who invites these folks in or thinks of these opportunities and enhances them. We have an exploring business and marketing class. We have the opportunity to have uh some of their founders and uh the folks that are that are overch come in and speak to what does it mean to start a business? They feel the questions uh from them. They brought in some donuts. It was it was really popular. It was fun to comm community. It was a great way to just bring in the community, which was really neat. We had our Latino parent night uh was this was a way to uh invite families

032that identify as Latino and their students talk about how do we how do we read a report card? What does course programming look like? Uh and that was put on by the teachers and the students there. Very successful. Uh and then also you may be aware that we have a school resource officer that is part of every school. Ours is uh we have a very strong partnership with them. uh she officer Danielle Wyman's been part of our our safety plan, been part of our drills uh and has also been part of uh some of our uh lessons that we've actually put on in partnership with our PE program and our CT director Tracy Fe. And then we've invited just some uh guest speakers from Summit County Health Department, the Peace House, and they've come in.

033And so I think Eker Hill is is if it has been a uh has been a hub 67 and then Eerill or Treasure Mountain rather 89, but this has really become the hub of middle school and we are fielding a lot of these folks, people, programs as they all settle into Acer Hill and say how do we support uh sixth, seventh, and eighth graders together. It's just really neat to see them all come together. And so, uh, all of these things kind of bragging about Eerill, I want to just shout out, and this is the last piece because they all come together and these two folks. So, I want to give a tremendous shout out, uh, to two people, Miss Andrea Sato, who is our counseling secretary. Andrea, and Mrs. Laura Glass, who is our

034one of our special education. They embody cohesion for Eerill because they uh they have the three characteristics of unity, efficiency and trust. They are fulcrums of the school where people will go to them and then they know how to feel bit process with them and then kick it out. They are they are great connectors within our school. Just share a little bit about Laura Glass. This is um this is on a Friday afternoon late like a 4:30 late. She's in literally the a back room of the school because it's the only room available with like 12 team members. She's got uh a schedule on the board I with the with some of our our most vulnerable students and she's trying to arrange help and support for them and she's fielding with principles and with her

035aids and with colleagues trying to organize all of this and she's an advocate for that. So, it's just uh just a special moment and wanted to shout that out. Then I have Andrea Sato on our counseling secretary who is the who's the queen of of counseling um is is the epitome of outreach. Everyone is coming to Andrea to fill things and then she uh can she knows how to process them, identify what needs to be done and then connect them with the right resource. Sometimes that's me, sometimes that's a teacher. She also has a great way of of um uh how to say like minimizing the affect that uh someone who may be escalated comes in to approach counseling. Uh and so is building unity within that. They're both systems builders. Andrea in counseling, Laura

036Glass and special education, but I will say of of all the things that I really appreciate about them is that they can be counted on to be counted in. They are part of Eert Hill. They want to enhance and build this new school together. They recognize the challenges and the opportunities and the positives of trying to steer an institution that has 1100 people in it every single day and they are giving their full-fledged effort to build that uh within their within their own system and so want to give a tremendous shout out to them as they are the embodiment of what we are trying to do and to build at Eper Hill. So, along with the foundation question after this. >> I just want to say on behalf of the school district veil and the

037Park City Education Foundation, thank you for embodying what it means to be one park city and meeting our families and students at their level of need. So, thank you Andrea and Laura. Yeah, actually if I could say just a brief moment, uh, brief something. Um, I am here professionally representing Park City Mountain and V Resorts and our relationship with the Park City Education Foundation on behalf of this award, but personally, I am also the son of a lifelong educator. My mother was an elementary school uh teacher and she also spent a good portion of her career as a gift and talented administrator for her school district. And so I got to see throughout my entire life all of the the pieces of life that many people don't get to see, you know, the summer planning,

038the long evenings, going in every summer, the prep the room, ready, getting it ready for the class and the school year ahead, breaking it down at the end of the year. Like that was my life as much as it was hers because she was a single mother of four and we went everywhere that she went. And so, you know, I I got to see the the the pieces of life that all members of our education community experience, but oftentimes don't get recognized for. So, the fact that you're able to live your life as a personal uh you know, individual, but then bring all of that passion and focus to the school, for our youth, and to the the community of ours. just um a great deal of gratitude to myself personally and obviously on behalf

039of us. So thank you. >> You get more than just a certificate too. right here. Okay, you just interrupt me where actually [laughter] >> all right back up. Yeah. >> So, um what's right is not just a piece of paper. That's very pretty. Um Veil and Park City Mountain Promise is also providing um prices. So, you can choose between a $100 retail gift card, $100 restaurant gift card, or a free low ticket at Park City Mountain. Um, they're providing these prizes every month for the the one of Park City teachers. And not for the Ed Foundation. I mean, our mission is to support educator power initiatives. Um, our students without you guys, it doesn't happen. And so, we just want to thank you so much as well. Thank you. And then yes person. [laughter] >>

040Um well it was inadvertent but first of all I want to congratulate you on getting 67. >> Yes. Yes. >> As the school principal. >> Oh. >> Um but when you >> Yeah. Goodness. >> I thought my children are cringing. >> [laughter] >> Um, but I I I appreciate you particularly calling out student leadership programs at the school. Yeah. >> And I'm just curious how those efforts with student leaders also align with the the mission of the school to focus on behavior and classroom culture. And if there's any way that you thought, you know, are you using those student leadership organizations to leverage them to impact classroom culture or what are your thoughts about that? >> I this is a great thought. Uh and I I think there's been some like very early nent talk

041nothing that has been act like deliberate or intentional yet. Uh but that said like early conversations with teachers like Rebecca Gonzalez and Ugo Moscow about like what does student leadership look like? uh so that these students, for example, Latinos in action uh can set uh set the example or that we hold them accountable or they can be modular for uh for things like um for like behavior like classroom management, classroom culture. I uh and I also think that there um more more broadly, so we need to do more with that. That's a great thought. I think more broadly is like the students that are involved in these programs uh excel at Echer Hill. They're doing really well. They're they're involved. they they they know the the systems and the network of uh and I think

042going through this is is how do we invite more students into these programs? How do we expand them uh so that they capture uh those kids so that they can be so that they can be part of that and maybe also on the back end it takes care of some of those things that that we're trying to look and approach for. Yeah, >> it was Yeah. I mean just like I would love to see all of these >> pieces come together. Yes. Yes. Totally. Totally. I think um I mean across every community, across adults, across kids, I mean everywhere when other people around you are model you know saying these are our values and this is what you know we expect from each other ourselves and each other then that helps >> lift it up.

