001Park City Board of Education. We will start with 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. Yes. The board will adjourn to session for the purchase of a strategy session to discuss the purchase, exchange or release of property. Strategy session to discuss. >> I make a motion to go into that and potential second. I second. I agree. Yes. Yes. Susan. Yes. our agenda and um we're gonna start with Kim and the student service award here. There she is. >> Hi everyone. So I have all my little huge moms here. Um my name is Kim Magcguire and I am president of the Maguire Family Foundation which is here in Park
002City. Uh, in 2018, my daughter Katie um created the Park City Student Service Award because she had attended her sister's graduation ceremony earlier in the year and had said, "Gosh, I see all these kids being honored and recognized, but I do this incredible volunteer service with all these students and nobody sees seems to see them. Can we do something about that?" So, um, we marched up to meet the superintendent and Roger or Bobby and they green lit the program and Katie ran it until she graduated and went off to college. And now I'm trying to step into the very large shoots and run it for her. So, um, I am super thankful for uh, Lindsay Huntsman's um, uh, partnering with us, continued partnership with us. And Jen Bellow is here today in place of Ingred
003Whitley who's the head of the Park City Education Foundation. And the young woman I have standing on my left is Abigail Bailey. And she graduated in June, class of 2025, from Park City High School. And she was the winner of the Park City Student Service Awards. and Abigail unfortunately because of all the different changes that were happening a soft watch and didn't get properly thanked or awarded or recognized for the incredible work she did. So today is an opportunity for us to say thank you to Abigail from the Ed Foundation, the school district, the Maguire family foundation, and the community at large for the incredible amount of service that she has done. Um, I'll just tell you the tiny little bit I know about [laughter] Abigail. Um, over four years of high school, she completed
004over 468 hours of community service. That is an extraordinary amount of volunteer service. And in her senior year, she did over 260 hours. Now, by the time most kids get to their senior year of high school, they're kind of checked out, right? With the best intentions of the world, they get senioritis. And if they're doing volunteer service, it's maybe something on the side, maybe with their family or something like this. But there are kids in Park City, my daughter Katie knew it, who are extraordinary, like Abigail, >> who don't just do community service because it's something to tick off in order to get in college. They do it because it's in them. It's in their heart. It's in their soul. It's in their being. And you are a remarkable young woman. and you're one of
005I think we've had six remarkable students um since 2019 and um it just I think it's really incredible in Park City where kids sometimes don't get recognized for the things that they do that are really good to be able to stand up and say way to go and well done. So way to go and well done Abigail. Um, so we have for you a simple name. Abigail did get a graduation cord. So all the seniors got a graduation cord. There were five seniors this year who did 50 plus hours of community service in their senior year. Many of them did over 200. Right behind Abigail were two students who did 335 hours. Um, so it's it's pretty incredible. Not their senior year, but in the four years of high school. Um, we had 14 kids
006apply for the student service award this year. Um, it actually starts in grade six and goes all the way to grade 12. We get very few kids in the younger group which we're hoping to change over time. We'd love to, our family would love to partner with the schools um or with teachers or with students to provide um service opportunities for them because that's where kids really grow and get to know who they are and they make these wonderful connections in the community. Um, so and then those kids, those seniors or those high schoolers, they served 29 nonprofits, mostly in in Utah, but also globally. So, we have these these balloons to say thank you in addition to the cords. You got these flowers to say thank you to [laughter] you, too. Um, and then
007the thing about being the senior um, overall senior winner is that you get to make a donation of $1,000 to the nonprofit of your choice. So, we have not yet scholaripped the kids who do this work. We're sort of trying to figure out whether that's the right way to go, but for the last six years, what we have done is we've made a donation of $1,000 to the nonprofit of the students choice. And this year Abigail, you want to tell them about your choice? >> Absolutely. So, I have a long history of service starting from when I was very young. Um, my family always put a lot of emphasis on service. So, I always did it with my church organization and then my brothers were in the Boy Scouts of America. So, I was an
008honorary boy scout even though I never actually received any badges. Um, and then once I got into junior year, I decided that I wanted to do a service trip and I ended up going on the HXP or humanitarian experience to Udantani, Thailand. And I really enjoyed that, but I wanted to do something more individual and with an adult group of people. So I asked my seminary teacher Lisa Sipple if I could go with her to Uganda to do medical humanitarian and she allowed me to go with her and the organization that she goes with the Ihel Foundation and they do global medical service in multiple places in South America and in Africa and it was an amazing experience and it's just incredible and it puts so much perspective on the blessings that I have in
009my life and it allows me to give a voice and represent people who normally don't have a voice. I just really love that. >> Yeah. >> BYU. So, I know these aren't the BYU colors today, but um could you just maybe share uh what service meant to you in high school? Why did you do what you did? Um, I love to work with my hands and I also love to see visible results. And with service, you can really see the benefit that you give to your community, to other people. And it is a very fulfilling way to spend your time, especially when there's not as much emphasis on service in a scholastic setting as I would hope there to be. So I just it was very impactful for me. It allowed me to again give
010a voice to people. It allowed me to make a visible impact and learn from other cultures and other communities around the world just because I also love culture and language. And so it's and it's very interesting to see how other people act in their day-to-day life and how they are supported and built up by their communities. I was going to ask Lisa maybe to come up and give you just a little bit of history about and also could you tell us about Abigail because she is truly remarkable. She is I add to her sentiment. Um I got to know Abby two years ago at six o'clock in the morning. Um which is not a very lively time for kids to be awake. But on top of all her commitments of her AP classes and everything,
011she dedicated the early morning hour to religious study. And that's very admirable today from a young woman. Um, I Health Foundation is located in Logan. It was started by an ER doctor that I happen to know and he has it he's had it going since 2009. It's gone different directions, but after COVID, he um got a group together and so we do medical work in Uganda, Liberia, Guatemala, and the Dominican Republic. And And Abby went with us to Uganda. And just to give you a little bit of an idea of what is a very common um setting that we see is it's very usual to see a 16-year-old girl pregnant with an STD, UTI, malaria and having to treat that and and also a respiratory infection. And one of the times, one of the we
012have our own pharmacy and we had a couple of days where the pharmacist couldn't make it that we normally had. And Abby says, "I'll jump in with no medical background and it's very busy. We see about 300 patients a day and that's just adults and we can see up to 200 kids on top of that. Um, and they are very malnutritioned." And she worked with university, Utah State University had a group that went with us that were up there health and nutrition department and they are working with IHELP to expand um nutrition assessments for the young kids. And so she would get in and have a patient come up with a list of prescriptions and medications. And Abby, not having any idea of what an antibiotic or any of that is, just pulled out her
013phone, started googling, started researching and looking up all the medications. And by the end of an eight hour day, she could we were driving home and she's like, "Okay, I gave this medicine for this. I gave this." It was very impressive um to do. And our bus rides would take we look on a map and it would be 22 miles. And here going 22 miles is a half hour and it would be four and a half hours to get there because of traffic and everything else that we had to navigate as well. and she was just so patient and so always so happy and um just willing to do and jump in wherever she needed to to be. And I just would refer um to Abby as a wonderful covenant woman in leadership. She's going
014to be remarkable and the influence that she's going to have just amongst children and amongst people her age and to be able to mentor and be an example to that in society to impact for good and for positive things is really um it's an honor for me and a privilege to know her. It's crazy. [clears throat] So, if I could just out by saying thank you to um Park City School District, thank you to board, thank you to superintendent, thank you to Foundation, thank you to teachers. Young people today really need villagers. I spent 23 years living in Ireland. I know what a village is like, which is why we chose to come to First City when we moved to America. Um, this village is turning out incredible humans like Abigail, but it happens because
015all of you are there every day with these kids. So, on behalf of our family foundation and my children in particular, thank you. really appreciate everything you do to make these kids um their future possible and their their current present uh fruitful and hopeful. So, thank you. >> Thank you. Um, so I am Missy Shavern, the preschool coordinator, and first I just want to say thank you so much for how much you guys support preschool. Um this year's motto is we are one pre um park city and in my heart and I think across all elementaryaries that starts a three-year-old. Three-year-olds is really where we start impacting these kids. We set the foundation and we start set these kids up for their future. So just to give you a little bit of new things that
016we're doing in preschool. First, we have our four-year-olds for the first time are going to specialists. Um, they're doing library PE and music and coding for 20 minutes Monday through Thursday. That's about as max as they can do. I joined them for PE once and about at 18 minutes. There was more tears than smiles, >> but they loved it for that 18 minutes. Um, and it allows them really to integrate within the elementary schools, really step into the other side of the buildings, get to know the specialists, and allow them when they do go to kindergarten, they already know four teachers. So, it's just that less scary moment for them. We also have had the three-year-old expansion. Our three-year-old is now running five days a week, full day with afterchool care every single day, Monday
017through Friday. So, I know the parents appreciate it. We are have we have a full program for those three-year-olds from 8:15 in the morning till 6 p.m. So, we're really supporting the community that way. Instructional support, we have a wonderful instructional support um teacher coach. She's right back here, Jen Swinderman. She should have probably shrink embarrassed. Um she has been amazing helping all four of our preschools and helping the teachers grow and learn in their craft. Um we are starting a curriculum adoption process. We are working on um adopting a curriculum so that every single preschool across all four elementaries will be teaching the same thing in every single classroom. And then lastly, we started this year um teaching the same standards in all classrooms the same month. So we've all agreed that for October
018we're all going to focus on this standard. So all of our kids are getting the same curriculum every single month and we're really focused and growing together. And this is allowing us also to start PLC's Facebook feed so that we can learn from each other. um our current enrollment. Last year we were at 153 students. This year we've grown to 215 students. That is a 40% growth from last year. Um if you notice in the bottom, our MLL students, our three-year-olds are at 15% and our four-year-olds are at 20% ML students. Our afterchool preschool care, um you can see the numbers at our top. Jeremy Ranch is our largest at 32 preschool students are receiving after school care. And then the cost at the bottom um is right there. I'm not going to read it
019to you. Um yeah, go for it. Next one. And then um tuition support I wanted to talk about a little bit. Preschool, we have a lot of different ways that we help families out. Currently we have 13 around 13 students receiving um tuition because of special education. 10 students benefit from sibling discounts. Five students receive tuition discount because they receive speech services. 17 students are receiving upward scholarship and free and reduced rate. Upward scholarship is through either Summit County or Park City. That's through the counties. And then we have 33 students are receiving free and reduced lunch. So that is they are only paying $125 per month. So in total we have 65 of our 214 students are receiving some type of tuition support which is around 31% of our student body and preschool. Just
020a little bit about history of preschool for the past four years. In 2022, we had um our four year olds were only Monday through Thursday for full day costing about 500 and our three-year-olds were only two days a week for a half day at $150. At 2024 to 2025, we grew a little bit and we included Friday for our four-year-olds. And then this year, we really went full expansion. So Monday through Friday, we follow the exact same schedule as our K through 12. So, same calendar, same day schedule. So, parents when they drop off their kids that are in first, second, third grade are dropping off also their preschoolers pick up same days. And then their three-year-olds also are the exact same. Parents can choose the half day option if they would like. Also, we
021have that option for them. Um, here's a price comparison for private preschools within our current district. Um, so currently we're about 32.17 hours Monday through Friday. And you can see kind of I gave you five other comparisons. Our cost is about $810. And that's per month. Our hours for active care are 6 p.m., but our afterare cost is an extra $400. So if you want to add that in, that is then $1,200. Sorry. $1,210 total to go up to 600 to go to 6 p.m. So, I kind of just gave you a range of different private preschools throughout um our community just to kind of compare how we look compared to others. We do recognize that our preschool growth has had an impact on private child care centers in the community. As more three and
022four year olds enroll in our program, private centers are increasingly providing care for younger younger children's 0 to2 which requires smaller ratio sizes and more intensive staffing. As we consider any boundary changes, we want to be thoughtful and collaborative in supporting a balanced early childhood system for all families because that child care ratio on 0 to2 is a 1 to4 and that does give an impact on those private centers at being able to be sustainable. >> Why early investing in students? It helps really build a whole child. We're working on their math skills, their literary literacy skills, their alphabet, self-regulation, how they work with their peers. We're working on that whole child and building that foundation. And the research has shown that if you invest in early childhood, you get a 7 to12 return for
023every dollar invested over a child's life. So starting early reduces grade retention for special education placement. increasing later success for every single child in our district. And so we want to continue to support every kid starting at three and giving them that success. So hopefully by the time they hit kindergarten, first grade, they're ready to roll. We want them kindergarten ready. So our goals is to grow and support preschool educ educators through professional development. Provide early intervention for children starting at three years old. Let's fix the behaviors at three. That way if you don't have them when they're 15, that's the goal. [laughter] Strengthen the entire prek through 12 system through early early intervention. align curriculum with early literacy and numeracy district goals. We want to start early. Let's get them ready for kinder. And
024then full day programming to um in afterare options to support families. And the long-term vision is the investments are not about immediate returns. We're really investing because our early years are formative and critical. Quality programming creates lasting benefits for ch children and families. We get the children in our system earlier. Um families are choosing Park City School District instead of private schools. We get them in at three and we're going to keep them instead of home with relatives. We're getting them them in here. I have heard from from a few kindergarten teachers. They say they know who is in our preschools because they know already how to school. They know they're ready to learn. They're not coming in nervous, crying. They're not having to teach them how to play with other kids. We've already done
025that for them. So, we need to continue to work together as a team. And then we build stronger connections to the public school system from the start. So, biggest thing, invest early. Let's grow our educators in preschool, support families, and strengthen the entire system. this approach that pays off for all the students in the community for many years to come. >> I was just uh kudos to Miss C and her incredible leadership and stepping into this role. I hear nothing but positive feedback from staff and families under her leadership. Uh shout out to Jen Swindman. even though I know she doesn't like to be called out, she is leading uh changing instructional practices with our preschool teachers and obviously uh this board and previous boards for making preschool a priority. We recognize that early investment
026pays dividends long term and then our partnership with the Ed Foundation. I know Vel is in the audience. Thank you for your gift. Um this is a communitywide effort to ensure our kids get what they need at an early age. I just was going to say I was at one of their Veterans Day um services at Harley's this year and it was just delightful to see the preschoolers that were included in that assembly and how much fun all the kids had. So I really and I wanted to take one home. They would like >> they love being included and you see their big kids. >> And there has been a bit of a shift in mentality. We are a prek to 12 district. We are not a K12 district. Um we are starting to educate
027our students at three not five. So shifting that mentality and our preschoolers are part of the neighborhood school community. They're not separate. >> Right. Can you talk a little bit more about I mean this is the right one. Thank you. Uh can you talk a bit more about the impact on uh other preschool facilities? Um I hadn't really thought about that. Uh is that something we have specifically seen already? >> Is that Can you just talk a little more? >> Um so I'm on um it's with the zero to eight coordination. um for Summit County and I've been on a few Zoom calls with some preschool private care providers and myself and they are saying that enrollment is down specifically for the private care in that 3 to four range and that is where private
028care providers do make more of their money because they can in a three-year-old range the childcare licensing is 0 to 12 or one adult to 12 kids in four, it's 1 to 15. From 0 to two, it's a lot smaller ratio. So, since we're growing so much, um, they believe that impact is hitting them. So, they're seeing a decline. Now, most of their three and four year olds, from what they have told me, they are accepting more kids out of boundaries. Um, that's what they were reporting that most of their kids are out of boundary kids. they have very few inboundary kids. >> Um, and now I only talk to three or four providers. That's not everyone, but they're starting to get nervous. That's the feeling that I'm hearing on these Zoom calls. >> So,
029we want to be good community partners as we consider open enrollment for preschool. We'll have that conversation in March. Let's think about the broader impact on our other early childhood providers. um recognizing yes, we could take probably another 40 or so kids, but do we want to and do we need to because there are impacts on other facilities across the county? >> Yeah, I'd love to I'd love to hear more about that as we learn more and and how we can partner with with some of those some of those organizations we brought up. >> Yeah. um question. The [clears throat] impact I I see now that you brought it to our attention, but don't a lot of parents that kids go to those private daycarees, work year round. So, our district doesn't cover that. And
030I don't I mean that's the negative part of having it in a district compared to having it. >> Yes. Um, and when I was talking to them, I asked, would you open a summer to kind of gap that, you know, help some of our families out and they couldn't make a little bit of money in the summertime. Their big thing is they want to keep their child care license employees all year long. They don't want to hire employees for only three months. And I can tell you now that I've learned the childare licensing process which I have got all to it's a whole different process. It takes four to five weeks to get someone through the system fingerprinted. Um you have to do so many hours of licensing um that's very specific. So I do
031see where hiring someone for three months Yeah. you're putting more time in to train them than you would have them working with the kids. So that's kind of the balance that we need to watch out for. >> Yeah. I mean to your point it does seem like it's based on different obviously the same basic care. >> Yeah. Some of the daycarees close over the summer and take longer holidays. So no, a lot of our families will enroll their kids in summer camps and that's how they bridge the child care gap from June to August >> and like Mark and Basin Recreation will offer apartments, >> but they only go down to >> right >> five. >> Yeah, I don't think they go down to three and four. >> Four. I don't know if it's four
032[laughter] >> question. So, um, the special ed kids are near and dear to my heart. And so, now that you're doing three-year-olds, you're helping transition them from early intervention. >> Yep. >> And then get them ready for kindergarten. >> And you're already at 10. >> It's a lot already. How's that going? >> It's going really well. We really concentrated um our special education into Jeremy Ranch. Um, the reason why is we wanted all our ESPs in one building, so we have we're not spread across two buildings. Last year we had um some of our ESPs traveling between buildings. Now we can have them all in one buildings, bringing kids 100% of the time with one special education teacher. Um we are really um making sure that the kids are supported within the classroom. It's a
033pushin model. So the kids, you know, we might have two special education kids in a classroom with one ESP. So they're really with our preschoolers in the classroom getting the same lessons and then when they feel like they're done getting the same lesson, ESP recognizes it and pulls them out. So we kind of push in, pull out as the kid tells us and we kind of watch and listen and let them tell us what they need and when they want to learn and when they maybe need a break. >> You guys think we could all be so lucky. [laughter] >> Exactly. Thank you guys. >> Thank you. >> All right. Next up, we have Cara and Carolyn joining us. >> I'm just here for >> No, you're good. >> I'm online. Sorry. >> On the
034paper, this was what's next. >> Sorry, I have confused. >> Well, you know how they say, um, gosh, it's going to be really hard to follow that presentation. Um, this is a good way. >> She just threw it up for us because we uh we are going to talk a little bit about our curriculum adoption process. I'm Car Beckold. I'm the special education coordinator and I'm Dr. Britney Blind, the behavior specialist for our district. >> Oh, I'm paralyzed. Here to support if they need. >> Great. Um, I'm gonna let Dr. Blly talk a little bit about um the student need and especially how it kind of springboarded from preschool. Yeah, actually pretty excited to talk after Missy because the increase of enrollment for preschool and uh isolating or not isolating um putting all the students
035at Jeremy Ranch has really helped us see that there's a lot of need for students that have uh level two or three autism which is more profound where there's deficits in adaptive skills, communication skills, pre-learning skills. And we've just noticed as like a special ed team and myself working with uh students who have that level of autism, especially in my past in a clinical setting realizing that we really needed a comprehensive uh curriculum that's going to help support those needs. So, uh early intervention as we know and Missy said is probably one of the more important things especially in preschool, but it's even more important for a student or a child that has that level of needs. Um, and typically if they were in an ABA or an autism clinic, they would be receiving 40
036hours of intensive ABA kind of therapy. So, all that being said, we have really capable teachers and we want to be able to provide them with research-based curriculum that's going to help support uh those deficits in a way that's uh replicated from preschool into elementary setting as well. So great and we also have preschool we do have in this a program one of our elementary schools trailside actually has um several students in the same profile um that we need to we want to provide that same curriculum and programming that researchbased ABA based um curriculum to meet all of those needs. So this was a process. Um you go ahead. Thank you. Um we we identified those needs as a school team, our sped leadership team, myself, Jaclyn Nap, and Britney. We researched all the available
037programs. Um we narrowed it down to two based on what our need was. We had presentations with those two providers and then we uh received videos, program information. We got online accounts for our teachers and our administrators that work with those students in those programs. Then we called our committee. We started with our school-based committee. We wanted to brainstorm um we we came up our overall need and then what were their priority needs? What did we want to look at and questions we wanted to ask ask of the presentations. So we compiled those questions and then we developed an evaluation rubric so that when we met with those two presentations we could look and compare and contrast both of those. That was on October 8th. On October 24th we had our full committee including parents
038and administrators and related service professionals. We had two presentations one by uh star autism and then another one by autism. Um it they were really great presentations. We had a robust committee discussion afterwards. Uh we really found that that both programs met our like overall need and each one had some things that we liked better than the other. Um but when it came down to it and we presented the overall recommendations to our leadership committee, it came down to that star is being used in several districts in the state of Utah. Aerys is not. It is a wonderful robust program. It's being used in other states, but we would be the first ones to use it. By having the star program, we have model classrooms that that teachers can visit, parents can visit. They have