043>> Right. Yes. >> Thank you. Thank you. Anything else? Thanks. Thank you. Thank you. Okay, next up we have a >> um I just wanted to start by thanking you for having us this evening. Um, and I actually think this is the perfect schoolboard meeting for us to be at after what we just experienced with music and our educators. Um, so with that, I'm going to kick us off. Um, so again, thank you for having us tonight. Um, my name is Jess McCertie. Um, I've lived in Park City for the last 12 years and I'm the mom of four boys who have all participated and benefited from Park City High School athletics. Um, we are here today to discuss a foundational investment in our students, our school pride, and our community's future with the establishment

044of the Go Miners Athletic Foundation. Um, this foundation particularly is very near and dear to me because six years ago, after seeing a need in the community to help um, bolster the high school football program by providing some basic football foundation to youth players, my husband and I took a leap of faith and co-founded Park City Passing League. Um, over the years, we have watched it grow into something far beyond what we originally imagined. Um, with the support of our community, the league expanded from a simple Sunday program into an organization that helped transform Park City Football, supported other athletic programs, and created meaningful opportunities to give back to our community and even some outside of it. Since our inception, we've raised and donated more than $600,000, built a strong and continually growing football community,

045and developed a mentorship program that connects today's players with the next generation of Park City athletes. But football is not the only sport here in our community that needs this. I hope to take this success and the learning lessons from Park City Passing League and apply them to all the acetic programs and athletes at Park City High School versus Go Miners. So, the mission of the Go Miners Athletic Foundation is to strengthen and sustain Park City High School athletics so that all students can participate, build life skills, celebrate school pride, and thrive in a healthy, connected school community. Um, we believe that athletics are foundational. They're not extra. For many students, this is where they find their confidence, motivation, and belonging. It's where they learn to lead, to persevere, and to be part of something

046bigger than themselves. In a town like Park City, our students deserve world-class opportunities to play, grow, and connect just like they do in the classroom. And while the district has made important investments, especially in the new outdoor fields and in academics, some real gaps remain. Um, coaches are competing for time and shared facilities. Students are traveling long long distances just to train. And um, the challenges of living in a mountain town make consistent year-round training even harder, and families are left to fill in the gaps on their own. This foundation is being created as a strategic long-term solution, not to take over and not to replace what's working, but to come alongside the district and to fill a specific and growing need in organized athletic support. Our goal is to bring equity, sustainability, and shared

047success to every program so that every student has the opportunity to participate, compete, and grow. We want to take just a moment to show you what's possible. These images up on the slide come from peer districts across Utah. Schools that have made deliberate future focused investments in indoor athletic facilities in places like Brighton, Morgan, Corner Canyon, Westfield, and many others. You'll find field houses with updated weight rooms, indoor turf fields, and multisport training spaces that are accessible year round. These aren't luxury add-ons. They're part of a growing recognition that athletic spaces are much are about much more than competition. They support physical and mental wellness. They reduce miss class time. They give students consistency and coaches the tools they need to grow strong programs as they make a statement about what a school and a

048community believe in their students deserve. Park City has never aimed for average. We're known for high standards and we believe our athletic facilities should reflect the same level of excellence. These examples aren't out of reach. They're simply what's next. And with the right support, we can get there together. And as we think about what's possible, it's important to be clear. This isn't about building just for one program or solving one single issue. The Go Miners Athletic Foundation exists to support all Park City High School athletic programs from our sanctioned varsity sports to our growing community of student led athletic clubs that you can see listed here. Um, what these programs have in common is that they all bring students together. They teach resilience, leadership, and discipline. And they each deserve a consistent, equitable level of

049support. Our goal is to ensure that no matter what sport a student plays or what team they join, they feel supported and that their program has the resources it needs to grow. Um so with that mission in mind um the foundation is focused on four strategic priorities that will guide our work moving forward. Each designed to reduce burdens, increase access, and support the long-term success of Park City athletics. First, we're preparing to launch a capital campaign to support both current and future athletic facility needs. In the near term, that includes raising funds through nanning rights and donor opportunities that directly support upgrades already underway, like the new turf fields and tennis courts. Looking ahead, we hope to build the community support needed to make phase three of the athletic master plan a reality, including a

050dedicated indoor athletic training facility, a new gymnasium, and enhanced um music spaces to support the students that we saw today and countless others. Um, and we understand that demonstrated fundraising will likely be a key factor in moving that forward. That's where we come in. Our goal is to engage local partners, secure major gifts, help bring in help bring that next phase to life for all student athletes. Second, we're committed to reducing barriers to participation. That means helping fund essentials like uniform, transportation, and equipment, and ultimately working to lower the cost of playing, especially for students who need support most. We believe no students should be left out because of financial circumstances. Third, we're building park cityminers.org, a centralized hub for communication. This will give families one place to find everything they need to know about

051all all of these um sports and clubs. They'll find schedules, team news, fundraising updates, volunteer opportunities. We want to simplify things for parents and improve coordination across programs and give every sport equal visibility. And finally, we're working hard toward a more streamlined, coordinated fundraising model. Right now, each team fundraises independently, often through separate nonprofits, which leads to a lot of duplicated effort and donor fatigue. In the short term, nothing changes. Those nonprofits will continue to work. each team will continue sorry we'll continue those efforts and and retain full control but over time our goal is to create a shared system that supports bigger opportunities like grants sponsorships and annual giving while reducing that pressure on coaches and parent ultimately this is about making fundraising easier not taking away any current fundraising that teams have we

052want to help raise more together so that the team by team fundraising becomes optional and not essential like it is now these priorities ities, supporting facilities, reducing barriers, improving communication, and easing the fundraising burden are how we put our mission into action. They reflect what we believe as a foundation and how they're how we live out our tagline, our team, our town, our legacy. Um, to ensure long-term success, we've already taken key steps to build a strong foundation. Over the past several months, we've reached out to the coaches of every athletic program to share the foundation's mission, gather their input, and answer questions. The responses have been overwhelmingly positive. What we heard was consistent coaches want support, sustainability, and relief from the pressure of constant fundraising so they can focus on coaching. We've also built

053a board of directors that reflects the broader Park Cy athletic community. We've made it a priority to invite representation from every sanctioned sport a recognized club. While not every program currently has a representative on the board, every program was invited to participate. Inclusivity and balance are core to how we want to move forward. We've also initiated our 501c3 application to operate as a formal nonprofit. This step will allow us to um accept taxdeductible donations, apply for grants, and ensure transparency moving forward. At next month's meeting, we're formally we'll formally request that a board the board approve the recognition of the Go Miners Athletic Foundation as a component unit of the district. This step is essential. It allows us to fund raise in alignment with the district, partner with your leadership, and move forward with shared

054purpose. If approved, here's how we plan to move forward. The first step will be launching our capital campaign. We've already begun laying the groundwork, outlining our campaign structure, identifying lead donor opportunities, and developing a strategy around naming rights for both existing improvements and future facilities. These are the kinds of opportunities that allow families, businesses, and alumni to make a visible lasting impact. We will also be introducing an annual giving program that provides a simple, sustainable way for supporters to contribute year after year. This program will help level the playing field across sports and ensure every program has a consistent baseline of support. In addition, we're developing a calendar of signature fundraising events that bring the community together to celebrate athletics and student success. These events will offer something for everyone, parents, alumni, and the broader

055Park City community and create a culture of giving and involvement. We'll also be pursuing regional and national grants as well as building relationships with corporate sponsors, local philanthropic partners who believe in investing in youth, wellness, and education. These aren't just ideas. These are actionable steps with plans already in motion. Our team is in place. Our vision is clear. And with your support, we'll be ready to move quickly, responsibly, and in close coordination with the district to make this vision real. And finally, we want to let a few of our students and alumni speak for themselves. As we've shared this vision with the community, we've heard some truly meaningful stories from current athletes, graduates, and even parents of future minors about what athletics has meant in their lives. As you hear their words, we hope you'll

056see not just the impact, but the responsibility we all share to ensure that opportunity exists for every student moving forward. Um, this is a quote from Michelle Stevens, an elementary parent. Uh, baseball was turn was a turning point for our son. It gave him confidence, a sense of belonging, and motivation to stay healthy. Without these experiences, I'm not sure he would feel as prepared or connected heading into middle school. Um, this is from Sienna Darling, class of 20 24, currently at Yale. Um, athletics has shaped my discipline, work ethic, and long-term goals. Without access to a track my senior year, I trained off campus every day, but I shouldn't have had to. With better facilities, future athletes could focus on performance, not logistics. Um, and this is a quote from Lauren Peterson, class of 2020.

057Um, she went to UVA and is currently with Goldman Sachs. Uh, high school athletics taught me to keep going even when the path is hard. It prepared me to manage pressure, overcome adversity, and put in the work. Skills that helped me succeed at UVA and now at Goldman Sachs. Park City's investment in sports isn't just about the game. It's about preparing kids for life. Tonight, you've heard our vision and our plan. We're not just asking for support for athletics. We're asking for investment in student health, equity, and opportunity. Park City is known for excellence. Let's make sure athletic infrastructure reflects the same commitment, not just for the students playing today, but our generations to come. >> So, um, our request is simple. In February, we'll ask for your formal approval of the to recognize the

058Denmire Athletic Foundation as a component unit of the district. We're ready, the community is ready, and with your support, we can take the next step together. Um, we're happy to answer any questions you guys have, and thank you for the time and your commitment to Park City students on the field. >> So, will we have like you have with Education Foundation like a memorandum of understanding? Is that what they're referring? operate very similarly. >> So, next month there will be a decision item on the agenda. >> Okay. >> Logistics question. Do you anticipate this current leadership team that we've used to build all this so far continuing afterwards? >> Okay. >> And then do you picture facility just for district use or for community and Park City school district use? I think that's a an

059interesting thing. It's a way could be a potential revenue stream if we rented out the facility and I'm sure there will definitely be needs in the community for that. And I'm sure um we're looking at major donors who might want to partner with that and that might come with some sort of agreement um that they would get to use the facility with the Olympics coming and things like that. There's there's major opportunities there. Um, but that's something that we would align with you guys and we could look at something similar to what we currently have as an interlocal agreement with the city and bas. That's something we could explore. >> Yeah. For example, I don't know if you know Basin Recre is talking about a new facility next to Hacker and that requires a lot

060of collaboration with public and private entities. >> Would love if there will be many more of those. >> Yes. >> I think for Well, go ahead. No, go ahead. I was just going to say I think um you know our main focus right now is our high school students and giving them every opportunity where they can stay on campus and they're not missing school and they have the facilities um accessible to them. Will it open up a lot of other opportunity to the community and and for our elementary age kids and our middle school? Of course it will. >> Um, however, there is such a need right now for our high school students. >> Yeah. For this group, if you haven't had the opportunity to travel around the state or have a child who participates

061in high school athletics, >> our facilities are grossly inadequate and have been, we're talking 10, 15 years. >> Morgan, >> so this is not >> respect to Morgan. Like, wow. Oh, that is so I have people who tell me that gym has looked the same since the '9s when I was in high school. So, this is an opportunity to give our students a state-of-the-art facility just like we have done with the different AC academic facilities that have recently come online >> and they're competing for I mean right now with DOER being offline for spring sports, we are already competing for field space and that now that's become even more tight. Um, at some point a user group is going to be impacted and right now it's going to be our younger user group as high

062school athletics is taking priority with those are offline. >> You really get going in equestrian team. >> Anything's possible. >> Yeah. >> I I would just say thank you. I mean just the I I know where this came from and and sort of from the genesis to see what you've taken it to. Um it's it's awesome. Uh and and thank you also for recognizing the connection to music because I do think that extracurriculars as a whole are are related and equally important. Uh and I think this was the perfect time for you to come in because just the volume of work you put in already to get it to this point. >> Wow. >> Uh and and so proactive in understanding the financial constraints we do have and seeking a solution to that. Um you

063know just Yeah. Thank you. >> I agree. I echo Nick's comments. This started out as a what if off-the- cuff conversation. So, it's impressive to see where we're at now and where we could potentially go as partners. >> Yeah. I'm just I you just said it, but I just really think it's so valuable and I want to recognize this and nurture it wherever it pops up in our community. but working for a solution and and working to bring something positive and not just saying, "Oh, it sucks that we don't have this." So, how are we going to change that and what are we going to do to make that better? So, I really appreciate that. >> Thank you very much. >> And our sporty spice is the right person. >> I will a personal testimony.

064I would not be sitting in the seat without athletics. I started at the age of five and still pretend like I am athletic. [laughter] Um but yeah, it changed the trajectory of my life. >> Thank you guys. Thank you. Next up, we have Missy and Jen with the police. >> Oh, just Missy. That's okay. >> Stuck with just me. I'm sorry. >> No, I'm sure we are happy and emotional sport. >> A poor stand for genuine. >> Oh, wow. I know. You get all of us. Two emotional support people. [laughter] Um, so I'm just here to talk about we've done gone through the preschool curriculum adoption process and so we're presenting what we found out. So first thing is we really noticed this year is we have multiple classrooms in all four elementaryaries and um

065everybody was doing their own thing. We didn't have any curricula. Um we didn't new teachers were like hey what do we do? And it was like good luck. [laughter] >> So classroom. >> Yeah. Well here's a class. It's beautiful and teach. So really it was looking at um the Utah approved curriculum and saying what would work for what we provide here because we are really unique. We provide a full day three-year-old and a full day fouryear-old. So what curriculum would work and what works for our um population. So and the big thing is does it tie to Utah State standards? Does it have early literacy development, foundational numeracy skills and the social emotional all tied in? So that's what we were looking for. So what we did is we followed the timeline in August September

066we had student and teachers needs were identified due to the um absence of the curriculum. Then in October we created the curriculum committee which was formed. It included preschool teachers, parents, these two wonderful district administrators and John Hall. >> Um and then me, my instructional coach, Jen Schwin, who was homesick, and I think she's watching on Zoom. So, hi, Jen. And, um, teaching and learning staff. In November, we had the curriculum committee create what are we really looking for in curriculum. So, then then we created the rubric from that. And then just last Friday, we had two curriculums presented to the committee because we really found out that most curriculums did not have everything that we needed. So we had to present to the committee and what's amazing is we did a blind survey and

067what came back is 100% of the committee chose one single curriculum which was broad street. So the reason why the committee went with frog street go ahead and press next is it's research-driven instruction um the curriculum is focused on physical social emotional cognitive and language development. It has a social emotional emphasis um it's based on conscious discipline integrating self-regulation um character development directly into daily routines and creating a safe optimal learning environment. As you know, our three-year-olds, we're really working on them being able to voice how they're feeling, and it really works on having the kids explain how they're feeling every single morning. So, um, it's differentiated learning. The teachers were so excited. It actually has differentiated for our English language learners and for special needs. Every single lesson has that differentiated for both of