039a Utah based trainer. um the training was incorporated into the overall cost and so it was more uh efficient and effective for our smaller group of students. Even though we've had an increase, you know, relative to our size as a district, we the districts that were using the other program were really big districts um back east and in the Midwest. So, we felt like Star overall met our needs in that. Um, so we we did send out a survey and we got the feedback from the community members. We proposed STAR and then I'm gonna let Britney talk a little bit more about STAR and and what that looks like. But after today, then we will go forward with um posting it to the website for 30 days if you know this is approved today and
040then we'll have our community meeting. We've scheduled that for December 3rd. >> Yeah. So it was really uh exciting to go through these different programs. uh my PhD is in applied behavior analysis and the strategies that I use in just doing behavior interventions is really similar. So being able to find uh a comprehensive curriculum that really takes out a lot of the busy work of trying to create materials and trying to create uh like objectives. it's just there for a teacher who knows how to use those strategies and it just makes it a lot easier and a lot more uh consistent across the different settings. So, one evidence-based uh instructional practices is definitely research validated and the biggest thing is it aligned to the common core and also the Utah state standards. Um ABA based
041meaning it's going to use those behavioral principles but it's incorporating skills based and not just behavior reduction. It's really just like an overall uh marriage of those two, which is really great, which it's going to help support language, social, behavioral, and then those foundational academic needs. So, a lot of times when we have, you know, a self-contained classroom in preschool or in um elementary, they're going to be getting that intensive direct instruction all the time. And this is really helpful because it's going to go across all of those settings. uh it meets the individual need of the students at those various developmental levels um and it aligns with those IEP goals and that has always been as a teacher too the hardest part is being like okay here's my goals what's what am I going
042to do to teach these and this makes it so that it can be really consistent and when the student transitions from preschool to kindergarten they have that program with them and that's really helpful they don't have to reinvent anything uh comprehensive materials this is really like I said I've spent days creating materials as a behavior analyst. And the fact that this has all of that program manual, lesson plans, readyto-use manipulatives, and online resources is really going to help in one the assessment process of being able to identify what skills are um in needing to learn and what strengths they already have. So, we're not just continually nerfing on the same things. Uh the biggest thing that we really I think was the biggest perk for this system or this curriculum in general was the individualized
043training options. Like Cara said, this was all included within the cost of what we researched. Um as opposed to the other one, they it was added in more to those costs. So this was really nice that that they can come to the classroom, they can help us set things up. there's a Utah based trainer and like having uh model classrooms that we can collaborate with. Some of our uh teachers have already been trained in this system in the past in different districts. So that's also been very helpful. Um, and just making sure that we're being as consistent and as researchbased and using the right practices, especially with the three-year-old uh, program. I think expanding, I would uh, guess we would probably get more students at that level of autism that would come in and receive
044that. We want to make sure we have quality uh, curriculum so that we are meeting their needs. >> Sounded okay. So then if you remember how this works, right? We come to you then we do that Zoom meeting to get feedback from the community and then we'll come back to you in December for final approval on this curriculum. >> Yeah. Is the plan to roll this out to everyone who has an IEP or is it by grade? How are you going to >> Really great question. I think we're looking at um rolling it out in the preschool setting and then the trailside classroom that has really that concentration of the level of students who need this. That being said, it's uh this is a curriculum that can be used with any child that has a
045developmental delay that's impacting their school readiness, needing um social skills, needing uh what am I thinking? Like uh behavioral supports, >> yeah, hygiene, like teaching those kind of skills. So, it's something that we can use, but I think starting out we want to make sure we have those in all classrooms. >> It's for those students. Um the curriculum is appropriate for a cognitive capacity up to 9 years old. So 18 months to 9 years old. That doesn't mean like their age, but what they can and there's three different levels with an assessment that you can use and then it it targets exactly where you need to start in your spoken sequence and then you can tie that to an IEP goal, pull it out and just go right to work. And it's really easy to
046have your assistants use it or your related service people. Um it's so like we're saying instead of having to create all of your own materials and try to figure out yourself what level they're starting at, it's more of a readymade curriculum. Um and right now it's really interesting that we just happen to have the concentration. We had quite a few moveins to triite at this. So >> yeah, I was going to say something that you were saying. Yeah, but it I think Oh, that's the nice thing is that comprehensive aspect of using an assessment and then taking what that assessment says and then hey, if you move to this now, you're going into kindergarten. We don't have to retrain or redo anything. It's everybody has that same plan. >> And they can train when they
047do come in and do the the group training, they can train up to 30 individuals. So anyone that works with that student can come and do that training and and they're really learning not just um about the curriculum and the programming but really good ABA instruction strategies too. So you can use it with all students as well but the curriculum materials resources that comes with the kits is really targeted for those students at that level. >> Any questions for that? I have a about how many students do you have in a typical group? Um >> is it and is it pretty stable? >> Yeah, we have 10 right now between the preschool and the elementary that would we would use this with. And when you run ABA intervention or instruction, typically it would be rotated
048between the headteer working one-on-one or twoon-one so that they're really getting that individualized like consistent direct instruction. Um, and then they might rotate. So it it takes a lot of coordination. So taking off the planning aspect of needing to create materials, this helps a lot with that stability um and training staff in particular, especially when there's a high turnover. Sometimes there is. We don't have it right now, but >> Thank you so much. >> Thank you guys so much. >> Yes. We'll do it. >> Hello. So, I'm the principal of Molan, Angie Duffner, and um I'm here to just tell you about the wonderful things we have going on at Mcfolan. Very excited. Um Trisha, do you mind? Um, so this is just the mission and vision of Park City School District. What I'll be
049doing today is kind of going through each one of those bullets and just kind of giving you um an overview of how we address that in honor mission and vision. So MPAN has two very distinct goals that we are doing this year. We're at all of the PD that we have, all of the meetings that we have, everything is surrounding these two goals. And if it doesn't surround these two goals, we're not doing it because these are very concentrated. [laughter] >> Um, okay. So, um, NPOL will increase the number of students proficient in math and reading by 3% as determined by the Aadian grades K through three and rise grades three, four, and five. We will make these gains by increasing oral language discourse opportunities and curriculum based materials. Um, proficiency means students score blue
050on a cadence reading and math and at least a three on rise reading, math, and science. So, while I know that's a lot of information, um most of our beginning, middle, and end of year assessments surround Aadians, which is our early screener, um our K through three, uh take that, uh all grade or all grades, all kids. And then when they get to four and five, it's usually just the students who have shown that they need more support. And that's if they score color-wise red or yellow. And so um we would like to increase our um our proficiency by 3% on both reading and math. Um and then rise um three means that they are proficient. A four is above proficiency. So we are looking um at making gains in that as well. And like
051I said, that's a very broad goal, but it's very concentrated because it gives everybody um kind of the mentality that whatever we do surrounds the increase in these areas. And we're doing it through something called discourse. And what that is, it's very important for students to be able to think and to explain what they're thinking and um why they got to a certain point. And so everything that we've been doing this year has been surrounding the discourse. In our teacher meetings, which are our PLC's that we have on Tuesday, we talk about how are we doing discourse. Right now we're in the middle of what is called a no hand raising challenge and that's for 30 days. We are trying. Okay. Now, is it 100%? No. And I tell everybody it if it happens, it
052happens. It's not like anything's gonna but it's fun and we've heard a lot of but um there's a lot of research surrounding why hand raising prohibits student discourse. And so Anita Archer is one of our uh gurus of education and she has a wonderful video that we have been studying along with some other um educational uh people who have come out with studies and um long story short we've given this professional development to the staff. We're very excited about it and I think they are too. Um our number two goal um is about our MLL student proficiency. we will increase by 29% which equates to 17% above uh the 2024 state. So our state as a whole um is very low when it comes to the proficiency level of our multil- language learners. We want
053to be at least 17% above them, but we also want to be 3% above the district. um we we're we're really wanting to start so that we can attain this goal and move forward. We're doing this through something that we and and we've talked about this a lot in um in my school is that if we're doing the same thing that we've done in the years past, we're going to expect the same results. So this year we've done a lot of professional development and language discourse. We are uh targeting our MLS every week, looking at their data, looking at how they're doing um in all of their um kind of little micro assessments that are given every week. And we're making lots of decisions every week about what groups they should go into. And this
054is a concentration that we've never we've never had this much in our school before. And um I know Jenna can attest to that. It's just always in the front of our minds that we have got to to move this. So while it would be great to move beyond 3% of the district and if we do fantastic, we the minimum we want to do is 3% above our district average. So with those two goals, our schoolwide focus, like I said, has been extended discourse because in order to maintain those two goals, we have to increase our student discourse. >> Any questions about student discourse? because I know that's a lot of information. Okay, go ahead. >> So, um, academic success, as I alluded to from the the, um, slide right before, academic success is fostered through
055many opportunities for us to discuss data as a team. It is important that we discuss data weekly, bi-weekly, every six weeks, and we have meetings that we meet, weekly PLC's. The teachers are in a 15inute PLC with myself and the instructional coach during their prep time every Tuesday. During this meeting, we they get together and team with their um counterparts, but we also look at specific data. We talk about student concerns. We say if you haven't discussed a a student concern in a PLC, you cannot move on to the next meeting. So this is really where we discuss hey this student is having a difficult time or this group of students is having a difficult time. After that we go to what's called a data dive. Data dives are we where we talk about specific
056students and we troubleshoot what we can do to ensure that that particular student is getting what they need and getting the um instruction they need. Maybe it needs to be changed, maybe it needs to be lengthened, maybe we need to add something. Data dives are um every six weeks and the um grade level comes together with our interventionists, with our coach, myself, and we discuss a lot of of the cadence data um and and witten wisdom, arts and letters. We we really run the gamut there. It's about two hours every six weeks. um SST and SRT kind of go together and those are done on an as needed basis usually about twice a month but sometimes it's every week depending on how many students we have and that's really identifying a single student and what
057we need to do for that particular student. So we're always talking data. We know that's how we're going to move students. Um that's our academic system. >> Oh, this is the best slide. So these two ladies >> and Bill up sponsored this. >> Dedra, do you want to join us? Hey, should I hang here or should I hang my um these two ladies, Belleie and Jenna, are two of of of many staff members who go be above and beyond my expectation, their colleagues expectations. Um I'm going to talk about Belleie then Jenna Belie. We have cafe kamigos. We have community engagement nights. And they are so well attended. Not because they want to come see me. They want they she she's you got to come. You got to hear what the principal has to say.
058And it is amazing. Students flock to Belie's office every day before school, after school, um you know, they're not feeling well. Oh, they want to go see Miss Belie. She really embodies the outreach position and I don't know what we would do without her. She has been amazing. >> Jenna is an amazing teacher who's been with us for >> seven years. Um and I was there I was I was in on her interview. Um, Jenna is so great about making connections with students, which we know really in this day of an education you need to. Jenna decides what it is that she can talk about with that student, gets the uh the buyin from the parents and not only does she make them feel comfortable, but she meets those students where they are. She differentiates.
059She pumps them up when they need to. She diff differentiates up down. Um truly her her classroom is so inviting. Um but this year and I appreciate what you did. She brought a social emotional component into our school this year called Crew. And do you want to talk a little bit about it? >> Sure. So, um, PR is something I was introduced to when I worked at an expeditionary learning school a long time ago when I first started. And it actually comes from, um, the Outwardbound experience where we teach the kids, we are crew, not passengers, that we are all in the experience together. Nobody is just here getting pulled along. And they really buy into it. We'll be in a math lesson and they'll be like, "Miss Jen, I fell off the boat. [laughter]
060I'm off the boat." The kids will be like, "Just hold on to me." So, we'll kind of reexplain and they're like, "All right, come back in. I'm not holding cattle." But like they just they love it and they we have crew meeting every morning where we check in with each other. We do quotes, we greet each other, we do affirmations, the kids have a week that they're the crew leader where they have to kind of be in charge of that. And it's not just our morning meeting. It's our entire culture of our classroom. And I have students um I've done this my entire career. This is my 14th year in education. And my little first graders who are now like I go to their weddings and the first thing they'll say is, "Miss Jenna, do
061you still do crew?" >> You know, it's just a thing that um I've always done. And this year, Angie asked me to introduce it to our staff. So, I um presented it to all of the teachers before school started. And there's a lot that have incorporated pieces of it. >> And I don't expect anyone to do it the way that I do it because classroom community has to be authentic to that classroom, to that educator, to those kids. Um, but if we can all put our focus on getting to know our kids, letting them know that they matter to each other and to me and to themselves helps everything that we do as educators. And so that is a focus that I've had and I've really enjoyed seeing other teachers implementing it this year and
062other kids talking about their fall and it's been really >> it has been fun and there has like you said you know the teachers are just getting used to what it is but there's definitely those components and and I appreciate that and this year you are bringing uh Finding Nemo our first ever u musical theater and she had auditions all she has all this week um working with um Belleie they are making phone calls to ensure that our whole school is represented in this musical theater and we have a lot of kids coming out. And so um again just a a a testament to these ladies working together for the betterment of our school and making sure that we um are equitable to all of our students. So thank you to both of our education
063foundation. And I want to thank both of you for embodying what it means to be one park city. >> Thank you. >> And may they have a small token of appreciation and we will take pictures and then we'll get back to Angie's presentation. [laughter] >> That's it. Maybe just quickly I um and first of all a pleasure to be here tonight and to to join all of you. I get to wear two hats. The first hat is representing Park City Resort. I'm the COO and um you know think every day about not just what we do when it comes to what happens on the mountain but how we can be great community partners and luckily we've been able to do that through so many ways with the education foundation. So when they came to us
064and asked how we can support the educators of the month we were like easy yes so happy to do it. So inspired by tonight like this needs a lot to be able to be here. Um, and one of the things that we're able to support by is that if you are an educator of the month, you can choose between a day ticket to the resort. I promise it will snow like if I start giving away tickets. Maybe that's going to take me uh or a $100 gift card at one of our restaurants which includes on mountain or at the base area or $100 gift card to one of our retail locations which includes Patagonia and North base on Main Street. Uh, so choose that. And then I would just say the second hat is I
065have an eighth grader at Eer. I have a fifth grader at Trailside and so I get to witness every day um not just about raising kids in this community but raising good humans and all of the role that you have in that. So just really proud to be able to recognize all of you today and congratulations. Thanks so many times. This is it. Are you on the boat? I know. I feel like [clears throat] one, two, three. I teach fourth grade. >> I just want to say something really really quick. So, um, Jen, the play is, uh, thanks to a PCF brand. >> No, that's my job, right? You know, we love supporting these creative ideas of teachers. So, an amazing classroom grant. We're so excited to get Belle seed is the reason that Nicole
066always gets the most money during be the fall now build the foundation after getting every dollar donation. Um and of course you know Bale uh came to us 11 years ago now and said how can we support what's the best thing to do and you know preschool was just you know two two or three years in and we said well you know preschool is is something that we're just starting to build and really important and um veil stepped right up and then they stepped up in a really big way um even more a couple years ago and they are the presenting sponsor running with that. So Veil has been supporting the school district through PCF for 11 years. So it's been great. Great workership. >> Thank you. >> Okay. So leadership um I I felt
067like it was important for you to hear how we help in leadership our students. So I I came from it from that perspective. McPolon has many leadership opportunities for students to learn how to lead and be positive, happy, and successful students. So once a month, we do what's called a motivated moose award. And we have something called rock behavior. Uh respect, organization, cooperation, and kindness. If you're showing that in your classroom, you could be nominated for a moose award. And if you've ever been to our motivated moose, you have, it's amazing and you are all welcome. Um, but the kids really take it very serious and they take the rock rules very serious. They know the rock rules. You can ask >> first grade on up, >> prek, K, they're kindergarten. >> Yeah. Yeah. They'll
068you you'll ask them what the rock rules are, they'll tell you. Um, so it's really important. Al also Officer Eves, our new resource officer, he is doing something new this year um called Officer Eve's patrol and he takes students who could maybe use a little bit of more support on how to be a leader in the community and he's working with them daily. He does daily check-ins and he also gives them stickers to give out to other students who are who they see are are embodying leadership. Um, we have the class of 2033. Every time I say that, it's weird. Principal lunch. And I love this so much because, um, this is an opportunity for students to shine outside of the academic classroom. Every month, a different group is challenged with giving us names of
069fifth graders who are leading in the area of recess, cafeteria, uh, small groupoup instruction. um specialist area. And so um I get to have lunch with them once a month. We we do a nice tablecloth with candlesticks. They're not real. Um and and they always want to do Alberto lunch. We give them choices, but they always want to do Alberto's. And it's just a fun opportunity. And one of my questions, and this goes towards portrait of a graduate, is we talk about the different paths when you're graduating from high school. It's going to be 2033. you have these paths and what would you like to do? And our whole 15inute conversation is surrounding what they want to do when they're um a senior in high school when they graduate. So, it's really fun. We also
070this year have something new called fifth grade leaders and that was born out of the we all belong campaign. We kind of morphed it into uh a leadership. Last year, we all belong was really a initiative um from from me to the students, from the teachers. This year, we really wanted to be more of a grassroots fifth grade. You have this opportunity to allow students to understand that we do all belong and how do we do that? So, our wonderful counselor Julia is leading that charge. So, lots of opportunities for students to shine and really understand what it means to be a successful leadership student in our district. Communication. So, monthly communication updates from the principal. So, I send out a a monthly office update, but we also have monthly PTO meetings that I attend.