068those groups of kids. Um, so I have not seen curriculum that had that. So, they were so excited for that. Um, and it ensures equitable access to high quality early education. It actually has steam integration. It has coding has a little coding frog. So, our four-year-olds will be coding with this little coding frog, teaching it how to hop across this mat, which I'm so excited to see how this works. Um, it has um continuity of care as a seamless transition from our three-year-olds to foury olds. So they're not getting the same thing. It'll be different curriculum for each age group. And then it has um distinct age-based curriculum and that was a big thing. I don't want our kids getting reading the same books for two years in a row. I want different for them

069so they are really progressing and that was the big thing. So that's about our curriculum. Any questions? >> The frogs are cute. Comes with a puppets. comes with the coding frog. It's it's really I when we talk about a comprehensive curriculum and and I think what's interesting is John Paul was there with me on Friday and he's like our high school math teachers would love this just how well thought out it is and we love that the idea that it's connected back with conscious discipline which has taken root at Parley's Park with those smart brain start activities where students really do have that opportunity to connect with themselves and each other um at the start of every day and at the closing session. Um, so it just really feels like a really nice integrated program

070and I think um, our teachers really are going to be able to take a lot from that in right from day one, but also then kind of start to put their own um, touches on it which is exciting. So, >> and we had veteran teachers and um, teacher and newer teachers and everybody just seemed >> the parents on the committee were like, I'm jazzed about what my kids are going to come home. It's thematic. Um we know that in our community we have a lot of families that uh children have lots of opportunities in the home. Um but this also allows students who maybe don't have as many opportunities to have the same entry point. So like our knowledge building curriculum, it's very aligned. It's aligned to the science of reading. So when we talk

071about the the ph the phmic awareness pieces and then the early literacy skills, it it's a heavy emphasis there. So I, you know, it was just like green lights all the people in that room. Green lights all the way around. It was great. >> I just want to highlight Missy's systems level leadership and wearing that lens and understanding what's happening in our elementary schools and building backwards to three and four year olds to make sure they have that early literacy and appropriate development so they're ready when they enter kindergarten. So thank you, Missy. We would love it if we could share this with the governor who wants to promote literacy in Utah like providing early childhood >> has a direct impact on preschool kids. >> So yeah, after today, similar to our next presentation as

072well, um we'll open up that 30-day public comment period. Um and hopefully at the February board meeting have um on the consent agenda the approval to move forward with Frog Street for implementation next year in our schools >> and next time bring preschoolers >> I've [laughter] seen 3:30 I don't know but you were welcome anytime. time to pie. I will walk you through. They are super cute. Not at nap time. One o'clock is not a good enough. >> Thank you so much for supporting preschool. >> Oh, do you guys mind hanging out for just a minute? I'm sorry. Just >> we're gonna ship things up just a tad. I appreciate your enthusiasm. Keep it going. We normally have public comment at 5 and since we're right around that time. Is anyone here for public comment?

073>> I just wanted to respect. I mean, it's great if we don't then we Okay. Sorry. >> So, we're going to get just people don't have the agenda in front of them. This is an overview of how we're using AI in our schools because I think it's very it's all over the place. Everybody is talking about it to NPR like I'm going to win something. We hear a lot in the media, you know, for parents, for students. >> There's there's a lot I want to say very happy that I can say I have a very little part of this except that I did hire Ryan for a very [clears throat] different job and he's like, "Hey, you know, I have an interest in AI." He's now really taking the lead on all of our AI

074work and it's been wonderful. So I enjoy it. >> All right. Well, hi everyone. So Brian, so one of the things I do for the tech department is uh working with AI and specifically this AI committee that we created last year. So we got some people from every single building and lots of different roles so we could make sure we had kind of a representative group of our districts employees and interest groups say what what we're actually going to do. So we put together on the left side you see some of our kind of purpose statements. We're not doing AI just because it's new and cool. We're doing it for specific reasons that align with our vision and mission. So we're wanting to use it ethically, intentionally. Uh we want to support our personalized learning.

075Um academic integrity is kind of a big talking point among educators nationwide. Uh and then we also want to provide teachers with kind of productivity tools, enhance their instructional design and give students an opportunity to have some exposure to future technology as it evolves. Um so some of the things that we do with those guiding points in mind um we've developed a lot of AI guidance and professional developments that we've given to teachers. We also are testing piloting and implementing some AI tools both for staff and for students. Um and we're listening to staff throughout all of our buildings and gathering their feedback implementing that as we adjust our guidance. Um so one of our biggest lifts uh on the next slide uh this year is that we have gotten uh licenses to magic school

076which is a platform for teachers and for students um to use kind of AI tools. It's got it's a multi-tool suite so 80 or so different tools that teachers can use for planning, differentiating assessment, that sort of thing and also AI that students can use. However, I want to emphasize that students don't just log in and use Magic School for whatever they want. This platform requires teachers to set up kind of a classroom for students. They give the AI here are my standards. Here's my um lesson plan. Here's the way I want you to interact with my students and then it allows the student to log in and interact with the only in the kind of parameters that the teacher has defined. So, it's very safe, very guided. Um, so we're using Magic School to

077try to do kind of a responsible and guided um, AI integration with our students, giving them some exposure, personalizing their learning a little bit. And it's also a very safe and privacy focused platform. It's been reviewed by the state of Utah. UEN did um, statewide contracts with a few different AI providers and this is the one that was selected after we did a significant pilot. >> All right. Can I ask you to explain a walled garden versus like a large language model similar to chat GPT so everyone understands the difference? >> Yeah. So chat GPT as I'm sure most of you are aware just get online ask it something and it will tell you whatever but it will also take anything that you put in there and give it to the company open AI and

078now they have that information and anything that is said back to you and they kind of start building a history about you. So that data is not secure or private. Magic School functions completely differently. So none of the information that the teacher the students put into Magic School ever makes it out to any of these large AI companies. It stays secure and none of the outputs that Magic School gives to the teachers, the students. Uh also none of that goes to the companies. None of this data is ever used for training or improving these models or for advertising or for building social profiles of our students or anything like that. So, >> thank you. >> How do we know that the data is accurate? What's going in? Because it could be anything. It's just an

079internal. The universe is smaller. >> I'm sorry. Can you clarify the question? >> Well, I mean, I I we went to a um meeting, Kathleen, and she's on um on the Zoom call where they have a program in Ogden. Are we are you familiar with the program in Ogden? >> Potentially. [clears throat] I I work with the Ogden folks quite a bit. It's it's very robust AI program and I would you know I'll talk to you later if you'd like about what they are doing there. Something very similar but far more robust from what we're explaining today. So if a student for example uh is taking a test or is putting in all this information data and then that goes into the database here what if that information is all inaccurate. So then AI is

080feeding back in inaccurate information to the next student who comes along and says here's the question I'm asking you and AI spits out inaccuracies. >> I totally understand what you're saying. So like >> um gets trained on the information that on the conversation >> that does not happen with magic school. They've already trained their model and it's static. So the inputs and outputs don't go back into retraining. That's a big concern and it doesn't happen. So that's a good thing. >> It it does not have that risk of hallucination if you will similar to these large language models like Gemini, Chat PT, Claude and those others, >> right? >> Was it at USBA? >> Yes. Fantastic. It was really an excellent presentation and we got the slide, you know, the slides that they presented as

081well. So I think it would be a good opportunity to learn from them because they've been doing this for a couple of several years. So, and I I'll add on to that that we here we made a really conscious decision early on to be very deliberate in how we rolled out any AI stuff. My joke is we don't want to be on the bleeding edge because we don't want to bleed, >> right? >> So, like I know there are some districts who've done some really good stuff be willing willing to push a little more. We very intentionally said you we're going to be fast followers, kind of slow followers. >> We know this is important. It's important to expose our kids and our students and our teachers to this, but also we want to make

082sure others are are paving the way and taking some of those lumps that we're learning from that while we go. That was very intentional. >> Yeah. On that note, what what is the take up from teachers? I guess all of our teachers using this are there some resistance teachers. >> Yeah. Well, well played pay for pay for the introduction later. >> Thank you so much. So uh our pilot phase was August, September, October. So you can see kind of the usage was relatively low there and then a big spike in November. That's when we introduced it to all of our secondary teachers used by them or with their students. And now in January, we are doing training for elementary and prek teachers as well. Um the student use will only be in fourth and fifth

083grades for the elementary. So we'll see a small uptick in student usage, but a significant uptick in teacher usage. Um and then we do have a few other AI tools that we've improved for staff only. Uh and you can see that list here. Um >> what is that second one? >> Uh diffit. It's sort of a port manto of differentiate it where you can kind of put in any text or video or even just type in a topic and it will create um lesson plans and kind of worksheets and materials and you can level those up. Um and you can translate them to different languages just differentiation powered AI. So we actually have that one uh via grant. >> Um and then if you'll go to the last slide, I just also wanted to emphasize

084the way that we review these AI tools. We prioritize uh data privacy and safety. So we hear lots of kind of horror stories about AI in the news. And so any of those tools that you've ever heard bad things about, we block those on our network. And we're constantly vigilant about not just reviewing things, but re-reviewing because sometimes these companies make changes to their platforms that make them no longer compliant with our educational space. And so we're very vigilant about the data preps and safety. >> Yeah. And a good example is fairly recently um OpenAI said they'll chat GBT for adults will now start to be able to provide adult content if asked once we were you know Ryan is being connected with this stuff but hey this is coming that that's actually now a

085tool we block for adults and student we already blocked for students we blocked it for adults as well um just because we just don't we don't want to get into any of those grayer areas particularly since we have other tools like Gemini that do very similar things and don't have some of those issues But it it is a constant constant battle is as it is with all the filtering >> a lot of sad educators to break up with chat GP >> engaged with Gemini and love what Gemini was producing because every platform >> produces very differently. And then the final slide is just what questions do you have for me and my contact information if you have sort of a longer form interaction that you want to chat about these things. >> So I have

086one other question. Um what controls do we have around students? I mean obviously we can control what they can access on their school devices. What controls do we have around them using a chat GPT on their own? We don't we don't have any controls on them because if it's your personal device personal device touch that now devices I understand that but I mean in terms of instructional uh standards and like how are we able to to monitor or uh influence any of that? >> In theory their cell phones if you will should be locked in yonder pouches in grade 6. So they shouldn't be accessing their device but >> school time presum they're doing a lot of work outside of school time. >> Yes. And unfortunately we cannot govern what they're accessing from a personal

087device. >> Um I know there's conversations at eer to block YouTube because that has become a a concern for many families. Um so we're having that conversation about blocking YouTube for 68 students. Do we have any tools that can pick up uh work that is have come from an AI? >> Yes. Um couple of our platforms have I'll let Ryan speak. >> So we've developed some guidance. We have a whole academic integrity guidance document for teachers that addresses these types of issues. So first of all, there are AI detection tools, but they are always kind of a step behind the most cutting edge AI models. Uh the main conclusion there is that they're not 100% accurate and public institutions have lost lawsuits when using that as proof. So instead we can use [clears throat] these

088AI detectors not as proof that a student cheated but rather as like a conversation starter. So I think you know this doesn't look like your writing student. Can we do a verbal comprehension check? Can you do a little handwriting check? Can we assess this same standard in another way? That sort of thing. Can we compare this writing to the student's prior writing samples? So we have several options for teachers to check when the suspense that AI has been used. One of the things in this course that Louie had attended or a lecture um that Meredith referenced was how that in when you do a teacher does that to a student or says to a student, I don't I'm not comfortable with what you've written on your material, but it breaks a significant bond of trust

089with the student and creates so many social problems in the classroom as a result. Have we had any of those issues go on? I I have no idea. I think I would be concerned about the way in which that teacher approached the the individual student. That should be a one-on-one conversation, not a classroom discussion. >> Um, what I will say is teachers have gotten better about being explicit. Think of a stop light, red light, no AI, yellow, you can use some AI, green, >> have at it. Um, but being very explicit and intentional with your students about your expectation. >> I am not aware of our teachers, not to say it hasn't happened, calling out a student and it impacting social circles. >> Do we have some that are just straight no AI under any

090circumstances? >> Yes. Yes. >> We got it. kind of I mean I think what's encouraging about this to me is that >> I mean we we can't hide this right then is how how is how do we >> uh facilitates it in a productive >> this is definitely a question of all deliberate haste we know we have to move but we're trying to be very very thoughtful as we move because this is this is messy and ever changing which is sort of what we do in front of it so do you have a question >> yeah as the people building it for the students and teachers how you want to build it into the curriculum over the next couple years, namely using AI as a tool. >> Oh, no. Missy. [laughter] >> Well, I think

091we're waiting to see how the legislative session >> there are number of bills. Yeah. >> Um I I do think um one of the things that's most powerful here is the makeup of the committee because they're the ones that are really using these tools in the classroom with the students, seeing how students are interacting with it. Where are the spaces where we're seeing a lot of success where maybe um there there's been failed attempts at at engaging students. Um but I think we have to be to Drew's point like brave but cautious at the same time. um and and just always making sure that you know our the learner as a whole is taken into account um and but also then keeping an eye on what's going on in the industry outside of high school,

092right? So, um I'm really excited about the people who are excited about AI because I know all of us can't I wish I had half of Brian's brain around this, but we're so fortunate that he's passionate about this and is leading us to work with this group. Um it's definitely a team approach. So we we'll keep iterating as >> we hear more about the legislature. [laughter] >> So many things would not be >> I spent all morning reading legislation. triggered a little bit. But >> here's what I'll say. We have to continue to remind our staff. It is a tool. It's not the tool. >> Think about calculators, laptops, now AI, right? It is a tool. It should never replace that human interaction and the relationship piece that our teachers are so good at. >>

093I just like one one AI example tie back to the sports conversation. Uh, my Google AI on my phone while I was watching the NFL playoffs this weekend gave me the result of an NFL playoff game before the game had finished >> and the result was wrong. [laughter] >> That Rams Bears game >> I I I couldn't remember which one. I think it was actually and and for the for the information Google gave me to be correct, I would have had to have been like four scores in the last minute and a half or something. Yeah. Sorry. Another skill our kids need, factchecking and recognizing this information. >> Any other questions? >> And certainly if you have any questions that come up with thing about it, please feel free to reach out to Ryan to

094myself. Be happy to help. >> Thank you. >> Okay. emotional support Amy about >> time. Okay, we're on a roll. >> Um, so this is a different >> This is a different a little bit of a different process because we I don't think we've ever been in this position before. So, we're coming to you today um with a recommendation that we update our K through literacy materials. You're like, "Wait, what? We just did this." um update our K3 literacy materials um because Great Minds published a newer version of their program. So we adopted Witten Wisdom a couple of years ago along with the 95% suite and um and that has been in place and now we were coming to you saying with after the adoption of grades four through eight arts and letters we would