071Um, we also have Danielle Perry, who is our tech coach. She also attends. Um, and we have different invites. Sometimes Belleie might come, sometimes our counselor might come. Uh, this next meeting, which is next month, we're going to have our dean who's going to do a safety presentation. Um, so we really try to bring different opportunities to those meetings. Same with Cafe Kamigos and our community engagement. The premise behind those two is I really feel very responsible that every family needs to be on the same playing field with information. And so it is our duty to make sure that we know if families don't know there's an option for a community um support that we help get them where they need to be. We've partnered with PC Reads a lot. We've partnered with Big Brothers
072Big Sisters. the Park City Community Foundation. Um I don't even know how many kids we've signed up for summer school or summer camps. Um and so it really is important to us to make sure that every child, every family has those same opportunities and know about those opportunities. Um, so that's really important and whenever we have those, uh, we, you know, whether it's a shop clinic or or however we we need to bring in in-house people so they can do one-stop shop, which is at McFillan, community alliance, very similar to what I just talked about, except for a portrait of a graduate is a really important aspect of where the child is going from prek all the way to 12th grade. And several years ago, the the uh perk or the school district made a
073commitment that we would do an enrichment Friday every six weeks. And it coincides with the teachers data information meetings. It's hard for a teacher to be out of their classroom for two hours during data, but during that two hours, the students, those particular grade level students are involved in enrichment activities. And a lot of the enrichment comes from community partnerships from around Park City. Eats will be there. Sometimes we'll have police, but recycle Utah. Uh lots of different partnerships come together to do activities with the children. And it really um I if you had like a passport, it really stamps on a lot of portrait of graduate things. And so our hope is by the time they're done with fifth grade and they're ready to move on, they've been exposed to some of these elements
074of portrait of a graduate so that they can continue that work starting in um uh Eer Hill. So that's what we do. Final thoughts at McPolland, we are dedicated to providing personalized learning for every student. Our goal is to ensure that each learner has the opportunity to grow, achieve, and reach their fullest potential. and that is 100% authentic. We really want them to achieve their goals and we're going to help them get there. >> Thank you. >> For our wonderful. >> Okay. Thank you. Thank you. I thought you roll me. >> Well, actually, I think we're gonna go to public. Stand by. >> You're like to >> um so we're a little we've had a lot a full agenda. [clears throat] Um so now we are going to switch gears for a second and go
075over to public comment. Um the board of education wants to hear input from our community members at our meeting and in order to respect and preserve the time allotted to each presenter on the agenda. Each speaker will be limited to three minutes and speakers representing a group will limited to five minutes and I think they only have one. It's only for public comment and that's Patrick Hayes. >> Hello, I'm Patrick Hayes and I live in Pine Brook. I have a seventh grader in accelerated math at Eer and a fifth grader in tier three pace at Jeremy Ranch Elementary School. I'm a private math tutor. Um, a lot a large portion of my income comes from tutoring students within the Park City District, whether they go to Park City schools or if they decide to go
076out to the valley to um access other curriculums. I'm a certified Texas teacher. I teach uh music and math. Um, my most recent teaching position was with the TRIO program at the University of Utah, but I've taught grades 6 through 12, both in public and private schools. I would like to thank the school board for providing a top-notch education for my students and for our community. Fantastic schools, fantastic teachers. Today, I'd like to advocate for a differentiated curriculum for sixth grade math. Currently, fifth graders have three tiers of service. They also dol, which is my son can be working on seventh or eighth grade math material while the student next to them is working on uh more elementary school music or elementary uh math curriculum. My daughter's experience with sixth grade math was that it
077was mainly a repeat of material that she had seen before. Um and then she's in seventh grade now. their class is having kind of a whiplash from sixth grade math being very easy to seventh grade math being appropriately hard and she's disappointed that she has to do homework at home now quite a whiplash for her. My hope would would be that the district would extend the honors and accelerated option to sixth grade math. The current structure seems to bottleneck our top achieving and top scoring students in the sixth grade level. As a math tutor, I see families choosing other schools because Park City School District does not offer accelerated math options in sixth grade. After this meeting tonight, I'm tutoring a seventh grader at Waterford that used to be best friends with my fifth grader
078at Jeremy Ranch, but their family chose to make another decision in sixth grade. Tomorrow, I'm meeting with a sophomore at Waterford, who's an AP calculus. She grew up in trailside, was part of the Duke dual immersion program there. I feel that when we wait to accelerate students till seventh grade, we lose some of our top scoring uh students here in the district. Miss Forester was my daughter's sixth grade math teacher. She's already GT certified. She has the training. We would just need to develop the curriculum and identify the students to fill the classrooms. Miss Goring is my daughter's seventh grade accelerated math teacher. She's currently developing the seventh grade accelerated curriculum. She's trying out different things. Some things are working, some things are not. I think that this would be now that we have a
079sixth through 8th middle school, this would be the time to look at the accelerated math program and fill in the gap that we have in sixth grade. Um, I feel like we have appropriate Okay. Thank you for your time and I appreciate your continued service. >> Thank you. [clears throat] D with the construction update. >> Yeah, I'll try to be quick. >> Oh, you my best picture. >> There you go. >> Okay. So, this is just kind of for reference only here. There are a few things that uh aren't actually correct on this, but it give you just, you know, just for reference there. So, everybody can see the demolition of Treasure Mountain. Obviously, that's where those two soccer pitches slash multi-use sports fields are going. Um, I'd say they're about 90% done. They uh
080should have the building completely down by the end of the week, but then they're they sort through everything and take what they need to recycle and that kind of stuff. That's and they salvage and so they'll be sorting through that. They >> find the time capsule. [laughter] >> Have not found a time capsule yet, but those guys don't tell me everything, right? So, I did see they had some stainless steel sinks sitting out there this morning that they had dumped out of there. But they um and then the portables will probably happen next week. It's a shorter week. I don't know how many people are working on Friday and we're Thursday. Some people take off, but they they said they'd probably get to the portables next week. So, that'll be happening. um part of the
081demolition of where we were originally leaving the slab there because of the environmental concerns thinking that we'd be in winter and we'd be tracking things out and the mud >> the way things are going with the weather. We may demo that. So part of part of the environmental stuff is classifying how much the foundation and footings underneath that building have contamination and you know how much the materials did dirt is stuck to it. I'm I'm hoping that it's built on structural build, right? We don't know that. We're going to dig a test hole and see what's underneath there, take some samples and get that classified. So if the weather holds, we may take that out and start that grading over there to get us in front of the spring. So You may see that happening
082that uh in the next couple of weeks. Uh on to the buildings. So the dugouts and the team rooms, all the foundations are complete. The CMU on those will start next week. You'll see that starting to come up. All the blocks on site. We were partially waiting for them to cast all the block for the color that we needed. They don't it's not like going to Home Depot. You have special colors. And so that's on site. In fact, they did the mockup today. So you'll see that the really only part of the of pouring that's left to do concrete is the back stop tying into the dugout on the baseball field. And you'll see some pictures of that here in just the second year in this area for a second. Um and then uh the
083plumbing's gone going in these buildings as well and these foundations and these team rooms along with the electrical. Um, we are at the footing level for the concessions, restrooms, and the press box. And so that the footings will start next week on that building. Um, that was, you've heard me talk about a little bit about the Pete. When we excavated that, we hit a bunch more Pete and that. So, we ended up filling that hole back in and building it all the way back up, which was it's taken some time, but it's there now. So, um, the support building for the courts that you see here, the tennis courts, we're going to hold off on that because it's logistically right in the middle of where all of our traffic comes through. Right. So, all of
084our hall trucks and everything that's coming in and off of Karns is turning right there, not at the light, but prior to the light and then using the light to get back on to for for logistics. And so, we're not going to mess with that yet unless weather continues. But I I can't I can't tell if that's going to happen or not. But um and so like I said, they'll be pouring the back the baseball back stop and into the visitor dugout there, the utilities. We've completed the sewer line across the site. Um and we've started some of the water, but they've made the tie-ins to those restrooms that are inside those team rooms and made the tiein to where the um concessions and press box buildings going to be. Um the field lighting that
085you can see there in the yellow dots is going in this week. Uh they'll start drilling all those tomorrow and pouring those in place on Thursday. Uh and then we'll set the polls probably next week. So you'll start to see those going up as well. You've seen the fencing around all the ball fields obviously. Uh and there you'll see gaps in that. That's what we're using for access into all those fields. Um let's see. Probably the most exciting thing is the turf on the softball fields about 90% I'd say. They're seaming in all the lines. They seemed in the logo. You'll see this. And I took some pictures so you guys could all see. I know it's kind of hard that you can kind of see it from the road, but but you can't. Uh
086and so they should finish all of that by the end of the week. Maybe lead a little bit into next week and then they're going to move over to the baseball. Uh they have the whole outfield to do before they get to the infield. But you'll see in this we're pouring the underneath all of the home plate and the pitchers man is concrete and then that's built up and it has a little bit of drainage and some stuff and you'll see a picture of the the baseball that's all that's left at the baseball field to do and they're doing that this week pouring that. So naturally we move them over about 10 days to do the baseball field. So and then it'll be turfed. It goes pretty quick if you seen how fast the softball
087field went. Obviously, the baseball field's bigger, but it grows pretty quick. >> Um, environmentally, we're currently sampling the Pete to try to get a characteristic on it to see if it's contaminated or not. Um, preliminary preliminarily, it doesn't look like it is. And so, what what DEQ makes us do is we have to grid it off and sample that whole big pile. And so, that's what we're doing right now. And once we get all that reporting back, and then we'll we'll begin the process to get that hauled out, too. was like to get that out before winter so it doesn't sit there all winter long. And then we've started the landscaping around the perimeter of the baseball fields and the softball field. They've ran the main line and a lot of the lateral lines for
088the heads. So that's been ongoing. Um and then that's pretty much it. I'm sure I skipped a couple things, but now we can go Trish. So there's just a couple pictures. >> Oh, I'm sorry. Go ahead. >> Quick quick question back on the >> It's so big. You like that's that's artificial. >> Sorry. >> You're good. >> Oh, just a quick reminder. Um, >> these the two structures between the multi-purpose fields. What are those? >> Bleachers. >> Oh, those are bleach. Oh, these are bleachers. Okay, I see. And what are the buildings in the back? >> Let's see. The back of >> You mean the very top? I'm sorry. At the very top you have their tennis court and then above them >> above the tennis courts or below the tennis courts. That's a support
089building for below the tennis courts. Right. So that has the team rooms, lockers, training area, restrooms, all that stuff. It's to really kind of support both those the pitches and the and the tennises. But it it gives every somewhere to change, put your bags, all that kind of stuff. >> And the restrooms are in there. >> Restrooms are in there. Yep. Correct. >> And then where's the concessions? Right there. Right. She's right on it. Right there. Yeah. There's concessions right there. So, >> and then what are we do? Do we get any takers for the mobile units? >> No. No. So, those are those are built to foundation >> as a snow load. >> So, they're very expensive to move. >> Wow. >> The demo will be a lot less expensive than >> a lot