095like to bring K3 up to the most current version as well. So we formed a committee. There really isn't something written in policy specific for this example. So we kind of had to take the best of what the policy um does for us and follow a similar process just so that we made sure we gathered the input we needed and collected collected information. So with both versions approved from great minds um we would like to follow a m you know do a possible migration to the arts and letters program. Next slide. So why now? Um just a little rewind to kind of connect some pieces. When we adopted WIT and Wisdom, we were on a timeline set by Senate Bill 127. And we were actually, we were just talking about this today. want we held

096out to the very last minute to understand the full scope of what Senate Bill 127 and the approved curriculum lists that were coming out so that we really had the full scope in front of us and could choose the best highquality instructional material we possibly could. Um that pushed us to that deadline that we had to satisfy. we had to make an assurance to the state in September um of that year that we implemented to say yes, we've adopted something that has been vetted and approved by the state. Um so since um since then and all along the way, Great Minds has been collecting feedback from teachers that had been using um Whit Wisdom for 10 years across the nation. And so a lot of that feedback was gathered and then um helped to shape

097the newer version arts and letters. And so in the fall of this year, the dust kind of settled on some K3 literacy stuff. We could kind of like bring our heads up above water. We started exploring the possibility. What would it look like to move and have a strengthened K8 system in literacy? So next slide. So we um this is you. Yeah. She's going to tell you a little bit about what's changed. So what has so a lot of the physical part of the curriculum has changed but the modules have not really changed. If you look up at the screen um the purple ones are the same modules and essential questions. So the essential question of each module is kind of the connecting piece to all the different literature, art, non-fiction text. Um the blue

098is the same topic but a new essential question and basically they changed they made the essential questions a little more um relatable to the grade levels that they are working for. I mean I think the C how do people explore the sea for third grade? I think before it was something like how do artists, writers and scientists use the sea for inspiration which was a little difficult for a third grader. So this kind of streamlines those questions and then the only new topic would be the world tales in module four of first grade which was Cinderella. Um so it's kind of the same idea. Um next part we took feedback from parents teachers about what might um what these are the positives the benefits of switching over. So the uh for the learners, for our

099students, the the resources are more studentfriendly. The workbooks have lines in them and page numbers, small details that are really frustrating in the middle of the class to tell your students to be go to the page that looks like this. Um they use the same um kindergarten and first grade lines with the top line, the bottom line, the midline. Um they reduce the cognitive load, the lessons are shorter. Um, we had 90 minutes for language arts, but with the 95% um, it's a long language arts block. These lessons were 90 minutes. So, in theory to get through the whole a whole language arts lessons with both materials, it would have been 120 minutes, which we don't have. Um, so these lessons are shorter. Um, and there's a clearer learning path. I said about the essential

100question. They're more straightforward. Um, the teacher, it's an improved instructional design. The manuals are easier to follow. they give a little more teacher autonomy in what they can do, what choices they can make in the instructional routines and strategies. Um, so it's not so dialed in, scripted. Um, the pacing is a little more manageable because it's 60 minutes and it has a better digital tool um where they can find information to use the uh materials and for the parents um the continuity of the K through eight. So right now, um, while it's similar, K through three is a different program than fourth grade. They switch darts and letters up to 8th grade. So it would be easier for parents to know it's the same workbook. It's the same all the same products. And then improved

101engagement. Um, they're more kid-friendly materials and parents would like those. Um, challenges and concerns. We didn't have any challenges and concerns for our students. they will still be happy mers. Um the teachers we thought about transition fatigue um switching to so quickly on them after we just kind of got our footing. Um but we had a training today of witten wisdom that can be used for arts and letters. So it's all it's the same um >> professional development. >> I've used the word architecture. So the way that the two programs are built it's built in the same they use like they call them content stages. So those are in wit wisdom. They are also in arts and letters. So like the the engine that runs the program is the same. It's just updated in the

102ways that Katie has reflected. So the teachers are getting professional development today and tomorrow that is immediately applicable to tomorrow in their classrooms but then also um if we move in this direction. So um teachers were concerned about the learning curve and the prep time. Um, but again, we waited till the last minute for written wisdom, so it didn't get delivered until August. We're a little ahead of the game, so I think we have time to learn the materials, the manual, the routines. Um, and parents were concerned that there would be standards gaps if we switch over. If they had first grade written wisdom, will they miss something in second grade? They will not. Um, so those were the challenges and concerns that people had. So, um, we're here today in January making the recommendation.

103um to start that 30-day window for some public input. Um and we hope to come back in February and have this approved. Um we would work um through the spring months to uh work with our our coaches. This is the other wonderful thing about Great Minds. We have implementation coaches, not just a salesperson, although he's wonderful today. I have more chocolate in my office because of him, but um Sean's great. But we actually have implementation coaches who are with us along the way helping us evaluate how is the implementation going, where do we need some more support, what are you know sort of what's the status check of things um based on our vision and goals for the school district and then student performance. So we continue to work with them to plan for the

104implementation. Um and this is this is something that um their company is is has been doing for the last year now or two year going into two years with migrating schools that were existing Witten Wisdom schools over to arts and letters. Um also provide some additional planning time to our teachers to support um those K3 spaces to get ready for what they need. Um, again, much of these uh the learning that they've had over the last year and a half is is transferable. Um, what's been fun is we do have a we have a teacher at Trailside who is teaching language arts in both third grade and fourth grade. So, in one day she teaches both and um she is like she has been just the the the teacher whisperer. She's like y'all it is

105going to be lifechanging. An example would be written wisdom requires that the teacher take a um composition notebook and every module has to recreate pages for students whether it's paste things in there and it's like a journal a writing journal for >> a writing journal a vocabulary journal. >> It's all teacher creator [clears throat] >> and heavy prep. And now this will all be in the student consumables. And it was like just having one teacher share that with another during our committee meeting was like you could just feel the relief, you know, of like I get all that time back. I'm not spending 20 hours over a weekend getting ready for the new module. Um they're so excited about it. They're really pushing to try and do module three with the new materials, but we

106would rather spend the time getting ready for module one um in August and really doing it doing it well. So that I think we will offer that planning time but um they want so many of the teachers just are ready to go. So I would say 100% teachers are on in support of this. So we would see that happening in August. So any questions? Is it unusual um to have the longevity of a curriculum be this short? I don't know. >> Whitten wisdom in So Witten Wisdom has been published for over 10 years. So their longevity I would say is standard. ours I think artificially we had to meet that deadline by the state >> and so it's not ideal we understand that but we also know that one of our visions for this for

107our students in in this system is that the experience from K8 is now very cohesive and we're looking for the new math adoption that'll be coming potentially next year that we follow that same model. So I think it just strengthens that system for our learners. And we learned a lot by delaying the adoption because other districts were adopting some of these other curriculums that have been vetted and buyers were more >> because now they're having to be >> not on the bleeding edge. I think we don't. So, we're actually presenting to the state literacy at the state literacy director's meeting on Thursday, the three of us about our implementation approach um because it has been very successful and it has yielded the results we had hoped. >> Great. I think it's important to say all