09050,000 just to move. >> Right. We have some history from previous ones we've moved and that they were very expensive. I can tell you that a lot cheaper. So, >> nobody wants them for a tiny [laughter] >> I kind of asked around but I didn't have any tapers. It cost somebody else the same to move it, right? Probably even more because of it. So, that's kind of that's the logo on the softball field. >> That's awesome. So, and then you can kind of see the baseline's going in and the uh infield there. That's one that that's the visitor dugout on the baseball field that they're tying into right now. There's kind of a overview of treasure. >> So, maybe if you get to getting up the foundation, you might find the time cap. >> Oh,
091yes. >> I'm just saying to your eyes time caps. Well, I've asked multiple times and of those guys if they find any, you know, of course they those guys [laughter] and then Yeah. No, I I I always wonder if there's somebody left some cash or you never know what was left inside one of their, right? But >> but so there's but they they salvage a lot of that stuff and recycle a lot of it. But that's that is the uh uh batters >> box. Yeah. So that's kind of the last one. I know it's kind of hard to see in there, so I just thought I'd show a couple pictures there that >> Yeah. I wanted to make sure she didn't wreck while she was driving down. >> I know. I kept looking. >> I
092ran into a girl over the weekend actually that's on the softball team and says, "Well, are we going to be able to use the thing?" I said, "Oh, the turf's down." And she says, "Oh, I drove by there and didn't see it." And this was on Saturday. I said, "Oh, yeah. It's down." Because I left here Saturday and rented. So, it's definitely >> Lori, Randy, and I have the best view. >> Yes, >> they rolled it out like carpet on Friday and they played >> I heard the wind wasn't so nice when they were rolling it out. It was up and back. >> I asked him about that and he did say they had a field take off on them somewhere in California and lift it up and got over the cage and but they
093they were placing stuff on it. So as they roll that out, they they quickly seam it together, right? And so they were hurrying to get a couple of them down so that it was more heavy, but but uh they've had good weather, but it's they look >> some drone footage that Marshall took. We can share it with the board. It gives you an aerial view. >> I also have drone footage, too, that I was trying to get ready for tonight, but I had other things that got in the way of that. So I didn't get that ready, but we also have drone footage of that, too. So the demo >> good. >> All right. This is the time of year we start talk about enrollments for next school year. Um, by state code, November 15th
094through February 1st is the early enrollment period where boards have to declare if they're going to be closed grades or closed schools or anything like that. So, let's review a little bit of data, talk through how we come up with projections. This first slide um just shows you the history of enrollment here in Park City School District. So, the last column you can see 449, that was our enrollment in October. It's a hit straight head count. The loss of 68 students back when the board opened schools in June. I believe it was when that decision was made. Obviously that helped that number because that number was anticipated to be anywhere from 100 to 110 or 20 uh student loss. So that definitely helped. And then obviously we've talked about before the ninth graders going to
095the high school with kids coming earlier to the system u from other surrounding schools. So that's that's where we're at this year. For next year, this next slide shows the history and the projection or forecast. So in the 2627 column, you can see the projection I have going into next year is 3,993. So essentially 4,000 students with a loss of 56. So to project here, we use what we call survival ratios. How many second graders survived to third grade? How many third grade survive to fourth grade? it becomes averages over years. >> So those are all delta percentages. You look at those those ratios and say okay what's our projection going to be for the following year? calculate a threeyear, five year, sevenyear, uh, single year percentages and take a so, so the numbers that
096are projected here take into account a year's worth of in migration from out of boundary kids, right? What I'm trying to get at. If we hadn't have those kids, you'd probably still be you would probably still see enrollment decline by at least 100 kids. I'm not I'm even this is a conservative estimate. Um, I would even dare say that if schools are left open, we may be close to a break even situation overall that we have to see there. You can see the history in future years. Keeping in mind that the for future forecast don't take into those that one year ratio in as much as it would, you know, had there been two or three years of data, right, in in that projection. So, that's where we are forecastwise. Um, the next slide. So,
097one of the things we have to determine with open and closed schools or grades um is according to the law, we have to come up with how many instructional stations we have, what our class size is to say how many how many kids can our schools hold, right? So, this is an average class size in the current year. So, I think what was presented to you in June was saying saying, hey, if we went class size of 23 of the elementary and 25 of the secondary, here's how many spots we have. So you can kind of see from a grade perspective and also from a secondary um subject perspective where those numbers fall. In the elementary we're averaging between 18 and 19 preschools included in this which has a little smaller class size. So we're
098averaging between 18 and 19 students per class. Now that doesn't mean there's equally 18 and 19 students in every class. There's some classes that might only have >> 11 kids, right? and another class that might have 22 kids. >> These are all averages. At the secondary level, we're averaging right around 21 to 22. If you take out, there's a couple small areas and that's the specialty and the other kind of skew the number a little bit from those totals at the bottom, the 20.36 and the 20.20. So, we're right about 22 students. So, as we looked at class sizes before, we said, "Okay, if we went 25 students, how many students could we hold?" We chose to leave secondary schools closed because of the reconfiguration at the time, which was allowable by law. Um, so
099we're we're averaging about 21 to 22 students. Again, same dynamic. I might have more kids in a PE class versus kids in a a specialty, you know, elective class type of deal. So, that's where we are this year class size-wise. So, here's the chart um that comes to the board each year. So this tells us our maximum capacity in each school and then tells us our enrollment threshold. Our enrollment threshold threshold is calculated by either subtracting 40 students from our capacity or taking 90% of our capacity. It's all spelled out state code and then we take the greater of those two right not the lesser usually lesser but you take the greater of those two. So probably Sparks example we're saying there's a maximum capacity which is taking their class size number of teaching stations
100they can hold 475 students. Now obviously if the class size was larger they could hold more students right but that's based on the class size this year. The threshold's 435. Their projected enrollment for next year is 362. So you can see the status would be open because they have some room available. Now that doesn't mean they have room in all grades, right? That's something we've got to consider. So you can see um some are a little closer than others. Some have more room to bear, but in every every calculation based on that class size, unless the board were to say tonight, hey, we're going to build a budget with a class size of 10, Mr. Oak open schools is probably change. >> Question. Are you projecting that Jeremy Ranch is going to go down that
101much next year? Unless I'm reading this wrong. Yeah. >> So, their October one enrollment this year is 394. >> Oh, okay. >> And their projected is 390. So, no, we're saying they're going to stay flat overall, >> but their capacity of the school is larger >> based on class size and the number of teaching stations they have. >> And these buildings when they were built, wasn't Jeremy built for 600? >> Um, more than likely, I'm guessing that's pretty much the minimum that I don't know if she's built for. Yeah. So again, the the the variable factor here is the class size, right? If class size was deemed at 22 versus the 18 that we're seeing, sure that capacity would be higher closer to 600. >> And that's compared to how many teachers, correct? So >>
102not number of teachers, number of teaching patients. >> So a classroom, a classroom. So, if they have a classroom that they break out and use an instructional aid maybe and they take kids in there one-on-one, if it's large enough to place a class in, it's considered a teaching station. >> A room that's not big enough for that would be considered not a teaching station, right? If it's a smaller room taken in a oneonone student situation, it' be it would not be Kevin. So, all right. So, that's kind of where we're at with open and close. Um the date the preliminary dates here noted November 15th for the closed February for the open and early enrollment period. So that's where the board gets to decide are we closing and if we're closing then there's no applications
103or shouldn't be. There's probably still some that come in. Um but if this the district says if the board says hey we're open then we allow those applications to come in but those decisions don't have to be made till a date right? So you can kind of look and see how it affects each grade and recalculate. Okay, the next uh next slide is really just taking it's a lot of numbers I know it's taking the class size of 23. So gone back to the 23 and the 25 uh for elementary and secondary. So Jeremy Ranch for example to read this they currently are using three classrooms. So this is not based on number of teaching stations necessarily but I don't want to give the picture that we have a bunch of teaching stations out there
104that aren't being utilized either. Right? So it may be off one or two based on what's being used or how it's being used, but it's not a large amount. So in kindergarten, for example, we have three classrooms. If we were to put a class size of 23, the space available would be for 69 students. Our projection is 59 students. What's available there is 10 students. So that may be a grade that the board looks at and says, you know what, we may have natural attrition within school boundaries and so we may want to leave that grade alone in first grade and just let the natural attrition happen with our inbounder students. Whereas for example in grade three, it's got four classrooms. It's projected at 92 or excuse me, the space available is 92. It's projected
105at 62 and there's 30 spots available. So that may be a grade we say, "Hey, let's open that up uh and allow up to 20 additional out of boundary students or whatever that number is." So you kind of look through by grade, by school, uh where that's at. Now again, it goes back to how many of those students move on to the next grade, right? There's other factors that are in there, keeping in mind this is a projection. This isn't based on registrations at the school. That number could change when registrations of the school come come in. The last slide is dealing with secondary ele. And so same type of calculation use a class size. So at Eker Hill based on their figures, their available projection would be 250 students. Not sure we want to
106have that many go into that school, but uh based on our number of classrooms and class size and how many students they're projected to have for the high school, it's 225 students. Um, in June we talked about, hey, we can accept this number of students with the staff we have. Obviously, not knowing retirees yet for next year. We don't know how many staff we're going to have to hire to fill teaching positions. And by adding these full amounts into the school also creates situations where we may need more staff uh to house rather than just just replacing those to retire. soon though. >> Question. If we have open enrollment starting November, do those parents just wait till we tell them till we get better feel for how many kids are going to register for Wisconsin
107school next year? How do you do that with open enrollment that early if you don't know? >> Yeah. So, early open period, my understanding is Lori's the expert on this. My understanding is that decision does not have to be made till >> Okay. So you don't have to tell the parent till March. Okay. >> They can apply early but they won't find out till March. Okay. >> So the early would go to February 1st. We'd reassess at February 1 and say how many students do we have that are applying? Where does that leave us? We'd also have a better idea if there's retirees going right declared. >> And that would tell us, hey, where are we really? How many do we think we really physically can hire? Um and how many students can be left
108let let in from that >> secondary school start to build their master schedule so they can see class loans because we know that it's not an even split. you know, one class might have 32 kids, but another class has 22, but we can start to look at that in March, Aprilish, because these young but I think relates to what you're saying. I think the people are going to apply between November and February until I'm wrong, people come out of district or who are excited to meet in the right and we can count those, >> right? >> So, we don't have to respond to them until March. We don't have to >> where we be counting them to say, okay, how many spots do we really have? >> We'd have a more accurate projection. >> Yeah.