108that because the stress on individual teachers in the classroom going from one transition to another in a short time I think >> and I think if the architecture that under the hood engine of the system was so vastly different we would we would consider how fast we would move with that. Um but knowing I said we mentioned content stages they follow the exact same sequencing you know so there will be a lot of familiarity in in the newness it's like leasing a car I'm going to say and you've had the you know 2020 version and now you have the 2025 there's going to be a lot of similarities if it's the same brand and same model um it's just figuring out where all [clears throat] the buttons are. So some of our K3 teachers who

109have seen arts and letters that are currently implementing weight list and they're like I want that. >> Yeah, they do. They do. So and and we would not move forward unless we felt very um sure that this is the will of the teachers because at the end of the day, as we know, all of that work happens in the classroom and and all of that additional learning is supported by the coaches and the principles. And if they're ready for it, then then we're going to we're going to say yes, we're this is a good move for us. >> Great questions. >> Great. We're excited. Thank you so much. >> I'm gonna take a comfort. >> For me, if anybody else Oh, okay. >> I need to let me >> Yes. Gene also has to get

11030 still has to be know But they said our philosophy. Yeah, I guess I don't know too many such an unusual snow again. I think it's really smart. >> Okay. >> Hey, calendar. We've already formally adopted the 26 27 school year calendar. So, we're just focused on 27 28 28 29 because we do want to have a three-year calendar so that our families can plan accordingly. Not much has shifted. I'll highlight a couple of shifts. Um, first one being let's talk about fall break in 2728. It is back to that earlier Thursday, Friday. Uh we are the only that I'm aware of public school district that recognizes the Jewish holiday. Um in that school year, it falls on the 11th. So if we were to adhere to the rest of the school districts and when

111they recognize fall break, that means we're out of school Monday, we come Tuesday, Wednesday, and then we're out of school Thursday, Friday. from a learning standpoint that's not good for kids. So, the group um agreed. I I won't say there was consensus um because it's not ideal for fall sports um because when we're not adhering to what the rest of the state is doing, it impacts especially football because if you recall, they play on the Wednesday before so they have enough time before fall break and this will impact uh football in particular. We're hopeful because it is 2728 that perhaps they can be intentional when they go to schedule that um and create the region schedule. So for that school year, it will be very similar to this school year. And I recognize some families

112appreciated being able to travel because not the rest of the state wasn't traveling, but it does have an impact on fall athletics. So that's the first thing to highlight. And then we did bump the professional development day to the second Friday in November. We did not want to impact or compete with live PC, give PC that happened this last fall. Uh so we were aware of that and made sure it did not fall on that same Friday. And then we embedded the professional development day in January. So families will still be on winter break that Monday, January 3rd, but staff will have sort of that soft entry back into reality with no kids on that Monday. Uh and what we're calling that is a no touch day. So there's no training, there's no PD. It's

113really just them in their classrooms pre prepping to welcome kids back from winter break. Any questions on 2728? We still have our makeup snow days. Uh spring break is still that second full week of April. We maintain February recess for the entire week. Then the last day of school would be June 2nd. 2829 we return back to a normal fall break aligning with the rest of the state. Again, you see that January 2nd date, that's a Monday, allowing for teachers to return without having students in the class. Still have a whole week at February break. Still have a full week at spring break. Last day of school is June 1st. Questions? will be a decision item in a few minutes. [laughter] I'll see if you were paying attention. [clears throat] >> There is going to

114be a confus. Okay. Um so moving on, we now have the consent agenda which includes the regular session minutes of December 16th close session from December 16th. the charter bus contracts, travel request, underground right ofway easement. I believe that's for utilities, not for a tunnel, corrective action plan uh for the SLT compliance review 2425, personnel check registers from December and board revenue expenditures from December. >> I make a motion to approve the consent to second. All in faith. I >> that wasn't. >> And now we will move on to our monthly reports. >> Hello, I'm Kristen Hall, high school counselor and PCAO president. Um, thank you for all your time, hard work, and continued commitment to educators and students. We appreciate the effort that goes into supporting our schools and staff. Um, we want to

115especially thank Lindsay and Veronica for um, our monthly meetings, um, our positions on the different committees and, um, our continued conversations. Um, they've been very responsive and Veronica too. Um, they've been very responsive and collaborative. Um we look forward to the upcoming negotiations and are appreciative that we will now have three representatives on the teams to um represent each of the levels. Um we think it's important and valued for that voice to be heard. And as we begin to see bills introduced into the legislative session, we're gearing up to be an active voice um at both the state and the Park City level. Um PCA is planning Educator on the Hill day um to take place either February 20th during our winter break or the 27th and we look forward to that important advoc advocacy

116effort. Thank you. >> Thanks for Kristen, you were at the I'm just sorry that was there were you were at the interestbased bargaining training, right? >> I was not. >> You weren't. Okay. See that's why >> so I mean neither was that I knew her so >> but I heard there's a slide >> d is shar >> it was really it was really good >> it's okay but I mean I just I feel like it was a really a valuable >> that was record >> and just to speak to the three representatives so we'll have an elementary middle and high school because they all come with very different needs so we felt it was important that they each have a voice at the and just to share with you all and you can jump in.

117We had a the interpace bargaining is what other school district. >> Yes. So we have the HR director but she had been a school admin she had been a teacher an administrator she had worked in many parts of the school district came in Vegas and just based learning training. Um [snorts] I would be happy to share the dark >> and what it I what I really appreciated about it there were a lot of things but just not to keep us here all night but that it provided a a structure for um groups and to bring just other issues that affect what's happening with their job with the building with whatever you know because it's not things that aren't just limited to pay and benefits you know So that there are other concerns that arise. I

118think this is a a way that we can but yeah address those and and do the research and look at possible solutions and it just brings in you know a number of all the smart ways that we can look at at impact making a positive impact for things that needed. It's really about bringing forth interest rather than taking a position and an absolute demand or statement, >> you know, and an interest might be we want to decrease the number of absences that happen on Fridays amongst staff. Let's get creative and talk about ways in which we can solve that collectively versus saying we're going to penalize every employee that takes PTO on Friday. Yeah, there was there was nothing >> any do we have any Did you already skip the public? >> Well, we did

119it at 5:04, but if you have public Oh, nobody because it's usually at 5, so I just >> Oh, I'm sorry. I'm sitting here the whole time. I can totally do it next time. >> Oh, well, no. I mean, you're here. just who she is. >> Yeah. >> Yes. It's not gonna change anything y'all are doing. I I actually been waiting a year to say it, but I didn't want to >> I didn't want to blur my athletic loyalties in this. I know you're about to vote on the calendar and I know you've been working really hard. I have lots of friends that are on the calendar. I just wanted to give mine two minutes really quick. Um I just had a graduate. I'm having a graduate this year. I'm sorry. I'm Shannon Michaelis. >>

120Hey Shannon, >> how are you? >> Good. I'll fill this out in just moments. >> She subs for us on occasion. >> I was seven at earliest today. >> And um I have a graduate last year, a graduate this year. I'll have a graduate in 28 and I'll have a graduate in 37. >> So I just went through my first graduation. You might say you got a long way to go. And I do. Um I did have an athlete, which does blur a little bit of it. I am from Texas. I have a stack and bring them today of 80 graduation announcements from last year from all of our friends in both the south kind of all over the country because it was my first one and it was like every mommy and me play

121group I was in it. So we all graduated last year. We graduated at least a week later than anybody else. My son plays division one football. His entire program waited a week to start because we had not graduated yet. it. I already noticed y'all are getting it closer to beginning of June versus I felt like we're already into June at that point. Also too, now that I'm a parent with really old children, um, having the two breaks has been a blessing and a curse because my children expect to go on these wonderful vacations and they cost tens of thousands of dollars. So, if ever in the future down the road before 2037, [clears throat] if y'all ever wanted to like pair down the February break, maybe just a Friday, Monday, I know that was in

122contention. I'm just saying from like >> I just kidding like already we don't really have a February plan yet and I'm already feeling this like mom, what are we doing? I'm like, I don't know. I don't know what we're doing. We know what we're doing in April. So, >> there's nothing to see right now. I'm also working at Der Valley for the first time and we have free passes and we're not even using them because there's nothing to ski. So, that's all I wanted to say was it would be nice just to get it closer to June 1st versus I mean June 7th was it felt extreme. Um, and if y'all ever got rid of one of the braids not being so long, my account would just love it. I will say I'll say that

123many high schools across the state do graduate a week prior to the last day of school. That is >> I would be opposed to that. That is a consideration that we can have internal dialogue about. >> Okay, perfect. Thank you. You're welcome. >> And they did ask I mean just I voted on it. I did all the things. I'm just I just I've been waiting to just tell you about my stack that I wanted to bring and just be like we were the last ones just for a visual. >> It's not I'm not even fussing at which I have to vote on. I just I've been it's been on my heart and now it's on the table. Thank you. I can leave it. I can sleep well tonight. >> Thank you. Yeah. How's that work

124where they graduate before the seniors are just >> so the last week the last week is >> I mean in reality uh senior walk no walk checks are happening that week before because grades had to lock to verify who's completed the requirements. Um, but yeah, most school districts across the state, graduations prior to the last day of school, >> APs are done, are back, transfers are done, everything's done. >> We didn't worry one or two. >> Our challenge >> that that seems like a pretty reasonable way of keeping the ski break that everyone wants. uh but most of the feedback we got uh but still getting now at the beginning of June. >> Yeah. So, it's definitely something we can talk about because like I said, many high schools across the state already do it

125and it really is um a positive because the seniors are gone. They're done and they're not disrupting what's still happening at the high school. >> Um, so there's not much to report since we just ended, but um, mom has officially been changed to May 30th. It will be still at Deer Valley. Um, and for those of you who weren't at our inclass meeting, we the big overall topics were recycling. We are kind of just looking for more support from the student body, the staff, custodians, everyone to try and wrangle that a little bit. And then hopefully we can come back next month with a little bit of progress. Um, we also are looking and exploring new mascot options. Manny has been through it and we also have come into some new money. And so that

126is something we are exploring. Nothing has been decided. We may just get a coffee and man just something that smells better and puts together. >> Small mascots tell did you guys be mindful where we go with that, but we are also going to be exploring many an animal friend or something like that. Um the student store is officially open up until winter formal. We are going to be selling tickets during lunch, which this week only they're the early bird prices, which is $25 for a double and 15 for a single. But then after um Winters is done, we will move to just selling merch. Um and we're also getting more and more seniors asking to be posted on the senior Instagram page as they're deciding where they're going, which is really exciting. And that's kind

127of it for now. And I was just going to look up to the next student >> the board. So who went? I went last time. >> You went last time. >> When's the next day? >> April. >> So they're not in February. Yeah, every quarter may sit. >> We can come back to that. >> Sorry. I thought it was a little more May 6. Okay. >> Okay. We've got a decision item on preschool open enrollment. Randy, do you have who has data? >> Yeah. So, I can uh speak to this. Uh if the board elects to open enrollment for preschool, uh we're looking to accept between 15 and 20 students that do not reside within our bounds at least and it'd be first come first serve and there would be a short window uh where

128we would open that. Um as of last week, we were up to 170 185. >> Now we're at 185 for next year. Okay. >> Uh current enrollment is just over 200. >> So we're really >> yes at 33 entities. >> So this isn't coming to you the normal open enrollment discussion because it's preschool. So falls under category. >> So we would close the current wait till the current registration closes make sure all those families are situated. Then we would open for open enrollment and that would be a a small window to have them apply first come first serve once. >> When would that be? >> The 28th to >> January 28th for a week and a half. So I'm really keeping it short because I want to fill it quickly, get families in, get them

129settled, and then be closed. >> Are you going to advertise ahead of time? Mhm. >> And we also want to ensure those families who want or need after care uh we can secure a spot. So aligning those timelines for when afterare notifications will go out to. >> I have a question. >> Yes. Is there going to be a different um tuition price for out of state out of boundaries? >> No, they would pay the same tuition. >> Okay. >> Well, and once we accept them, they're our student. We treat them just as if they were an inboundary student. So, if they qualify for a reduced tuition, that would apply regardless of whether they reside within our boundaries or outside our boundaries. >> All right. Thank you. >> Would that guarantee them a spot for kindergarten?

130They would have to apply because that's considered a transition year. Um, but historically, once they become our kid, we like to keep them. Okay. >> That would be our goal. That would be our goal to keep them in our kindergarten numbers if you guys recall rather this last school year. >> Right. >> Well, I'm happy to make a motion to uh to open pregame >> restrictions. >> Any discussion beyond public? [laughter] >> Okay. All in favor? >> Perfect. Okay. And now as superintendent Huntsman informed us, we now have a calendar. >> So after reviewing his proposed calendar, we we vote to approve the 28 and 29. >> Can I get a >> uh I will make a motion to approve the three accounts. >> Second. Any discussion? in addition to the film. >> We spend

131so much time talking about this every year. >> Sorry. I just feel like >> Okay. All in favor? >> I >> give you guys break next year. >> I I don't love it that I'm just not. So if you've been to the training, there's a zero to five where you can kind of take a pulse of what people think and three is like okay fine, right? >> We can live with it, you know. >> That's right. [clears throat] >> Two is no, one is hell no [laughter] >> enough people have put enough time into figure. >> Right. Right. >> Yes. Okay. Now we have our policies for posting. The following policies have been reviewed by the policy committee and are now before the board for posting. Policy 30004, student membership. Policy 7060, six, sick leave

132bank. Policy 7090, substitutes. Policy 7110, resignation. And policy 100025, homeschool charter school. >> I make a motion to approve. policies proposal. >> Second. All in favor? I >> I >> Okay. Well, >> just flew by. [laughter] >> Let me say something about the the policy format. We want to move to a format where the policy is shorter itself >> and the procedures can be revised at any point in time by district leadership because when legislation changes we have to update policy and that will limit >> the number of times we have to come before the board and revise policy. So if you review these policies you'll notice that we started adopting that new format. Uh so it's just a short paragraph um about the policy itself and then the admin procedures will follow. So that's

133how we will start to model policy moving forward as we revise and adopt similar to how other school districts have done it just because legislation is constantly changing. >> We don't have to do that voting [clears throat] take a break. >> That's all right. I now second the motion to adjourn. >> Oh, I make a motion to adjourn so that next reg I know.