109And so the numbers that you showed that were now for the elementary school, are those out of district students too? >> That's current. >> Do those parents have to reapply every year or once they're in the district? >> Fifth to six >> in a transition year >> only if they go from elementary to middle and middle to high. >> Okay. And we've had conversation, you know, with Caleb like how many additional students could you accommodate and not need to hire more staff? It's like, you know, 80 to 100, >> which that's a significant quite a bit. >> Yeah. Is it correct to to say that other districts are going through similar um assessments that >> the state they have seen a decline in student enrollment for the last three years. So we are in um
110would you say a very competitive position? I don't know. I would think we are but I'm very biased obviously. >> Competitive as in what we offer an attractive skill >> district or do we need a a marketing plan? This [laughter] is where my mind can the high school can take whatever the numbers are. >> We get those fun. >> Yeah. Yeah. We want to capture them. Yeah, >> we want a bigger crew. >> Yeah, I I think it's telling our own narrative about the great successes our kids are having. Um the incredible CTE space at the high school as well as Eker. I recognize I'm biased in that space, but um it's pretty amazing >> our AP pass rates, right? The electives that we offer kids, >> right? And and the other thing I I
111I' I'm learning is that so much of what goes out in the newspapers and on the radio and all that stuff and a lot of that is our sports stuff. You know, the girls teams have had a fabulous year >> and I think some parents, you know, we heard a lot of that noise when when the footballers want were, you know, advocating for their needs. So, it seems like that would be something that we can't neglect and and something we can be very proud of. Not that we're neglecting it, but use it part of the marketing scheme for all of these kids we want. >> And we had a handful of families when we opened K5 ask, "When are you going to open your secondary school?" So, we know we have families waiting in the
112>> I've talked to some of them in the market >> for this decision. You know, Silver Creek Village is a perfect example that's boundary to South Summit. I don't know the number of kids who reside there, but I have to uh expect that there's a handful of high schoolers that will come over to Park City High or Federal. >> But if we could capture, you know, we had a plan. Okay, from this area to this area, we'll take 10. From this, we'll get 10. You know, whatever the zip code is or whatever, if we have a real aggressive plan, I don't know if we need to do that, but that's the guidance I think that we need. I I would >> I think it's word of mouth and and families talking about their own personal
113experience. You know, we know Wasatch is going to open a new high school and they have their own internal turnway about boundaries and things, but I'm a firm believer of just word of mouth from our families sharing about their incredible experience will bring, you know, more importantly, I want to recapture the families who are choosing the private schools down in the valley. >> And that's fourth through eight. >> Yeah. and even some >> districts, >> right? >> So, there's a decision item on the agenda tonight where the board will have to make a decision how you want to address that. Other questions of that time as well. >> So, at this stage is our decision just are we closing any of the schools? >> So, at this at this point based on the figures, I
114would say you're leaving schools open. let us go through the early enrollment period. Yeah. >> See how many applications we have and then we come back to you in February >> and say here's how many applications we've had. Where are the CL where are the grades we can really handle the students and then we start notifying parents that yeah we're setting >> if we leave them open for now we can later go back and say uh you know we we can't take you at whatever. >> Yeah you can do that. You could also say at this point based on the the projections of 23 and 25 like at the elementary level if I have a school that's 10 students or less that has room available may the odds of getting into that at this point
115you say the odds of getting into that grade are probably not as great. I we would like to say Jeremy Rich kindergarten we're closing right and leaving that space for potential moveins or uh school choicing within the boundary because we do want to keep our class size ratio a bit smaller in those younger grades. >> So if we're not we don't have a decision to make. Is that right? Yeah. To to leave everything open. You don't have to make a decision. >> Yeah. >> So, let's do that. [laughter] >> They're still out to work on the plan to get this. >> Although, I'd probably >> I think we'd get some from North Summer. They got all sorts of things going on. >> I would probably by is passing a motion to say, "Hey, we're going
116to leave them open for now. Allow those to apply. We're gonna reassess in February before the decision of allowing them has to be made in >> decide on preschool in >> in March. And the rationale behind that, we don't have to go abide by by the same code as K12 because of the way in which it's funded. And they'll go through their registration process and placement in January and February. So we'll have a better idea of how many seats do we actually have open. So you think Jeremy is gonna be the only kindergarten that runs a risk of 20 applications if you keep it open? >> I think Mclland's MC Poland doesn't really have room. You can't hear >> I would say Poland and Traide because of where they're situated >> um to 10 or
117under. >> I would recommend 10 or under. We would not want to open those because we know >> they're in June and August. >> So, we're opening part. >> It's not as black and white. >> Yeah. I think you open that for the early enrollment period to see what my grades are. >> Okay. Um and the elementarymentaries you can even say you know in those grades that have more than 10 we're going to leave a 10 student buffer to make sure in kid boundaries maybe moveins or other in migration are taken care of there >> we already have about 10 right 26 27 >> yes or more >> so your projection for m is 73 students would that mean you meaning if more than that came in to four classes at McDonald for kindergarten. >>
118Um if they have the teaching space, you could do that. >> That would make those three classes pretty heavy. >> Yeah. Right. So our our goal would be to be at or below the class size that we're >> so that my question is then you're if you have 75 students, wouldn't it be best to open it to get another classroom so that you're not at 25 kids kindergartens in each class. >> Yeah. Part of that is how the building's used. So that would be a discussion I think with Angie to say, "Hey, if we allow these kids into kindergarten and that creates another class, how are we the space?" >> Okay. >> Yeah. >> Because even though we have those teaching stations, there may be other programs happening right >> that we don't want to
119necessarily entertain. So, do we want to do the decision now or >> right when we come back to somebody making the motion, but I hope they remember what [laughter] he'll be happy to refresh. >> Okay. Um, are we good? >> Anybody? >> So, next up we have the consent agenda which includes the regular session minutes of October 14th, >> the emergency procurement for RM RMEC environmental approval of FY25 financial audit the land trust review revisions. Sorry, I didn't read tonight for Jeremy and Pearly's um personnel the check registers of October 25th and the board revenue and expenditures for October 9. >> Uh you can make a motion to approve the consent agenda as read. >> Second. >> All in Oh, any discussion? >> All in favor? Okay, great. We've already done public. Okay, now next
120up we have monthly reports. It puts Loa first, but I'm going to hold her off till a second. Um, I have a statement. Cindy could not be here tonight, so she just sent us this and I'm going to read it. Um, so on behalf of the employee involvement group, Josh Dukes, and I want to thank you for your time and effort. On behalf of all ESPs, we especially appreciate your work to ensure that all staff who support students and colleagues are included in the state's one-time bonus being paid out this fiscal year. Your thoughtful consideration means a great deal to all ESPs, both those who work directly with students and those who work behind the scenes. Thank you, Cindy Har and Josh. >> Do we have anybody here? PCA. >> Yes. >> Oh, yeah. We'll
121say >> Hi, Kristen Hall, PCA co-president and Park City High School counselor. Um, I'd like you to read nice. [laughter] >> Oh, no. Um, as always, thank you for our continued partnership and the strong positive relationship we share. We appreciate the district's responsiveness to teacher needs and its commitment to fostering healthy and supportive working environments. At a statewide UEA statewide UEA event last weekend, it was encouraging to hear UEA president and former high school social studies teacher Renee Pinkney speak highly of her experience negotiating with the district. Later, former PCA president and current vice president Mary Morgan echo the same sentiment. Um, the collaboration collaborative relationship between the district and PCA is recognized and highlighted across the state as we prepare for the upcoming negotiations. PCA is committed to maintaining that positive precedent by working
122together to support educators recognizing that when teachers are valued, students thrive. Thank you. >> Thank you. All right, you're on. >> I had first meeting with the friends of the library, Laura Park Library as the new student representative. So, we're very excited to start trying to bridge the gap between her schoolers and the library and we just want to make sure everybody knows all the tools and resources they have. Um, we also just completed a candy buyback. We got around 382 pounds of candy, which if they're not familiar, you could go to the elementary schools and in exchange for one pound of candy, they get either a dollar or a toy. And then we send that candy off to the soldiers. So that's on the road right now. And then for Souls for Souls, it's
123finished now and we got around 395 pairs of shoes and a lot of clothes. So that turned out really good. Um the talent show is coming up. We had auditions yesterday. I think everybody made it. We tried it out. And the talent show will be on December 19th during school as an assembly week. Um, we also had the DJ Loser event from LA. They did an amazing job. The dances, the choreograph were beautiful. The food was amazing. All the activities and the decorations. If you were able to go, you were very lucky. I think everybody came together during that night. It was amazing to witness. Um, we also have the 9 to5 musical coming up. Um, on Thursday it's at 700 p.m. Friday 7 p.m. as well. And then Saturday it's 2:30 and 7:00 p.m.
124in Eckles. We also have the summer special dance coming up. That's for kindergarten through fourth grade and especially burner of their choice. Um, on December 12th and it's $10 for one guardian and a child. So, we're really excited about that. >> Thank you. Okay. Next up, we have a decision item, a decision items. And first, we have the district calendar. >> Yeah. So, I'll speak to it. I would recommend that we only adopt the FY27 calendar, uh, not the three-year calendar because I can already see where we're going to bump up against the PC PC, which we do not want to do again. We want to be good community partners and not schedule a PD day the same day as the give. Um, so if you click on the FY27 calendar, I'll walk you through
125just a couple of changes. Uh the first day of school would be Wednesday, August 19th. It would not be a Monday. Um that was clear across the board. It didn't matter if you were support staff, principal, teacher, parent, student, no one was in support of starting on a Monday. Uh you'll notice in September there are two holidays. The first one being Labor Day on a Monday and then the recognition of Yonor on the 21st. Uh so there are two Monday holidays in September. We return back to a normal fall break in October on the 15th and 16th. That 23rd is a PD day. Uh so no students but staff would report. November we maintain the the same Thanksgiving break as we have in the past. We have two weeks at uh December and January for
126the winter break. Uh a noted change would be January 4th where we are extending that winter break but teachers are coming back on the 4th for PD day. Uh when we met in calendar committee the parents said you know our kids are just coming back to school on the 4th and then you're going to have them out again on the 8th. Why not just extend the winter break? Um, so teachers and staff will return on the 4th for PD day, but students will still be out and they'll come back on the 5th. Maintaining the full February break. March 26 is a built-in snow day. Uh, but if we don't need it, it will be a PV day for our staff. Full second week of April is spring break. And then again on May 28th, a
127built-in snow day. That's the Friday before Memorial Day. So in the event we don't need it, it would extend that Memorial Day weekend for our families. Staff would still report for PD day and then the last day of school would be June 4th. So if you choose to adopt and approve this calendar, that would set the stage for us to then create a year two, year three calendar. So our families have a three-year look into what our calendar will entail. Uh there are some tricky situations uh with I believe 27 28 29 uh just where the Jewish holidays fall. It happens to fall on a Monday after I believe fall break. So they just get an extra day. So it' be a Thursday, Friday, and a Monday. Um not a big deal, one more day.
128So how about Easter? >> Easter for for this year. It just so happens that March 2 or for next year that March 26th date happens to fall on Good Friday. Uh so families would be out but staff would report >> early task. >> Yes. >> Uh Fridays we will still have early outs. uh we are not changing that. So we'll still have early release on Fridays. The biggest change is those embedded PD days um and trying to spread them out over the course of a calendar year. Teachers will return on the 12th and what we've said is any dedicated PD that needs to be district or site directed would occur on the 12th, 13th and 14th. on the 17th and 18th. Those are protected classroom times, so teachers can be in their classroom working to
129prepare to welcome students. We're currently having internal dialogue around Monday the 17th, potentially hosting open or back to school and open house nights. Um that would give teachers one more day after hosting the open house night to ensure they're ready to welcome students back on the 19th. So, trying to be strategic and intentional about how we're scheduling uh PD as well as some of the breaks within our calendar. >> So, it's been a long time since I had to register or have my kids go to school. So, they do that all electronically now. They don't go into the buildings. still. >> But that is nice to have a back to school night, give the teachers a break, we're going to say, and not have it be a really long school day and back to school.
130>> Yes, we're also having dialogue about parent teacher conferences. Um, how can we stagger them instead of having them fall on top of each other? Um, we saw some impact with our outreach and translation services because we were scheduled over top of one another, but >> we will sort that out um and to go back. They do have to go in to check out laptops and things of that nature. But a lot of the registration can occur. They don't have to stand on those long lines. They're missing out on you stand there with the chat. And I've shared this with several individuals. We are looking at moving to a semester K12 instead of a semester, quarter system, trimester system. A survey will go out to staff the first week of December to see how they
131feel about that. We would still s um >> What about red and white days? >> That's another conversation. We would send home progress reports in that October parent teacher conference windows. Um but in terms of PD days and grades locking, it would happen at the semester um instead of at the quarter. We would likely still have a an anomaly with the college and career awareness class at Eer Hill. They would maintain the trimester because they rotate between three teachers, but we've already been doing that. So that doesn't require us to do anything different. As far as the red white days, that will also be a part of the calendar, a consistent red white schedule. And if there's support for that, u it could look like Monday, Wednesday is always red. >> Tuesday, Thursday is always
132white. Friday is where it gets tricky. It may not always be red, white, red, white on a Friday because we want to balance out the number of red, white days in the calendar. I think it would be worth it as a parent >> for the kids, for teachers, for parents. Um I check our Fridays. >> Yes. So I believe personally there's more pros than cons to making that shift to semester as well as the consistent red white days. But obviously we want to get feedback from the people who are living it, breathing it day in and day out. >> But will we make a decision for next school year? Yes, we have to make a decision by January because tech has to do a lot of heavy lifting on the back end. It will make
133Trisha's life easier if we go to semesters. >> I can't speak to power school. >> Yes. >> But um yes, the intent is that we make that decision by January, which is why the survey is going to go out when we return from Thanksgiving break. >> Laya, as a student, consistent red white schedule. >> I support it in my room. It just gets tricky with Fridays. >> Yes. Yeah. Fridays will be the tricky. It may not always be what it might have two white days. [laughter] >> We're gonna have to start July. We could do that. >> My recommendation would be just to vote on this 26 27 calendar as presented >> and then we'll come back >> and then we'll reconvene the calendar committee and likely bring you the other two years in January
134or February. >> Okay. Can I make a suggestion when they do do the other calendars since we are taking into consideration other religious holidays that we take into consideration good Friday and hopefully Thursday for the people that are >> I can bring that up with the group >> ready to do anything. >> Yeah, I make a motion to what we order. [laughter] >> Second. All in favor? Hi. >> Hi. [clears throat] >> Awesome. >> This is amazing how much time we spend with business. >> Okay, Randy. >> Yes. Next item is the sharp easement. This is a easement on the 55 acre acre parcel which is west of Silver Summit. Um, and they're requesting an easement to get to a landlock piece of property. uh as presented. They've already agreed to assigned it. It's been
135in the works for several years. Um it's good to finally get it done. So, I would recommend I would recommend approval of just >> Yes. Can we Can we motion to approve it with that date amendment >> as of November 18th? >> Yeah. >> Absolutely. And I make a motion to approve the SH with the date amendment. Second. All in favor? >> Do you want me to sign today? >> Yeah. We'll just change the page. >> Okay. And then so we're back to open and close schools. What was the language? >> Whoever remembers the motion. >> We're making a motion. to open your February open enrollment starting November 15th, >> right? >> Yeah. Which was three days ago. >> So the mo the motion is to open the motion is to open all schools >>
136Uhhuh. >> during the early enrollment period which is till February 1st. >> Oh. after which once applications are received, the information will be brought back to the board for final decision. But noting to the public that those classes designated right now with 10 kids or less of available space would there's a high chance that they would not be accepted in those groups. >> Well, and I make a motion to have a second. >> All in favor? I >> I've got some other things over here. >> Not on the calendar or on the agenda. >> Okay. Next up, we've got policies for posting. The follow following policies have been reviewed by the policy committee and are now before the board of proposed policy 3004 student membership. Policy 405 purchasing procedures policies 105 entrance age and qualifications
137policy 1000 student enrollment and policy 1105 public information and media access. I make a motion to approve policies for posting as stated. >> Second. Any discussion? A discussion item for would be, and I sent this to you guys in the email, but I'll explain it in person. So, there's no longer a minimum school day requirement in code. That was removed in 2020. Our current policy says 2 hours for kinder and then 1 through 12 is 4 hours and that was written back when we had half day kinder. My recommendation is we set a 4hour minimum K, you know, K12 um to ensure if we ever needed to do an early release, it would count as a full day and it would be uniform for all families across all of our schools versus one grade level's
138this and then another grade level it's that. So in code there is no time requirement anymore but there's still the requirement >> 180 days >> but not what one day >> it'd be 10 minutes >> so we do and if they made it over as well it's like can we just join >> however if we find ourselves in situation where we've got to do an early release for whatever reason we want to be able to qualify out that they say, you know, we're having a higher standard than the state. That's what makes a day, >> which is typical for us, right? State says, [laughter] >> "God bless you." Okay. Uh, okay. I I >> additionally, if we were ever to meet, let's say they're predicting a significant snowfall overnight and we know it's going to
139impact the morning commute. Prior boards were not in favor of remote learning or online learning. I would recommend we have something in place for Fridays because you can't call a late start on a Friday. It's just with the the shortened schedule that doesn't work and that would be the only day that we would pivot to remote learning. Monday through Thursday we can easily call a two-hour delayed start. You can't really do that on Friday. >> We have a plan. Um the thing that we would need to do is coordinate device distribution to elementary schools which they are in their classroom. So, it's simply the teacher handing out devices to students. And maybe they decide we don't want devices to go home. So, we're going to send a packet or or a workload home. Um, but
140I would like us to have something in place. You know, let's have a gas leak or and we have to pivot to remote learning. The last thing we want to do is tack on an additional day like we did in 2023 after the last day of school and no one shows up on that day. So we can write that into policy or it just becomes a procedure underneath policy 3004. So from discussions in the halls committee, I don't know how teachers feel about at elementary level remote learning. >> We might need to get some feedback from them. >> And it's going to be [clears throat] asynchronous. It's not going to be like your teachers going to be on Zoom at 8:30. So you need to log on. >> And I don't know how it is
141in our community. If there is a snow day, the parents still have to go to work. So, how does an elementary school student, how do you encourage their elementary school to get online when they want to be outside >> or even a middle school kid that wants to get up on the hill, >> they can still up on the hill and >> save learning for the afternoon. and it may be something we want to get some input and feedback from the meeting because it's been several years since we had this conversation. Uh I just don't want to find oursel in the situation we did in 2023. >> Yeah. I I think it's so rare and this this came up in 2023 because we feel like the first time ever had two snow days in in
142a year, right? and we didn't we didn't have a facility to cope with that but we couldn't get a waiver from the state right because they said well you didn't have the >> yeah yeah >> um so that this whole conversation originally came up around that and it's it's making sure that in the vanishing weare situation where we need to have an extra day where kids can't be in school that you know we have an option so that we still keep the calendar, close them on, June 4th, whatever it was. >> I do feel like the elementary teachers have been very clear. They really they really would like that option because they came to board meetings and they like gave examples of what they would do and I I do feel like they >> an
143online >> and again this would be a storm happens on Friday. I mean, we are talking about a very rare >> situation >> that Thursday opened up basically into Friday morning >> because we know I can't remember what year it happened, but there was a bad snowstorm on Friday. You couldn't follow any late start. So, nobody really showed up. Um, and then we had a power outage I believe at the high school um for the kids who did show up. [clears throat] >> Yes. that plan. >> Um, but at least having a plan for Fridays, knowing that Monday through Thursday, a two-hour delayed start would likely be the call. >> Didn't they write that in here? Because I didn't remember seeing it. >> Yes. So, we have it's called an intercontinuity instructional >> instructional continuity
144plan and we update it every year. >> Can't say that everyone reads it. I see [laughter] >> except for Amy and Trisha. So, we likely need to revisit it with our principles and our teachers to make sure um everyone's on board and there's not places where revisions might need to occur when they is that going to be part of this policy. It's going to be >> no procedure in just a procedure. Okay. But in this policy, we'll have that we're going to call a day four hours. >> We could. So, my recommendation is maybe we send this one back to policy committee if this group is comfortable adding that 4hour minimum language. >> Um, and revising the ICP to make sure it's in line with what does it actually look like when we implement it.
145>> Can we get back to the Friday thing real quick? because we do have two snow days built into car, right? So, we're actually not even talking about a storm on a Friday. We're talking about a situation where we had two snow days and then we had a Thursday night. >> Yeah. >> So, it had to be a late season Thursday night storm bad enough. I mean, it's >> it could happen, right? >> It it could, but >> it happened this 2023, right? >> Okay. So, you want this >> send this one back. that we make the language, >> add the four hours, um refine the emergency closure, delayed start online learning language and then we'll bring it back next month or maybe even January. So I don't know that we have policy change next
146month. >> I think we do. So we're just going to say >> so we have to pull that out. We're going to approve the policies minus >> which one are we >> 34. Okay. So I make a motion to approve policies for posting with the exception of 304. >> Correct. Second. >> All in favor. >> Okay. We get that all on track. Okay. Next up, we have policies for adoption. [clears throat] We have policy 7096 LEA specific licenses and policy 9027 child nutrition policies. >> I made a motion to approve those two policies for adoption. Second discussion. All in favor? >> Then next up we have a policy to retire the policy that we had a lot of discussion about the policy 9026 vending >> all to retire the nutrition. >> Any discussion? I'm I'm
147not going against any direct. [gasps] >> Okay. All in favor of >> All right. >> Do we need a motion to make a motion to >> I make a motion to agenda as an electorally scheduled All in favor?